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The Eclipse of Equality of Opportunity?

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The Eclipse of Equality of Opportunity? Australian Journal of Teacher Education Volume 16 Issue 1 Article 1 1991 The Eclipse of Equality of Opportunity? Simon Marginson Federated Australian University Staff Association Follow this and additional works at: https://ro.ecu.edu.au/ajte Part of the Higher Education Administration Commons Recommended Citation Marginson, S. (1991). The Eclipse of Equality of Opportunity?. Australian Journal of Teacher Education, 16(1). http://dx.doi.org/10.14221/ajte.1991v16n1.1 This Journal Article is posted at Research Online. https://ro.ecu.edu.au/ajte/vol16/iss1/1 Australian Journal of Teacher Education THE ECLIPSE OF EQUALITY OF OPPORTUNITY? Simon Marginson Research Officer Federated Australian University Staff Association ABSTRACT The issues involved are central ones; for teachers, for those who train teachers and for those who Equality of opportunity has been the most study Australian education. Much education important organising principle in education policy and politics is fought out around respective policies in postwar Australia. Equality of claims about equality and about education's opportunity was central to the expansion of economic contribution. This tension is endemic to publicly-funded education: the promise of education as a social process. Education is about upward social mobility through education had open-ended human development, but education broad appeal. Equality of opportunity objectives is also funded because it is meant to build a better are now being displaced by the newer and more labour force .. limited concept of market equity. Equality of opportunity usually implies equality of the Teachers face equality/economy tensions on a educational resources provided to each child, and daily basis. To what extent should the teacher's sometimes goes further to mean positive work be directed to all pupils in common? To discrimination in favour of the disadvantaged. what extent should the teacher spend time with However, equity is usually understood only as those students who appear most capable, most the right to participate in education. receptive to teaching and learning and likely to make the best use of their education? At a system Whereas economic objections used to work in level, to what extent should we focus on raising tandem with equality of opportunity policies, the universal standards - and to what extent should two are 110W often in contradiction. Further, the we concentrate on a minority of 'gifted' students failure of the older equality policies to deliver on identified for higher achievement? their promises has partly eroded people's support for the equality of opportunity perspective, Ultimately the shifting policy balances between especially middle-class support. There is a equality objectives and economic objectives affect growing emphasis on relative individual everyone working in education. They affect what advantage through education. This new policy we are required to do, and they affect what is environment threatens to result in significantly possible. Policy objectives are matters of day-to­ greater inequality of opportunity. day pragmatics - part of the conditions of possibility of our work - but they also connect to THE ECLIPSE OF EQUALITY OF the deeper level of commitment to that work. As OPPORTUNITY? policy objectives change, teaching practice tends to change (although not usually as much). Introduction: equality versus economics Teacher training may also change. New policy objectives may suggest that different sorts of In Australian education there has been a long­ people Should be recruited as teachers. standing tension between the policy objective of equality of opportunity and economic policy This article argues that we are now experiencing objectives that governments have sought to a major shift in the governing policy objectives in implement within the education sector, such as Australian education, affecting both schools and those related to efficiency and to the development post-school education. This shift results from a of education's contribution to economic growth. new resolution of the equality / economy tensions, one less favourable to broad equality objectives The equality / economy conflict is by no means an than before. The paper begins by outlining the absolute one, and at times both sets of policies nature of that shift. It then goes on to explain the have led to the same practical conclusions and causes and the dynamics of the change, draWing have been implemented harmoniously. At other on recent developments in Australian education. times equality objectives and economic objectives have been in conflict. Generally, this has led to the modification of one or other sets of objectives: one has usually won out over the other. Vol. 16, No. 1,1991 Australian Journal of Teacher Education Australian Journal of Teacher Education From equality of opportunity to market equity But unlike most of the human capital economists, ublic discussion of education, equality of mean that all students individually reach the for Karmel the argument for educational ~pportunity is bein? reduced to the m?re limite.d same educational level. It means a system of One person who knew more than most about the expansion did not stop there. To him the and market-specifIc concept of equity, and IS formal education in which the educational equality / economy tensions was Professor Peter overriding objective was not economic becoming marginal. As in the 1960s education for achievement of students cannot be distinguished Karmel. Karmel himself was an economist but productivity or economic growth, but the national economic interest is occupying centre­ on the basis of income and wealth, class, sex, he was also an educator. The founding Vice­ equalisation of educational opportunity. At stage but, unlike the 1960s, it is no longer coupled national origin, school type and geographical Chancellor of Flinders University, he became the bottom, he saw the case for education as a with a strong version of equality of opportunity. location, etc. Therefore equality of outcomes principal national education policy-maker as democratic one rather than an economic one: The tensions between equality of opportunity and serves as a test of, and a precondition of, equality chair of the Interim Committee for the Schools education for human capital are being resolved in of opportunity: Commission (1973), the Universities Commission You will say here is homo economicus in his favour of the latter. And the human capital is between 1971 and 1977 and the Tertiary most extreme form. Here is a fellow who increasingly to be privately funded - government The test of whether equality of opportunity Education Commission (1977 to 1982), and the measures the value of education by its effect on spending on education fell to 4.9 per cent of GDP existed would then be that those going on to Quality of Education Review Committee in 1984 national production and its rate ofgrowth. May in 1987-88 (ABS 1982). A greater proportion of higher education were drawn from all groups in and 1985. I therefore say straight out that I do not hold that education and effort is being privately financed, the same proportion as each group was the main virtue of education reposes in its through school fees, the HECS, postgraduate fees represented in the population. On 18 May 1962 in Melbourne, Karmel- then a economic consequences. Quite the reverse. I and sale of services to companies. This means (Karmel Report 1973: 17) professor of economics at the University of should tonight advocate a greater educational that, to a greater degree, the benefits of education Adelaide - delivered what was to become an effort in Australia, even if its sole economic go to those who can pay for them. This increases Unless there is equality of outcomes at the end of influential address on Some economic aspects of consequence is to reduce national productivity inequalities in the distribution of education. schooling there cannot be equality of opportunity education. Karmel was responding to the then by withholding more young people from the in entrance to higher and further education. new and important arguments of the human workforce for more years. I should do this since This is not simply a matter of changes to capital economists, who claimed that there should I believe that democracy implies making government policies. There has also been a shift Equality of outcomes has usually been seen as be a major expansion of education on the grounds educational opportunities as equal as possible in the popular mood. An increasing number of outcomes in terms of either learning achievement that education directly created economic growth and that the working of democracy depends on parents and students now believe that investment or the level of credential achieved - mostly the (Schultz 1960, 1961; Denison 1962; Becker 1975). It increasing the number of citizens with the in private schooling or in fee-based postgraduate latter. (There are other outcomes of schooling, was assumed by most economists and policy capacity for clear and informed thought on courses in the way to maximise the benefits of such as social and cultural experiences. These makers - although not all (Friedman 1962) - that political and social issues. education. The competitive struggle for relative outcomes are important, albeit immeasurable, but such an expansion would have to be funded by (KarmeI1962: 4-5). advantage through education is based on the are not usually considered in the context of governments because reliance on private finance object of inequality of opportunity, not equality of equality policies.) would result in a level of demand for education In the 1960s and the first half of the 1970s, this was opportunity, and this struggle corrodes the older that would fall short of society's needs. the philosophy of many of the teachers and principle. Conditions required by equality of opportunity administrators working in the expanding public Karmel agreed with the conclusion of the human system of schooling, higher education and further To explain the change that is now taking place we When the implications of equality of opportunity capital.
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