Morrison moves the deck chairs on the hulk of our universities

A new rule of politics seems to be that no matter how badly the pollies have stuffed up some area of government responsibility, they can always make it worse. Enter the hapless federal Education Minister Dan Tehan who, doubtless acting under instructions from the boss, has just announced another set of passive-aggressive changes to university funding.

If, like a good Quiet Australian, you haven't been paying close attention, you may have gained the impression that the government is acting to help our unis to take in more local students – helping fill the vacuum left by the disappearance of overseas students – and changing the structure of tuition fees to encourage students into more occupationally oriented courses, which will make them "job-ready graduates" going into fields where the need for graduates is expected to be greatest.

You probably haven't noticed that, according to Tehan, the package includes "an additional $400 million over four years" for regional unis, and "a further $900 million" for the National Priorities and Industry Linkage Fund.

Except that the whole package is "budget neutral" – a bureaucrat's way of saying it will cost the government not an extra cent. Since the government's expecting extra demand for uni places over the next three years, this is tantamount to its first major cost-cutting exercise after taking fright at the blowout in the budget deficit caused by the lockdown of the economy. So the "extra" and "further" funding will be coming not from the government's pockets but those of the universities and their students.

The government will fund an extra 39,000 places by 2023 – an increase of about 6 per cent – as the recession prompts more school leavers to stay on in education (and avoid taking a gap year), but will compensate for this by cutting the amount of its funding per student.

According to calculations by Professor David Peetz, of Griffith University (whose former job as a senior federal bureaucrat helps him find where the bodies are buried), the government will cut its funding by an annual $1883 per student, with the average increase in tuition fees of $675 per student reducing the net loss to universities to $1208 per student. (The fee changes won't apply to existing students, however.)

That is, the unis are being asked to do more with less. It's a safe bet their main response will be to further increase their ratio of students to staff. Unis will become even more of a sausage factory – which will be really great for the nation's investment in "human capital".

My guess is that the changes to the structure of tuition fees – with a hodgepodge of big cuts, small cuts, small increases, big increases and no changes – are intended to give the appearance of doing something to increase employment, to gratify the parliamentary Liberal Party's antipathy towards the universities (hotbeds of leftie activists who think Black Lives Matter and have kids who wag school because the silly-billies are worried about climate change) and to divert attention from the way the unis have been short-changed.

With the fee for humanities degrees up by a mere 113 per cent, it's quite a diversion. I'll be diverted only to the extent of quoting from a speech by a Business Council official in 2016: business needed the skills of "critical thinking, synthesis, judgment and an understanding of ethical constructs". The humanities produced people who can "ask the right questions, think for themselves, explain what they think, and turn those ideas into actions".

Ah, maybe that's what the backbench doesn't fancy.

Professor Andrew Norton, of the Australian National University, a recognised expert, doubts that the fee changes will do much to change students' preferences away from courses they think they'd like. And Peetz points out that it's the unis, not the government, that will be bearing the cost of the fee reductions for those courses the government prefers.

Which brings us to Professor Ian Jacobs, boss of UNSW, who points to the perverse incentives the changes will create (assuming the Senate is mad enough to pass them). Unis will be tempted to offer most places in those courses with the widest gap between the high government-set tuition fee and the cost of running the course. They'll be pushing BAs harder than ever.

This, of course, is exactly the way you'd expect the vice-chancellors to behave when you've taken government-owned and regulated agencies, spent 30 years pursuing a bipartisan policy of cutting their federal funding (from 86 per cent to 28 per cent of total receipts, in the case of Sydney University) and pretending they've been privatised.

Then, after they've turned to getting about a quarter of their funding from overseas students, but the coronavirus obliges you to ban foreign travellers, you hang them out to dry, refusing them access to the JobKeeper wage subsidy scheme because they should never have allowed themselves to become so dependent on a single source of revenue.

For a while I thought the crisis had got Scott Morrison governing for all Australians. It hasn't taken him long to revert to playing friends and enemies.

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Confessions of a pet shop galah: much reform was stuffed up

As someone who, back in the day, did his share of being one of Paul Keating’s pet shop galahs – screeching "more micro reform!" every time they saw a pollie – I don’t cease to be embarrassed by the many supposed reforms that turned into stuff-ups.

My defence is that at least I’ve learnt from those mistakes. One thing I’ve learnt is that too many economists are heavily into confirmation bias – they memorise all the happenings that affirm the wisdom of their theory, but quickly cast from their minds the events that cast doubt on that wisdom.

Well, let me remind them of a few things they’d prefer to forget.

Of course, it’s not the case that everything done in the name of "micro-economic reform" was wrong-headed. The floating of the dollar was an unavoidable recognition that the era of fixed exchange rates was over. And the dollar’s ups and downs have almost always helped to stabilise the economy.

The old regulated banking system wasn’t working well and had to be junked. With the rise of China in a globalising world, persisting with a highly protected manufacturing sector would have been a recipe for getting poorer. Nor could we have persisted with a centralised wage-fixing system or a tax system that failed to tax capital gains, fringe benefits and services – to name just a few worthwhile reforms.

Many privatisations were justified – the government-owned banks, insurance companies and airlines – but the sale of geographic monopolies (ports and airports) and natural monopolies (electricity and telephone networks) was a step backwards, mainly because governments couldn’t resist the temptation to maximise the sale price by preserving the businesses’ pricing power at the expense of consumers.

The conversion of five state monopolies into the national electricity market proved a monumental stuff-up at all three levels: generation, transmission and retail. It quickly devolved into an oligopoly with three big vertically integrated firms happily overcharging consumers at every level, with collateral damage to the use of carbon pricing in reducing greenhouse gas emissions.

We’ve learnt that “markets” artificially created by governments and managed by bureaucrats are – you wouldn’t guess – hugely bureaucratic, with the managers susceptible to “capture” by market players. The gas market has also been an enormous stuff-up, threatening the survival of what remains of Australian manufacturing.

The ill-considered attempt to treat schools and TAFEs and universities as being in some kind of market, where fostering competition between them and paying teachers performance bonuses would spur them to lift their performance, proved an utter dud.

Had the harebrained plan to deregulate uni fees not been stopped, it would have made even worse the chronic disorientation of the nation’s vice chancellors on what universities are meant to do and why they’re doing it. Lesson: trying to turn non-market parts of society into markets, while blithely ignoring all the obvious reasons such "markets" would fail, is a fool’s errand.

Which brings us to the half-baked idea of trying improve the provision of taxpayer-funded services by making their delivery “contestable” by for-profit providers. It's been an expensive failure pretty much everywhere it’s been tried: childcare, employment services, vocational education and training, and aged care (see present royal commission), not to mention privately run prisons and offshore detention centres. How long will it be before we’re having a royal commission into the abuses of the largely outsourced national disability insurance scheme?

Why have so many reform programs ended so badly? Partly because of the naivety of econocrats and other proponents of "economic rationalism". They had no notion of how far the grossly oversimplified neo-classical model of markets they carry in their heads misrepresented the big bad real world.

And many of them, having spent their working lives solely in the public sector, had no idea of how wasteful or bureaucratic the supposedly rational private sector could be. Actually break the law if they thought they wouldn’t get caught because corporate law-breaking wasn’t being policed? Sure. Rip off the government because the bureaucrats wouldn’t notice? Love to.

But there’s another reason so many reforms blew up. Because naive econocrats failed to foresee the way reforms intended to leave consumers or taxpayers better off could be hijacked by Finance Department accountants looking to cut government spending and produce "smaller government" by whatever expediency possible (see uni fee deregulation) and politicians looking to win the approval of big business or to move money and influence from the public sector column (them) to the private sector column (us).

Lesson: if a venal politician can find a way to sabotage micro-economic reform to their own advantage, they will.

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Why government-controlled prices are soaring

As if Scott Morrison didn’t have enough problems on his plate, we learnt last week that government-administered prices are rising much faster than prices charged by the private sector.

Last week my colleague Shane Wright dug out figures from the bowels of the consumer price index showing that, over the almost six years since the election of the Abbott government in September 2013, the prices of all the goods and services in the CPI basket have risen by just 10.4 per cent, whereas the government-administered prices in the basket rose by 26 per cent.

Some of those "administered" prices actually fell and others rose by less than prices overall. But let’s do what everyone does and focus on the really big increases.

Behavioural economics tell us that people’s perceptions of the cost of living are exaggerated by a ubiquitous mental shortcut psychologists call "salience". We tend to remember the things that leapt out at us at the time and forget all the things that didn’t.

So, for instance, we vividly remember the shock we got when we opened our electricity bill and saw how huge it was and how much it had increased.

In round figures, the cost of secondary education rose by 30 per cent over the period, childcare by 27 per cent, postal costs by 27 per cent, hospital and medical services by 36 per cent, council rates by 21 per cent, cigarettes by 109 per cent, gas prices by 16 per cent and electricity by 12 per cent (most of the bigger increase came during the term of the previous Labor government).

Not hard to see that the government has a huge salience problem. Plenty of scope there for the punters to convince themselves the cost of living is soaring.

But what should Morrison do? At a glance, the problem's obvious: government prices rising much faster than market prices say governments are hopelessly wasteful and inefficient. So expose the government to competition and the waste will be competed away, to the benefit of all.

Sorry, the true story’s much more complicated. Indeed, part of the problem is the backfiring of governments’ earlier attempts to make the provision of government services "contestable".

Let’s look deeper. For a start, some of the increase in administered "prices" is actually increases in taxation. The doubling in cigarette prices is the result of the phased massive increase in tobacco excise begun by Malcolm Turnbull.

Local council rates work by applying a certain rate of tax to the unimproved land value of properties. State governments usually cap the extent to which the tax rate can be increased, but the base to which it’s applied soars every time there’s a housing boom.

Postal costs rise because we want to continue being able to post letters to anywhere in Australia at a uniform price, even though we're actually doing it less and less, thus sending economies of scale into reverse. Australia Post would have been privatised long ago if any business thought it could make a profit from the business without scrapping the letter service.

The doubling in the retail prices of the now largely privatised (but still heavily regulated) electricity industry over the past decade is the classic demonstration that attempts to introduce competition to monopoly industries are no simple matter and can easily backfire.

The cost of childcare has been rising over the years because governments have been raising quality standards – staff-child ratios, better educated and paid workers. Is that bad? This formerly community-owned sector has long been open to competition from for-profit providers without this showing any sign of helping to limit price increases.

Even so, childcare is heavily subsidised by the federal government. This government’s more generous subsidy scheme caused the net out-of-pocket cost to parents (which is what the CPI measures) to fall a little last financial year.

The modest suggested fees in government schools wouldn't have risen much over the past six years. If private school fees have risen strongly despite the heavy taxpayer subsidies going to Catholic and independent schools, it’s because the number of parents willing to pay them shows little sign of diminishing. Hardly the government’s problem.

Detailed figures show that the out-of-pocket costs for pharmaceuticals rose by less than 6 per cent (thanks to reforms in the pharmaceutical benefits scheme) and for therapeutic goods fell a few per cent, while for dental services they kept pace with the overall CPI, leaving the out-of-pocket costs of hospital and medical services up by a cool 36 per cent.

That tells you private health insurance is falling apart. Add the continuing problems with needs-based funding of schools, and electricity and gas prices, and the scope for further efficiency improvements in healthcare, and you see the Morrison government has plenty to be going on with.

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We need more helicopter pollies caring for our kids

Sometimes I think that if our politicians spent as much time trying to fix the country as they do playing political games – slagging each other off and finding ways to “wedge” their opponents – we’d be in much better shape.

The world becomes ever more complicated and right now our future is looking, as a pollie might say, “challenging”. Not least among our challenges is ensuring our children have better lives than ours.

So far, you wouldn’t be sure we were making much progress on that project. Leaving aside the way we’ve shifted the tax system in favour of the old at the expense of the young, there’s the less-than-wonderful state of our education and training.

Our schools aren’t winning many prizes on speech day, and though our universities have become much bigger, you wouldn’t be sure all the extra youngsters going in are emerging with valuable degrees. You get the feeling some of them would have been better off going to TAFE.

Speaking of TAFE – sorry, “vocational education and training” - why is it still being treated as the poor relation in the education system? Has it recovered from the disastrous attempt to save money by making vocational training “contestable”?

You may not have noticed but, with Parliament not sitting last week, Scott Morrison and his minister thought they’d better get on with some work in the “education space”.

It was, to be polite, a week of modest accomplishment.

After decades of squeezing the universities – and turning the vice-chancellors into funding-hungry ringmasters who’re no longer sure what the circus is meant to prove – Julia Gillard introduced “demand-driven” funding of undergraduate places.

Predictably, the universities – particularly regional unis - went crazy, cutting entry standards and signing up everyone they could.

Gillard’s view that a much higher proportion of young people should go on to further education was sound, but did that mean everyone was off to uni now?

Enter the Coalition government, which decided demand-driven funding was costing too much. Why not deregulate the setting of uni fees? When that was shot down, it took some years for the government to decide simply to freeze the number of funded places.

Last year it relented, promising to increase places in line with the growth in the working-age population – but on condition of improved performance. Ah yes, performance indicators. That’s what we need.

But which? A committee of five vice-chancellors was commissioned to ponder the question. Last week Education Minister Dan Tehan released their report and accepted their recommendations. From next year the unis will get an extra $80 million, provided they demonstrate success on graduate employment, dropout rates, student satisfaction, and adequate participation rates for Indigenous, low socio-economic status and regional-and-remote students.

I have great sympathy for the government’s desire to stop the vice-chancellors using students as cash cows and get back to their main job of giving our kids a high-quality education.

But I doubt KPIs are the way to do it. Monetary incentives are a poor way to encourage better behaviour, partly because they’re too easily gamed. And nobody knows more about gaming performance indicators than our vice-chancellors, who devote much time to thinking of easy ways to boost their uni’s rank on the various international league tables of universities (because this attracts more overseas students and you can charge ’em more).

Moving on to VET, last week saw the release of a “Vision for Vocational Education and Training” following a meeting of federal and state ministers as part of the Council of Australian Governments.

As a collection of motherhood statements, it’s first rate. A sample: “VET and higher education [unis] are equal and integral parts of a joined-up and accessible post-secondary education system with pathways between VET, higher education and the school system.”

This seems to be an assertion that we already have just the thing we don’t have, but desperately need. How are we to achieve it? Not to worry. The ministers are working on it. (They say that COAG is where good ideas go to die.)

Meanwhile, Andrew Norton, of the Grattan Institute, has used the long-running Longitudinal Survey of Australian Youth to conclude that not too many of the less-academic students going to university – among the 40,000 students a year with ATARs (tertiary admission ranks) of 50 to 70 – would have done better for themselves in VET.

Low-ATAR uni students are more likely to fail subjects and get low marks, and when they graduate are less likely to find professional jobs or earn high salaries.

Less-academic men doing humanities or science degrees might have earned higher lifetime incomes had they done vocational diplomas in construction, engineering or commerce.

But less-academic women often do teaching and nursing degrees. These “deliver good employment outcomes to students across the ATAR range,” Norton says. “These students are unlikely to do better in a vocational education course.”

Hmm. Teaching may be good for less-academic students, but I’m not sure how good less-academic teachers are for teaching.

I think that if universities are willing to admit – and take big fees from – less-able students, they have an obligation to give them more help.

Norton says “a good tertiary education system steers prospective students towards courses that increase their opportunities and minimise their risks. Australia’s post-school system does not always achieve this goal”.

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Universities: both sides should clean up the mess they've made

Among the many issues needing early attention from the winner of the federal election is universities. Trouble is, neither side seems to have much idea of how to fix the mess both parties spent decades creating, before Julia Gillard brought things to a head with the brainwave of moving to “demand-driven” funding.

Her idea of shifting control over the size of annual federal-funded undergraduate admissions from budget-conscious bureaucrats in Canberra to individual universities ignored the decades of funding repression to which the unis had previously been subjected.

Governments of both persuasions had gone for years trying to get the universities off the budget books by a process of de facto privatisation. Unis were given the power to charge (government-set) tuition fees to local students – HECS – and unrestricted power to charge overseas students – but with commensurate cuts in government grants.

The result has been to make vice chancellors as money-obsessed as any company chief executive, but without the private sector’s simple profit-maximising objective. Universities have lost their way, no longer sure what they’re doing or why they’re doing it.

Meanwhile, when Gillard opened the unis’ access to the federal coffers the predictable happened: vice chancellors went crazy, slashing entry requirements and cramming in as many more under-qualified undergrads as they could.

This seems to have been particularly true of second-string and regional unis. Australian Catholic University, Swinburne and Sunshine Coast more than doubled their domestic undergrad enrolments between 2008 and 2017. Another six increased their enrolments by more than half.

Gillard’s move to demand-driven funding was linked to her policy of raising the proportion of school-leavers going on to higher education to 40 per cent. A worthy goal – except that everyone took “higher education” to mean going to uni.

So, at a time when federal and state governments were engaged in their disastrous experiment with using “contestability” to get TAFE off their budgets, it suited both status-conscious parents and money-strapped lesser universities for the unis to cut their entry standards and poach kids who would have been better served getting a technical education.

Returning to the feds’ budget preoccupation, after the unis’ inevitable demand-driven raid on the federal purse came the Finance Department’s inevitable cry of pain: we can’t possibly afford this hugely increased cost.

The accountants’ solution – one that couldn’t have made sense to anyone who understood how un-market-like universities are – came in the Abbott government’s first budget: match the deregulation of uni places with the deregulation of uni fees (and cut uni grants by 20 per cent while you’re at it).

Fortunately, the Senate firmly rejected this bizonomics stupidity. But this left Abbott’s successors bereft of ideas to limit the unis’ cost to the budget. They ended up doing what they could do without parliamentary approval: canning the demand-driven system.

Which brings us to the election campaign. Labor is promising to restore demand-driven funding – but also to instigate an inquiry to find a more sensible division of roles between the two parts of higher education. Hopefully, the latter would undo the damage done by the former.

The Coalition is persisting with its spending cuts. But, because regional universities are claiming to be hard hit by those cuts, it promises special spending to help them (think National Party rent seeking).

But none of this would fix the real problem with the way universities have allowed their funding problems to undermine their commitment to high-quality undergraduate teaching and even high-quality research.

They’ve gone too close to turning undergrad teaching into a money-making sausage machine, where you have to be really dumb not to pass, where you don’t need to attend lectures because it’s all online, where lecturers – who will perish if they don’t get their publications up – limit their students’ access time, and where the lecturer is a casual because the person who should be doing it has brought in a big research grant and been rewarded by being allowed to “buy out” their teaching load.

Universities treat their junior academic staff badly (we get flexibility, you get insecurity) and have become bamboozled by KPIs and other faddish “metrics”. Their worryingly high dependence on fees from overseas students means the sandstone “Group of Eight” unis have become obsessed by lifting their place on the various international rankings of universities.

Why? So they can attract more overseas students and charge them higher fees. While their academics find ways to game their KPIs, their many “pro-vice chancellor (something in brackets)” search for ways to use their academic appointments and research direction to game the international rankings.

I think a much more comprehensive inquiry is needed.

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Endless fights over money don’t improve education results

One of the few things both sides agree on in this election campaign is that we must get education right. A highly educated and well-trained workforce is our best insurance that all the benefits that digital disruption brings don’t come at the cost of many people unable to find decent jobs.

As a rich nation, our workers are highly paid. That’s not bad, it’s good. But it does mean we have to ensure our workers continue being equipped with the knowledge and skills that make their labour valuable - to local employers and to the purchasers of the goods and services we export.

One thing it doesn’t mean is that all our youngsters should go to university. There will be plenty of well-paid, safe, interesting jobs for the less academically inclined, provided they’re equipped with the valuable technical and caring skills provided by a healthy vocational education and training sector.

A top-notch technical education system will also be key to achieving something we’ve long just rabbited on about: lifelong learning. Being able to update your skills for your occupation’s latest digital whiz-bangery, or quickly acquire different skills for a job in a new industry with better prospects than the one that just ejected you.

But while we’re emphasising education’s instrumental importance to maintaining our material standard of living, we should never lose sight of its intrinsic value to our spiritual living standard. Education for its own sake. Because it satisfies humans’ insatiable curiosity about the world – even the universe – we live in.

We need to get education and training right at every level, from childcare (these days renamed ECEC - “early childhood education and care”), preschool, primary and secondary school, vocational education and training, and university.

To me, our greater understanding of the way tiny brains develop combines with common sense to say that, in our efforts to get every level of education up to scratch, we should start at the bottom and work up.

The better-equipped kids are when they progress from one stage to the next, the easier it is for that next stage to ensure they thrive rather than fall behind.

On childcare, the Coalition did a good job of rationalising the feds’ two conflicting childcare subsidies, but Labor is promising a lot more money for childcare, including phasing in much better pay for (mainly female) better-educated childcare workers.

The Coalition has achieved universal preschool for four-year-olds and, in the budget, extended that funding for a further two years. Labor has topped that, promising permanent funding arrangements and extension of the scheme to three-year-olds, as most other rich countries do.

Let’s be frank: because Labor plans to increase, rather than cut, the tax on high income-earners, it has a lot more money to spend on all levels of education (plus a lot of other areas).

It’s certainly promising to spend more on schools. The Coalition’s great achievement has been to introduce its own, better and somewhat cheaper version of businessman David Gonski’s needs-based funding of schools – which it immediately marred by doing a special deal with Catholic schools.

Labor’s promising to return to its earlier Gonski funding levels (but, hopefully, not to its earlier commitment that no rich school would lose a dollar).

It’s often claimed we spend a lot on schools relative to other countries, but the Grattan Institute’s schools expert, Dr Peter Goss, says that, when you allow for our younger population, only the Netherlands and the United States spend less than we do among nine other comparable rich countries.

International testing shows our 15-year-olds’ scores for maths, science and reading are each below the average for those countries. On maths, our score of 524 in 2003 had dropped to 494 by 2015.

For science, our gap between the top and bottom students – a measure of fairness - is wider than for the others, bar Canada, South Korea, Japan and even Britain.

Which demolishes the claim that we’re pouring more money into schools but getting worse results. What’s true is that our spending is below average and our results are also below average – and getting worse.

So, do we need to spend a lot more? No, not a lot more now we’ve gone a long way towards redistributing funding favour of needy (mainly public) schools full of kids with low income, low educated parents.

The feds and, more particularly, the states have more to do to re-align funding between advantaged non-government schools and their own disadvantaged public schools.

Once disadvantaged schools are getting their full whack of needs-based funding, however, we can end the eternal shootfight over money and move to the more important issue of ensuring the money's better spent.

Much can be done to help teachers move to more effective ways of teaching, making schools less like a production line and giving more attention to individuals, many of whom have trouble keeping up, while some are insufficiently challenged.

But, Goss says, this is mainly a job for the state governments, and the feds should avoid trying to backseat drive. The feds would help more by obliging the universities to do a much better job of selecting and preparing future teachers.

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Find parenting tough? Be glad you're not American

I have a news flash: being a grandad beats being a parent. Parenting is now a much tougher gig, whereas grandparenting is all care and no responsibility. And it’s a lot cheaper.

These thoughts are prompted by an article in the New York Times, in which Claire Cain Miller writes that parenthood in the United States has become much more demanding than it used to be.

“Over just a couple of generations,” she writes, “parents have greatly increased the amount of time, attention and money they put into raising children. Mothers who juggle jobs outside the home spend just as much time tending their children as stay-at-home mothers did in the 1970s.”

(How does she know how much time mothers spend on their kids? Because the US government conducts regular surveys of how people use their time. We used to do so too, but have since decided we can’t afford to keep it up. Great decision, guys.)

“The amount of money parents spend on children, which used to peak when they were in high school, is now highest when they are under 6 and over 18 and into their mid-20s,” she writes.

The most momentous social change in my lifetime came sometime in the 1960s when Australia’s parents decided (as did parents in most advanced economies) that their daughters were just as entitled to a good education as their sons.

That simple attitudinal change has had huge economic and social ramifications, to which we and our governments are yet to fully adjust.

These days, most kids go to year 12, and most of those go on to uni. But girls outnumber boys in year 12 and at uni. When girls (and their parents and the taxpayer) have invested so much time and money in attaining a good education, it’s hardly surprising most of them want to put that education to work, so to speak, to gain the monetary reward but also to gain more intellectual (and social) stimulation than they would staying at home.

This “economic emancipation of women” has greatly increased the rate at which women participate in the (paid) labour force, making Australians a lot more prosperous, including by creating a lot of jobs for women performing services most women formerly performed for themselves at home, such as childcare.

The rise of the two-income family is one factor contributing to higher house prices. Governments have had to do a lot of work (and spend a lot of money) renovating the institutions of the labour market which, over the centuries, were designed exclusively to meet the needs of male breadwinners.

They’ve had to spend a lot more on high school and university education, legislate to ensure women (and later men) keep their places when they go on parental leave, receive at least some payment while on that leave, and receive big subsidies for a greatly expanded and heavily regulated system of childcare – in which childcare workers are better trained and much better paid.

Now there are strengthening efforts to ensure women get a much bigger share of the top jobs (with pay equal to the top men) – including in parliament.

Meanwhile, however, the nature of parenting has changed. Two-income families have more money to spend on fewer kids, and spend it they do – partly, I suspect, because mothers feel guilty about the time they don’t spend with their kids (I’m not saying they should, just that many do).

Parents, mainly mothers, put much time and money into taking their kids to after-school sporting and cultural training and (particularly in NSW) exam coaching. Many imagine sending their kids to expensive private schools will buy them a better education.

We’ve entered the era of “intensive parenting”, which brings us to Miller’s point that modern American mothers spend just as much time parenting as their stay-at-home mothers or grandmothers did. They just do different things.

As yet, however, it’s not nearly as bad in Oz as it is in the US. The gap between rich and poor has widened so much in America (with a bigger cost and status gap between government-funded universities and private Ivy-League colleges), that parents worry their kids won’t be able to live as well their parents did. In the States, parenting has become a lot more competitive.

Nor is it nearly as true here that children are most expensive before they get to school and after they leave it and head to uni. Our childcare is much more heavily subsidised than America’s. And our HECS-HELP “income-contingent loans” for uni tuition fees are much more concessional than what the Yanks do.

We have no need to worry about our kids being loaded up with HECS debt.

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The price we pay for funding schools based on religion

You can tell we’ve had generational change among our federal leaders when the latest prime minister through the revolving door knows to pronounce the “d” in congratulations. No doubt he’ll have many impordant things to say to us.

So far, the message seems to be that he’s just an ordinary, fair dinkum, baseball cap-wearing, pie-eating, beer-swilling kinda guy. Egalitarianism is back and Jack is as good as his prime minister.

Or maybe not. A great disappointment with the Coalition government is the failure of its attempt to have a second run at the Gonski reforms proposing needs-based, sector-blind funding of schools.

Gonski was our chance to do something other countries did decades ago: remove sectarianism from federal and state funding of schools. To stop determining how much government funding a child receives according to the religious affiliation (or lack of it) of the school attended. Need should be the only criterion, regardless of religion.

Julia Gillard threw a lot of taxpayers’ money at the reform to avoid conflict with non-government schools, but couldn’t pull it off. She ended up doing side deals with the Catholic schools and other groups.

Malcolm Turnbull’s reworking of Gonski seemed to be more principled, but the Catholic hierarchy kept the pressure up – we want to share the money our way, not your way – and the government buckled. The Catholics got their special deal and the (mainly Protestant) independent schools got something similar to stop them kicking up.

What a country we live in. We can happily agree to same-sex marriage, but when Catholics put the frighteners on, politicians on both sides get weak-kneed.

Some relevant information has just arrived from Paris. A report from the Organisation for Economic Co-operation and Development has used its PISA worldwide testing of 15-year-olds on maths, reading and science to assess progress on Equity in Education.

Prime ministers love boasting about our economy’s high standing in the world, so how about this: Australia now has the equal-fourth most socially stratified education system among the OECD’s 35 member-countries.

Only Mexico, Hungary and Chile can claim to have a more social class-segregated school system than ours. For a country that still likes to think of itself as class-free, that’s quite an achievement.

The report classifies students according to their parents’ socio-economic status, taking account of economic, social and cultural factors. Socio-economically disadvantaged students are those in the bottom 25 per cent of students in their country. Socio-economically advantaged students are those in the top 25 per cent.

Similarly, socio-economically disadvantaged schools are those in the bottom 25 per cent of the distribution of schools, based on the average status of their students.

If all schools perfectly reflected the socio-economic composition of the total population, each school would have 25 per cent of students in the disadvantaged category, 25 per cent in the advantaged category and the rest in between.

Of course, no country’s schools are anything like that lacking in social stratification. In Australia, however, the proportion of disadvantaged students attending disadvantaged schools is not 25 per cent, but double that: 51 per cent.

By contrast, the proportion of disadvantaged students attending advantaged schools is not 25 per cent, but 4.6 per cent.

The report also measures the change in the proportion of disadvantaged kids in disadvantaged schools between 2006 and 2015.

On average, it fell a fraction, with 22 countries improving and 13 getting worse. Another international distinction for Morrison to boast about: we won silver with a worsening of 5.2 percentage points. Only the Czechs did worse.

But why does it matter if our schools become more socio-economically stratified?

It matters because, on average, disadvantaged students attending disadvantaged schools don’t do as well as they would if they attended advantaged schools.

Such students face a double disadvantage: one coming from their parents’ circumstances and another from the less conducive learning environment at school.

Trevor Cobbold, of Save Our Schools, says information published by the OECD in June shows disadvantaged schools (95 per cent of which happen to be public schools) have more students per teacher, more teacher shortages, more teacher absenteeism and more poorly qualified teachers.

It matters because it helps show the price we’re paying for decades of funding schools on the basis of religion rather than need. The Kiwis stopped doing that ages ago, and they have the fourth lowest proportion of disadvantaged students at disadvantaged schools.

It matters if you don’t want what we’ve got: a yawning gap between our strongest students and our weakest.

It matters because it has broader implications for society. “Social segregation in schools breeds social intolerance in communities and workplaces and undermines social understanding and cohesion,” Cobbold says.

“Schools segregated by class make it more difficult for children to develop a real understanding of people of different backgrounds and to break down barriers of social intolerance.”

And then we wonder why politics is getting more polarised.

Of course, many factors besides schools are contributing to the growing social stratification of our cities. But schools are something we can influence by adopting better policies.

And if you believe in equality of opportunity, the first thing you fix is schooling. As the OECD says, “children from poor families often have just one chance in life, and that is a good school that gives them an opportunity to develop their potential.

“Those who miss that boat rarely catch up.”

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Want a more capable nation? Start younger

The older I get, the more unimpressed I become with both sides – all sides – of politics. And the more disdainful I become of people who let loyalty to a particular party determine their support or opposition to particular policies. Don’t think for yourself, just follow your herd of choice.

On the other hand, since I do care about policy, I shouldn’t be slow to give a tick to whatever side is first to come up with a good one. So, two cheers for Bill Shorten for promising to extend universal access to preschool to three-year-olds.

The Coalition government and its predecessors, together with the state governments, have done a good job of ensuring almost all four-year-olds are now attending preschool for the equivalent of two days a week during the school year (though, for reasons I can’t fathom, the feds have insisted on guaranteeing funding for only a year at a time).

Trouble is, getting four-year-olds to preschool takes us only halfway to catching up with most other advanced economies, even New Zealand. So, with any luck, Scott Morrison won’t be too proud to match Labor’s promise to extend it to three-year-olds.

Why is an economics writer getting so excited about preschools? Because I can’t think of any other single initiative more likely to benefit us socially and economically.

And to do so at a relatively modest cost to taxpayers – particularly when you remember that the kids you help most will end up working more and paying more tax, while costing the government less in welfare benefits and accommodation courtesy of Her Maj.

For anyone who’s been living under a rock for the past 25 years, perhaps the most important and useful scientific discovery of our times is that the human brain develops rapidly in the first five years of life, and both the nurturing and the intellectual stimulation a child receives in that time has huge influence over their wellbeing during their lives.

An independent report prepared last year for state and territory governments by Susan Pascoe, of the Australian Council for International Development, and Professor Deborah Brennan, of the University of NSW, found “extensive and consistent” research evidence of the benefits of quality early childhood education.

The years before school are “the period when children learn to communicate, get along with others and control and adapt their behaviour, emotions and thinking".

“These skills and behaviours establish the foundations for future skills and success. They are provided in most, but not all, homes”, the report says.

Quality early childhood education gives all children the best chance of establishing these capabilities. Without these foundations in place, children often struggle at school, and then often go on to become adults who struggle in life, it says.

This is why the measured benefits of early education are greatest for vulnerable or disadvantaged children, including Indigenous children. “Support for these children is vital – children who start school behind their peers stay behind. Quality early childhood education can help stop this from happening, and break the cycle of disadvantage,” the report says.

It finds that quality early childhood education makes a significant contribution to achieving educational excellence in schools. There’s growing evidence that participation in early education improves school readiness and lifts NAPLAN results and scores in international tests.

“Children who participate in high-quality early childhood education are more likely to complete year 12 and less likely to repeat grades or require additional support."

It also has broader impacts: it’s linked with higher levels of employment, income and financial security, improved health outcomes and reduced crime. It helps build the skills children will need for the jobs of the future.

These days, childcare and early childhood education overlap, which explains why childcare is now called ECEC – early childhood education and care. Ordinary childcare for the under-threes now involves a higher proportion of TAFE-trained early childhood educators.

The two years of preschool we’re considering would occur in a range of settings: long daycare centres, community preschools and kindies, and schools. For parents with children already in care, 15 hours a week would be funded by the government, cutting costs to families.

But all this talk of “education” doesn’t mean hothousing young minds. As Professor Alison Elliott, of Central Queensland University, explains, learning is “play-based” – meaning children learn through play, both self-directed (“free play”) and guided by a trained adult following the official “early years learning framework”.

Preschool gives children access to a four-year degree-qualified early childhood teacher. Elliott notes that one problem in expanding preschool to three-year-olds is the present extreme shortage of early childhood teachers and educators.

But for those who’ve wondered “where will the jobs come from?” – especially after the robots arrive – what’s a problem for some is an opportunity for others. Such skilled jobs are likely to be full-time and permanent; they won’t be in the “gig economy”.

And those jobs will be created by bigger government – greater provision or subsidisation of public services, paid for by our higher taxes. In this and other areas, government will be a key source of additional employment.

Pascoe and Brennan point out that the linking of childcare and early childhood education allows governments to deliver us a “double dividend”: if they do it right, they can subsidise childcare to encourage parents’ participation in the paid workforce, while also promoting children’s wellbeing, learning and development. Sounds good to me.

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How to lift our schools’ performance

We’re at it again. Every time education or healthcare pops up in the news, it’s almost always people arguing about money and how much of it they’re getting. Rarely is it people discussing how the billions we’re already spending could be used more effectively.

There’s nothing the media love more than a fight. And when it comes to government spending, there’s never a shortage of interest groups demanding more or predicting death and destruction if their funding’s cut.

Now “Gonski” is back in the news, but it’s people still arguing the toss about David Gonski's first report on needs-based funding, not Gonski 2.0 on how we can improve a school system that’s failing far too many of its students.

Inevitably, the latest fight is sectarian. The Catholics are trying to extract special deals from both Labor and the Coalition before the election, while the largely Protestant “independent” sector is threatening to arc up if the Catholics succeed.

Hope Jesus is pleased with the example you’re setting your students, guys.

The Melbourne-based Grattan Institute takes pride in focusing on more substantive policy issues. And it got through a public discussion of Gonski 2.0 in Sydney last week without once mentioning funding.

Gonski’s second bite at the education cherry confirmed that, since 2000, Australian student outcomes have declined in key areas such as reading, science and maths. There’s a wide gap between our best and worst performers.

It’s a gap that won’t be magically removed by needs-based funding. So what does Gonski suggest?

The first of his three priorities is to “deliver at least one year’s growth in learning for every student every year”. Our achievement gap shows that many of our kids get through a year without learning all the curriculum assumes they have.

Gonski says we still have a 20th century industrial-style model of schooling where students are grouped by grade and age, learn or don’t learnt what they’re supposed to, then move in lockstep to the next grade.

At the end of the half-year or year they’re tested to see how much they’ve learnt, mainly so they can be ranked according to how well they performed in the competition.

Gonski wants to move to a model that focuses on measuring “growth” – the progress each individual student is making along a defined “learning progression”, which is an empirically determined list of the sequence in which most students learn the steps to acquiring, say, literacy or numeracy.

Teachers make regular assessments of each individual’s progress, so they know what the kid’s ready to learn next. This helps prevent the slower students falling hopelessly behind, but also makes sure the brighter students are stretched.

These regular assessments are diagnostic rather than how you’re going in the comp. Students are applauded for their growth, not for coming top. As Paul Cahill, of the Catholic Schools system, said to the Sydney gathering, we need more growth in learning and less ranking and sorting.

Just as well, because all those diagnostic assessments will be time-consuming. Gonski says education authorities should develop an online and on-demand student learning assessment tool for teachers and also “limit the burden of non-core activities such as administrative tasks”.

This move to “targeted teaching” is being practiced in some schools and is endorsed by much research. It just needs to be used much more widely.

Gonski’s second priority is to “equip every child to be a creative, connected and engaged learner in a rapidly changing world”.

“As routine manual and administrative activities are increasingly automated, more jobs will require a higher level of skill, and more school-leavers will need skills that are not easily replicated by machines, such as problem-solving, interactive and social skills, and critical and creative thinking,” his report says.

People call these “soft skills” or “21st century skills”, but the educationists’ term is “general capabilities”. There’s wide agreement that these things warrant greater attention, and has been for a decade. What’s missing is the will to get on with it.

But some worry that more emphasis on soft skills means dumbing down the syllabus. More touchy-feely means less knowledge of facts and concepts.

At last week’s gathering, however, Leslie Loble, of the NSW Education Department, insisted there need be no conflict. General capabilities and hard knowledge must always go together; you gain your general capabilities while learning the traditional subjects.

Grattan’s highly influential school education expert, Dr Peter Goss, noted that Gonski 2.0’s greatest strength – it wasn’t urging the Feds to impose its priorities on the states and territories – is also its great weakness. As I’d put it, now we have to wait for Brown’s cows to get their acts together.

The longer it takes, the more of our young people get off to a bad start in life.

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There's a smarter way to encourage better staff performance

I’ve tried reading a lot of books about management in my time, but the only one that made sense was called The Witch Doctors, by two whip-smart journos on The Economist magazine.

They argued that, for almost a century, management experts hadn’t been able to make up their minds between two polar opposite theories. That’s why there were so many fads in management practice. Managers kept flip-flopping from one extreme to the other.

The first theory was Frederick Taylor’s scientific management, which boiled down to a belief that workers were dumb and lazy. They needed to be closely supervised at all times and motivated to work by being paid piece rates.

The other theory came from Elton Mayo’s Hawthorne experiments, which amounted to a belief that the better you treated your workers the harder they’d work.

It’s the central question in management theory and practice: how do you get your staff to do a good job and keep getting better?

For big organisations – business and government – the latest management super fad, “metrics”, where everything the outfit does is measured and workers are urged on by means of “key performance indicators”, is clearly a flip in the direction of Taylorism.

You’ve seen me fulminating against the folly of KPIs, which are often used as a substitute for management mental effort, and are far too easily – and frequently – fudged.

Only last month it was reported that Victoria Police is investigating suggestions that thousands of random breath tests have been faked, with police complaining of being pressured to conduct unreasonable numbers of breath tests on a shift, along with all their other duties.

Now a University of Sydney study commissioned by the NSW Teachers Federation, based on survey responses from about 18,000 teachers, has found they are drowning under increasing amounts of paperwork. I dare say a few Victorian teachers know the problem.

While it’s the age of computers that’s powering the metrics craze, in practice people with real jobs to do are being required to spend a lot more time – often their own time – on data entry, as part of the demand for them to be more “accountable”.

This is a significant cost along with the assumed benefits of improved information, a cost often underestimated by the metrics enthusiasts because the time it takes is “outsourced” to lesser mortals.

But let’s be positive. If the obsession with KPIs is a folly that will be abandoned soon enough, what better ways are there to encourage staff to do a better job?

After all, there aren’t many outfits whose performance couldn’t be improved, certainly not our schools. The teachers’ unions hate admitting it, but international tests show our student performance is declining, too many students are leaving school ill-prepared for adult life, and the gap between our top and bottom students needs closing.

The move to needs-based funding is just a first step. If the additional funds aren’t directed towards the cost of helping teachers teach better, not much will change.

But if the schools’ version of KPIs – standardised testing via NAPLAN and “accountability and transparency” via the MySchool website – has been a failure, what’s a better way?

The key is that we’ve veered too far towards Taylorism and too far from the Mayo mentality. The metrics approach is too top-down.

Bosses decide what the problems are and how they can be fixed, then impose their solutions on underlings, using KPIs to keep it simple, stupid.

Fortunately, teaching – but not other parts of the public sector – has avoided business’s error of trying to motivate people with pay-for-performance. “Extrinsic” motivation – doing things for the money – is a poor substitute for “intrinsic” motivation: doing things well because it gives you a greater sense of achievement. Because it’s satisfying to know you’re giving customers a good deal.

The growing administrative burden being unthinkingly imposed on professional staff is symptomatic of the top-down mentality. “We need this information for our use; whether you know why we need it and what we use it for is of little consequence – as is the time it takes you to comply.”

Smart bosses keep administrative demands to a minimum, make sure people know why particular information is needed and share it with the data providers so they can use it to improve their own performance. They should even be consulted about which performance information would be most useful.

A chalkie complains that “we are not being trusted as teachers to make judgments”. True. The key to improving the performance of organisations is for bosses (and politicians) to stop thinking they know better than the professionals and telling them how to do their jobs, but to respect, enhance and exploit the professionalism of their people.

It’s about asking people at the coalface what needs to be done to improve performance and what extra help they need to do so, including information about that performance. More consultation and a two-way flow of information.

But professionalism is itself two-sided. With greater freedom in decision-making goes greater acceptance of individual responsibility for improved performance and when something goes wrong.

And greater consultation with teachers at the coalface doesn’t equal putting union leaders on departmental committees making decisions about “protocols for data collection” or anything else.

Professionalism is supposed to mean putting your client’s interests – the interests of students, in this case - ahead of your own. It doesn’t sit easily with militant unionism.

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How governments shift income from rich to poor

Everyone knows the gap between high and low incomes has grown. But much of what we think we know about why it’s happened, and what the government has been doing about it, is probably wrong.

For instance, many people imagine that the main thing governments do to reduce the gap between rich and poor is to raise much of their revenue via the most “progressive” tax in their arsenal, income tax. (A progressive tax takes a progressively higher proportion of tax from people’s income as incomes get higher.)

Sorry, that impression’s wrong.

Another strongly held perception is that, if the gap between high and low-income people is growing, it must be because of something the government is doing. For instance, stages two and three of the Turnbull government’s three-stage, seven-year tax plan are intended to make income tax significantly less progressive.

Sorry, it’s only partly true that growing inequality is caused by government policy.

Yet another misperception is that the inequality of incomes increases as each year passes.

These misunderstandings are what’s so great about the Australian Bureau of Statistics’ publication last month of its six-yearly “fiscal incidence study”, for 2015-16. It’s the most comprehensive guide to what’s been happening to income inequality and, in particular, how it’s been affected by government policies.

Professor Peter Whiteford, of the Australian National University, has written an excellent summary of the study’s findings.

The study allocates the federal and state taxes we pay between the nation’s eight million households, then allocates federal and state government spending to those households. (Some taxes, such as company tax, it can’t attribute to households. Nor some classes of government spending, such as spending on defence and law and order. But these omissions should roughly cancel out.)

So, on one hand, the study takes account not just of income tax, but also all the other, federal and state “indirect” taxes, most of which are “regressive” – they take a higher proportion of low incomes than high ones.

On the other hand, it takes account not just of government benefits in cash (pensions, the dole, family allowance), but also in kind - particularly healthcare (subsidised doctors and pharmaceuticals, free public hospitals, subsidised private insurance), subsidised aged care and childcare, plus pre-school, school, technical and university education.

So it starts with households’ “private income” – the money people earn from wages, profits, investments and superannuation payments – then subtracts the taxes they pay and adds the value of government benefits they receive in cash and kind to get their “final income”.

Get it? The difference between a household’s private income and its final income is the net monetary effect of all the things federal and state governments’ budgets do to the household’s budget.

It shows the extent to which government budgets redistribute income between high and low-income households.

Before we get to that, however, note that most economists believe the fundamental cause of rising inequality is changes in private incomes arising from globalisation and skill-biased technological change which, over many years, have caused the wages of high-skilled workers to grow much faster than those of low-skilled workers.

But the usual way to measure inequality is to compare not individual workers, but individual households, many of which contain two workers, plus dependent children.

It seems likely that, over the decades, the growing gap between high and low wages has been offset by the growing incidence of two-income families.

And note this: in more recent times – the six years between 2009-10 and 2015-16 - there’s been no increase in inequality.

Turning back to the effect of government budgets, the study shows they redistribute a lot more income than many people realise.

Get this: In 2015-16, the poorest 20 per cent of households (mainly pensioners) started with private income averaging just $168 week but, after taking account of their pensions and health and aged care benefits, their final income almost quintupled to $808 a week.

At the other end of the spectrum, the best-off 20 per cent of households (mainly two-income couples with good jobs) started with private income averaging $2863 a week, but had that cut to final income of $2168 a week, a loss of almost $700 a week.

How come? Well, on average they paid $714 a week in income tax and $178 in other taxes, but received just $16 in social security benefits and $192 in non-cash benefits, mainly school education.

Look now at the middle 20 per cent of households and, on average, their final income was only a little different from their private income because the taxes they paid were pretty much offset by the benefits in cash and kind (particularly education) they received.

See what’s happening? Government budgets are highly effective at transferring income from the top 40 per cent of households to the bottom 40 per cent.

And it’s not just progressive taxation that does this. Surprisingly, most of it’s done on the spending side of the budget.

The most common way of measuring inequality is the “gini coefficient”, where zero represents perfect equality between households and 100 represents one household getting all the income.

The study shows a quite high coefficient of 44.2 for private income being reduced to 24.9 for final income.

Now get this. Of this overall decline in inequality of 19.3 points, the progressive income tax scale explains only 4.5 points. And the regressive effect of other taxes reduces this by 0.8 points.

So the remaining 15.6 points of decline in inequality are explained by 8.1 points coming from governments’ cash social security payments, plus 7.5 points coming from the effect of governments’ benefits in kind, particularly health and aged care and education spending.

The first bit should be no surprise. As Whiteford reminds us, Australia’s system of social security payments is the most heavily means-tested in the world.

The big surprise is that our generally non-means-tested benefits-in-kind should do so much to reduce inequality.

My guess is that the high proportion of health and aged care benefits going to age pensioners does much to explain this.

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The taxes we pay come back to us - now or later

As we roll on to the federal election, there’s a surprising number of economic problems we should be discussing, but probably won’t.

For the longer term, the most important problem is the likelihood we’re not doing enough to meet our Paris commitment to reduce greenhouse gas emissions - which is, in any case, inadequate.

Linked with this is the appalling mess we’ve made of privatising electricity. Despite (and partly because of) Tony Abbott’s wrong-headed abolition of the carbon tax, this has left us paying power prices far higher than they need to be.

Linked with soaring electricity prices are soaring gas prices, caused by the gas companies’ gross overestimate of the amount of gas available for export through the many liquefaction plants they built. Absurdly, it would now be cheaper for local users to import gas from the world market.

The most pressing problem we should be discussing is the causes of the four-year-long run of weak growth in wages, which is not just crimping living standards but is by far the greatest threat to the holiest of holies: Jobs and Growth.

Then there are such minor matters as the way the burden of our years of weak growth has fallen mainly on youth leaving education, the way the “gig economy” threatens to undermine decent working conditions, the appalling run of seemingly respectable firms accused of cheating their employees and the terrible hash federal and state governments have made of TAFE.

The misbehaviour of the banks is being following by growing evidence of the misbehaviour of for-profit providers of childcare, aged care and before long, no doubt, disability services. What makes these people think they can mistreat their government-supported clients with impunity?

But if few of these problems are likely to get much attention from our campaigning politicians, what will? They’ll be arguing about their tax cuts being better than the other crowd’s.

With the budget still in deficit and the public debt still rising a decade after the global financial crisis, you’d think a decade of tax cuts is the last thing we could afford, but let’s do it anyway.

Why the obsession with tax? Partly because a government behind in the polls is trying to buy some popularity, partly because the more we obsess about tax the more our attention is drawn away from problems the government can’t or won't fix, but also because a lot of powerful and highly paid men (and I do mean mainly men) will not rest until tax has been “reformed” in a way that means they pay less and others more.

These well-off men are convinced they’re asked to pay far too much. They convince themselves of this by focusing on income tax and seeing it as a “burden” we have to bear without anything coming back our way.

In truth, we pay plenty of other federal and state taxes, which usually fall more heavily on the poor than the rich. And the taxes we pay come back to us as government benefits in cash (pensions, the dole, family allowances) and kind - particularly healthcare (subsidised doctors and pharmaceuticals, free public hospitals, subsidised private insurance), subsidised aged care and childcare, plus pre-school, school, technical and university education.

Every six years the Australia Bureau of Statistics conducts a “fiscal incidence study” in which it allocates the federal and state taxes we pay between the nation’s 8 million households, then allocates federal and state government spending to those households. (Some taxes, such as company tax, it can’t attribute to particular households. Nor some classes of government spending, such as on defence and law and order. But these omissions should roughly cancel out.)

The bureau published its study for 2015-16 last month. It found that, on average, households received $76 a week more in government benefits than they paid in taxes.

Break the households up by life stage, however, and you get a very different picture. For our 1.3 million single-person households aged under 65, the taxes paid by those under 35 exceeded benefits received by $171 a week. For those aged 35 to 54, this increased to $204 a week.

Why? Because most of them had jobs and were in good health, but none had children, meaning they got no family payments nor government spending on school education.

Our 1.4 million couple-only households aged under 65 are the big net contributors. For those under 35, their taxes exceeded their benefits by $480 a week. For those 35 to 54, it rose to $618 a week.

Our 2.5 million couples with dependent children paid a lot of tax, but also got back a lot of benefits, particularly family allowance, a lot of education spending and a fair bit of healthcare. All told, they paid just $42 a week more than they got back.

Skipping half a million single-parent households with dependent children (big net gainers) and a further half million couple households with non-dependent children (modest net payers), we come to the 1.8 million single or couple households aged 65 and over.

The couples got back $452 a week more in benefits than they paid in tax. That’s because they pay little tax, get a lot in pensions and get huge spending on health and aged care. Single retirees get back a net $576 a week, thanks to even greater spending on health and aged care.

So, younger working singles and childless couples are big net payers, couples with children roughly break even, and oldies really clean up. Just as well we all get old.

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Economists: male, upper class, out of touch

Could there ever be a shortage of economists? And if there were, would that be a bad thing?

At the risk of being drummed out of the economists’ union, it wouldn’t be a big worry of mine.

What I do find of concern is the decline in the number of students studying economics at school and university, as outlined by the Reserve Bank’s Dr  Jacqui Dwyer in a recent speech.

Why should people study economics? Well, as the world’s greatest female economist, Joan Robinson – a contemporary of Keynes – famously said, “the purpose of studying economics is not to acquire a set of ready-made answers to economic questions, but to learn how to avoid being deceived by economists.”

Too true. But Dwyer offers a more positive sales pitch: “Economics is relevant to us all. Every day our lives are affected by economic decisions – ones we make personally and ones that are made by others.

“Economics is about how individuals and societies choose to allocate their limited resources to meet their needs and wants. It’s about how we respond to incentives, make trade-offs, weigh up costs and benefits – and how we decide what is efficient and [sometimes] what is fair.”

I’ve been known to find fault with the performance of economists on the odd occasion, but Dwyer is dead right to say economics “contains some powerful concepts and useful frameworks”.

At its best, economics “can help us better understand the choices involved in many personal decisions we make, and better understand the economic conditions and policies that affect our lives”.

If economics is relevant to daily life, and economic literacy brings benefits to society, how widely is it studied at school and university? Short answer: much less than it was.

Dwyer says that year 12 enrolments in economics have fallen by about 70 per cent over the past 25 years. In NSW the decline has been greater, beginning in the early 1990s when economics was displaced by the introduction of business studies, a subject Dwyer diplomatically refers to as “less analytically demanding”. The name of a Disney character comes to mind.

In 1991, economics was the third most popular subject choice in NSW, surpassed only by English and maths. It was taught in nearly all high schools. These days, it’s taught in less than a third of NSW government schools (many of them selective schools) and a little over half of non-government schools (particularly independent schools).

Back in the day, there were roughly equal numbers of males and females, whereas today males outnumber females roughly two to one. Dwyer says this gender imbalance is worse even than for the STEM subjects – science, technology, engineering and maths.

“So over the course of a generation, there has been a pronounced fall in the size and diversity of the economics student population at Australian high schools,” Dwyer says.

At university, Dwyer’s figures are, on their face, better news: the number of economics enrolments have been fairly constant since the early 1990s, falling only slightly since 2001.

But this isn’t so reassuring when you remember that, over the 15 years to 2016, total under-grad and post-graduate enrolments have grown at the average rate of more than 3 per cent a year.


The average annual rate of growth in enrolments has been about 3.6 per cent for banking and finance, 2.75 per cent for management and commerce, and even about 2.5 per cent for STEM, but a small negative for economics.

It’s not known whether this decline represents reduced demand for economists in the job market. But for those who are economically literate, a clue is that graduate starting salaries are higher for economics students than for those taking business-oriented subjects.

I wonder if the apparent decline in economics is partly just the unis’ greater marketing emphasis in naming their degrees. “Finance”, for instance, is actually a specialisation within economics. And banking, management, commerce and accounting are so theory-light that many such degrees would be beefed up intellectually with a fair bit of economics (as was my own commerce degree).

One strange fact is that of the many fewer unis still offering economics, more than half of those that do are in NSW and the ACT.

But the biggest cause for concern are the signs of diminishing diversity among uni students of economics. The proportion of females has fallen to about a third. And well over half of uni economics students are in the top quarter of socio-economic status, with only about 10 per cent in the bottom quarter. It’s similar, but not quite so extreme, for high school economics students.

If you rank the relevant uni degrees according to the proportion of students from high socio-economic status families, economics comes well ahead of banking and finance, then management and commerce, which is well ahead of STEM.

Oh, dearie me. This may explain a lot.

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If we had more sense, we'd push early childhood education

Did I tell you that my grandson, fast approaching his second birthday and not many months away from losing his status as our one and only grandchild, is a budding genius?

His educational development is supervised by his father, who, being a doctor, started with identifying parts of the body. My grandson's always being quizzed, and loves showing off how much he knows.

Already he can count – provided you don't test him too closely above two or three – and, courtesy of Play School, can sing the alphabet song, whether or not he's invited to. He misses no more than a few of the letters, and is always careful to sing zed rather than zee.

Do I worry about how he'll manage to scratch out a living in the looming, frightening world of robots and artificial intelligence? No I don't. Not with the parents he's got.

For centuries the great advantage has been seen as inherited wealth. But, as The Economist magazine pointed out a few years ago, in the knowledge economy it's probably just as advantageous, maybe more, to inherit your intelligence from two highly educated, well-paid, education-conscious and bookish parents.

Of course, not every Aussie kid is as fortunate as any grandchild of mine. Which is why I worry a lot about the continuing high high-school dropout rate. Join the workforce without even a good grasp of the basics and the rest of your working life is likely to be "problematic", as mealy mouthed academics say.

It's also why I get so annoyed with politicians – and Treasury and Finance econocrats – who regard early education as just another of the outstretched hands that must be given something, but never enough to fully exploit its potential to improve our wellbeing, social as well as economic.

The good news is that Simon Birmingham, federal Minister for Education and Training, announced over the weekend the government's decision to spend $440 million extending for a year the "national partnership agreement" on universal access by four-year-olds to early childhood education, while federal and state ministers continue "negotiating" (haggling over) a new long-term agreement.

The bad news is that, when it comes to making sure all children attend preschool, we started much later than most of the other rich countries, and aren't catching up nearly as fast as we would be if we had more sense.

Our politicians on both sides think their interests are best served by using the limited funds available to placate as many interest groups as possible, rather than spending money where it's likely to yield the most lasting benefit.

Our econocrats ought to be encouraging their masters to spend more wisely, but if they are it's news to me. They seem to think it their job to disapprove of all extra spending equally. Not working well so far, guys.

There are no magic bullets in government spending, but putting money into early education – whether by lifting the quality of childcare, or beefing up preschool – comes a lot closer than most of the other things governments spend on.

We've known it for decades, but the evidence keeps growing. According to the Ontario early learning study, "the early years from conception to age six have the most important influence of any time in the life cycle on brain development and subsequent learning, behaviour and health".

Early experiences and stimulating, positive interactions with adults and other children are far more important for brain development than previously realised, it says.

According to a paper on early childhood education, issued last year by Dr Stacey Fox and others, of the Mitchell Institute at Victoria University, "investing in early learning is a widely accepted approach, backed by extensive evidence, for governments and families to foster children's development, lay the foundations for future learning and wellbeing, and reduce downstream expenditure on health, welfare and justice".

While all children benefit from high-quality early learning, research also shows that children experiencing higher levels of disadvantage benefit the most, and can even catch up to their more advantaged peers, the paper says.

In an earlier Mitchell report, Fox says that nearly a quarter of Australian children arrive at school with significant vulnerabilities – in their knowledge and communication, their social skills and emotional wellbeing, or in their physical health.

Here's a surprise: a child's risk of being developmentally vulnerable is closely, but inversely, correlated with their socio-economic status.

After five or six years, we've got close to achieving universal access by four-year-olds to a potential 15 hours a week of preschool. The only state dragging the chain is NSW (yeah, but look how much bigger its budget surplus is).

But kids from disadvantaged homes are less likely to be getting the full 15 hours. And there's strong evidence that two years of preschool – that is, starting at three – yields more than twice the benefit.

British research shows 16 year olds who attended at least two years of preschool were three times more likely to take a higher academic pathway after leaving school.

It's easier to get kids up to speed in preschool than at any later level of education. Clearly, the smart way to improve the performance of the whole system is to start at the bottom. Make sure we get preschool right, and the benefits will flow on to schools, TAFE and uni.

Nah, too much trouble. Let's just give ourselves a tax cut. My grandkids will do fine.

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Politicians should get wings clipped on infrastructure

The more our ever-more "professional" politicians put political tactics ahead of economic strategy – put staying in government ahead of governing well – the more pressure they come under to cede more of their power to independent authorities.

The obvious instance is our move in the mid-1990s to transfer control over interest rates ("monetary policy") from the elected government to the independent central bank.

Shifting interest rates away from those tempted to move rates down before elections and up after them has proved far better for the stability of the economy.

Another issue on which voters don't trust politicians to make good decisions – mainly because of the risk of collusion between them – is their own remuneration.

So, first, responsibility for setting politicians' salaries, and now, their expenses, has been handed over to independent bodies.

Then there was the Gonski report's proposal that responsibility for determining the size of grants to public, Catholic and independent schools be taken away from deal-doing pollies and given to a properly constituted authority, following consistent and transparent criteria.

The idea was rejected by Julia Gillard but, particularly now the amazing variance in the deals Labor did with different school systems has been revealed under the Coalition's version of Gonski, there's still hope we'll end up with an independent, rules-based grants authority.

Some years ago, the Business Council took up a proposal by Dr Nicholas Gruen for the example set by monetary policy to be spread to fiscal (budget) policy. An independent body would set the budget's key parameters – for spending, revenue and budget balance – leaving the government to decide the specific measures to take within those parameters.

The idea didn't gain traction, but it may have boosted the push for independent evaluation of infrastructure projects.

You can see an admission that "something needs to be done" in the establishment of Infrastructure Australia by the Rudd government, and its rejig by the Abbott government, as a supposedly "independent statutory body providing independent research and advice to all levels of government".

Trouble is, the authority has little authority. Its role is to create the illusion of independent evaluation and reformed behaviour, while the reality continues unchanged.

There's no obligation for even the federal government to have all major projects evaluated, for them to be evaluated before a government commits to them and begins work, nor for those evaluations to be made public as soon as they're completed, so voters can debate the merits of particular projects with hard evidence.

Promises to build particular projects in a state, or even an electorate, are a key device all parties use to buy votes in election campaigns.

As Marion Terrill, of the Grattan Institute, has demonstrated, few of the projects promised by the government, opposition and Greens at last year's election had been ticked by Infrastructure Australia, and many of those it had ticked weren't on anyone's list of promises.

Terrill's research has revealed the huge proportion of government spending on capital works that's unlikely to yield much economic or social return to taxpayers.

For some years the Reserve Bank, backed by the International Monetary Fund and the Organisation for Economic Co-operation and Development, has argued that fiscal policy should be doing more to help monetary policy get our economy back to trend growth by spending more on worthwhile infrastructure projects. These would add to demand in the short run, and to supply capacity in the medium run by improving private sector productivity.

This changed approach would involve shifting the focus of fiscal policy from the overall budget deficit (including capital works spending) to the more meaningful recurrent or operating deficit.

This year's budget seemingly accepted this proposal, promising to give greater prominence to the NOB – net operating balance – and announcing two huge new infrastructure projects: the second Sydney airport and the Melbourne to Brisbane inland freight railway.

See the problem? Government infrastructure spending does wonders for the economy only if the money's spent on much-needed projects. As a proper evaluation would show, the inland railway is a waste of money (the product of a deal with the Nationals).

So it's little wonder that cities and infrastructure are the third big item, after healthcare and education, on the Productivity Commission's new agenda for micro-economic reform.

It's first recommendation? "It is essential that governments ensure that proposed projects are subject to benefit-cost evaluations and that these, as well as evaluations of alternative proposals for meeting objectives, are available for public scrutiny before decisions are made."

This is something the professed believers in Smaller Government, and those professing to be terribly worried about lifting our productivity, should be making much more noise about.

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Unis should never be allowed to set their own fees

The Productivity Commission has changed its ideological tune, shifting away from the slavish adherence to an idealised version of the "neoclassical" model of the economy for which it and its predecessors became notorious.

It's moved to a more nuanced approach, recognising the many respects in which real-world markets differ from those described in elementary textbooks.

This shift has been underway since the present chairman of the commission, Peter Harris, succeeded Gary Banks in 2012.

You could see it in the commission's 2015 report on the Workplace Relations Framework, which acknowledged, readily and in detail, the factors that made the simple neoclassical, demand-and-supply model unsuitable for analysing the labour market.

But it's even more apparent in the commission's blueprint for a very different approach to economic reform, Shifting the Dial. Consider this.

Remember the plan in the Abbott government's first budget, of 2014, to deregulate the fees universities are allowed to charge students doing undergraduate degrees?

It was a logical next step following the Gillard government's decision some years earlier to deregulate the number of undergraduate places each university was permitted to offer.

The unis had responded by hugely increasing the number of government-funded places, at greatly increased cost to the federal budget, after successive governments had spent decades trying to quietly privatise the unis and get them off the budget.

The economic rationale was that "market forces" – competition between the unis – would prevent them for using their new fee-setting power to overcharge students.

It was a reform that all right-thinking people should support, and those terrible popularity-seekers in the Senate should never have blocked.

Get this: as part of its plan to improve the teaching of uni students, and in the course of explaining how some students are being charged higher fees than they should be, the commission also shows why deregulating fees would have been a crazy idea.

At the same time as it allowed unis to set their own fees, the government's intention had been to cut its funding of places by 20 per cent. It wasn't hard to see that, as unis continued to raise their fees each year, the government would keep cutting its own funding contribution until it was no more.

The commission argues (on page 109) that government "regulation" of the maximum fees unis may charge for particular undergrad courses "is necessary because price competition [between universities] is difficult to establish in the domestic university market.

"This is primarily because the vast majority of domestic students have access to income-contingent HELP loans and consequently have a low price sensitivity, which was a necessary by-product of enabling university access on merit, rather than family income."

Get it? The elementary model's promise that "market forces" – competition between sellers, plus the self-interest of buyers – will stop firms overcharging rests on an assumption that customers have to pay the price upfront.

In the case of uni fees, however, the upfront price is paid by the government, and students incur a debt to the government, which they don't have to start repaying until their income reaches a certain level at some uncertain time in the future.

How long they'll be given to repay the debt is also uncertain, though it's certain their repayments will be geared to their ability to pay, and the only interest they'll pay is the rate of inflation. Cushiest loan you'll ever get.

With the cost of university tuition to a student so far into the future and so uncertain, it's unrealistic to assume students will shop around to find the lowest-charging uni. (Actually, they all charge the maximum allowed.)

Remember, too, that the fee is less than the full cost of the tuition, meaning the unis are "selling" a product whose retail price has been heavily subsidised by the government.

The commission notes that price competition is further limited by the geographic immobility of students. Because more than 80 per cent of commencing students live at home, and moving out would add greatly to their costs, you might get competition between the unis in a particular capital city, but that's all.

But even that's unlikely. The elementary model assumes "perfect knowledge" – both buyers and sellers know all they need to know about the prices and qualities of the products on offer.

In reality, knowledge is far from complete, and is often "asymmetric" – sellers know far more than buyers, usually because the sellers are professionals, whereas the buyers are amateurs.

The commission explains why all unis – big-name or bad-name, city or country – charge the maximum fees allowed.

"In the absence of good information, lower prices may undermine the prestige of a university and its capacity to attract good students," the commission says.

This is an admission of a weakness in the elementary model that affects far more than uni fees. The assumption of perfect knowledge leads to the further assumption that the prices market forces allow a firm to charge fully reflect the quality of its products relative to the quality of rival products.

As behavioural economists have pointed out, however, quality is something that's often very hard for buyers to know in advance. Only after they've bought it and tried it will they know. Think bottles of wine.

So whereas economists assume buyers' foreknowledge of differences in quality is what determines differences in the prices of similar products, buyers who don't know the differences in quality assume they can use prices as a quality indicator. Higher price equals higher quality.

So why don't lesser unis seek to attract more students by charging lower fees than the big boys? Because it would be taken as an admission of their inferior quality, and could lose as many customers as it attracted, maybe more.

The assumption that market forces would prevent unis from abusing their freedom to set fees as they chose was extraordinarily naive, as the commission is now happy to explain.

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