It's not the wolf at the door that's driving women to work harder

Why do mothers go out to work? Why are more women doing paid work than ever before? And why are more of those women working full-time? At a time when so many are struggling with the cost of living, it’s easy to conclude that more women are having to work more hours just to keep up. But I think that sells women short.

Worse, it’s a fundamental misreading of perhaps the greatest social change of our age: the economic emancipation of women.

I don’t doubt that women are just as concerned about the cost of living as men, maybe more so if they’re in charge of the family budget. Nor do I doubt that, if you ask a woman why she’s been doing more paid work lately, the cost of living’s likely to be mentioned.

But things are not always as they seem. For instance, when people complain about the cost of living, their focus is on rising prices. But prices rise almost continuously. What matters more is whether wages are rising as fast as prices are – or, preferably, a little faster.

It’s true that the prices for goods and services have risen at a much faster rate than normal over the past two years or so. But the real problem is that wages – which usually do keep up – have been falling behind since the start of the pandemic. Yet people are far more conscious of the rising prices than of the weak wage growth.

Another distinction that’s clearer to economists than to normal people is between the cost of living and the standard of living. When people have trouble maintaining the same standard of living as their friends – a comparable car, comparable house, comparable private school – they would often rather blame the cost of living than their need to keep up with the Joneses.

No, what’s driving the change in women’s lives – causing them to behave very differently from their grandmothers – isn’t the cost of living, it’s education. And with education has come aspiration. Aspiration to put their learning to work, to have a career as well as a family, and to be treated equally with men.

I think it all started sometime in the 1960s when, for some unknown reason, the parents of the rich world accepted that their daughters were just as entitled to a good education as their sons. Everything flows from that fateful change in social attitudes and behaviour. What father today would dream of telling his daughter that, being a girl, she didn’t need an education?

The trouble for boys is that girls do education better. It’s now several decades since the number of girls going to university first exceeded the number of boys.

That being so, the figures for two-income families should come as little surprise. The latest report from the federal government’s Australian Institute of Family Studies, Employment patterns and trends for families with children, finds that in 2022, both parents were employed in 71 per cent of couple families with children under 15. This is up from 56 per cent in 2000, and 40 per cent in 1979.

Within those couple families, the proportion with both parents working full-time was 31 per cent in 2021, up from 22 per cent 12 years earlier. The proportion with one parent working full-time and the other part-time is unchanged at 36 per cent.

Only 4 per cent of these families involved fathers who weren’t working and mothers who were. (Which leaves the young men in my immediate family looking good.)

But there’s something else you need to understand. In the days when there weren’t many two-income families, this gave them a distinct advantage in the housing market. They could afford a better house than their peers.

Once most young home-buying couples have two incomes, however, their greater purchasing power gets built into the prices of the kind of houses they buy, so that what began as an advantage turns into a requirement.

Now it’s the couples who choose not to have both partners working who’ll have trouble affording a home comparable to those of other couples. They’ll have to accept a lower standard of living.

Similarly, it’s a misconception to say, as some do, that you need to have both parents working to afford a family. No, you just have to accept a lower standard of living.

I’ve long suspected that the rise of the two-income family helps explain the growing practice of sending kids to private schools. Two incomes make this easier to afford – though this, too, gets built into the size of the fees the schools can get away with charging.

There’s no reason a mother – or a father – who chooses to have a career should feel guilty about it. But I suspect some double-income couples find it easier to justify if they can say that the extra money is buying their kids a better education.

Sorry, a mountain of evidence says that, once you allow for the parents’ socio-economic status, private schools don’t add to students’ academic performance. Buyer beware.

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Budget is a guide to who's a Morrison mate and who's not

Despite all the accusations being hurled at Scott Morrison, to my knowledge he’s never done what so many election-winning leaders do and promised to “govern for all Australians”. A promise not made, and thus not broken. All governments tend to look after their party’s friends and supporters, but Morrison has made this a defining feature of his reign.

There was a brief period early in the pandemic when he was in all-in-this-together mode. That was when, utterly uncharacteristically, he doubled the level of unemployment benefits – JobSeeker, to use its latest label – for a few months.

But it wasn’t long before it became clear he was playing favourites. The lockdown left many overseas students without part-time work and eligible for no government support. They were told to find their own way home, which many did.

Suddenly, the universities became public enemy No. 1. The same party that had gone for years urging the unis to find new sources of income and be less reliant on the federal taxpayer were attacked for becoming too reliant on revenue from overseas students.

While businesses large and small lined up for the JobKeeper wage subsidy scheme, our publicly owned universities were declared ineligible. Thousands of jobs were lost and, unlike with most other industries, are unlikely to return any time soon.

Our few privately owned universities were eligible, however. Similarly, public schools weren’t eligible, but independent schools were.

The government’s disdain for universities continued in last week’s budget. While Treasurer Josh Frydenberg was handing out prizes as though at a Sunday school anniversary, the universities got next to nothing.

True, the new “investing in Australia’s university research commercialisation payments” program will cost $1 billion over five years. But almost all of that will involve transferring money from existing programs.

The funny thing about the budget’s centrepiece, the cost-of-living package, is that though it doesn’t seem all that generous – a one-off $250 cash payment to pensioners and other welfare recipients, an extra $420 to those eligible for the low and middle income tax offset, and a 22c a litre cut in petrol excise for six months – at an overall cost of $8.3 billion it’s the most expensive new measure in the budget.

Because its intention is to mollify all those feeling pain from the recent jump in living costs, this is the most inclusive of the budget’s measures, with most families standing to benefit.

But though the $250 payment is aimed at those at the bottom of the income ladder, and the extra tax offset will help more than 10 million taxpayers, the cut in petrol excise will be of greater benefit to businesses and higher income-earners, simply because they use more petrol.

One group of big winners favoured in the budget are the tiny minority of people and businesses in the regions. Frydenberg announced “an unprecedented regional investment that includes transformational investments in agriculture, infrastructure and energy in the Hunter, the Pilbara, the Northern Territory and North and Central Queensland”.

Do you remember Barnaby Joyce’s Nationals demanding rural assistance in return for allowing Morrison to sign up to net zero emissions by 2050? At the time, the assistance wasn’t disclosed. Now it is.

They’re getting $7.4 billion for dams, a $2 billion “regional accelerator program” to accelerate growth in the regions, and a $1.3 billion regional telecommunications package to expand mobile coverage across 8000 kilometres of regional transport routes. Thanks a billion.

No budget would be a pre-election budget without further tax breaks to that huge voting bloc, small business. This time they’ll be getting a $120 tax deduction for every $100 they spend on training their employees, and on investment in digital technologies. That’s $1.7 billion over three years.

No doubt many small businesses will benefit from another measure to encourage more apprenticeships. The new apprentice gets $5000 and the employer who takes them on gets a wage subsidy of up to $15,000. I’ve read that tradies are the new key political demographic.

Sometimes, groups get special treatment not because they’re mates, but because governments fear offending them. A prime example are West Australians and their government. Under a deal done by Morrison when he was treasurer, because they’d convinced themselves they weren’t getting a fair share of the annual carve-up of GST revenue between the states, federal taxpayers will be paying the West Australians an extra $18.6 billion over the six years to 2025-26.

This despite the surge in iron ore royalties making Western Australia the only government in the land running a budget surplus. Tough times.

So, who wasn’t on the budget’s receiving end? The help for first-home buyers was token, and for renters, non-existent. There was a bit more to ease the continuing problems in aged care, but Frydenberg was easily outbid by Anthony Albanese.

Frydenberg has greatly reduced childcare costs for second and subsequent children, but Albanese is promising to make it free for virtually all families.

As voter loyalty to particular parties declines, politicians encourage a what’s-in-it-for-me approach to elections and pre-election budgets. If so, it’s important to know whether you’re a mate or a non-mate.

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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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The great election diversion: arguments about tax, tax, tax

No one’s more interested in taxation than me, but there’s got to be more to this election campaign than claims about which side is high taxing and which low taxing, and interminable arguments and scare campaigns about franking credits and negative gearing.

Fortunately, the nation’s best and most independent think-tank, the Grattan Institute, has taken a much broader view of the issues to which the winning side should pay most attention in its Commonwealth Orange Book (an allusion to the red book and the blue book that the public service prepares to present to whichever side wins).

To help voters put the election issues into context, however, Grattan starts by comparing our performance on a broad range of indicators with nine comparable countries.

On standard of living – measured by gross national income per person – our $62,800 a year is well behind the United States ($75,900) and less behind the Netherlands ($68,100), Germany ($66,900) and Sweden ($64,900), but ahead of Canada ($57,300), Britain ($54,900), Japan ($54,300), New Zealand ($48,800) and South Korea ($48,400).

So we’re in the middle of the pack of rich countries. We can afford high quality public services (paid for by moderately high taxes) and afford to treat the disadvantaged with consideration.

But, despite all the times Scott Morrison repeats the words “strong economy”, our living standards have stagnated in recent times.

At 73 per cent, our rate of employment – the proportion of the working-age population with jobs – is at the low end of the range (New Zealand is on 77 per cent), but all countries are comfortably above America’s 70 per cent – a sign that all’s not so well in Trump’s supposedly strong economy.

A good check on our present success is our NEET rate – the proportion of people aged 15 to 29 who are not in employment, education or training. At 11 per cent we’re level with New Zealand, and better than Canada, Britain and the US, but worse that Germany, Sweden and the Netherlands.

Could do better. We need to fix the almighty mess we’ve made of vocational education and training.

On income inequality, our gap puts us towards the wrong end of the pack: equal with New Zealand, worse than Sweden, the Netherlands, Germany, Canada and even Britain, but better than South Korea, Japan and the pinnacle of inequality, the US.

We could greatly reduce inequality simply by paying the $3 billion a year it would cost to raise the dole by $75 a week – a truth Bill Shorten shouldn’t need a protracted inquiry to tell him. That $3 billion, by the way, compares with the estimated annual cost of Morrison’s tax plan, when fully implemented, of $35 billion a year.

We do surprisingly badly on housing, with fewer dwellings per 1000 adults than all the others bar South Korea. And with median housing costs as high as 23 per cent of disposable income, we’re dearer than everywhere except Holland.

Less surprising is how badly the land that used to boast about its cheap power is doing. These days, only German households pay more for electricity than ours do. Despite our ever-growing exports of LNG, our industries pay more for gas than the Canadians, Kiwis and Americans.

And, thanks to the policy dominance of the climate-change deniers, our electricity use generates far more carbon emissions than the others do. A lot more reform of the reforms needed.

Our relatively low funding of schools, and its division on a sectarian basis – the religious get more than the non-religious; some religions get more than others – hasn’t left our kids' performance looking good in international comparisons.

If you ignore the poor deal we give our Indigenous (as we usually do), our health system ranks well. Our life expectancy at birth is bettered only by Japan, and the cost of our healthcare as a proportion of national income is at the lower end (and only a bit more than half what the Yanks pay for their appalling system).

Even so, there’s room for us to get better value for money, and our out-of-pocket healthcare costs are higher than everywhere except Sweden and South Korea.

Which brings us to the quality of our governance. In Australia, trust in government is low and falling. In international comparisons, we’re about middle of the pack on trust.

But Australian cynicism is now at an all-time high – only a quarter of us think “people in government can be trusted to do the right thing” – the lowest since the survey began in 1969.

Grattan says there’s a growing sense that people in government look after their own interests, or those of powerful groups, rather than the public interest.

Many other democracies have stronger rules on political donations and lobbying, designed to keep special-interest influence in check. Most rich countries restrict political donations or party spending in some way. We don’t.

The feds are lagging the states in establishing an effective anti-corruption or integrity commission, in requiring timely disclosure of political donations, publishing ministerial diaries and in imposing a lobbyist register without glaring loopholes.

The failure of both sides to act at the federal level undermines the effectiveness of state measures.

So, turns out we do have issues other than tax we should be focusing on.

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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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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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How needs-based school funding would work

In education economics, the hot question is whether Malcolm Turnbull's Gonski 2.0 plan for school funding yields a better and more cost-effective combination of fairness and economic efficiency than Labor's Gonski 1.

Since both sides of politics seek to sanctify their funding approach by labelling it with the sacred name of David Gonski, the businessman who chaired the 2011 government inquiry into school funding, remember both sides' plans fall well short of what he recommended.

He started by recognising that, at least since the Whitlam days, government funding of the nation's schools had no rational basis.

Funds came from both federal and state governments, and were spent on three differing sectors – government, Catholic "systemic" and independent schools.

This meant funding differed by state, and by sectarian status. Politicians on both sides and at both levels did special deals aimed at currying favour with Catholic voters. Many governments favoured non-government over government schools, in the name of giving parents greater "choice" (provided they could afford private school fees).

In other English-speaking countries, religious schools get no special treatment. If they want government funding, they play by government rules. If that's not acceptable, they can do their own thing without government funding.

Gonski's key proposal was to allocate government funding on the sole basis of the needs of particular students, doing so in a way that was "sector blind".

An independent "national schools resourcing body" should be established to set a needs-based "school resourcing standard" for each of Australia's 9500 schools.

The standard would start with a uniform basic amount per student, to which loadings would be added to cover their students' disadvantage in the categories of low socioeconomic status, English language proficiency, school size and location, and indigeneity.

In this way, the allocation of funds would be determined from the bottom up, not from the top down in negotiations with states and sectors.

Julia Gillard required Gonski to reallocate funding in a way that ensured "no school would lose a dollar". This necessitated him proposing that total spending be increased, creating the impression he thought schools needed a lot more spent on them.

The Gillard government rejected the proposal for an independent body to oversee the reallocation and came up with its own figures for the school resourcing standard.

Labor also stuck with the top-down approach, going around the states and sectors trying to persuade them to sign up before the 2013 election.

As a result, some states and sectors did much better deals than others, which they now resent Turnbull trying to unwind.

Labor's reallocation was to be phased in over six years, with much of the cost delayed until the last two calendar years, 2018 and 2019.

Tony Abbott claimed to have accepted the plan's first four years, but reneged immediately after the election, saying the states could spend their grants however they chose.

In the 2014 budget Abbott announced that, after 2017, funding for schools would simply be indexed to consumer prices, yielding a huge saving to the budget. But he couldn't persuade the Senate to amend the act implementing Labor's funding plan.

Just before last year's election, Turnbull agreed to funding increases for 2018, 2019 and 2020 that were more generous than Abbott had wanted but less that Labor's plan.

And now, Education Minister Simon Birmingham surprised everyone by unveiling the Coalition government's own version of needs-based funding, dubbed Gonski 2.0.

It involves adjusting all schools' federal funding at different rates over 10 years so that, by 2027, all of Labor's disparities and anomalies would be removed, leaving all government schools (which are mainly funded by the states) getting 20 per cent of their school resourcing standard – up from an average of 17 per cent at present.

All private schools (whose government funding comes mainly from the feds) would be getting 80 per cent of their school resourcing standard, up from an average of 77 per cent at present.

Total federal funding of schools would grow from $17.5 billion this year to $30.6 billion in 2027, an increase of $2.2 billion over already-planned spending over the first four years, rising to an extra $18.6 billion over the 10 years.

You see from this that Gonski 2.0 would take a lot longer than Gonski 1 to reach full needs-based funding. Like Labor's six-year plan, the Coalition's 10-year plan is heavily "back-end loaded".

Of course, on Labor's calculations, a hypothetical continuation of its scheme would cost $22 billion on top of the extra the Coalition plans to spend.

Much of Labor's extra spending above the Coalition comes from its built-in higher rate of annual increase in funding, relative to the Coalition's assumed average indexation rate of 3.3 per cent a year.

Some of Labor's extra would go on higher grant increases for already overfunded private schools, and some on bigger pay rises for teachers.

Unlike Labor, the Coalition would make small cuts in grants to 24 highly overfunded private schools, while another 350-odd somewhat overfunded private schools would get smaller increases until, in 2027, every school's federal funding was aligned with its own needs-based school resourcing standard.

A big weakness in Gonski 2.0 is the way it gets federal funding sorted but ignores the eight states and territories' role in achieving needs-based funding overall. The states would merely be required to maintain the real value of their funding per student, allocated however they chose.

A weakness both schemes share is that though state-based school systems (including government systems) will receive grants based on the individual needs of each of their schools, they will be left to determine the basis on which it's actually allocated to particular schools.

My conclusion is that the opportunity Gonski 2.0 presents to have both sides politics accept and entrench needs-based federal funding, and an end to sectarian deals, should be grabbed with both hands.

There's nothing to stop Labor, or anyone else, coming along later and fixing its weaknesses.

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Fixing disadvantaged students key to fairer, better economy

We have a big problem in Australia that has been happening for so long we hardly notice it. It's that far too many of our young people leave school with an inadequate education.

According to Victoria University's Mitchell Institute, 26 per cent of students fail to finish school or a vocational equivalent.

I'm sure some of these people catch up in later life, while others lead rewarding lives without benefit of further education. But I fear most of the 26 per cent lead lives of economic insecurity and limited personal fulfilment. They are the shockingly high proportion of students our school system has failed.

The hardest question I'm asked as an economics writer is why when, until the mid-1970s, economists defined full employment as an unemployment rate of less than 2 per cent, today they say it's about 5 per cent. My explanation is that the economy has changed, but our schools haven't kept up.

The great majority of unemployed people are unskilled.

And many of these are people who left school early. They didn't understand what teachers were attempting to teach them, they hated school with a passion, and left the moment they were permitted to.

My theory is that, until about the mid-'70s, the economy generated plenty of unskilled jobs, sufficient to absorb all the children who left school without being too hot at the three Rs.

These days, there are proportionately far fewer unskilled, brawn-not-brain jobs available, but just as many under-educated children quitting school.

Our schools seem to accept their high failure rate as inevitable. This may be partly because the ever-greater socioeconomic segregation of our schools – church schools serving those from better-off families, public schools serving everyone who can't afford a church school – has concentrated the failures into government schools in outer suburbs.

Certainly, school authorities seem to have given little attention to explaining why the failure rate remains so high, and which modes of classroom operation and teaching methods have been shown to get better results.

As a nation, the inadequate education of so many of our children is an issue that just hasn't registered on our radar.

One part of the greater influence of the nation's "rich and powerful" is that we worry far more about the problems of the brightest and best than the problems of those at the bottom, struggling to keep their seat on the tram of prosperity.

Economists spend far more time worrying about whether the rich are overtaxed than why the poor are being under-educated.

Most people see this as a matter of fairness. Many profess to believe in "equality of opportunity", but if you're genuine about that it means ensuring everyone at least starts the adult race with decent education, if nothing more.

And when you remember how much better-off children inherit – not just money, but brains and socialisation – that means governments devoting more resources to helping the bottom end keep up than to helping the top end excel.

But I see all this as just as much a matter of economic efficiency. What's efficient about allowing a large minority of our young people to emerge from school without sufficient education to ensure they can attain regular employment?

If we could get the "natural" rate of unemployment down from 5 per cent and closer to 2 per cent – if we could increase by 2 or 3 percentage points the proportion of the available labour that's actually put to work – this would do far more to increase "jobs and growth" than cutting the rate of company tax.

The first step in ensuring all our children get a decent education is better early childhood learning – a vital issue I'll leave for its own column.

The next step is ensuring the money governments spend on schools is biased in favour of those students needing more help, not those schools that have managed to screw better deals out of the politicians over the years.

That's why my heart leapt in 2011 when David Gonski recommended a way of rising above our anachronistic division of government funding on a sectarian basis, sharing it purely on the basis of student need and in a way that was "sector blind".

The plan Julia Gillard delayed producing until not long before the 2013 election was a big spending, but heavily compromised version of what Gonski recommended. Labor was desperate to get the states and sectors to sign up, so some of them bargained better deals than others.

Tony Abbott wasn't genuine in his professed support for needs-based funding and abandoned it immediately after the election, proposing utterly unrealistic cuts in grants to schools.

That's why it's so encouraging to see Malcolm Turnbull and his hard-working Education Minister, Simon Birmingham, advancing their own improved but less expensive version of needs funding.

You'd expect anyone genuinely committed to a better deal for disadvantaged students to seize this rare chance for bipartisan agreement, locking in better policy for possibly decades to come.

If Labor thinks we should be spending a lot more on schools, it can promise to do so at the next election.

But for Labor and the teachers' unions to oppose Senate approval for the Birmingham plan invites us to wonder if they're putting their own interests ahead of the disadvantaged students they profess to care so much about.

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A better, more economic budget

Of the government's four goes so far, this is its best budget. For a budget aimed squarely at improving Malcolm Turnbull's ailing political fortunes, its economics is much better.

At long last it completes the Coalition's 180 degree turn away from its toxic first budget of 2014.

It heeds mainstream economists' advice and abandons the Coalition's misguided professed concern about a "debt and deficit crisis".

It is, however, a lot stronger on principle than practice.

It accepts the repeated urgings of the Reserve Bank, the International Monetary Fund and the Organisation for Economic Co-operation and Development that the government distinguish between borrowing for worthwhile infrastructure – which raises the economy's productivity – and continuing to borrow to cover recurrent deficits long after the downturn has passed.

It abandons the Coalition's smaller government ideology and accepts economists' advice that all successful attempts to return the budget to surplus involve a combination of spending cuts and tax increases.

In short, it's a big spending, big taxing, big borrowing budget.

Smarties may call it "Labor lite" but, in truth, it contains measures Labor wouldn't have dared to take: increasing the Medicare levy, imposing a much bigger tax on the big banks, and standing up to the Catholics schools' demand to continue their special treatment compared with other private and government schools.

Scott Morrison is right to say the budget is a fair and responsible path back to surplus.

It better aligns government policy with the voters' wishes, does a better job of managing the economy and puts the budget on a sounder basis – but all without bringing closer the time when Morrison expects the budget to return to surplus.

In truth, whether his prediction this will happen in 2020-21 proves accurate turns on economic forces beyond his ability to forecast, let alone control.

Without doubt, the budget measure that will do most to increase economic efficiency – not to mention fairness – is the government's belated embrace of needs-based school funding.

Getting funding right is the first step towards raising the poor academic performance of the nation's schools and narrowing the achievement gap between students from advantaged and disadvantaged families.

David Gonski's new inquiry will guide us in the second step: improving what happens in the classroom.

The success of Labor's "Mediscare" at last year's election has prompted the government to abandon its claim that healthcare spending is growing "unsustainably".

It is phasing out its freeze on Medicare rebates to doctors and adding expensive drugs to the pharmaceutical benefits scheme, while searching out efficiencies to slow the rate at which spending is growing.

The budget relies far more on tax increases than spending cuts to offset its higher spending.

The main tax increases are a (delayed) 0.5 percentage point increase in the Medicare levy, a big new tax on big banks and crackdowns on the black economy and multinational tax avoiders.

Little there for voters to object to, especially as the higher Medicare levy will pay for the widely supported but hugely expensive National Disability Insurance Scheme.

All this is marred, however, by a list of bad measures: the Melbourne to Brisbane inland freight railway is a waste of money, the housing affordability package combines minor measures with a counterproductive superannuation saving scheme, the regional growth fund is a National Party pork barrel, it would have been fairer to continue the 2 per cent deficit levy on high income-earners, and the Medicare guarantee fund is an accounting trick.

But you can't have everything – especially not from our flawed political system. This budget is much better than we have come to expect.

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The local school is in decline, reducing social cohesion

I love living in my suburb. I shop locally, just so I can run across friends and neighbours on a Saturday morning, and be greeted with a smile – even a name – by shopkeepers who know me.

I figure the best ways to get to know people in your suburb is to own a dog – you get to talk to other dog-owners as you stand around in the local park – and send your kids to the local school. You can't help getting to know the other parents in your kids' classes.

But all that was some years ago, and times change. The local school isn't the institution it used to be.

Perhaps it won't surprise you to be told that, over the years, our capital cities have become more stratified, with a greater tendency for better-off people to live in better-off suburbs – the ones with water and views and, these days, those closest to the centre – and for the less well-off to live in less well-off suburbs far from the centre.

This is most true of Sydney, then Melbourne – which is catching up with Sydney in size – but less true of the other capitals.

But maybe this will surprise: something similar is happening to our schools, particularly secondary schools.

We have a widening divide between the schools attended by the offspring of better-educated, better-off parents, and those attended by, well, the not so well educated and paid.

This is happening partly in consequence of the increasing stratification of suburbs, but also because of the education policies pursued by federal and state governments.

Unlike almost all other rich economies, Australia runs three school systems rather than one.

This array has tempted us to treat school as though it was a market, where government, Catholic and independent schools compete for youthful customers, thus providing parents with greater choice and obliging government schools to lift their game.

John Howard was big on choice. Julia Gillard left Howard's pro-choice funding arrangements running until Labor's last year, while emphasising competition between schools.

She introduced the NAPLAN testing of literacy and numeracy and, to ensure parents were well-informed before making their choice, she introduced the My School website, loaded with detailed information about every school.

We got a lot of choice, but no improvement in measured performance. Moral: schools aren't a market.

One benefit, however, is that researchers can collate the My School data to give us a much clearer picture of what's happening to our schools. Leaders in this research are two retired high school principals, Chris Bonnor and Bernie Shepherd.

Everyone knows there's been a decades-long drift of students from government to non-government schools.

What our not-so-retired principals have discovered, however, is that this has masked a big shift from schools with low socio-educational advantage to those with high socio-educational advantage. (A school's socio-educational advantage is rated largely according to the socio-economic status of its students.)

My School shows that, over the five years to 2015, average enrolments at all schools grew by more than five students a year. But enrolments at schools with high socio-educational advantage grew by an average of 11 students a year, whereas enrolments at disadvantaged schools grew by just more than one student a year.

When choosing schools, many of us think of a hierarchy of excellence – in teaching and results – running from government to Catholic to independent. But that's just what you see on the packet. (Echoed by the prices of the packets.)

Studies estimate that 78 per cent of the variance in the performance of schools is explained by differences in their socio-educational advantage – that is, by the socio-economic status of their students.

Independent schools tend to get good exam results because most of their students come from well-educated families. Catholic schools get better results than you might expect because the days when their classrooms were full of working class kids are long gone.

You'd expect this to mean public schools increasingly full of disadvantaged kids getting poor results. True, but they retain a higher proportion of advantaged students than you'd expect.

Why? Partly because public schools in posh suburbs still have lots of smart kids, but mainly because – particularly in Sydney and, to a lesser extent, Melbourne – state authorities have responded to the demand for greater "choice" by creating more selective schools.

But this means greater stratification on the basis of socio-economic status even within the government system, coming at the expense of disadvantaged government schools.

Choice, however, isn't available to all parents. To have a choice you need either brains or money (which usually comes with brains attached).

The vogue for choice has also allowed greater stratification of students on the basis of religion. These days, Jewish kids go to Jewish schools, Muslim kids go to Muslim schools and Baptist and Pentecostal kids go to "Christian" schools.

Trouble is, high socio-educational advantage schools aren't always located in high-status suburbs. So these days, a lot more traffic congestion is caused by a lot more students and parents travelling longer distances to and from school.

Leading to the decline of the local school. Less than a third of schools now have an enrolment that resembles the people in their local area.

Sounds a great way to reduce the nation's social cohesion.

What did the rich kid say to the poor kid? Nothing. They never met.

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Private schools becoming less fashionable

It's drawn little comment, but the decades-long drift of students from government to non-government schools has ended.

Figures released by the Bureau of Statistics last month show that 65 per cent of our 3.8 million students went to public schools in 2016, the same proportion as in 2013. If anything, the public-school share is creeping up.

The non-government share divides between Catholic systemic schools with 20 per cent and independent schools with less than 15 per cent. I'll refer to both as private schools.

But the public schools' 65 per cent today is down from 79 per cent in 1977.

Let's start by trying to explain those many years of drift before we wonder about why it's stopped.

When Ipsos Public Affairs asked people why they thought other people sent their kids to private schools, the most commonly cited reasons included the higher standard of education (50 per cent), the better discipline (49 per cent), the better facilities (46 per cent), the size of classes (43 per cent) and because it's a status symbol (40 per cent).

Almost uniquely among other developed countries, Australian parents have a much higher proportion of private schools to choose, and have been given greater freedom to choose between government schools.

Successive federal and state governments have seen greater parental choice between public and private as a virtue, and have encouraged it by increasing their combined grants to private schools at a much faster rate than their funding of public schools.

But I have my own theory on why so many people have opted for private schooling. I think a lot of it gets down to parental guilt.

These days families have much fewer children, which means parents take a lot more active interest in their kids' schooling than they did when I was the last of four.

And these days both parents are more likely be in paid work – meaning they have more money to spend, but see less of their kids than their parents did.

So what more natural than for parents to believe that, in their decisions about how to spend their income, ensuring their kids get the best education possible should have high priority.

And what's more natural in our market economy than to assume that the more you have to pay for something, the higher quality it's likely to be.

It's the old male cop-out, spread to women: I may not see as much of my kids as I'd like to, but I'm working night and day so I can afford to give them the best of everything.

The more materialist you are, the more you're inclined to judge a school by the quality of its facilities – gyms and swimming pools, music, art and drama theatres – than by the quality of its teachers.

Of course, the former is, as economists say, much more "observable" than the latter.

But whatever people give as their reasons for preferring private schools, you'll never convince me they're not well aware of the status they gain by sending their kids to private schools, especially independent schools.

Private schools are among the things economists classify as "positional goods" – they reveal your position in the pecking order.

But what's changed? Why has the drift to private schools come to an end?

One possibility is that the slow wage growth of recent years has made it harder for parents to afford private school fees.

This may be particularly the case for independent schools, where the rate of increase in fees from year to year bears little relationship to rate at which teachers' salaries are rising.

Nor does the rate at which government grants have been growing seem to have had much effect in slowing the rate at which independent school fees have grown. (The extra government grants may have gone into improving schools' facilities.)

My guess is that, as economic textbooks predict, independent school fees rise according to what the market will bear. They judge how strongly demand for their product is growing relative to supply by the length of their waiting lists.

In any case, keeping the cost of independent schooling high is an essential element in maintaining its status as a positional good.

Another possible contributor to the end of the drift to private schools is the decision of state governments – particularly NSW governments – to increase the number of places at selective schools. Why pay fees when you can get what you want inside the government system?

As a parent who's had one of each – independent and selective – I can assure you selective schooling works well as an (intellectual) positional good.

But there's one last possible contributor to the end of the trend to private schools: maybe parents are realising that paying all those fees doesn't buy your kid superior academic results along with their old school tie.

Julia Gillard's My School website has done little to encourage greater competition between schools (a silly idea she got from economists), but it has provided a fabulous database for education researchers.

Various researchers have used it to demonstrate that the best predictor of children's academic results is the socio-economic status (including level of educational attainment) of their parents.

And when you take account of parents' socio-economic status, there's little evidence that kids of similar backgrounds do any better academically at one kind of school than another.

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How we can get better school results

Have you noticed how our politicians, asked to explain or defend their policy on X will, within a sentence or two, switch to expounding on what's wrong with their opponents' supposed policy?

The sad truth is they much prefer scoring cheap political points and blame-shifting to getting on with developing policies to deal with the various problems the nation faces.

Coming up is policy on schools. We'll be hearing a lot on federal funding of schools in a few weeks when Education Minister Simon Birmingham debates the matter at a meeting with his state counterparts.

I've been boning up on schools in preparation for delivering the Australian College of Educators' Jean Blackburn Oration in Melbourne last week. Here's a taste.

The government keeps telling us the problem with schooling is that, for so many years, we spent more and more on school education and the results did not improve. In fact, they got worse.

Well, the last bit's certainly right.

As summarised by Trevor Cobbold, of Save Our Schools, a public schools lobby group, our results on the OECD's program for international student assessment, PISA, have fallen significantly over the past 15 years. We remain one of the high-performing countries in reading and science, but our maths results have slipped to about average.

The results show continuing declines in the proportion of students at the most advanced levels and also significant increases in the proportion of students below the international standard. This includes high proportions of low socio-economic status, Indigenous, provincial and remote-area students.

We get an even more worrying picture from the results of the national assessment program – literacy and numeracy, NAPLAN.

Peter Goss and colleagues, of the Grattan Institute, have pioneered the technique of converting NAPLAN results into "years of progress", using the results of Victorian students.

They note first that the NAPLAN “national minimum standards” are set very low. A year 9 student can meet this standard even if they are performing below the typical year 5 student – that is, four years behind their peers.

They find that the spread of student achievement from highest to lowest more than doubles as students move through school. Low achieving students fall ever further back. They are two years and eight months behind in year 3, but three years and eight months behind by year 9.

Students in disadvantaged schools make about two years less progress between year 3 and year 9 than similarly capable students in high-advantaged schools.

And get this: bright students in disadvantaged schools show the biggest learning gap. High achievers in year 3 make about 2½ years less progress by year 9 than if they had attended a high-advantage school.

Great. But what about the government's claim to have been spending more and more on schools? Birmingham keeps saying that federal funding has increased by 50 per cent since 2003.

This is highly misleading, particularly since what matters is total school funding, coming from both federal and state governments.

According to Cobbold's fact checking, the real increase in total government spending per student over the nine years to 2013-14 was just 4.5 per cent.

There's more. Although the non-government sector enrols less than 20 per cent of all disadvantaged students, the nine-year increase for non-government schools was 9.8 per cent, whereas the increase for government schools was only 3.3 per cent.

So, does spending more money buy better school performance? Not if you spend it on more of the wrong things.

The truth is that we haven't been spending a lot more in recent times but, in any case, much of what we have been spending hasn't been spent effectively.

Between the federal and state governments, we've given more to advantaged schools than don't need it, at the expense of disadvantaged schools that do need it.

When you study the standardised test results, the answer to how the money could be spent more effectively – that is, in a way that increases the probability it will produce better school performance – leaps out at you: we need to spend more per student on disadvantaged schools and less per student on advantaged schools, where parents have demonstrated their willingness to supplement the school's finances by paying fees.

In other words, the obvious way to make government spending on schools more cost-effective is to put it on a needs basis.

We'll know soon enough whether Birmingham has made any progress on that, or has succumbed to pressure from non-government schools following that less-than Christ-like motto: "For unto every one that hath shall be given".

But though it would help to direct more of the funding to schools with more of the disadvantaged students, we need to ensure schools spend whatever they get as effectively as possible.

One new technique that research says would improve outcomes is "targeted teaching".

One of its advocates, Goss of the Grattan Institute, says teachers should be provided with the time, tools and training they need to collect robust evidence of student learning, discuss it with other teachers, and use it to target their teaching to the wide range of student learning needs in their classroom.

Higher achieving students should be stretched, lower achieving students should be supported to catch up, and no student who stalls should go unnoticed, he says.

The school fosters a culture of progress, in which teachers, students and parents see learning success as being about effort and improvement, not ability and attainment. And see assessment as a way to improve, not to expose student failures.

The best schools in Australia are not necessarily those with the best ATAR or NAPLAN scores, but those that enable their students to make the greatest progress in learning. The goal is for each student to have made at least a year's worth of progress every year, Goss concludes.

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How Shorten is wedging Turnbull at our expense

Eighteen lobby groups ranging from the Business Council to the ACTU have pleaded with political leaders on both sides to "stop partisan antics" and reach agreement on reform of the energy market, ending all the uncertainty. Fat chance.

They're quite justified, of course. When businesses are making hugely expensive investments in generation plants that may last for 50 years, they need to know what the government's rules are – and that the other side won't come along and change everything.

But such a plea assumes our politicians are prepared to give the good government of the nation top priority.

They're not. On both sides top priority goes to winning the next election.

These days, the two sides of politics are quietly busy getting issues lined up in a way that gives them the advantage in that election.

The pollies play an unending game of "wedge and block". You try to take a position on a particular issue that drives a wedge between the different wings of the other party.

It has to decide whether to be pragmatic and take the position it knows is popular with voters, or stick with the position it nominally stands for and favours the interests and prejudices of the party's base.

If it takes the popular position you've taken, it's successfully blocked your move (but left its heartland unhappy). If it stands its traditional ground, its base is happy, but it's lost votes to you.

You've successfully driven a wedge between it and the voters, putting you on the way to winning.

Each side's goal is to manoeuvre the other side into a situation where the election campaign is dominated by those issues that favour you.

You seek to wedge the other side on those issues where you have a natural advantage (your biases align with the voters') while blocking the other side's attempted wedges on issues where it has the natural advantage.

Labor voters are proud of its advocacy of the national disability insurance scheme and the Gonski schools funding reform, yet Julia Gillard damaged both by trying to use them to wedge Tony Abbott at the 2013 election.

She belatedly proposed an increase in the Medicare levy to help fund the NDIS, hoping Tony No-tax-increases Abbott would oppose it, so she could accuse him of hating the disabled.

Abbott woke up and quietly agreed to the tax increase.

Gillard delayed the introduction of Gonski until the election year (meaning most Coalition states wouldn't sign up) hoping Abbott would oppose it and she could accuse him of hating public schools.

Abbott and his elite private-school shadow cabinet denigrated "Conski" until he woke up and claimed he was on a "unity ticket" with Labor on schools funding – a commitment he ditched the moment he'd won the election.

Look behind all the present argy-bargy between the pollies and you see Bill Shorten trying to keep alive all the key policy issues that got him so close to winning last year's election.

He's having remarkable success retaining last time's wedges against the government because Malcolm Turnbull is hamstrung by the dominant hard right faction on his backbench, which is insisting on doctrinal purity.

Last week internal party pressure caused Turnbull to disown talk of tightening the capital gains tax discount for rental properties, even though this would have blocked Labor's use of opposition to negative gearing to attract younger voters (as well as helping the budget).

Far more voters' kids go to government than non-government schools. We desperately need to move to needs-based funding regardless of school sector, so we can get on with the more pressing issue of lifting students' performance.

But Gillard's version of Gonski is way too expensive (incongruously, because of Labor's visceral fear of offending elite private schools).

It's clear the minister, Simon Birmingham, is working on a compromise, but Labor is refusing to countenance anything but "the full Gonski".

It wants to keep the issue alive and the Coalition successfully wedged.

Most voters accept the reality of climate change and want effective action to help limit it, but with the minimum increase in energy prices.

People of goodwill developed a face-saving way for Turnbull to make progress on emissions reduction without much increase in retail prices, called an "emissions intensity scheme".

Since Labor has a similar scheme, Turnbull could have blocked the climate change wedge without political risk. But the disguised deniers sitting behind him were so opposed he had to swear off it.

Neither side of politics has any interest in finding a compromise that would give our energy sector the policy stability needed for it to adjust to the world's low-carbon future.

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Education efficiency should start with Grattan compromise

If Treasury wants to start acting more like economists than accountants, a good place to start would be to urge its political masters to seize on the opportunity presented by the school funding "compact" proposed by the Grattan Institute.

Treasury advice would be much improved if it switched its approach to the budget from helping the politicians cook up some quick cuts to government spending to a more medium-term focus on achieving better value for the taxpayers' dollar through greater efficiency and effectiveness.

A more medium-term approach allows greater scope for micro-economic considerations to be incorporated into decision making.

The policy quagmire of school education is crying out for Treasury's guiding hand. It's hard to believe that school funding is still dogged by century-old sectarian rivalry between the public, Catholic systemic and independent school systems.

Thanks to this unending rivalry, the nation spends almost all its time arguing over how public funding is shared between the three systems, leaving little time to debate how well the money's being spent and how it could be better spent.

Meanwhile, domestic performance measures (NAPLAN) show, at best, no improvement in our performance over time, and international measures (PISA) show other countries improving while we mark time.

Our results show a wide gap between our best and worst performing students, which hasn't changed much, neither because our best have got better nor because our worst have got less worse.

Is this something Treasury is happy to see roll on? One unlikely to have much adverse effect on either the budget balance or national productivity?

Well, if we keep putting most of our energy into public versus Catholic versus independent, rest assured it will.

The Gonski funding review came up with a breakthrough proposal to rise above sectarian squabbling by moving to the division of combined federal and state funding on the basis of student need, regardless of which silo a disadvantaged student was in.

The Gillard government belatedly introduced a bastardised and far more expensive version of "Gonski", which the Abbott government pretended to support but disavowed immediately on winning office.

So the sectarian standoff remains. The Coalition isn't prepared to implement Labor's version of Gonski because it's too expensive, but it's too expensive because of Labor's promise to help the poor schools (those with many disadvantaged students) at no cost to the rich schools (those with few disadvantaged students).

Trouble is, until we direct more funds to the disadvantaged students, we don't stand much hope of improving our schooling outcomes.

Of course, a more efficient allocation of funds is just the first step towards improving the outcomes of disadvantaged students –  which is why it's so important to move the debate on from how the money's divided to how effectively it's being spent.

Clearly, moving to needs-based funding is as much about efficiency as about equity (fairness).

It makes zero economic sense to continue overfunding some students while those you underfund become an underclass of poorly educated workers who spend a lifetime in and out of employment, making a weak contribution to national productivity (not to mention being a recurring drag on the budget).

The 2014 budget did nothing to correct the maldistribution of federal funding to public and private schools, it just cut the basis of annual indexation from a high rate set by the Gillard legislation to just the consumer price index (much less than the rise in teachers' wages). It was about cost shifting, not reform.

This was always unsustainable politically. In the end, Malcolm Turnbull relented and promised to keep the original funding arrangement going for another three years to 2020.

Turns out grants are set to grow by 3.6 per cent a year, whereas teachers' salaries are more likely to grow by 2.5 per cent.

The genius of the "circuit-breaking new compact" proposed by Peter Goss and Julie Sonnemann of the Grattan Institute is that it seizes this rare chance to propose a deal that would get all schools up to 95 per cent of needs-based funding (the "schooling resources standard") by 2023, much earlier even than Gillard's plan.

This would involve schools below the 95 per cent benchmark having their funds raised by 3.6 per cent a year, while those between 95 and 100 per cent of the standard would rise by 2.5 per cent and those already above the standard would mark time.

This last element is the compact's point of political vulnerability, of course, and already Labor has found it.

Put the Labor opposition's personal ambitions ahead of the interests of disadvantaged students? Why not, says Labor's spokeswoman, the not so lovely Tanya Plibersek.

Let's hope Treasury has higher principles than Labor.

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Should taxpayers develop properties for churches?

Election campaigns are busy times for interest groups. They turn up the pressure on governments and oppositions to give them written promises to grant them particular benefits, or not do things the groups don't fancy, during the next term.

It's surprising how often the pollies give in to such tactics. They do so for fear the interest groups will campaign against them if they don't sign on the line.

In the last federal election, for instance, the banks and other financial institutions got the Labor government to promise not to make any more adverse changes to the taxation of superannuation for five years, then persuaded the Coalition to match Labor's promise during its first term. A lot of promises have been broken since then, but not this one.

Historically, few groups have pursued this tactic more successfully than the Catholic systemic schools. If you were a pollie, which would you choose: risk being preached against on the Sunday before election day, or be photographed beside a beaming archbishop as you sign the deal?

Recognising the Catholics' superior bargaining power, the other religious and independent schools tend to ride on their coat-tails.

Late last month the Catholic Education Commission announced that in the NSW election campaign it would "play an advocacy role in the interests of students, parents and teachers in the Catholic education sector".

Its "key policy issue" is that, in the light of the expected growth in the number of schoolchildren, the state government "must increase its capital funding to Catholic schools to help Catholic schools enrol their share of this growth".

Last year, we're told, the state's 584 Catholic schools educated 21 per cent of the state's students, but received only 2 per cent of the NSW government's capital funding for schools.

"The NSW Government must first reverse its 2012 decision to cap capital funding to non-government schools at $11 million per year and put in place a sustainable, long-term funding framework that grows as enrolments increase", the commission's executive director, Brian Croke, said.

The Catholic schools' share of the $11 million was $7.6 million, equivalent to about $30 per student, while government schools received more than $399 million, or $524 per student.

The state government's forecast is that all NSW schools will need to accommodate an extra 267,000 students by 2031. For the proportion of students in Catholic schools to remain unchanged, Catholic schools would need to create places for a further 58,000 students, the equivalent of more than 2300 new classrooms.

Sorry, but this argument needs thinking about. For one thing, the campaigners don't mention that non-government schools also receive capital funding from the federal government, which is a lot more generous than state grants.

For another, it's hardly surprising the state government spends a lot more on building and equipping its own schools than it does on subsidising other people's schools.

Where do taxpayers' obligations to Catholic and other non-government schools end? Governments have an obligation to provide for a growing student population, but do they have an obligation to ensure Catholic or any other non-government group's share of the school population doesn't decline as the population grows?

For religious or other groups to say they have school facilities they wish to make available for the education of kids - kids of their own choosing in locations of their own choosing - is one thing. For those groups to argue governments have an obligation to subsidise their provision of additional facilities so their share of the overall school population doesn't drop is quite another.

Who's to say those non-government groups will want to build their additional facilities in those locations where the population growth occurs? If the groups want to build in areas other than those of fastest growth - which these days would include the inner city - are taxpayers obliged still to cough up subsidies while also building the new schools where they're actually needed?

And is it reasonable to demand that taxpayers provide big subsidies towards the building of new facilities that remain the property of the churches or other groups involved?

The Catholics argue that their building of new facilities has been, and will continue to be, largely funded by parents. So the church itself doesn't put up much, but gets to retain ownership of the schools while the parents move on. When it comes to real estate, I wouldn't have thought the mainstream churches were all that property poor.

Federal grants come with a proviso that, should the subsidised school facilities be sold or used for another purpose within the first 20 years, the government may ask for its grants to be repaid. How often this provision is enforced I don't know.

We've long been asked to believe the non-government schools are doing taxpayers a favour, providing education to kids that taxpayers would otherwise have to pay for. But this demand for capital grants is aimed at reducing the size of the favour.

And when it comes to recurrent funding, the favour isn't all that great. Federal and state grants covered almost three-quarters of the costs of running Catholic schools in 2012. Fees charged to parents covered another 22 per cent.

With the election just a few days away, I'm hoping whichever side wins will get through without promising more funds to non-government schools. But we may not know whether they have until after it's over.

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