Laura Perry PhD

In most English-speaking countries, students are guaranteed a place at their local public high school. Students also have a right to apply for admission to a school of their choice, such as a private school or a non-local public school. While students have a right to apply to a school of their choice, schools also have a right to choose their students. For example, they may use entrance examinations or prior academic performance to select students. Religiously oriented schools may only grant admission to active members of the faith. Most English-speaking countries have a comprehensive system of secondary education, in which there is just one type of secondary school that offers both academic as well as technical/vocational subjects. In most comprehensive education systems, students are guaranteed a place at their local public school and school selectivity is minimal.

Alongside higher fees and real interest rates on student debts, this year’s federal budget announced 20% of universities' additional revenue will go towards equity scholarships. But will this measure increase the proportion of underrepresented students in Australian universities, or is it a fig leaf to sell a budget package that would otherwise be seen as an attack on equity and access? As many commentators have noted, budget reforms will very likely increase stratification between universities and reduce access for students from underrepresented groups. These groups include Aboriginal students, students from low socio-economic backgrounds and students from remote communities. Education Minister Christopher Pyne said the purpose of these scholarships was to “expand opportunities” for these very students. Whether they will work to that effect seems unlikely for a number of reasons.

Like many of the English-speaking market democracies, Australia and, perhaps to a lesser extent the US, like to think of themselves as merit-based societies in which everyone has a “fair go". This idea led to the creation of school systems that guaranteed all children, no matter their origins, access to a publicly funded education. By creating educational and economic opportunity, this arguably helped the emergence of strong middle classes in each country. But the current reality is of education systems that are socially stratified and full of inequalities. There is much evidence to suggest that our schools, rather than promoting equity, are effectively serving as engines of inequality. This is true of schools in other countries that have embraced choice and competition to organise education. Social stratification in the Australian education system is sharper than in most countries. Students from wealthy, privileged backgrounds tend to go to high-fee, independent high schools. Kids from low-income, disadvantaged backgrounds tend to go to government high schools.