Tag Archives: University

Student Poverty: Facts and Falsehoods

Among the many sensational claims made by student activists, perhaps the boldest is that two thirds of Australian students are living in poverty. Can we really apply the term ‘poverty’ to students attending an expensive higher education institution when perhaps the term ‘broke’ is more applicable?

This ‘two-thirds of students’ rhetoric is the kind of shock-and-awe statistic that welfare groups tend to shout from the rooftops whenever they want to call attention to some grave national crises requiring urgent action – usually in the form of large dollops of taxpayer money.

However, you only need to take a stroll through UQ, or any other major campus for that matter, to notice that the rhetoric surrounding Australia’s student poverty epidemic jars with reality.

Read the rest on Semper Floreat, here.

No place for safe spaces in Australian universities

There was a time when Australian universities were at the forefront of social change. In 1963, a group of staff and students at the University of Melbourne played a decisive role in ending the White Australia Policy when they published their landmark manifesto calling for an end to Indigenous segregation.

Nowadays, that old ideal of treating people as individuals rather than skin-deep categories has become a bit passé. As the five QUT students facing court for speaking out against their campus’s racially designated study areas recently found out, today’s universities are more interested in unwinding the progressive victories of yesterday than advancing them.

This is epitomized by the concept of the ‘safe space’ – facilities created for the purpose of allowing students to seclude themselves from the world outside based on their sexuality, race or how many X chromosomes they happen to have. You’ll find these enclaves of isolation at virtually every university in the country.

QUT’s vice-chancellor Owen Coaldrake has insisted that the indigenous-only space isn’t ‘segregation’, but rather a way to “assist Aboriginal and Torres Strait Islander students to succeed at university”.

What Mr Coaldrake failed to explain was how supplying computers, desks and photocopiers exclusively for Indigenous students did anything meaningful to advance their education.

Read the full article at the The Sydney Morning Herald.

Mastering the Skills, Not the Clock

For decades, the progression of the American dream was fairly straightforward: Graduate high school, go to college and get a job. But new developments in higher education may upend that traditional progression. In time, the pathway could become: Learn a skill, get a job, learn another skill while working, get another job or promotion, learn another skill and so on.

Instead of a traditional, time-based model, where students carry a specified number of credit-hours for eight semesters, a new concept in higher education is the competency-based model, where students stay in school for as long as it takes to learn a particular skill. Credit is awarded based not on the time spent learning, but on demonstrated ability in a particular field. For students, this means less time spent earning a degree and more time developing their potential in the job market.

Read the rest on US News, here.