Australian Higher Education Policy: Social, Economic, and Political Factors Hindering Implementation and Development

Running head: HIGHER EDUCATION POLICY
1
Higher Education Policy
Name of Student
Institution Affiliation
Date

HIGHER EDUCATION POLICY 2
Higher Education Policy
In the current context of life, it is everybody’s dream to have their children, have the best
education the world has to offer. Who wouldn’t want their child passing through the best
education systems the Australian curriculum has to offer (Barth, 2014, p. 281). However, it has
become overwhelmingly expensive to study in the best the system has to offer most especially in
the developed countries such as Australia. Hence, the parents are not able to sustain their
children in learning institutions most especially in the higher learning institutions which
comprises of colleges and universities.
The previous assessment began by describing the efforts the government has made
towards ensuring that the gap between the less fortunate students and the rich students is bridged
hence bringing equality and creating more opportunities for all regardless of their financial and
social status (Li, 2018, p. 43). The second section of the assessment is focused on the fee policy
deregulation so as to give chance to the funding of more students and also to bring equality
amongst the less fortunate students and the rich students. The section also discusses on
involvement of the higher education policy beneficiaries so as to enhance on transparency and
justice that will lead to reduced protests in the streets concerning the policy.
The third section of the valuation is focused on addressing the issues that are faced by the
higher education policy. One of the major issues is the scrutiny of the students who eligible to be
beneficiaries of the policy. Some of the students that are enrolled in the policy come from well
off families and hence they should be able to cater for all their study expenses (Nicol, Thomson,
and Breslin, 2014, p. 110). The last section of the study emphasizes on the benefits and the
limitations of the policy. One of the major benefits that are brought about by the policy is the
reviewing of the subjects the students cover while at school. This will enable the students to

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specialize in their areas of study. However, there are still disadvantages that come up as a result
of the policy, one of them being some of the beneficiaries of the policy defaulting from paying
the loan once they get good jobs and are financially stable.
This assessment will mainly focus on the social, economic and political factors that
hinder the implementation of the Australian higher education policy. The first social factor that
affects the implementation and development of the education system is inadequate information
passed to the public regarding how the higher education policy system works (Bachan, 2014, p.
853). An example of this is reflected where the students are enrolled in the system and yet
complain and later when they are beneficiaries. The beneficiaries then end up defaulting from the
loan payment. If clear information is passed, the public is more aware of how the system thrives.
Another major instance still on inadequate information being passed to the parties involved is
when well up children are enrolled into that system yet their parents are able to easily support all
their children’s needs. The previous instant to some extent could also be described as ignorance
as some parents who are able to support their children still enroll their children in the policy yet
they are fully aware of the policy’s regulations (Jarvis, 2014, p. 747).
Several strategic decisions have culminated in the AHEPS (Australian higher education
policy statement) which signals the establishment of a state with a unified higher education
system which promotes quality, growth, and diversity in the sector to counteract the emerging
social factors (Siemens, and Long, 2011, p. 30). There is an ambition to create and set “the body
of students that reflects a more structured and societal composition in general”, which targets
under – represented groups, which includes individuals from stumpy socioeconomic status
families, remote and regional areas, non-English speaker origins and individuals who are

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disabled. This is aimed at sharing benefits with these individuals from high level education
participation “more widely and more equitably in coming days”.
Australian higher education institutions have also focused on the reduction of inequities
by addressing the system level policies which deter education equity which includes choice of
school, and funding support. Continued teachers’ professional development support which is
combined with vibrant assessment and information evaluation on the improvement of schools.
The policy also strengthens the incentives which aims at attaining the labor market demanded
skills for graduates. This policy also emphasizes on the need for policy clarity and funding of the
activities involved.
Some of the students are also hesitant to enroll into the program due to lack of
understanding of the policy. Some of the students, especially the less fortunate students think that
the policy will require the repayment at exorbitant rates yet the policy is focused on offering flat
rate education loans most especially to the less fortunate. This then hinders the development of
the policy as the number of students who enroll into the policy is reduced.
In our current global status, every resource that a government invests to a project is meant
to improve the economic status of a country. The Australian government has dedicated vast
resources towards the education system in its country. It is estimated that about 43% of the
government’s revenues is spent on education which is immensely high considering that the
expenses are expected to rise as time passes due to population increase (Hursh, 2015, p.21).
Despite the government spending immensely on the higher education system, there are still so
many hindrances that lead to stunted growth of the policy. In supporting student’s equity,
Australian government has formulated and implemented a policy which aids in building a more
effective and well-coordinated education development system supporting the diverse need of