John Singleton with Bob Howard, Rip Van Australia (Stanmore: Cassell Australia, 1977), p. 211, under the heading “Qualifications”.
Formal qualifications may provide some guide as to a person’s suitability for a particular job, but, in the final analysis, there is only one sure qualification, and that is competence. There is, however, no necessary connection between qualifications and competence. Certainly, there is widespread dissatisfaction in industry today with the end products of our schools and universities.
There has been a marked tendency to overestimate the value of qualifications — so much so that they have been referred to, somewhat appropriately, as work permits. Students too often view their degree as an end in itself and, in order to get it, become very skilled in the art (and it is an art) of passing exams. That they have passed their exams is no proof of an understanding of their subjects, or competence in them.
Furthermore, because getting qualifications has become such an accepted thing, our colleges and universities are cluttered up with people who are there to get these qualifications, but who have no real interest in their subject. Having succeeded in gaining their valuable slip of paper, many of them either accept their fate and settle down to a job they dislike, because they have, by now, an investment to protect, or, alternatively, give up in helpless confusion because their accepted goal blew up in their faces. They did everything they were told: went to a good school, worked hard, got good qualifications, and got a nice secure job in a solid, stable and respectable company. It was supposed to be Utopia, but there was a snag — they hated it all. And in most cases, when they searched around for an alternative, there was none. That is probably one of the most widespread problems in the world today — very few people really know what they want.
Apprenticeships, cadetships, on-the-job training and above all, less pressure on, and more freedom for children, would offer a far better system of training for children and adults than our current mass production education system. As discussed under Education, a private, non-compulsory education system would provide a much more varied, effective and relevant education for those who wanted it. And, finally, a free market that rewarded people on the basis of supply and demand for skills, competence and knowledge, rather than by arbitration and legislation, would encourage people to explore their potentials and their interests, rather than ride on the backs of others.
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