Padraic P. McGuinness, “Pay peanuts, get monkeys,”
The Australian Financial Review, May 19, 1988, pp. 80-79.

The ACTU has a point when it suggests, as it did this week, that the rich should be taxed to pay for tertiary education. That is pretty well what is happening already, and it is of course what is, in essence, proposed by the Wran scheme for a special tax on graduates. The result of a progressive tax system is that the higher your income, the more you pay.

But of course what the ACTU is arguing is that there should be an increase in the steepness of the rate of progression of the income tax by way of a special levy on those with incomes of over $50,000 a year, and on business. As usual, this only indicates that the ACTU either does not want to, or cannot, come to grips with the central point of the argument about university fees and the Wran tax.

The ACTU’s views on tax policy are not those of the Government. The Government has noticed that high marginal rates of income tax encourage avoidance and evasion, and deter effort; also that taxes on business are not taxes on business at all, but on individuals — either the consumers to whom the taxes are passed on in higher incomes, or the shareholders whose dividends are correspondingly reduced. The main effect of taxing profits in the hands of business is to disguise the true incidence of taxation, as well as to discourage employment.

But tax policy is a separate issue from the tertiary funding one. For what the ACTU and its well-off cheer squad are avoiding is the central issue of how to make the use of taxpayers’ money in the provision of tertiary education more efficient. It is in part a matter of rationing.

Many years ago, Utopian socialists looked towards the time when at least some commodities could be distributed free, or at only a nominal price. The more sophisticated of them (such as the late Oscar Lange) argued that where the possible use of a commodity was limited, this would be effective and inexpensive. Nobody, they said, could or would want to eat more than a very limited amount of bread a day. The USSR tried to implement this principle, and made bread available at nominal prices. The demand soared. The reason was simple — meat was in short supply, so the consumers were converting the bread to meat by feeding it to their pigs.

The principle is the same. If you make education available for nothing, it will be fed to pigs. Moreover, if the producers are paid regardless of quality and know that their product is going to be cast before swine, they will produce a product which is fit for pigs.

In other words, it is a matter of ensuring that education is valued by those who receive it, and that the quality of education offered is worthwhile. A pricing system, by way of fees charged to students, is one way of moving towards such a goal. It is not perfect, but it at least means that a school-leaver contemplating tertiary studies will have some motive to think seriously about what those studies are worth, either in the form of future income or in terms of self-improvement. There will be an incentive to study, in order to get a return on the cost of the education, and to complete a course in order to increase the capacity to earn income to offset that cost.

Since the student knows that he or she is paying a substantial sum, there will also be an incentive to seek out an educational institutional, and within that institution a course of study and a set of professors which offer good value for money.

All this is obvious. The onus of proof falls upon the opponents of tertiary fees or some substitute like the Wran tax to establish that there is a more efficacious and more efficient means of ensuring a reasonable quality of education.

Undoubtedly, it is possible to point to examples of high quality in the existing system. There will always be students of great ability who want to study, and will perform regardless of conditions, and there will always be teachers and researchers who perform their work for the love of it, and by the highest standards, regardless of their incomes, or even the average quality of their students. But any tertiary teacher knows that the better the students, in terms of intelligence and application, the more pleasure there is in teaching.

If tertiary fees are to be charged, ask some, why not charge for secondary or even primary education? The answer is simple. Basic education is aimed at equipping a growing child to become an adult capable of making rational choices. In the meantime these are made for them by their parents or guardians. As children grow, they must be given more and more scope to make choice for themselves, and of course after a certain age (at present considered to be 18, the voting age) they are presumed to have the inalienable right to make their own choices. The fact that not all adults are sensible is not an argument against democracy.

And, of course, not all primary and secondary education is free (or, more properly, fee-less; all education costs money). Increasing dissatisfaction with the State school system had led more and more people to opt out of it on behalf of their children, even though this is a very expensive choice, involving a double payment. Not only do heavy taxes have to be paid to support the State school system, but also fees have to be paid to finance the independent schools, which receive only a fraction of their income from taxpayers’ funds.

The fact that parents are prepared to pay such fees, and that individuals are prepared to pay the quite high fees which will be charged by independent universities like the Bond University, indicates that a large difference in actual or expected performance exists which justifies in the minds of those opting for it the fees paid.

It really is up to the critics of fee proposals for tertiary education, or of the Wran plan, to show how they are going to devise a way of providing tertiary education of a satisfactory quality, and in such a way as not to be impossibly wasteful.

In some future golden age, it might be possible to have a tertiary education system of such a size that all who wish could enjoy its benefits for nothing, and would be subsidised by the rest of the community to do so. Whether any society could ever afford such a system is doubtful — but who knows what the future of high technology might bring. However, in the meantime we have to devise an efficient system of rationing. A system which encourages students to set the value of what they are receiving at almost nothing — what serious person could possibly be discouraged by the present $263 annual “service charge” from enrolling in a university? — and encourages tertiary staff to maximise enrolments rather than the quality of output clearly does not work satisfactorily.

The advantage of a fees system, supplemented by loans and with the possibility of remission of fees depending on merit as well as low income (that is, scholarships and awards) is that it gives the right kind of signals. What is wrong with the Wran tax is that these signals will be distorted and muffled, but at least they will be there.

Perhaps the ACTU should stick to its last, and devote its attention to increasing the real incomes and employment of the workforce — a task at which it is notably incompetent at present.