II. The Comparable-Cases Strategy in Comparative Research:

Higher education policy in Australia: corporate or coercive federalism?

The role of the states within the Australian federation has evolved significantly over the past 50 years. So has the interpretation of that role by political scientists. Until the early 1970s, the states seemed to be declining into financial and policy subservience notwithstanding their continuing primary responsibility for the delivery of public services. They then experienced a political and policy renaissance, accompanied by a more balanced political-science appreciation of the virtues of federalism. Since the early 1990s, the states' trajectory has become more uncertain.

The States, Federalism and Political Science: A Fifty‐Year Appraisal

In the early 1980s the Commonwealth Tertiary Education Commission functioned as a relatively independent, self-directed policy arena within the commonwealth bureaucracy. Policy outputs tended to be consistent and coherent over time. During the last three or four years, however, a number of federal departments succeeded in gaining control over aspects of tertiary education policy. This development was due partly to a changed economic environment which encouraged the growth of cross-sectoral programs, and partly to administrative reforms introduced by the Hawke government which fostered increased interdepartmental competition. The outcome was the fragmentation of the tertiary education policy process. The removal of CTEC and the creation of the Department of Employment, Education and Training is an attempt to reimpose a greater degree of coordination and integration upon tertiary education policy procedures.

Bureaucratic politics and the demise of the commonwealth tertiary education commission

Growing numbers of Malaysian students are going to Australia for overseas study. This paper begins with a discussion of Malaysia's New Economic Policy, whose provisions include a phasing out of English as the language of instruction in favor of Bahasa Malaya, the language of the indigenous Malay majority. This policy provides a background for the massive demand for overseas higher education by Malaysian Chinese and Indian students. The second section provides a background to Australia's Overseas Student Policy, which eliminated quotas and included a full-fee-paying private student category that created a rapidly expanding market for overseas fee-paying students. The third section describes Australia's recruitment of Malaysian students, including sponsored and subsidized students on one hand, and full-paying students on the other. The subsequent section, \"Matching up the Malaysian and Australian Pictures,\" discusses the problems created by Malaysia's growing demand for overseas education and the resulting competition over placement with Australia's local students. A discussion follows of \"Twinning,\" a promising model for overseas study that involves joint degrees between cooperating Malaysian and Australian universities. The paper concludes with observations about long-term problems and opportunities, including Malaysia's serious graduate unemployment problem, the declining standard of English in Malaysia, and the problems in Australia caused by the growing influx of Malaysian students. (TE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************z****************************

/pdf/recruitment-and-financing-of-candidates-to-study-overseas-4cz3jx5ryo.pdf

Recruitment and Financing of Candidates to Study Overseas: The Case of Malaysia and Its Implications for Australia.

Education was a major component of the platform and performance of the Whitlam governments. Under Fraser, projects were abandoned and overall growth ceased. The needs principle for aid to non‐government schools was undermined by the emphasis on unrestricted access to alternatives to the State system. Pressure grew for schooling to reflect and service the needs of the market place. The 1983 election campaign scarcely mentioned education although special interests ensured that traditional commitments were secured. Once in power, the Hawke government tended to ignore these and maintained constraints on education spending. Naive attempts in 1983 to implement the policy of reducing grants to wealthy private schools resulted, by 1984, in a bruised and shaken Hawke government having to placate the powerful private school/Catholic bishops lobby with a generously funded ‘historic settlement’ of the State Aid debate. The Participation and Equity Program was introduced to increase participation in post‐comp...

The Hawke government and education 1983–1985

(1966). Parties and parliament: The Tasmanian house of assembly, 1909–1959. Politics: Vol. 1, No. 1, pp. 32-42.

Parties and parliament: The Tasmanian house of assembly, 1909–1959

Systems analysis without tears: Easton and almond

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The Hawke government and education 1983–1985

Parties and parliament: The Tasmanian house of assembly, 1909–1959

Systems analysis without tears: Easton and almond