助学贷款制度.docx
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助学贷款制度.docx
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助学贷款制度
Effectivecost-sharingmodelsinhighereducation:
Insightsfromlow-incomestudentsinAustralianUniversities
Abstract.Thisstudyexaminestheglobaltrendinshiftinguniversitycostsfromnationalgovernmentstoindividualstudentsandfamilies,withaspecificfocusontheexistingcost-sharingmodelinAustralianhighereducation.Theresearchexaminesthemannerinwhichtheavailabilityofincome-contingentloans(throughtheHigherEducationContributionScheme,orHECS)entersintoindividualcostassessmentsandevaluativeframeworksduringtheuniversityexplorationandsearchprocessoflowincomeAustralianyouth,andtheresultinglessonsthatmightbeappliedtoothernationalcontexts.Semi-structuredinterviewswith16participantsaddressedabroadrangeofissuesrelatedtothedevelopmentofeducationalaspirations,andhowbeliefsandattitudesaboutcostinfluencedparticipants’understandinganddecision-making
regardingtertiaryenrollmentandpost-graduateplans.Anumberofdiscreetandrelatedthemesemergedfromanalysisoftheinterviews,includingmotivationsforattendinguniversity;pre-universitycostconsiderations;self-assessmentsofskills,abilities,andpersonaltraitsandcharacteristics;generalfinancialorientation;pre-universityexperiences
andinfluences;andtheroleofothersincludingfamily,peers,teachersandotherschoolstaff.TheauthorconcludesthattheAustraliansystemisworthyofconsiderationbyothernationsasapossiblemechanismforenhancingaccesstohighereducationforindividualswhomightotherwisenotpossesstheopportunitytoparticipate.
Keywords:
affordability,cost-sharingmodels,finance,income-contingentlending(按收入比例还款),lowincomestudents,publicpolicy,studentaccess,studentloans.
Introduction
Therisingcostofhighereducationisasignificantandgrowingpublic
policyissuefacinggovernmentsaroundtheworld.Manynationsare
strugglingwiththeconundrum(难题);ofhowtoexpandeducationalaccessinaneraofsmallergovernments,shrinkingtaxbases,andgrowingdemandsonfederalbudgets.Thisismademoredifficultgivenchanging
beliefsregardingtherelativemixofprivateandpublicreturnstohigher
education,andanincreasing‘userpays’philosophytomatchthe
growingconvictionthattheindividualistheprimarybenefactorof
HigherEducation
Consistentwiththischangeisaglobaltrendofshiftinganincreasing
percentageofeducationalcostsfromgovernmentstoindividualstudents
andtheirfamilies(JohnstoneandShroff-Mehta2000;Vossensteyn
2001).Withinthiscontext,researchersandpolicyanalystsare
devotingincreasingattentiontothegrowingworldwideuseofstudent
loanstofundhighereducationandthevarioustypesofcostrecovery追偿
plansinuseorunderconsiderationinvariouscountries,including
graduatetaxesandincome-contingentrepayment.
TheAustraliansystem,knownastheHigherEducationContribution
Scheme(HECS),isarelativelywell-knownandrespectedfinancing
modelthatisdesignedtohelpthefederalgovernmentrecoveraportion
ofinstructionalcostswhilehelpingtominimizethenumberofstudents
whoarekeptawayfromuniversitiesbecauseofaninabilitytopay.The
schemeallowsstudentstodeferalltuitionuntilaftergraduation,at
whichpointfeesarerepaidthroughanincome-contingenttax.The
accumulateddebtdoesnotaccrueinterest(待付利息)butissubjecttoanannualadjustmentforinflation.Sinceitsintroductionin1989,HECShasenabledtheAustraliangovernmenttosignificantlyexpandthenumberofavailablestudentplacesinpublicuniversitieswithoutdecreasingaccessforindividualswithfewerresources.Whilestudentsfromlowersocioeconomicbackgroundscontinuetobeunderrepresented(代表不足的)inAustralianhighereducationrelativetotheirmiddle-andhigh-SESpeers,theirtotalnumbersincreasedbyalmost30%between1991and2001,arate
comparabletotheriseinoverallundergraduatestudentenrollment
duringthesameperiod(DEST2002).
TheAustraliansystemcanserveasasourceofinsightandguidance
forpolicymakerswhoareseekingsolutionstoneworperennial(长久的)issues
relatedtohighereducationaccessandequity.WhileHECShasbeen
criticizedbystudentadvocacygroupsandotherswithinAustraliaas
representingafinancialobstacletouniversityparticipationforthose
leastabletoaffordit,numerousstudiesonthepotentialenrollment
effectsofHECShaveconcludedthatthesystemhashadlittletono
negativeinfluenceonaccessbythesocioeconomicallydisadvantaged.
MostoftheexistingresearchontheimpactoftheAustraliansystem
hasutilizedaggregatedatafromuniversityapplicationsandenrollments,
andreliedprimarilyuponquantitativeandeconometricanalyses
indeterminingtherelativeinfluenceofHECSonstudentdecision
making.Thispaperattemptstoaddressagapinthecurrentliterature
basebyreportingtheresultsofaqualitativestudydesignedtoassessthe
extentandmannerbywhichHECSandrelatedissuesofcostserveto
influencetheattitudesandbehavioroflow-socioeconomicstudents
attendingAustralianuniversities.Interviewswith16studentsatfour
institutionsservedasamechanismforrevealinginsightintothefollowing:
Howdoperceptionsofcostsinfluencedecisionmakingabout
universityattendanceinAustralia?
Howdoestheprospectofsignificant
postgraduationdebtaffecttheuniversityapplicationandenrollment
behaviorofAustralians?
WhatistherealisticlimitofHECSandrelated
educationalfees?
WhatcanbelearnedfromtheexperienceofAustralian
studentstohelppromoteclass-basededucationalaccessandequity
objectivesinothercountries?
Conceptualframework
Ironically,whileclassinequalityisseeminglyoneofthemoreintractable
problemsinhighereducation,itisalsooneofthemostextensively
researchedissuesaffectingtheacademy.Forexample,studiesconducted
intheAmericancontexthaveproposedthathighcost,inadequate
financialassistance,poorschoolpreparation,discrimination,motivational
deficits,thelackofrolemodelsorencouragementinthehome,
andavarietyofotherpsychological,sociological,cultural,economic,
andstructuralvariablesallplayaroleinpreventinggreaternumbersof
low-incomestudentsfromattendinguniversity.
Australianresearchershavesimilarlyproposedthatavarietyof
factorsinfluencethedevelopmentoftertiary-level()高等教育educationalaspirations
ofschoolstudentsandcontributetothecontinuingsocioeconomic
gapinuniversityparticipation.Forexample,indevelopingtheconceptual
frameworkfortheirstudyofruralandisolatedstudents,James
etal.(1999)notethatstudiesofthetertiarydecisionprocessin
Australiahavecollectivelyproposedthatacombinationofpsychosocial,
socioeconomic,andpersonalfactorsinfluencethedevelopmentof
individualattitudestowardhighereducation.Jamesetal.drawheavily
upontheseminalworkofCarpenterandWestern(1984),whoproposed
acausalorderingofthevariablesaffectingstudentdecisionmaking
regardinghighereducation,beginningwithastudent’ssocialorigins
andschoolexperienceandcontinuingwiththeinfluenceofsignificant
others,self-assessmentsofone’sabilitiesandneeds,anindividual’s
futureplansandaspirations,andone’sacademicachievement.
InanotherimportantworkintheAustralianliteratureonhigher
educationchoiceandtransition,HeydenandCarpenter(1990)
LOW-INCOMESTUDENTSINAUSTRALIANUNIVERSITIES3
proposedaperson-interactionisttheorytohelpexplainthetertiary
decisionandentryprocess.Intheirstudyofhighschoolstudentsintwo
states,theresearchersfoundthatindividualattributessuchasacademic
achievementsandmotivation,andsituationalcharacteristicssuchasthe
homeenvironment,school,peers,publicpoliciesandworkopportunities,
combinedtoinfluencetheschooltohighereducationtransition.
Thepredictorsofcollegeoruniversityenrollmentthatemergedfromthe
dataincludedfinalschoolyearacademicachievement;encouragement
fromparentsandteachersfortertiarystudy;thepostsecondaryplansof
peers;parentalwealthandeducation;andattendanceatanon-Catholic
privateschool.Similarthemesappearedintworecentstudiessponsored
bytheAustralianCouncilforEducationalResearch(Lamb2001;Lamb
andMcKenzie2001),inwhichitwasfoundthatindividualswho
completedtertiaryqualifications–includingeitherauniversitydegree
oratechnicaldiploma–weremorelikelytobefemale,graduatesof
privateschools,fromhighersocioeconomicbackgrounds,fromurban
areas,andhaveparentswithpostsecondaryeducations.
Amongthesociologicalfactorsthatmaypreventmorelow-income
studentsfromattendinguniversity–inspiteoftheavailabilityof
deferredtuitionandincomecontingentrepayment–isthegeneral
unwillingnessbysomepeopletoassumesignificantlevelsofdebtto
fundtheirpostsecondarystudies.Researchersandstudentadvocates
havesuggestedthatcertainindividualsandgroupsmaypossessgreater
levelsofdebtaversion,andthusexhibithesitancytowardborrowing
largesumsofmoneytoinvestinhighereducation.Forexample,
Hauser(1992)andBakerandValez(1996)implythatintheUnited
States,AfricanAmericansandlow-incomefamilies,respectively,are
lesswillingtoassumefinancialrisks,whichleadsthemtoavoid
incurringdebtasameansoffinancinguniversitystudy.However,
Andrews(1999)foundthattheprospectofsignificantfuturedebtdid
notserveasadiscriminatingfactorinfluencingtheacademicchoicesof
potentialuniversitystudentsinAustralia,asindividualsfromlower
SESgroupsappearedtobenomoredebtaver
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