Editorial: Tertiary tailoring a matter of degree

New Zealand's growth prospects are dependent in large measure on the skills and expertise of those who graduate from its tertiary institutions. Common sense suggests that the proficiency of many of those graduates should be attuned to the demands of the economy. In the context of a knowledge economy, the emphasis should clearly be on science, mathematics and engineering. It will be up to graduates in those disciplines to provide the creativity and innovation that will give this country a competitive edge.

That edge is blunted if degrees are not tailored to jobs. Such, unfortunately, is the case at the country's universities, where in 1999 almost a third of students were enrolled in legal, commercial and business courses. The upshot is an oversupply of graduates, especially in law. While scientists and engineers are thin on the ground, many intelligent and highly qualified people are struggling to find work in their chosen field.

There were, of course, good reasons these people embarked on law or accountancy degrees. Five or so years ago, the prospects in those professions doubtless appeared far rosier. Equally, however, the fact that some graduates now find themselves jobless, and burdened by a student loan, will quickly dissuade others from following suit. Those now contemplating a career path will pay heed to the disciplines most in demand in a knowledge economy. To a large degree, therefore, students need not so much be steered away from law as have their natural inclination towards science, mathematics and engineering reinforced.

How this shift will be achieved is the subject of a report by the Tertiary Education Advisory Commission, which will be released tomorrow. Its recommendations include a cap on the number of courses available to students in areas where graduate numbers vastly exceed local industry demand. It also suggests that funding should be withdrawn from some tertiary education providers to cut course duplication. The Government seems predisposed to such suggestions, especially the Tertiary Education Minister, who appears determined to kill the "market" model. There are good reasons to tread lightly here, however. Certainly, for the sake of economic prosperity, it seems reasonable to favour science and engineering degrees, provided they include the backstop guarantee of skills with wide applicability. But Steve Maharey's zeal may promote a dangerously heavy-handed approach which extends unnecessarily to areas of funding.

The task of pointing students in a particular direction should, in fact, be left to secondary schools and the tertiary institutions. A university's academic independence is too precious to be prejudiced in any way by Government directives. Universities must not feel constrained about providing law and accountancy degrees, especially as, in many instances, they provide an entrepreneurial grounding. Neither must they eschew the teaching of the liberal arts. Learning how to think is valuable and those disciplines should not be seen as unnecessary luxuries.

Career counselling can, however, be used to guide the country's 250,000 tertiary students without fear of breaching that independence. Campus counsellors' advice on the job market will, in most cases, merely back up the decision-making of students. Reassuringly, such guidance is another of the advisory commission's recommendations. The counselling should, of course, start at secondary schools. There, it should be complemented by concerted efforts to make science and mathematics as compelling as possible. Young people who are inspired will need no persuasion to pursue their career path at university.

In an era of student loans, a degree cannot be an end in itself. Normally, it must be linked to career hopes and prospects. This situation is fortunate for a Government wishing to tailor university education to economic development. However, vast experience of such attempts at direction and planning suggests that synchronisation should not be left to Government devices. Far better that it is provided by the education sector. Students, in the main, are bright enough to recognise growth industries and skills that are in demand. All they may need is more positive and practical vocational guidance.