The average person would be shock when they learn how small the Australian Higher Education Sector is for citizens and residents of Australia, taking the international market out of the equation.
Here is the data:
HigherEducationStatisticsExportData.xls
The main conclusions, working the smallest section of the population interest in being education:
- Less persons from 2001-04, and 2005-13, did Food Hospitality and Personal Services at 1% (subject area, Percent of Count to the Australian population for Year over the percent of FTE whole numbers in from 2004 to 2014) and the highest teaching capacity of the population is 0.016 (in 2019 EFT students actually in universities as workload, Percent of Count to the Australian population for Year). This is makes a lie to the Australian business narrative that University is for training, in that persons do have educative expectations of universities’ forms of education, not training.
- Ironically, the most number of persons, when divided by subject are doing the study area called “Society and Culture” ranging from 0.012% down to 0.009 %; or put another way between 4021 and 1045 persons. The numbers are too small for the Australian population to sustain global educational standards. Apart from the subject curriculum totals for the years 2001-2020, across the curriculums, “Society and Culture” attracted the highest enrolments of a high of 28,9064 to a low 60, 330 in 2001. Yet staff numbers and retention of student does not work. The count of the EFT, which is after enrolment, goes down for “Society and Culture” from 0.011 to 0.003 %. Interesting that the government does not have any staff numbers for this subject area, except the figure I have is Above Senior Lecturer positions in 2001 at 7,092; 0.0004 % of the population.
- The largest job category in the University is Non-Academic Qualifications Jobs, reaching 51, 726 in 2006. It would surprise most Australians we have the lowest participation of the population for Engineering and Related Technologies (0.003%) and Architecture and Building (0.004%).
It might be very selective, but my point is to compare “Engineering and Related Technologies” and “Society and Culture”. It demonstrates the lie of the corporate business community that students only want to do practical courses, and there is no room for teachers of humanities and the social sciences.
| Subject Area | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 |
| Society and Culture | 60330 | 178019 | 182015 | 185423 | 184669 | 189927 | 196403 | 202673 | 205778 | 218653 |
| Engineering and Related Technologies | 46924 | 47584 | 47827 | 47376 | 46605 | 47339 | 49287 | 51268 | 54308 | 57948 |
| Subject Area | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 |
| Society and Culture | 231540 | 239907 | 251413 | 265100 | 273451 | 279614 | 282900 | 288990 | 288369 | 289064 |
| Engineering and Related Technologies | 60262 | 62817 | 66117 | 67626 | 68067 | 67729 | 66520 | 66171 | 65962 | n.a |
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Neville Buch
Professional Historian at Professional Historians Association (Queensland) Inc.
Neville Buch (Pronounced Book) Ph.D. is a certified member of the Professional Historians Association (Queensland). Since 2010 he has operated a sole trade business in history consultancy. He was a Q ANZAC 100 Fellow 2014-2015 at the State Library of Queensland. Dr Buch was the PHA (Qld) e-Bulletin, the monthly state association’s electronic publication, and was a member of its Management Committee. He is the Managing Director of the Brisbane Southside History Network.
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