More than 100 prominent Australian writers have urged Prime Minister Anthony Albanese to abolish the controversial Job-Ready Graduates scheme, which they argue diminishes the value of humanities degrees. This appeal, initiated by the Australian Historical Association (AHA), emphasizes that degrees in the humanities have been transformative for many individuals and society at large.
Among those advocating for the change is celebrated author Tim Winton, who described earning his Bachelor of Arts as “life changing.” He noted that his degree has contributed to job creation and cultural enrichment for over four decades. “My little arts degree has created jobs and cultural value for over 40 years,” Winton stated.
Impact of the Job-Ready Graduates Scheme
The Job-Ready Graduates initiative, introduced by the previous Morrison government, aimed to steer students towards fields deemed essential for national needs. It reduced fees for degrees in STEM, education, and nursing while increasing costs for humanities degrees. The cost of an arts degree has now surpassed A$50,000, with history fees alone rising by a staggering 117% under this policy. This financial burden has led to a significant decline in humanities enrolments, reaching a ten-year low.
Historian and AHA president Michelle Arrow coordinated the open letter, stating that there has been a “sustained political attack on the humanities” that has persisted across two administrations and multiple education ministers. Critics argue that the policy fails to increase places in cheaper degree programs while penalizing students pursuing careers with less defined economic outcomes.
This shift in educational focus has sent a clear message: choosing to study the humanities is viewed as economically irrational. As a result, universities have faced growing financial pressures, leading to cuts in humanities programs. At the University of Wollongong, for example, up to 124 full-time positions are being eliminated in a cost-saving restructuring, with similar measures observed at Macquarie University and the University of Tasmania.
The Broader Implications of Humanities Education
Despite the challenges, advocates argue that the skills fostered through humanities education are critical for democratic life. Engaging with complex texts promotes critical thinking and ethical reasoning, essential capabilities in an increasingly polarized world. As Caitlin Macdonald, a tutor at the University of Sydney, points out, studying literature encourages students to navigate ambiguity and develop moral frameworks.
“Teaching literature at university has shown me how the study of complex texts fosters a slower, more deliberative mode of engagement,” Macdonald remarked.
Students have the opportunity to engage deeply with works like Alexis Wright’s *Carpentaria* or George Eliot’s *Middlemarch*, which challenge them to think critically and reflect on societal issues. This method of learning, which emphasizes patience and nuance, is increasingly rare in today’s fast-paced educational landscape.
As societal demands evolve, the skills derived from humanities education—such as interpretive reasoning and ethical judgment—become increasingly valuable. During the global health crisis, for example, the ability to weigh privacy against public safety required not only technical knowledge but also ethical decision-making, a strength of humanities graduates.
The recent Universities Accord Final Report has acknowledged that the Job-Ready Graduates scheme “failed to meet its objectives” and called for urgent reforms. The report highlights that not all education is directly aligned with job readiness; some knowledge enriches understanding and fosters empathy.
As the debate continues, the signatories of the open letter stress the need for a university fee system that does not penalize students pursuing humanities and social sciences. They argue that the erosion of these fields represents more than a policy misstep; it reflects a broader failure of imagination in educational priorities.
As Winton notes, the idea that a Labor government would overlook the needs of humanities students is “utterly mystifying.” The collective voices of authors, historians, and educators emphasize that while preparing students for the workforce is important, it should not come at the cost of their ability to think creatively, reason ethically, and engage compassionately in the world around them.
