Graduate studies at Western
Educational Philosophy and Theory (forthcoming)
|Abstract||This article takes a parsimonious conception of a developed State operating under a minimalist conception of democracy and asks whether such a State must fully resource any tertiary (post-compulsory) education for its citizens. A key public policy barrier to arguing an absolute obligation for the State to resource any tertiary education is considered; namely, the fact of scarce resources creating competing obligations for the State. This article argues even a minimalist conception of democracy requires that States fully resource some tertiary (post-compulsory) education, regardless of whether directing resources away from other public needs results in the non-prevention of some avoidable suffering and death. A policy recommendation for resourcing this education is considered, and an alternative policy proposed|
|Keywords||public policy applied ethics equality State funding democracy tertiary education|
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