Authors
Vanessa Scholes
Victoria University of Wellington (PhD)
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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DOI 10.1111/j.1469-5812.2011.00817.x
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Equality of Opportunity for Education: One-Off or Lifelong?Alexander Brown - 2006 - Journal of Philosophy of Education 40 (1):63–84.

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