Finally it seems as if there is dialogue between the students and the other stakeholders, but nowhere have I seen any definitive studies of the national economics for the potential funding of “free” education at tertiary level. The students seem to think their study shows it can be done by increasing taxes on the "rich" (their term) and companies, while the government and business seem to have a blanket "it can’t be done" message. Neither is constructive for resolving the dispute. Incidentally, at no time have I heard the students offer to be taxed at a higher rate if they become "rich". As for decolonialised education, could someone explain how you do this for world-class science, engineering, mathematics, medicine and subjects that are driven by global research and not parochial culture? History, philosophy, languages and social sciences I can understand, but for the rest I can’t see it. Once again, where are the studies to support such an approach? Perhaps a study of the American...
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