The implication of the findings for policy and practice

The impact was also seen to influence the long-term socio-economic development of individuals and the country as a whole. The inability of persons to access tertiary education which would enhance their prospects for employment would also threaten their earning power in middle to upper paying occupations. Tewarie (2010, p. 244) and Psacharopoulos (1986, p. 1) “advance that sustainability requires predictable government funding, private sector involvement, public-private partnerships, commercialization in higher educational institutions and leveraging regional and international partnerships”. I concur that a sustainable tertiary education system is a necessity for Barbados so that its citizens can participate and benefit from the global knowledge economy. Therefore, there is a need for the government to continue to support tertiary education. Earlier in the study, I spoke to the fact that Barbados has not experienced the “brain drain” phenomenon like most countries; however, in my opinion, it is quite possible that students will seek to find alternative models of accessing tertiary education.

Responses to the benefits of the current model of financing tertiary education acknowledged the need for change to the financing of tertiary education. Participants all acknowledged that the public policy shift for tertiary education financing in September 2014 was inevitable as there were continued costs increases associated with larger student enrolment and increased costs of tuition. Marcucci (2013) posits that growing enrolment, reduced government investment and prevailing economic recession have led to policies of charging tuition fees. It is important to note that there was the significant emphasis given to the financial burden placed on the state to sustain the financing of tertiary education as a result of the fully-funded model. Changes to the funding model were deemed inevitable. The model in which

government partially funded costs to the UWI for its students was anticipated to reduce annual expenditure by 24% or 40 million dollars (Sinckler, 2013).

While the participants perceived that there were benefits associated with the traditional model of free higher education, they also held some critical views. These included the financial burden placed on the state and the un-sustainability of the model because of demand and the government’s declining revenue. Tewarie (2011) argues, that “it is an unsustainable proposition that government direct subsidies can continue to support a growing population of tertiary students indefinitely” (p. 7).

Johnstone (2004b, pp. 403-410) advocates “that tuition fees should only be implemented after a regime of financing options have been developed to include, student loans, grants and scholarships”. Additionally, these financing options should be buttressed by a system of means and needs testing which would be tied to family needs or ability to pay. With these measures in place, the perceived weaknesses of the traditional model should be mitigated. However, Munene and Otieno (2008, pp. 471- 477) note “that these schemes have not been successful because of the selection process and corruptive practices such as grants being awarded on a ‘who you know basis’ ”.

Moore, (2006), advanced that if government sponsor individuals based on labour market demands, care must be taken that this policy does not lead to an oversupply of graduates. Further, Moore (2006) opines that the University might produce more graduates in a particular field but the demand might not accommodate all of the graduates. To alleviate this (Moore 2006, p. 36) suggests “that information should be provided to potential students on the potential job market after they graduate to encourage more students to pursue careers in areas that are in high demand”. However, the areas selected might not be areas of interest to the students and, therefore, there could be a decline in student enrolment which could further impede the socio-economic development of Barbados.

Financing Tertiary Education in Barbados: The Impact of Two Funding Models on Four Key Factors of Tertiary Education (Table 11) is a summary of the responses by the participants in the study on Tertiary Education Financing. The table summarises

the major findings emanating from the interviews. As can be seen, when tertiary education is financed fully by the state, there are little or no issues with access to education. However, when government expenditure increases, the prospects for socio- economic development are enhanced. As stated, the expansion of the tertiary education sector is stifled. According to Barr (2008, p. 44), “a central element in widening participation in higher education is the strengthening of pre-university education from nursery to secondary”. In Barbados, the compulsory school age is from five years to sixteen and, therefore, students who enter the University attain the entry qualification necessary to access higher education are permitted to do so. If more funds are invested in the early childhood system and primary years, the foundation would be strengthened; thereby, creating access for more persons because they would have the basic qualifications (Barr, 2008).

Conversely, when tertiary education is partially funded, access is reduced for the most venerable of the population, government funding is reduced, the prospects for the development of socio-economic development are limited; however, the expansion of tertiary education sector is impacted positively.

Any alternative model must take full cognizant of the fact that there are students who because of their socio-economic status cannot access tertiary education unless provision is made for them to do so. Therefore, issues of access must be factored into any decision about the financing of tertiary education. Although de Gayardon (2017), advances that “free-tuition higher education is not only expensive but also does not guarantee improving access or success in the future” (p. 12), in Barbados, this is not the reality. I agree that it is expensive, but it has guaranteed access, success and the development of the Barbadian Human Capital.

With regard to the new funding model, some benefits were perceived. These included a reduction of expenditure on Tertiary Education, greater resource and allocation efficiency, contribution by more stakeholders, increased student responsibility for facilitating and ensuring success, and the expansion of technical and vocational areas. It must be noted that as the traditional model, the primary goal of the alternative model is the social and economic development of the citizens of Barbados.

Table 11: Financing Tertiary Education in Barbados: The Impact of Two Funding Models on Four Key Factors of Tertiary Education