Why don't governments encourage more history study?

If history is so useful, why don't governments encourage people to study it more?

Measuring degrees by how directly they lead to related jobs favours STEM and can undervalue history's transferable research and analytical skills. It gives governments a quick policy answer to a complicated problem.

The conspiracy theory says governments dislike citizens studying history because researchers ask awkward questions. That explanation is rejected in favour of a seemingly efficient policy idea dating from about 2000. A government seeking value for money measures degrees by whether graduates enter directly related jobs. History's research and analytical skills can be used in other careers, so this question makes its value easy to underestimate. The resulting preference for STEM gives governments a quick answer to a complicated problem.