The Education Reform movement has been ubiquitous nationwide since at least 2010. The Common Core standards and the testing that goes along with them is a part of this movement, as are charter schools, vouchers, Teach for America, VAM methods of evaluating teachers, MOOCs and a variety of other disruptive innovations in education. I just read an article by Jill Lepore in the New Yorker from June 2014. It was linked from the website of Diane Ravitch who has been blogging about Education Reform for quite some time now.
The paragraphs that are quoted on Diane Ravitch’s web page and which I think really get at the issue are as follows:
…Innovation and disruption are ideas that originated in the arena of business but which have since been applied to arenas whose values and goals are remote from the values and goals of business. People aren’t disk drives. Public schools, colleges and universities, churches, museums, and many hospitals, all of which have been subjected to disruptive innovation, have revenues and expenses and infrastructures, but they aren’t industries in the same way that manufacturers of hard-disk drives or truck engines or drygoods are industries. Journalism isn’t an industry in that sense, either.
Doctors have obligations to their patients, teachers to their students, pastors to their congregations, curators to the public, and journalists to their readers—obligations that lie outside the realm of earnings, and are fundamentally different from the obligations that a business executive has to employees, partners, and investors…
At the University of Amsterdam, staff and faculty have joined the students in protests against recent actions taken by the institution. Jerome Roos of the European University Institute connects the events in Amsterdam to a world wide crisis in higher education:
Structurally underfunded, severely over-financialized and profoundly undemocratic, universities everywhere are increasingly abandoning their most crucial social functions of yore — to produce high-quality research and educate the next generation of skilled, conscious citizens — and devolving ever more into quasi-private companies run by an utterly detached managerial elite.
To make matters worse, these managers…are actually being paid six-sum figures to push around insane amounts of pointless paperwork, forcing destructive workloads and unrealistic expectations onto increasingly precarious staff, treating students like simple-minded consumers and impersonal statistics, and putting immense pressure on highly talented researchers to spew out mind-numbing amounts of nonsensical garbage just to meet rigid quantitative publication quotas….
The protesters at UvA thus find themselves at the front-line of what is essentially a global fightback against the commodification of higher education and the steady reduction of knowledge and learning to an increasingly unaffordable consumer good. In many countries, this neoliberal logic has resulted in dramatic tuition hikes and budget cuts, combined with the metastization of a culture of top-down managerialism, creeping bureaucratization and the systematic precarization of academic labor — with all the attendant consequences of rising student indebtedness, the proliferation of work floor bullying, and deepening anxiety, depression and burnout among university staff.