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For most countries the value of education as a social enabler and public good is patently obvious.  So much so that within the Global Community the right to education is not only enshrined in the Universal Declaration of Human Rights but has also been included within the United Nations Strategic Development Goals (SDGs), which require nations to work towards free public education, sufficient qualified and trained teachers and equity of access for all.

For these reasons it should be unsurprising that investment in public education across the world has occupied a significant proportion of government spending. So it should.

Unfortunately, this investment has come under increasing attack due to the expanding influence and control of Neo Liberalism on global economics (and by extension the nation states that adopt its mantras). While the assault has not been as quick or as direct as in other sectors, forays into educational ‘markets’ have well and truly been launched.

Infiltration and privatisation of state education across the globe, however it is dressed up, has a single goal: access to the money. Edubusinesses have made inroads into state budgets everywhere you turn, through a range of what the CEO of Pearson Education calls ‘entry points’- whether it is through Teacher Training, PLD or Charter Schools. Once established, these corporate interests quickly spread their tentacles into curriculum, legislation and ultimately the full privatisation of public education. And they are voracious.

Of course, the profit motive has obvious implications for the quality and sustainability of education in those countries which have enabled access for corporate players. Edubusinesses are driven by profit: the largest cost in providing education is teachers, the solution is to enable untrained (low cost) teachers. The next highest cost is typically the physical infrastructure, that is school buildings. The solution is to deliver ‘education’ online.

Ironically, instead of pushing back against such reforms, many nation states have assimilated- parroting words such as ‘choice’ and ‘competition’ to encourage and promote access to their domestic education markets. But once established, there is often no ‘choice’ at all, as- like some extraterrestrial parasite-  they expand and occupy larger and larger sections of their host’s resources.

The underfunding of public education is one hallmark of countries that provide access to corporate players. While some governments initially see a reduction in government spending as a positive, such a view is always incredibly short sighted because the long range costs are disastrous for kids, communities and countries. Not only does reduction in funding have catastrophic implications for the public system but typically the transfer of public money to private interest is accompanied by other sweetheart deals such as tax refunds, decreased regulatory oversight and other ‘flexible’ benefits.

Jurisdictions such as the U.S.A have seen state education institutions become so underfunded that the quality of education is a national shame. Sadly, the privately run Charter Schools have performed little better than the public schools (while returning ballooning profits to their corporate motherships). Online educational provision has also failed spectacularly (students who learn online are described as sometimes being years behind students in mainstream classes). Furthermore, because these schools have the ‘flexibility’ to set their own curricula and operational processes they frequently prohibit access to the most needy and turf out children with complex needs with absolute abandon – leaving the underfunded state schools to try and pick up the pieces- and take the blame.

Across the African continent a string of schools titled APEC (a subsidiary of Pearson Education) provide ‘education’ within a tightly controlled curriculum (on the taxpayers’ dollar) that provides all the education these students need to prepare them for …minimum wage positions in call centres owned by APEC themselves. Not only this, but Pearson Education sponsored charters in other African and South East Asian countries are lobbying for governments to abrogate their obligations under the United Nations SDG on education by allowing ‘low cost’ rather than ‘free’ education in their schools so that they can collect money from both the state and the consumers. (According to Education International the ‘low cost’ rate in Kenya is 40% of the average daily income of poor Kenyan families- for just one child).

If any of this sounds familiar it's because it's here already. Charters, COOLs and changes to legislation to enable untrained teachers to be in front of our children are writ large on our current Minister’s approach to ‘re-imaging’ education in New Zealand.

Sadly, it appears that Hekia Parata has drunk the koolaid: The proposal to cap school operating budgets and devolve responsibility for staffing to Boards and Principals is a Neo Liberal strategy for anchoring and reducing costs (following the model of private and charter schools who pay their managers more and staff less or increase their class sizes to reduce staffing costs). She has even said in the media that her COOLs proposal is an opportunity to “open up access to New Zealand's education market”.

Correspondingly, Under Secretary for Education David Seymour’s proposal that all schools should be able to become Charter Schools and ardent support for fully online schools run by corporate players is not his own harebrained idea- it is BORG consciousness which predisposes him to salivate at the prospect of further aliens feeding at the trough.

They are not alone. First contact can be traced back to Tertiary Education Minister, Steven Joyce, who has deliberately underfunded the tertiary sector so that they are incentivised to seek out private investment and foreign students. (The sad reality for foreign students who pay a premium to access tertiary education in New Zealand is that many are funded by families in home countries that can barely afford the expense, meaning they and their families are reduced to living below the poverty line while they study: “it’s life Jim, but not as we know it”). The marketisation of our universities, with the concomitant focus on profit has put in place financial barriers that prohibit access to many in our own country and increasingly gauge those who prioritise higher education. Of course, even this is not enough for the ravenous Edubusinesses that run these institutions: they are already bulk funded (resulting in support staff often being paid the minimum wage) and are being forced into performance pay (which in Neo Liberal dogma ‘improves productivity’, but in reality only increases inequality by putting in place barriers to increased income for most staff or driving more and more work for less pay). And they won’t be slowed: Minister Joyce has been removing staff representation from governing boards since 2009 - and replacing them with ‘business people’.

This is not a conspiracy theory- the invaders are here already and have been welcomed by our government: and they are coming after our kids.

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