he as an instrument of social change: educational means to political ends? authors: ross renton and...
TRANSCRIPT
HE as an instrument of social HE as an instrument of social change: educational means to change: educational means to
political ends?political ends?Authors:
Ross Renton and Alix Green August 2009
“Questions of power within institutions can no longer be considered in isolation from the wider issues of power and influence in the political world”
Paper Extract
• A historical perspective
• The paradigm of participation
• A failed promise?
• International cultures of state intervention
• Conclusion and questions
IntroductionIntroduction
Overlooking the historical means:
‘taking the motives and aims of policy makers at face value, which would be theoretically and politically naive’ (Elliott, 96)
‘to gain perspectives for the future, it is appropriate to take the long view that historical research can offer...’ (Ash, 97)
A historical prospective (1) A historical prospective (1)
The ‘German model’
•1810: University of Berlin, pioneer of the
research-led university?
•Humboldt? Yes, but in context
•Military defeat and reform: ‘defensive modernisation’
•Rebuilding the state and cultural prestige
•Fichte: education at the heart of the national mission
A historical prospective (2) A historical prospective (2)
The Reconstruction effort
•Apr 22nd, 1915: 5000 die in 10 minutes in first chlorine gas attack
•‘German model’ called into question: advanced but immoral rather than science with humanity
•GB reconstruction centred on education: skills plus civic values
•Builds, shapes, society and nationhood.
A historical prospective (3) A historical prospective (3)
Inventing India
•Jun 3rd 1947: Mountbatten announces Partition of British India
•Aug 15th 1947: India becomes independent nation: communal violence
•State-building and nation-building: forging unity and identity
•1948-9: University Education Commission
A historical prospective (4) A historical prospective (4)
HE at the heart of the Government mission:
“If India is to confront the confusion of our time, she must turn for guidance, not to those who are lost in the mere exigencies of the passing hour, but to her men of letters, and men of science, to her poets and artists, to her discoverers and inventors. The intellectual pioneers of civilisation are to be found and trained in the universities...’
• UEC report, 33, in Aggarwal (93), 102, my emphasis
Implications
•History informs policy development
•Alternative thinking process
•Power of the political context
•Looking backward and from the outside in
A historical prospective (5) A historical prospective (5)
The Argument for Widening Participation
• Low income social groups
• Social justice
• The future of the economy (Knowledge Economy)
• Raising aspirations
The paradigm of participationThe paradigm of participation
The Political Argument for WP
• Feeds the middle class need for educational entitlement
• Education, Education, Education
• Appeal to a wider group of voters
• Securing a position in the political spectrum after years of being out of power
The paradigm of participationThe paradigm of participation
The WP Agenda• 50% target set through a
soundbite (1999)
• Widening Participation became an industry
• In search of a 3rd way – lifestyle choices rather than class choices (Antony Giddens)
The paradigm of participationThe paradigm of participation
• Aimhigher (£239.5M)
• HEFCE WP (£352M)
• Little evidence of success
• 2% increase in participation from target groups
A failed promise? (1)A failed promise? (1)
Lord Patten (Oxford University):
“local social security offices”
Sir Roy Anderson (Imperial University)
“…Privatise them. You don't want to be subject to the mores of government funding”
A failed promise? (2)A failed promise? (2)
• Low participation groups unengaged
• Fears over the “idea” of Universities
• May not be meeting the needs of society
A failed promise? (3)A failed promise? (3)
• 50% target
• Doubled participation in 10 years
• Low investment in WP, £3M
• Universities used own funds
• Open Universities
International cultures of state International cultures of state intervention (1)intervention (1)
Sweden
• Massification = Reduced state funding
• New Model – Less state control
• Similar to the UK?
• UK without the “Quangos” (quasi-autonomous national government organisation)
International cultures of state International cultures of state intervention (2)intervention (2)
Finland
Influence and Equality within national systems
Low influence Medium influence
High influence
Diversified US Sweden JapanKoreaTaiwan
Binary UK? SwitzerlandFranceGermanyNetherlands
Russia
Unitary UK? AustraliaItalyCzech Republic
Shavit et al:
• Massification benefited all groups
• Did not close the ‘gap’
UK still having a two-tier sector?
• Operational reality Vs official status
International cultures of state International cultures of state intervention (3)intervention (3)
• Distracted attention from the “idea” of University
• Funding redirected from teaching?
• Diversified system debate stifled?
ConclusionsConclusions
• Fees review, Election in 2010, national framework for HE
• Political consensus on merits of WP
• Opposition party proposing an increase of HE in FE – resulting in a new binary divide?
Conclusions (1)Conclusions (1)
The UK System
• Three groups in the sector
• “Elite” with international reputation and market position – Benefit from greater or complete autonomy– Political and public concerns on
accessibility unaddressed
ConclusionsConclusionsConclusions (3)Conclusions (3)
Institutional autonomy
• Institutions without reputational capital and dependant on state funding– Blurred lines between these Universities
and HE in FE– Question about their role and purpose– Potential to become even more dependant
on the state
ConclusionsConclusionsConclusions (4)Conclusions (4)
Institutional autonomy
• A middle ground fighting for identify and market position
• Sector needs to set the agenda within Europe and Internationally
ConclusionsConclusionsConclusions (5)Conclusions (5)
• Peter Mandelson wants managerial autonomy balanced with contributing to a “collective national strategic vision”
• Can collectively be achieved between the state and an increasingly diversified sector?
• Can a collective purpose actually deliver enhanced social justice?
ConclusionConclusion
“Is it now time to accept that HE is, for national governments, a poor instrument of social change?”
Discussion and QuestionsDiscussion and Questions
