Making Money From Education

tim — Sat, 13 Sep 2008 16:10:02 +0000

The American education company Kaplan has announced plans to open a profit seeking university in the UK. Although only a small beginning, this opens the way to a profit-driven higher education system. The first move was the government’s, who recently relaxed laws on who can award degrees. They are in effect trying to open up the concept of a degree to market speculation and commodification.

Kaplan is already prominent in the US, and they are not altogether alien to these shores either, having joint ventures with Nottingham Trent and Sheffield universities. It also owns the Dublin Business School. Kaplan generates revenues of over $1 billion per year, so it clearly knows how to squeeze a buck or two out of our public education system.

Those leading a campaign against the possibility of a profit driven university are likely to be the Coalition of Modern Universities, which represents about 30 ‘new’ universities in England. They have already criticised the government’s relaxing of laws on the awarding of degrees, because the changes could rob universities of vital funds and would unsurprisingly create an even more class-divided, elitist university system. A senior figure within the CMU said: “There has been absolutely no consultation on principle, mechanics or implications for sustainability.”

The group prides itself on being the biggest player in attracting students from poorer backgrounds to higher education. However, whatever the motivations and creation processes of the new laws, the introduction of profit-driven universities will open up the British higher education system to becoming more like American system, the most elitist and expensive in the world.

SAT scores

That the potential university will aim itself at the more wealthy customers is confirmed by its running of the SAT system for entry into such institutions. “The conventional wisdom is that the [SAT] test is just another leg up for rich kids who can shell out $1,000 for a test prep course. To some, the likes of Kaplan and Princeton Review have turned good SAT scores into a commodity, another saleable ticket into America’s Ivy League aristocracy,” says Kerry Howley, an American teacher. Once such a university comes into being over here, as is no doubt the government’s intentions, it would be in direct competition with public, established universities.

The law of the market would then be applied with ever greater force on our higher education system, and will inevitably erode what remains of its public character. In the light of this, the government’s plans to remove the cap on fees, allowing universities to charge as much as they like, are clearly a part of a larger plan. But it is not wise, even from a long-term capitalist perspective, to open up university education to speculation when this has recently proved to be so volatile as to threaten the entire world economy. Do we want the same logic that has lead to the food crisis and driven millions more into starvation, to also be applied to the way we learn? No way!

The Silent Conflict: Harlow College

tim — Fri, 04 Jul 2008 17:37:47 +0000

A year ago, teaching staff at Harlow College staged a five-day strike: an unprecedented action for them but one which reflected the desperation of the situation as a politically motivated principalship, led by Colin Hindmarch, played an ideologically driven game with the interests of learners in order to smash the union. The conditions imposed upon teachers included a massive reduction in wages for many with the introduction of a new unqualified ‘tutor’ role, the imposition of an effective 56-hour working week and reduction of holidays from 45 to 30 days a year. This was imposed despite the fact that Hindmarch created more management positions and raised their pay by 11%. However, on top of all this, around 40 experienced teachers were denied opportunities to continue working there because they were deemed to be opposed to the new Teaching and Learning Strategy. A further similar number of teachers opted for voluntary redundancy, unable to accept such a draconian and spiteful regime.

Since the headline-grabbing events of last June, there has been little said and even less printed on the state of affairs at Harlow College. This is not because it has settled down. On the contrary, the situation has become ever more desperate, in particular for the students.

But why the silence? The college principalship was suffering most due to adverse publicity and news reports which exposed its cruel, politically motivated initiatives; it cleverly contrived a situation which would stifle criticism, in particular from the one source which should have been the most vocal: the Universities and Colleges Union. After the redundancies and the failure to abide by the law to meaningfully negotiate the new contracts, huge pressure from the union and Bill Rammell MP was placed on the college to accept ACAS negotiations. The college accepted this with the proviso that UCU would never publicly criticise the college. This UCU foolishly accepted.

In the wake of this agreement, a Working Party was established to find a way forward, due to conclude at Christmas 2007. However, enjoying the continued silence of UCU, the college pushed back this deadline month after month. It is now set to conclude in September. Coupled with a new learner agreement which students were obliged to sign upon enrolment which also prohibited them from making public criticisms, this has meant that the College is now able to bask in relative silence. Only a Guardian article of 18th March 2008 exposed a hint of the appalling conditions at the college, thanks to the bravery of the president of the local NUS refusing to sign the learner agreement. However, UCU, like the principal, was tragically ‘unavailable for comment’. The college continues to hold its remaining teaching staff and students hostage to a never-ending working party which the union foolishly allowed itself to be outmanoeuvred into accepting.

Now we must turn to the details of what has been happening at the college, tucked away from public scrutiny. The staff turnover rate continues to be alarmingly high; one principal tutor in English resigning after little more than a fortnight in position, a sociology teacher sacked after a month and a psychology teacher given two hours to clear his desk after having joined UCU less than 24 hours previously.

The LSC and Ofsted published damning reports on the college last autumn. Ofsted was most scathing, pointing out their shock at an ICT class of 100 students being taught via a personal address system.

At a public meeting effectively forced upon the Principal and Bill Rammell, Colin Hindmarch claimed that the costs of redundancies were not high, at only around £150,000. When pressed to reveal the actual figures, some months later, he acknowledged that the cost was just under £1 million. Now seeking further clarification, corporation board minutes reveal it to be more like £1.3 million.

Some may argue that this could be justified if the college improves its service to students and achieves better results. But this is perhaps the most tragic story of all. In March 2008, the college delayed releasing its winter A-level exam results to students for almost a week. When finally revealed, no details of grades were published but only a paltry 58% of AS-level exams were passed – a huge decline on the previous year. Following this, the chairman of the Corporation Board, Martin Coleman, said in the local paper, “We are happy with the way things are going.” The significance of these results are that these students have only experienced learning under the Hindmarch regime, including his peculiar ‘subject days’ where students learn the same subject once a week but for the whole day.

The college also rigged the elections to the posts of student representatives on the corporation board. Realising that the NUS leader would have won any open contest, they contrived a complicated delegatory system to avoid any public debate and to insulate the corporation board from hearing real concerns and criticisms.

The college is also engaging in the practice of withdrawing students from their exams weeks before they are due to be held. The students are then transferred onto short ICT classes which they cannot fail to pass. This then serves to distort the ‘success rate’ data because the student will receive certification and the failure to complete the course which has occupied them for the rest of the year would not be revealed in any figures. Accounts of students begging to be allowed to sit the exams that they have been studying for months, under wholly inadequate conditions, have been rife. Many parents have had pay for private tuition and are bitter that this may be exploited by the college as they may still take credit for the results achieved.

The local MP and minister for the area, Bill Rammell, has been most reluctantly dragged into the dispute and now finds himself accused of complacency and expediency. He once criticised UCU publicly for their methods last year but refused to give details so they could be given an opportunity to justify themselves. He also disassociated himself from the article published in the Guardian but refuses to elaborate on those elements which he considered were untrue. He also claimed that academic opinion on ‘Subject Days’ for FE colleges were mixed, with some claiming they were a good idea. Can any reader enlighten us as to where subject days are deployed successfully?

Last month, Rammell and Hindmarch attempted to pacify critics by inviting a few select individuals around the college to see the wonderful new facilities. This may have made Rammell look good for the taxpayers’ money being invested but most concluded that the college could not blame poor resources for the college’s failures. Because of this, Hindmarch was subjected to wholesale criticism where he even conceded that ‘subject days’ were failing, citing the fact that May – a crucial month for exam preparations – has two bank holidays, depriving students of essential learning time for any course they study on Mondays. This was pointed out to him when he first tried to impose ‘subject days’ in March 2007, but he simply sacked those who raised such professional concerns.

Scandalously, Bill Rammell still opposes any calls for Colin Hindmarch to resign. He claims that to remove him would be the ‘populist’ thing to do but is not in the interest of the students. Even though Hindmarch has the LSC, Ofsted and the QIA almost constantly in residence, providing stabilisers for this child in blue braces who cannot ride his bike, Rammell insists on protecting him. His majority is only a tiny 97 votes and yet he has spoken up to protect Hindmarch’s position with far greater voracity than he ever did to protect the jobs of around a hundred teachers this time last year. No one believes that Rammell would ever send a child of his to an institution run by Hindmarch and most people are truly shocked at his attitude and downright complacency. The real reason why he will not call for Hindmarch to resign is because Hindmarch will ignore him. This will expose the reality of Rammell’s impotence and failure to properly act upon the incorporated status of colleges which allowed this wholly unaccountable situation to arise.

There is no end in sight for the conflict and it is foolish of Mr Rammell to continually search for the shortest route for a mystical Harlow College paper towel so that he can wipe his hands of the whole affair. The college faces a huge litigation bill when UCU goes to court for protective awards for the college’s failure to meaningfully consult over the redundancies, and there are cases for unfair dismissal and victimisation as well. Harlow College is a tragic saga and its full story will be known one day. This article provides just a glimpse of a curriculum’s worth of lessons that we could all learn from.

Colleges | ukwatch.net

Making Money From Education

The Silent Conflict: Harlow College