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ERIC Number: EJ910928
Record Type: Journal
Publication Date: 2010-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1740-2743
Transforming of Educational Institutions after GATS--Consequences in Social Relations as Corporation, Competition and State Regulation
Jensen, Knud; Michel-Schertges, Dirk
Journal for Critical Education Policy Studies, v8 n2 p311-328 Dec 2010
This article presents aspects of the regulatory reform work in public sectors was guided by the OECD in the 1990's manifested in GATS ( 1995 ) strategically planned by and through the Bologna Process and eagerly elaborated by boards and power holders of universities and university colleges. The tendency is privatisation which has as a consequence an increasing extension of hierarchical structures, standardisation and specialisation of educational institutions inclusive universities. Several contradictory issues appeared in the period. The balancing of demand and supply of the workforce is the foundation of education, care, social work and health and as such the education of and jobs as teachers, kindergarten teachers, social workers and nurses. The financial crisis caused by practising the ideology of the free market and mainly regulated by contracting demands new critical reflexion about the relations between public and private finance and public and private supply on education and practise. Contradictions are sharpened by the crisis. The principle of performance related budgeting and the mix of private and public financing is a key issue. Educational policies following the WTO agreement (GATS) lead to instrumental standardization of content, form and quantity in subject matters. This forms a kind of infrastructural alienation. Strategic goals transfer (educational) responsibilities from the state (the public) to the individual (the private) constructing the crossroad between "state education" and "market education". The global financial crisis impacts conditions and options for regulatory reforms on structure and function of educational sectors in modern capitalist societies. Our effort is to point out possible spaces and moments where the public democratically might challenge the hegemonic tendency with a struggle for empowerment, democratic participation and emancipation. (Contains 5 footnotes.)
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A