"In his book The Price of Civilization, Jeffrey Sachs argues that the cost of making all public higher education free in America would be between 15-30 billion dollars. While this may sound like a large sum, it could actually save money."
"First of all, the government is currently spending billions of dollars on for-profit schools and other colleges and universities that have very low graduation rates. In fact, what is going on in the state of California is that as students get priced out of the University of California, they either drop out or go to community colleges. Meanwhile as community colleges are defunded, they are forced to cut their enrollments and raise their fees, and the result is that students end up going to high-cost for-profit schools that have a very low graduate rate. In other words, in the current system, everyone pays more, and we produce fewer graduates."
"Currently, only 30% of Americans who start college or university end up graduating, and this represents a huge waste of time and money. If students did not have to work while in school, the graduation rate would improve drastically, and students at universities could graduate in four years instead of six or more years. In fact, the biggest reason why students drop out of higher education is that they cannot afford the high cost of tuition."
"Not only is higher education seen as a key to economic advancement, but if all 18-24 year olds were in college, we would reduce the unemployment rate by 2 million people, and fewer people would be in need of governmental assistance. Moreover, a federal program to fund higher education would relieve states of having to fund these institutions, which would free up money for other needed services."
"While the US has a free K-12 public education, its failure to fund higher education means that America's economy is unable to compete with other developed nations that have free universities."
"Furthermore, by removing the need for students to go into debt, the government would allow graduates to be more productive, and they would have more money to spend, which in turn would act as a stimulus for the economy."
"Of course, there are reasons beyond economics to provide free higher education. Not only do we need a more educated workforce, but we also need more educated citizens. It is also important to point out that people with higher education degrees report a higher level of health and happiness. In fact, societies with a high rate of degree attainment have lower crime rates and higher rates of social welfare."
"While few people would now reject the idea of compulsory K-12 education, it is now time to make college universal and free."
Showing posts with label Universities. Show all posts
Showing posts with label Universities. Show all posts
NYT: Fatal Stampede in South Africa Points Up University Crisis
"They hoped for a shot at a coveted spot at one of South Africa’s public universities, and with it a chance to escape the indignity of joblessness that afflicts more than a third of the nation."
"The stampede embodied the broad crisis in South Africa’s overstretched higher education system as it struggles to extend opportunities once reserved for whites to all South Africans. It is a problem of grade school mathematics: Too many students are seeking too few seats at the country’s public universities, which turn away more than half of their applicants, leaving few options for most high school graduates."
"Not only that, the squeeze plays into a wider problem of unemployment among young people. The jobless rate among youths is nearly 70 percent, a staggering problem that even a college degree does not promise to solve."
"Access to higher education for all South Africans was one of the most cherished goals of the struggle against white minority rule."
"Under apartheid, higher education for black South Africans was tightly controlled, and blacks were restricted from many forms of skilled employment. The University of Johannesburg was formed in 2005, when the once all-white Rand Afrikaans University was merged with two other schools."
The Chronicle: California’s Higher-Education Disaster
January 3, 2012
By Kevin Carey
There’s no doubt that the ongoing crisis of governance in California and resulting disinvestment in the University of California system is deplorable. But this recent Washington Post dispatch from UC-Berkeley doesn’t exactly paint a picture of a campus in deep crisis:
Star faculty take mandatory furloughs. Classes grow perceptibly larger each year. Roofs leak; e-mail crashes. One employee mows the entire campus. Wastebaskets are emptied once a week. Some professors lack telephones. … The state share of Berkeley’s operating budget has slipped since 1991 from 47 percent to 11 percent. Tuition has doubled in six years, and the university is admitting more students from out of state willing to pay a premium for a Berkeley degree … the number of students for every faculty member has risen from 15 to 17 in five years. Many classes are oversubscribed, leaving students to scramble for alternatives or postpone graduation, a dilemma more commonly associated with community college. … Berkeley’s overall budget continues to rise modestly from year to year. Total university revenue rose from $1.7-billion in fiscal 2007 to $2-billion in 2010.
By Kevin Carey
There’s no doubt that the ongoing crisis of governance in California and resulting disinvestment in the University of California system is deplorable. But this recent Washington Post dispatch from UC-Berkeley doesn’t exactly paint a picture of a campus in deep crisis:
Star faculty take mandatory furloughs. Classes grow perceptibly larger each year. Roofs leak; e-mail crashes. One employee mows the entire campus. Wastebaskets are emptied once a week. Some professors lack telephones. … The state share of Berkeley’s operating budget has slipped since 1991 from 47 percent to 11 percent. Tuition has doubled in six years, and the university is admitting more students from out of state willing to pay a premium for a Berkeley degree … the number of students for every faculty member has risen from 15 to 17 in five years. Many classes are oversubscribed, leaving students to scramble for alternatives or postpone graduation, a dilemma more commonly associated with community college. … Berkeley’s overall budget continues to rise modestly from year to year. Total university revenue rose from $1.7-billion in fiscal 2007 to $2-billion in 2010.
For-Profit Colleges’ Mostly Black and Latino Students Face Higher Debt and Unemployment
"Private for-profit institutions have been the fastest growing part of the U.S. higher education sector for decades now, but a new Harvard study finds students attending for-profit colleges end up with much higher student-loan debts, are less likely to be employed after graduation and generally earn less than similar students at public or private nonprofit schools."
"The for-profit sector disproportionately serves older students, women, African-Americans, Latinos, and those with low incomes, according to the report “The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?” published by Harvard’s National Bureau of Economic Research. "
"African Americans account for 13 percent of all students in higher education, but they are 22 percent of those in the for-profit sector. Latinos are 15 percent of those in the for-profit sector, yet 11.5 percent of all students. Women are 65 percent of those in the for-profit sector. For profit students are older, about 65 percent are 25 years and older, whereas just 31 percent of those at four-year public colleges are and 40 percent of those at two-year colleges are."
"“[For-profit colleges] do better in terms of first-year retention and the completion of shorter certificate and degree programs,” according to the report. “But their first-time postsecondary students wind up with higher debt burdens, experience greater unemployment after leaving school and, if anything, have lower earnings six years after starting college than observationally similar students from public and non-profit institutions."
“Not surprisingly, for-profit students end up with higher student loan default rates and are less satisfied with their college experiences. The report also found for-profit students have substantially higher default rates even when comparing students across school types with similar cumulative debt burdens."
"The for-profit sector disproportionately serves older students, women, African-Americans, Latinos, and those with low incomes, according to the report “The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?” published by Harvard’s National Bureau of Economic Research. "
"African Americans account for 13 percent of all students in higher education, but they are 22 percent of those in the for-profit sector. Latinos are 15 percent of those in the for-profit sector, yet 11.5 percent of all students. Women are 65 percent of those in the for-profit sector. For profit students are older, about 65 percent are 25 years and older, whereas just 31 percent of those at four-year public colleges are and 40 percent of those at two-year colleges are."
"“[For-profit colleges] do better in terms of first-year retention and the completion of shorter certificate and degree programs,” according to the report. “But their first-time postsecondary students wind up with higher debt burdens, experience greater unemployment after leaving school and, if anything, have lower earnings six years after starting college than observationally similar students from public and non-profit institutions."
“Not surprisingly, for-profit students end up with higher student loan default rates and are less satisfied with their college experiences. The report also found for-profit students have substantially higher default rates even when comparing students across school types with similar cumulative debt burdens."
Fault Lines: Chile rising
"Chilean students have taken over schools and city streets
in the largest protests the country has seen in decades."
"These actions are causing a political crisis
for the country's billionaire President, Sebastian Piñera."
"The students are demanding free education, and an end to the privatization of their schools and universities. The free-market based approach to education was implemented by the military dictator Augusto Pinochet in his last days in power."
"Education a way to talk about class and labor"by Malcom Harris
"At the core of contemporary liberal ideology is the idea that education, done right, could solve all the nation’s major economic problems. Education is supposed to remedy the nation’s sundry inequalities and prepare a generation to become involved citizens. This is one of the few areas where the center-left has won over the wider public. "
"But if education really were the silver bullet, we would have hit something by now. Instead, as Penn State professor John Marsh argues in his forthcoming book Class Dismissed, we have an increasingly unequal country hiding behind the flimsy twin excuses of equal opportunity and personal responsibility. Marsh makes a convincing case that no amount of reformist tinkering can make higher education an engine of egalitarianism, because schools were never meant to reduce inequality in the first place. As long as we credit the education system with the ability to fix labor problems, Marsh argues, it is doomed to failure."
"Marsh, who comes from a union household, sees the decline of labor organizing as the central source of high and rising inequality. As workers have lost bargaining power, he insists, the gap between classes has increased. Through a series of statistical correlations, he traces the “great divergence” between rich and poor incomes to the early ’80s and President Reagan’s union busting and supply-side tax cuts, and uses data from economist Emmanuel Saez, to show how the U.S. has become less and less equal ever since."
"Unlike union organizing, which by its nature distributes benefits, the education cure functions through exclusivity. A diploma may offer a better place in line, but it doesn’t guarantee anyone a job commensurate with their skills."
"Education has become the way to talk about class and labor in an American political system that is profoundly uncomfortable with both. In the hands of reformist technocrats, inequality is a matter of nuanced social engineering rather than a conflict between two unequal and opposed sides – those who profit and those who only work.
"But if education really were the silver bullet, we would have hit something by now. Instead, as Penn State professor John Marsh argues in his forthcoming book Class Dismissed, we have an increasingly unequal country hiding behind the flimsy twin excuses of equal opportunity and personal responsibility. Marsh makes a convincing case that no amount of reformist tinkering can make higher education an engine of egalitarianism, because schools were never meant to reduce inequality in the first place. As long as we credit the education system with the ability to fix labor problems, Marsh argues, it is doomed to failure."
"Marsh, who comes from a union household, sees the decline of labor organizing as the central source of high and rising inequality. As workers have lost bargaining power, he insists, the gap between classes has increased. Through a series of statistical correlations, he traces the “great divergence” between rich and poor incomes to the early ’80s and President Reagan’s union busting and supply-side tax cuts, and uses data from economist Emmanuel Saez, to show how the U.S. has become less and less equal ever since."
"Unlike union organizing, which by its nature distributes benefits, the education cure functions through exclusivity. A diploma may offer a better place in line, but it doesn’t guarantee anyone a job commensurate with their skills."
"Education has become the way to talk about class and labor in an American political system that is profoundly uncomfortable with both. In the hands of reformist technocrats, inequality is a matter of nuanced social engineering rather than a conflict between two unequal and opposed sides – those who profit and those who only work.
"If society wanted to reduce the growing discrepancy between rich and poor, we would worry less about tweaking the educational system and simply pay or give the poor more money. Marsh writes, “Given the political will, whether through redistributive tax rates, massive public works projects, a living wage law, or a renaissance of labor unions, we could decrease poverty and inequality tomorrow regardless of the market or the number of educated and uneducated workers.”"
Arise, Students of California ! by Ralph Nader
"Students of California, arise, you have nothing to lose but a crushing debt!"
"The corporate state of California, ever ready to seize its ideological and commercial hour during a recession, has a chokehold on California’s public universities. With its tax-coddled plutocracy and a nod to further corporatization, the state government has taken the lid off tuition increases big time."
"The corporate state of California, ever ready to seize its ideological and commercial hour during a recession, has a chokehold on California’s public universities. With its tax-coddled plutocracy and a nod to further corporatization, the state government has taken the lid off tuition increases big time."
"Before and right after World War II the idea of a public university included a then-called “educational fee” close to zero, from city college of New York to UC Berkeley. Old timers now look back at those days as economic life-savers toward a degree and a productive life for them and the American economy."
"No more. Those gates of opportunity are crumbling at an accelerating pace. More street protests by students are focusing on relentless tuition hikes and years of repaying student debt loans while the rich get richer and the tax cuts for the rich are extended. As Mike Konzcal writes, “One of the Occupy movements’ major objectives is combating the privatization of public higher education and its replacement with a debt-fueled economy of indenture.”"
"But the students have a very powerful unused tool of direct democracy – they can qualify an initiative on the ballot that would set tuition at affordable levels or even become like some leading European countries where free schooling extends through the university years."
"There are other states where students can establish a legal protection for publically accessible universities by enacting statewide initiatives. All these tools of democracy should be obvious to any high school student were functional civics and democratic practices taught with the same fervor devoted to computer training."
"So let’s see if California’s deteriorating public university systems can be rescued by their undergraduate and graduate students who place the priority of accessible, adequate public higher education where it belongs for the longer run."
"But the students have a very powerful unused tool of direct democracy – they can qualify an initiative on the ballot that would set tuition at affordable levels or even become like some leading European countries where free schooling extends through the university years."
"There are other states where students can establish a legal protection for publically accessible universities by enacting statewide initiatives. All these tools of democracy should be obvious to any high school student were functional civics and democratic practices taught with the same fervor devoted to computer training."
"So let’s see if California’s deteriorating public university systems can be rescued by their undergraduate and graduate students who place the priority of accessible, adequate public higher education where it belongs for the longer run."
Mike Konczal on the Submerged StateSurrounding Student Debt
"One of the Occupy movement’s major objectives is combating the privatization of public higher education and its replacement with a debt-fueled economy of indenture."
"This is an example of what Suzanne Mettler calls “the submerged state,” a pattern where the government has, as she says, “shunned the outright disbursing of benefits to individuals and families and favored instead less visible and more indirect incentives and subsidies, from tax breaks to payments for services to private companies. These submerged policies…obscure the role of government and exaggerate that of the market.” Instead of directly providing public options, we subsidize the purchasing of private goods, often using the tax code."
"Let’s take the case of student debt and the tax code. How much would it cost to make public colleges and universities free? Rough estimates (quoting Jeffrey Sach’s latest book) put the price of free public higher education at $15-$30 billion, which fits other estimates I’ve seen.
"This is an example of what Suzanne Mettler calls “the submerged state,” a pattern where the government has, as she says, “shunned the outright disbursing of benefits to individuals and families and favored instead less visible and more indirect incentives and subsidies, from tax breaks to payments for services to private companies. These submerged policies…obscure the role of government and exaggerate that of the market.” Instead of directly providing public options, we subsidize the purchasing of private goods, often using the tax code."
"Let’s take the case of student debt and the tax code. How much would it cost to make public colleges and universities free? Rough estimates (quoting Jeffrey Sach’s latest book) put the price of free public higher education at $15-$30 billion, which fits other estimates I’ve seen.
"$22.75 billion we are paying through the tax code to make college tuition and student debt more manageable. This amount is in the middle the range of the cost of just making public high education free. Now these aren’t equivalent — much of what is spent through the tax code will be biased more towards private and professional schools, which are more expensive. But this also isn’t anywhere near the full extent we subsidize student debt (a government creation from 1965)."
"But there is a choice in how to provide mass higher education. We can either use resources to reduce the price of the good upfront — make college free — or to subsidize the purchase of the good — here through the numerous hoops of the tax code. The amount of money we take from the tax code to try and make student debts and runaway tuition more bearable could be used instead to just provide free public colleges."
"There are winners and losers in each case. When we subsidize through the tax code, people who are well off and pay more taxes benefit more. People who can afford support staff, such as accountants and lawyers, are also more likely to understand how to take maximum advantage of these benefits. These subsidies benefit private educational institutions over public ones, as they’ll make private education feel more “natural” while obscuring the role of the government in setting up these markets. They give public college a nudge towards corporatization and privatization."
"Much of these subsidies are likely captured either by the higher education institutions themselves or the debt lenders. These subsidies will make tuition and debt easier to deal with, but providing colleges free as a public option would likely do far more to contain costs (also here)."
"Most importantly, it breaks the link between citizenship and education. The subsidy approach replaces the claim of a citizen to a necessary good to be full, participating person in our market economy with the claim of a consumer, whose claim is ultimately one of willingness to pay either through wealth or debt, with a “nudge” from the government. The first kind is the place where progressives have the stronger argument about freedom, as opposed to those who see the market as the only source of freedom available."
"But there is a choice in how to provide mass higher education. We can either use resources to reduce the price of the good upfront — make college free — or to subsidize the purchase of the good — here through the numerous hoops of the tax code. The amount of money we take from the tax code to try and make student debts and runaway tuition more bearable could be used instead to just provide free public colleges."
"There are winners and losers in each case. When we subsidize through the tax code, people who are well off and pay more taxes benefit more. People who can afford support staff, such as accountants and lawyers, are also more likely to understand how to take maximum advantage of these benefits. These subsidies benefit private educational institutions over public ones, as they’ll make private education feel more “natural” while obscuring the role of the government in setting up these markets. They give public college a nudge towards corporatization and privatization."
"Much of these subsidies are likely captured either by the higher education institutions themselves or the debt lenders. These subsidies will make tuition and debt easier to deal with, but providing colleges free as a public option would likely do far more to contain costs (also here)."
"Most importantly, it breaks the link between citizenship and education. The subsidy approach replaces the claim of a citizen to a necessary good to be full, participating person in our market economy with the claim of a consumer, whose claim is ultimately one of willingness to pay either through wealth or debt, with a “nudge” from the government. The first kind is the place where progressives have the stronger argument about freedom, as opposed to those who see the market as the only source of freedom available."
Chile: Student Protests Spread Throughout Region
"José Barrera, a civil engineering student at the Catholic University, said that what is happening in Chile "is an example of what education is like when it's privatised, when it is no longer defended as a right of everyone.""
"An education law enacted by the 1973-1990 dictatorship of General Augusto Pinochet set off a process of decentralisation and privatisation that gave private schools free rein to pursue profit and use entrance exams to select their students. The Chilean system is not just divided into paid private education and tuition-free public education, but is split into three: municipal schools run by local governments, which are publicly funded and free, state-subsidised private schools, and private schools that charge tuition. Within the sphere of state-subsidised private education, students get free tuition at some schools, while at others families pay monthly fees, an arrangement known as "shared financing.""
"The protest movement is calling for an end to the freedom of private schools receiving state subsidies to levy fees at will. Instead of the current system, under which administrators of these institutions rack up profits, the demonstrators want school fees to be invested in under-funded public schools."
"They also want public primary and secondary schools to be directly managed by the Education Ministry, instead of by local governments, because the decentralisation accentuated the inequality in education quality between rich and poor districts."
"Countries that see the Chilean model as an example, and that are moving towards privatisation, have to realise how harmful this kind of system can be for education in general," he argued."
"Capitalism is profits, business, buying and selling, and that is not what educators are about," said Garrido. He added that the movement in which teachers and students have come together is demanding a "social transformation.""
"[T]he student protests have become a broader social movement that will continue to fight for structural changes above and beyond the educational system, such as reforms to the free-market, neoliberal economic system inherited from the dictatorship."
"We need a more democratic country, where the voices of society are really heard. It can't just be the same old political class reaching decisions between four walls."
The Higher Education Wealth Gap
"You've probably heard about the ever-widening gap between rich and poor. We now rank 45th in the world in terms of income equality, sandwiched between the Ivory Coast and Uruguay. And the way America funds public education is no exception to this trend. According to a new study from a Washington think tank, higher education has never been more stratified."
"Experts across the country are blunt about their fears. "Eighty percent of college students are enrolled in public schools," Hartle says. "College has never been totally free, but in the past, the United States was fairly committed to help students who couldn't afford college. That commitment is eroding."
"College enrollment is at an all-time high because of the recession, especially at community colleges, which enroll a high percentage of young people who can't otherwise find a job. Eventually, many families will decide they can't pay for college at all, and they're going to continue altering their choices based on the price of the school. This means fewer degrees for working-class people, a less educated workforce, and a cycle that perpetuates the already egregious wealth gap in our country."
"Experts across the country are blunt about their fears. "Eighty percent of college students are enrolled in public schools," Hartle says. "College has never been totally free, but in the past, the United States was fairly committed to help students who couldn't afford college. That commitment is eroding."
"College enrollment is at an all-time high because of the recession, especially at community colleges, which enroll a high percentage of young people who can't otherwise find a job. Eventually, many families will decide they can't pay for college at all, and they're going to continue altering their choices based on the price of the school. This means fewer degrees for working-class people, a less educated workforce, and a cycle that perpetuates the already egregious wealth gap in our country."
NASDAQ: Student loans, America's next financial crisis
Update: This article was removed from the NASDAQ site within 48 hours after its appearance. The cached copy of the complete article has been placed in the second half of this post.
"The problem of rising and unsustainable student loan debt remains largely unacknowledged by the powers that be, though it's a vital cause to many protesters in the Occupy movement."
"The standard argument is that student loans can't be dischargable, because there's nothing to secure them - you can't repossess someone's education. However, the financial industry has used its characteristic ingenuity to find a way around that - in effect, the collateral for student debt is now a lifetime of the debtor's labor, rendered via an unforgiving architecture of wage garnishings, penalties and a pervasive culture of shame. Perhaps the most worrying part of this burgeoning crisis is that it's now understood that many, perhaps most, current students won't be able to pay down their loans."
"And the financiers know exactly what's happening. In a Wall Street Journal article from last month, a hedge fund manager with expertise in the $242 billion student loan-backed bond market (sound familiar?) said he refused to get involved with assets backed by recent student loans because he "can't quantify the risk ." The historical average for default rates figured on a quarter to a third of loans going bust, but another trader said that will probably rise to 40 percent or higher, depending on economic conditions."
"Rising costs are one side of the coin. According to the College Board, tuition costs are set to continue shooting upwards. In-state tuition and fees at public four-year institutions were up by 8.3 percent at $8,244 per year in the 2011-12 year, while private tuition and fees rose 4.5 percent to $28,500."
"On the other side of the coin is unemployment. Among the 16-24 year-old cohort, that now stands at 18 percent; for those 16-19, it's above 25 percent, with a participation rate of less than half. Young people can't get jobs before college, can barely find work during their school years and then face a terrifying job market upon graduation - if they graduate at all."
"The ingredients: nearly a trillion dollars of debt on the books, rising tuition costs, a youth employment market in crisis, undischargeable debt, government-guaranteed loans and an asset -backed bond market worth a quarter of a trillion dollars."
"The problem of rising and unsustainable student loan debt remains largely unacknowledged by the powers that be, though it's a vital cause to many protesters in the Occupy movement."
"The standard argument is that student loans can't be dischargable, because there's nothing to secure them - you can't repossess someone's education. However, the financial industry has used its characteristic ingenuity to find a way around that - in effect, the collateral for student debt is now a lifetime of the debtor's labor, rendered via an unforgiving architecture of wage garnishings, penalties and a pervasive culture of shame. Perhaps the most worrying part of this burgeoning crisis is that it's now understood that many, perhaps most, current students won't be able to pay down their loans."
"And the financiers know exactly what's happening. In a Wall Street Journal article from last month, a hedge fund manager with expertise in the $242 billion student loan-backed bond market (sound familiar?) said he refused to get involved with assets backed by recent student loans because he "can't quantify the risk ." The historical average for default rates figured on a quarter to a third of loans going bust, but another trader said that will probably rise to 40 percent or higher, depending on economic conditions."
"Rising costs are one side of the coin. According to the College Board, tuition costs are set to continue shooting upwards. In-state tuition and fees at public four-year institutions were up by 8.3 percent at $8,244 per year in the 2011-12 year, while private tuition and fees rose 4.5 percent to $28,500."
"On the other side of the coin is unemployment. Among the 16-24 year-old cohort, that now stands at 18 percent; for those 16-19, it's above 25 percent, with a participation rate of less than half. Young people can't get jobs before college, can barely find work during their school years and then face a terrifying job market upon graduation - if they graduate at all."
"The ingredients: nearly a trillion dollars of debt on the books, rising tuition costs, a youth employment market in crisis, undischargeable debt, government-guaranteed loans and an asset -backed bond market worth a quarter of a trillion dollars."
Student Debt: Colleges, or Country Clubs?
"Over the past thirty years, the cost of attending college has risen steadily at a rate of about six percent each year. College tuition costs have outpaced inflation and health care spending, even in periods of recession. But as student debt grows, the money that many colleges spend on administration has risen faster than the amount that goes directly to education, and colleges continue to spend money on unnecessary amenities."
"Scripps Assistant Professor of Economics Sean Flynn thinks that the increasing costs are a result of simple economics. “What I think happened is the actual costs of delivering education—the real costs like time of teachers in the classroom and renting square footage of space—really haven’t gone up that much over time. What has really gone up is the demand,” Flynn said. A college education has become increasingly important for success, so more people are demanding seats in the nation’s classrooms. This extreme demand creates a system in which colleges have zero incentive to decrease costs to students."
"Additionally, Flynn thinks that the competition engendered by the extra high demand for a college education creates an incentive to inundate a campus with what he calls “massive layers of bureaucracy.” “The scariest number I’ve seen is that in the Cal State system between 1970 and 2008 … the number of faculty only went up three percent, but the number of administrators went up 237 percent,” Flynn explains. “The entire educational system has had massive amounts of money thrown at it and most of it has gone to things that have not improved the actual educational outcomes.”
"The high-cost system has created an environment in which high levels of loans and debt are the norm. This debt brings with it two problems: First, it traps those most interested in improving their standard of living and working hard with mountains of debt. Being tied to a loan that must be repaid makes it hard for students to take jobs at non-profit organizations or go to graduate school. Instead, students are locked into unfulfilling jobs that help to pay the bills, if they can find a job at all. Second, because student loans are implicitly required for many middle class students to attend expensive schools, students from backgrounds or cultures that admonish debt are less likely to attend the most expensive — and sometimes best – schools. “The debt is definitely discouraging a lot of people from going to college,” explains Flynn. “People in society – even if they know nothing else about college – now think of it as hideously expensive. That’s got to discourage kids [who are considering college].”
"As the cost of college rises and more and more students from middle class, poor, and minority backgrounds choose not to attend elite and expensive universities, we lose out on an important part of a liberal arts education. Class diversity decreases with the rising costs of college, and students sacrifice a variety of opinions and worldviews in the classroom that can provide invaluable perspectives on class material. As we allow costs to rise and take out loans to support the extravagant luxury resorts we call schools, we simultaneously exclude huge portions of the United States from participating in our discussions, from living in our dorms, and from reaping the benefits of education."
"Scripps Assistant Professor of Economics Sean Flynn thinks that the increasing costs are a result of simple economics. “What I think happened is the actual costs of delivering education—the real costs like time of teachers in the classroom and renting square footage of space—really haven’t gone up that much over time. What has really gone up is the demand,” Flynn said. A college education has become increasingly important for success, so more people are demanding seats in the nation’s classrooms. This extreme demand creates a system in which colleges have zero incentive to decrease costs to students."
"Additionally, Flynn thinks that the competition engendered by the extra high demand for a college education creates an incentive to inundate a campus with what he calls “massive layers of bureaucracy.” “The scariest number I’ve seen is that in the Cal State system between 1970 and 2008 … the number of faculty only went up three percent, but the number of administrators went up 237 percent,” Flynn explains. “The entire educational system has had massive amounts of money thrown at it and most of it has gone to things that have not improved the actual educational outcomes.”
"The high-cost system has created an environment in which high levels of loans and debt are the norm. This debt brings with it two problems: First, it traps those most interested in improving their standard of living and working hard with mountains of debt. Being tied to a loan that must be repaid makes it hard for students to take jobs at non-profit organizations or go to graduate school. Instead, students are locked into unfulfilling jobs that help to pay the bills, if they can find a job at all. Second, because student loans are implicitly required for many middle class students to attend expensive schools, students from backgrounds or cultures that admonish debt are less likely to attend the most expensive — and sometimes best – schools. “The debt is definitely discouraging a lot of people from going to college,” explains Flynn. “People in society – even if they know nothing else about college – now think of it as hideously expensive. That’s got to discourage kids [who are considering college].”
"As the cost of college rises and more and more students from middle class, poor, and minority backgrounds choose not to attend elite and expensive universities, we lose out on an important part of a liberal arts education. Class diversity decreases with the rising costs of college, and students sacrifice a variety of opinions and worldviews in the classroom that can provide invaluable perspectives on class material. As we allow costs to rise and take out loans to support the extravagant luxury resorts we call schools, we simultaneously exclude huge portions of the United States from participating in our discussions, from living in our dorms, and from reaping the benefits of education."
Students as the New Public Intellectuals by Henry Giroux
"Finding our way to a more humane future demands a new politics, a new set of values, and a renewed sense of the fragile nature of democracy. In part, this means educating a new generation of intellectuals who not only defend higher education as a democratic public sphere, but also frame their own agency as intellectuals willing to connect their research, teaching, knowledge, and service with broader democratic concerns over equality, justice, and an alternative vision of what the university might be and what society could become. Under the present circumstances, it is time to remind ourselves that academe may be one of the few public spheres available that can provide the educational conditions for students, faculty, administrators, and community members to embrace pedagogy as a space of dialogue and unmitigated questioning, imagine different futures, become border-crossers, and embrace a language of critique and possibility that makes visible the urgency of a politics necessary to address important social issues and contribute to the quality of public life and the common good. "
"The corporate state cannot fight any longer with ideas because their visions, ideologies and survival of the fittest ethic are bankrupt, fast losing any semblance of legitimacy. Students all over the country are changing the language of politics while reclaiming pedagogy as central to any viable notion of agency, resistance and collective struggle. In short, they have become the new public intellectuals, using their bodies, social media, new digital technologies, and any other viable educational tool to raise new questions, point to new possibilities, and register their criticisms of the various antidemocratic elements of casino capitalism and the emerging punishing state."
"At a time when higher education is increasingly being dominated by a reductive corporate logic and technocratic rationality unable to differentiate training from a critical education, we need a chorus of new voices to emphasize that the humanities, in particular, and the university, in general, should play a central role in keeping critical thought alive while fighting back all attempts to foreclose and pre-empt the further unraveling of human possibilities, prodding human society to go on questioning itself and prevent that questioning from ever stalling or being declared finished. Corporations and the warfare state should not dictate the needs of public and higher education, or, for that matter, any other democratic public sphere.
"The corporate state cannot fight any longer with ideas because their visions, ideologies and survival of the fittest ethic are bankrupt, fast losing any semblance of legitimacy. Students all over the country are changing the language of politics while reclaiming pedagogy as central to any viable notion of agency, resistance and collective struggle. In short, they have become the new public intellectuals, using their bodies, social media, new digital technologies, and any other viable educational tool to raise new questions, point to new possibilities, and register their criticisms of the various antidemocratic elements of casino capitalism and the emerging punishing state."
"At a time when higher education is increasingly being dominated by a reductive corporate logic and technocratic rationality unable to differentiate training from a critical education, we need a chorus of new voices to emphasize that the humanities, in particular, and the university, in general, should play a central role in keeping critical thought alive while fighting back all attempts to foreclose and pre-empt the further unraveling of human possibilities, prodding human society to go on questioning itself and prevent that questioning from ever stalling or being declared finished. Corporations and the warfare state should not dictate the needs of public and higher education, or, for that matter, any other democratic public sphere.
"Inhabiting the role of public intellectuals, students can take on the difficult but urgent task of reclaiming the ideal and the practice of what it means to reclaim higher education in general and the humanities, more specifically, as a site of possibility that embraces the idea of democracy not merely as a mode of governance but, most importantly- as journalist Bill Moyers points out - as a means of dignifying people so they can become fully free to claim their moral and political agency."
Simon Szreter hits out at UK higher education policies
"Szreter is recollecting a time in the early 1990s when he was conducting research on how the UK's long-term economic performance is shaped by factors such as the education of its workforce. While "fishing around" for measures of investment in education, he stumbled across data showing that there had been "an enormous disinvestment" in state schools, with tens of thousands of teachers laid off during the 1980s."
"I wasn't aware that this had happened," he says. "Then I looked at the private schools and that's when I got … angry about this, because I realised that actually the private schools had been going in the opposite direction. By the time Labour took power in '97, it was true that private schools had almost exactly twice the numbers of teachers per pupil in their staff rooms as state schools had. They always had an advantage, but this advantage had now doubled. That's never been revisited," he adds."
"It is over a decade since the research, but that it galvanised Szreter to dig deeper into the education system is unmistakable. In the years since, he has, among other things, made his way to a professorship and founded the History and Policy website, an initiative designed to inject greater historical insight into policymaking, but it is his forays into education activism that have set him apart."
"Despite a postwar austerity far harsher than the one we face today – and a level of national debt over twice as high – the nation found the resources to massively expand and publicly fund its secondary schools and their teaching staff."
"Since the financial crisis of 2008, he has become noticeably more outspoken, accusing the coalition of "paying for the profligacy of the banks" while systematically undermining higher education by radically withdrawing public funds, and of "cutting at both ends" the state primary and secondary education sector by abolishing the EMA [education maintenance allowance] for 16- to 18-year-olds and closing Sure Start for infants."
"The big story," he insists, "is undoubtedly higher education and further education". The raising of university fees may be a clear focal point for protest, but what seems to exercise him most is what underlies it: the long-term shift from financing higher education directly out of general taxation towards raising funds via "risky" private finance. "There have been 20 years in which governments have very happily expanded the higher education and further education sector rapidly … but they have put nothing like commensurate resources into the system," he says. The corresponding "managerial revolution", which encouraged universities to be more corporate and show they are offering value for money, has starved it of essential resources, he argues."
"But it is the over-reliance by successive governments on structuring student loans through "complex financial instruments" that could prove most devastating for the future of higher education, he says, and it is this that people need to pay attention to. Talking about the fallout of the financial crisis, he says emphatically: "We are not even over this [crisis] and the government is already quite happily talking about packaging up our younger generation's futures into a set of complicated loan instruments that it will place with the very sector of the economy that's caused all this."
"Ever the historian, he points to the fact that in the past, momentous progressive changes to the education system – such as the provision of universal secondary education – were brought about despite ideological objections or cost."
"I wasn't aware that this had happened," he says. "Then I looked at the private schools and that's when I got … angry about this, because I realised that actually the private schools had been going in the opposite direction. By the time Labour took power in '97, it was true that private schools had almost exactly twice the numbers of teachers per pupil in their staff rooms as state schools had. They always had an advantage, but this advantage had now doubled. That's never been revisited," he adds."
"It is over a decade since the research, but that it galvanised Szreter to dig deeper into the education system is unmistakable. In the years since, he has, among other things, made his way to a professorship and founded the History and Policy website, an initiative designed to inject greater historical insight into policymaking, but it is his forays into education activism that have set him apart."
"Despite a postwar austerity far harsher than the one we face today – and a level of national debt over twice as high – the nation found the resources to massively expand and publicly fund its secondary schools and their teaching staff."
"Since the financial crisis of 2008, he has become noticeably more outspoken, accusing the coalition of "paying for the profligacy of the banks" while systematically undermining higher education by radically withdrawing public funds, and of "cutting at both ends" the state primary and secondary education sector by abolishing the EMA [education maintenance allowance] for 16- to 18-year-olds and closing Sure Start for infants."
"The big story," he insists, "is undoubtedly higher education and further education". The raising of university fees may be a clear focal point for protest, but what seems to exercise him most is what underlies it: the long-term shift from financing higher education directly out of general taxation towards raising funds via "risky" private finance. "There have been 20 years in which governments have very happily expanded the higher education and further education sector rapidly … but they have put nothing like commensurate resources into the system," he says. The corresponding "managerial revolution", which encouraged universities to be more corporate and show they are offering value for money, has starved it of essential resources, he argues."
"But it is the over-reliance by successive governments on structuring student loans through "complex financial instruments" that could prove most devastating for the future of higher education, he says, and it is this that people need to pay attention to. Talking about the fallout of the financial crisis, he says emphatically: "We are not even over this [crisis] and the government is already quite happily talking about packaging up our younger generation's futures into a set of complicated loan instruments that it will place with the very sector of the economy that's caused all this."
"Ever the historian, he points to the fact that in the past, momentous progressive changes to the education system – such as the provision of universal secondary education – were brought about despite ideological objections or cost."
=
“Zombie” mob speaks out about student debt
"Zombie Debt, a collective of undergraduate and graduate students, marched into Levering Food Court [at Johns Hopkins] yesterday to speak about student debt following a mini-lecture in the Gilman Atrium."
"The movement, known as "Lunch of the Living Debt," featured individuals with zombie-painted faces who carried signs that read, "They owe us," and other slogans. Several members spoke into a megaphone to Levering Food Court, while others handed out fliers and walked around with boom boxes playing songs like "Thriller" by Michael Jackson."
"Today the University treats our needs with hostility," Hoffman said. "We are met with brute force . . . We are taught to think critically, but not about debt." Much like other Occupy protests, parts of her speech were punctuated with yelled responses from other members of Zombie Debt."
"Zombie Debt also feels that the University does not admit enough low-income students, and that those that are admitted only go into more debt."
"The old-fashioned image of the industrious everyman working his way through school is nonsense," they said. "Even work-studies are displaced by unpaid internships – indentured labor, measured in academic credits and subsidized by personal credit."
The UK and the neoliberal transformation of higher education by James Vernon
"Why has the idea of publicly funded higher education crumbled so quickly in England? James Vernon explores the origins of an academic culture that has internalised market rationalities and traces the concept of education as a personal investment back to the playing fields of Eton."
"Never before has the idea of the university been so feverishly debated in England, and for good reason. The restructuring of the country's higher education sector around a student-debt-financed, fee-driven model is a fundamental recasting of the university's place and purpose in society. But this process did not begin with the government's higher education White Paper or even with the Browne Report that laid the ground for it. And neither is it confined to the UK."
"The neoliberal transformation of higher education is a global phenomenon. In the Americas, Europe, Russia and its former colonies, the Middle East, Africa, South Asia and Australasia, higher education is being rebranded as a private investment and the university repurposed to generate profit and economic growth. As a consequence, academics and students are confronting very similar conditions across the world: the escalation of fees and student debt, the expansion of management and administrative systems for measuring the efficiency of services, the quest for a plethora of new types of fee-paying consumers, and the casualisation of academic labour."
"Is it any wonder then that, despite the continuing protests, the majority of students and their teachers are resigned to the privatisation of higher education in England? Many, it seems, have accepted the logic that the public funding for higher education was only possible when the system educated only a privileged elite. It is as if the public value of higher education somehow mysteriously evaporates when it is more democratically available."
"Preventing the headlong rush to a new idea of the consumer-orientated and profit-centred university requires more than outrage, protest or even the publication of alternative White Papers, necessary as all of them are. We must first try to understand how we arrived at the point where a redirection of public funds to support sub-prime loans for student-debt-financing of higher education seemed natural and inevitable. It is no longer sufficient to nostalgically invoke a better idea of the university, of a golden age of public funding, without understanding how it became so vulnerable to a critique that has eventually eviscerated it."
"While the words "access" and "fairness" are abused by ministers, these terms speak to a continuing belief among the electorate that universities are powerful engines of social mobility. It is this idea we must appeal to if publicly funded university education, which enriches not only the lives of individuals but our collective life as a society, is to be a civil right for all."
"Never before has the idea of the university been so feverishly debated in England, and for good reason. The restructuring of the country's higher education sector around a student-debt-financed, fee-driven model is a fundamental recasting of the university's place and purpose in society. But this process did not begin with the government's higher education White Paper or even with the Browne Report that laid the ground for it. And neither is it confined to the UK."
"The neoliberal transformation of higher education is a global phenomenon. In the Americas, Europe, Russia and its former colonies, the Middle East, Africa, South Asia and Australasia, higher education is being rebranded as a private investment and the university repurposed to generate profit and economic growth. As a consequence, academics and students are confronting very similar conditions across the world: the escalation of fees and student debt, the expansion of management and administrative systems for measuring the efficiency of services, the quest for a plethora of new types of fee-paying consumers, and the casualisation of academic labour."
"Is it any wonder then that, despite the continuing protests, the majority of students and their teachers are resigned to the privatisation of higher education in England? Many, it seems, have accepted the logic that the public funding for higher education was only possible when the system educated only a privileged elite. It is as if the public value of higher education somehow mysteriously evaporates when it is more democratically available."
"Preventing the headlong rush to a new idea of the consumer-orientated and profit-centred university requires more than outrage, protest or even the publication of alternative White Papers, necessary as all of them are. We must first try to understand how we arrived at the point where a redirection of public funds to support sub-prime loans for student-debt-financing of higher education seemed natural and inevitable. It is no longer sufficient to nostalgically invoke a better idea of the university, of a golden age of public funding, without understanding how it became so vulnerable to a critique that has eventually eviscerated it."
"While the words "access" and "fairness" are abused by ministers, these terms speak to a continuing belief among the electorate that universities are powerful engines of social mobility. It is this idea we must appeal to if publicly funded university education, which enriches not only the lives of individuals but our collective life as a society, is to be a civil right for all."
YouSpeak: Student Loan Debt
"Last year, students at U.S. colleges and universities borrowed more than $1 billion for their education, a record for student loans. And this year, the amount of outstanding college loans will top $1 trillion. According to the College Board, students are borrowing twice what they did just 10 years ago, raising new concerns about an impending debt crisis. The Project on Student Debt reported recently that students who graduated from college last year owed an average of $25,250, up 5 percent from the previous year."
This week’s “YouSpeak” asks, “How concerned are you about your student loan debt?”
The Austerity Trap & Student Debt at One Trillion with Ian Masters
"We begin with the former Secretary of Labor Robert Reich and discuss the austerity trap that the economy is stuck in with political gridlock and election politics digging the hole deeper. However there is some reason to hope that as the powerful and privileged one percent try to take us back to the Gilded Age, a movement forming might rally the nation to reclaim the American Dream for the 99%."
"Then we look into the shameful growth of student debt that will reach one trillion dollars this year. David Halperin, who is the director of Campus Progress at the Center for American Progress joins us to explain the increasing debt load students are now burdened with as they face a shrinking jobs market, and how lobbyists for the for-profit college industry have managed to get Congress to have taxpayer money charged back to unwitting students at exorbitant rates for a worthless education and a useless diploma."
"Then we look into the shameful growth of student debt that will reach one trillion dollars this year. David Halperin, who is the director of Campus Progress at the Center for American Progress joins us to explain the increasing debt load students are now burdened with as they face a shrinking jobs market, and how lobbyists for the for-profit college industry have managed to get Congress to have taxpayer money charged back to unwitting students at exorbitant rates for a worthless education and a useless diploma."
WNYC: OWS and Student Loans
Brian Lehrer of WNYC interviews Anya Kamenetz, senior writer for Fast Company Magazine and author of DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education and Generation Debt and Robert Applebaum, founder of ForgiveStudentLoanDebt.com.
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