Thanks to Hans Skott-Myhre for this link, which resonates in all manner of ways with the situation in schools and education within the UK.
Diane Ravitch: School privatization is a hoax, “reformers” aim to destroy public schools
Our public schools aren’t in decline. And “reformers” with wild promises don’t care about education — just profits
As long as anyone can remember, critics have been saying that the schools are in decline. They used to be the best in the world, they say, but no longer. They used to have real standards, but no longer. They used to have discipline, but no longer.
Recognizing that most Americans have a strong attachment to their community schools, the corporate reformers have taken care to describe their aims in pseudo-populist terms. While trying to scare us with warnings of dire peril, they mask their agenda with rhetoric that is soothing and deceptive. Though they speak of “reform,” what they really mean is deregulation and privatization. When they speak of “accountability,” what they really mean is a rigid reliance on standardized testing as both the means and the end of education. When they speak of “effective teachers,” what they mean is teachers whose students produce higher scores on standardized tests every year, not teachers who inspire their students to love learning. When they speak of “innovation,” they mean replacing teachers with technology to cut staffing costs. When they speak of “no excuses,” they mean a boot-camp culture where students must obey orders and rules without question.
When they speak of “personalized instruction,” they mean putting children in front of computers with algorithms that supposedly adjust content and test questions to the ability level of the student but actually sacrifice human contact with a real teacher. When they speak of “achievement” or “performance,” they mean higher scores on standardized tests. When they speak of “data-driven instruction,” they mean that test scores and graduation rates should be the primary determinant of what is best for children and schools. When they speak of “competition,” they mean deregulated charters and deregulated private schools competing with highly regulated public schools. When they speak of “a successful school,” they refer only to its test scores, not to a school that is the center of its community, with a great orchestra, an enthusiastic chorus, a hardworking chess team, a thriving robotics program, or teachers who have dedicated their lives to helping the students with the highest needs (and often the lowest scores).
The reformers define the purpose of education as preparation for global competitiveness, higher education, or the workforce. They view students as “human capital” or “assets.” One seldom sees any reference in their literature or public declarations to the importance of developing full persons to assume the responsibilities of citizenship.
Well worth reading to get a wider picture of the threat to a pluralist and humanist education across the globe.