Suck It Up, Minister: Education Minister, Hekia Parata, was forced to reverse her government's own policy on class sizes in the face of massive public opposition. Had she possessed sufficient critical intelligence to challenge the policy's prime promoter, Treasury Secretary, Gabriel Makhlouf, she could have saved herself - and her government - a very large serving of very dead rat.
IN THE END, it all comes back to Treasury. Education
Minister, Hekia Parata, like so many politicians before her, has taken the
advice of Treasury’s ideologues, and paid the price. This willingness of right-
and left-wing politicians to drag their careers over a cliff, by following the
lead of an agency which has consistently failed to tender either reliable or
useful advice to government, bears testimony to ideology’s uncanny knack for
over-riding the urgings of electoral common sense.
The debacle over class sizes may be traced back to
Treasury’s advice to the incoming Minister of Education following the 2011
General Election. Faced with an intensifying fiscal crisis, Treasury Secretary,
Gabriel Makhlouf, saw an opportunity to attend to Treasury’s unfinished
business with this country’s disconcertingly independent educationalists.
The proudly professional culture of New Zealand’s highly
regarded education system (we rank sixth out of thirty-four OECD countries)
continues to stand athwart Treasury’s relentless ideological advance.
It thus constitutes a standing rebuke to Treasury’s
otherwise unassailable neoliberal mandarinate. Its collegial values and
altruistic purposes sit most uncomfortably within the neoliberals’ highly
individualistic and competitive reading of human nature. While achieving a
large measure of success in the universities (attributable mostly to New
Zealand academics’ timidity and lack of solidarity) Treasury’s neoliberal
policies have been staunchly and successfully resisted in New Zealand’s primary
and secondary schools. This is due, almost entirely, to the strength of New
Zealand’s two main teacher unions – the NZEI and the PPTA.
Before New Zealand’s teaching profession can finally be
“neoliberalised”, it will first be necessary to break these teacher unions.
There are two ways of doing this. The first, and most brutal, is to do what
Scott Walker, Governor of the US state of Wisconsin, did: pass legislation
stripping state employees of their right to collective bargaining. The second,
and much more effective, way to break a union is to undermine its members’
solidarity: to divide and conquer.
The classic method of decollectivising a workforce is the
introduction of performance pay. Once workers’ remuneration ceases to be
reckoned by the job to be done, and is set, instead, by the boss’s perception
of how well each individual worker is doing the job, the ability of the
workforce to maintain collective cohesion and purpose rapidly falls away.
New Zealand has, of course, already attempted a legislative
“final solution” to the union problem. But, although the Employment Contracts
Act (1991) proved highly successful at breaking the power of private sector
unions; public employees – especially teachers – by sticking together and
fighting back, have resisted every attempt to set one colleague against
another, undermine the union, and hand the education sector over to Treasury
(and its political handmaidens) for neoliberal “re-education”.
It is, therefore, very difficult not to read the Treasury
Secretary’s advocacy for trading-off a few extra pupils in every class-room for
a lift in the quality of the country’s teachers, as a way of admitting
performance pay (and undermining the teacher unions) by the back door.
Prime Mover: The author of the "class-size-increase-for-improved-teacher-quality" trade-off, Treasury Secretary, Gabriel Makhlouf.
Citing the highly contestable figure of “one in three”
school-leavers entering the New Zealand workforce as an educational failure, Mr
Makhlouf argued strongly, and very publicly, that this scandalous “output” of
the system could only be rectified by encouraging better teaching. By this he
did not mean that we should embrace the Finnish policy of keeping a very high
teacher-student ratio while, at the same time, ensuring that teaching remains
one of that country’s best qualified and well-paid professions. No, what Mr
Makhlouf wanted was an opportunity to pit teachers against one another in a
quest to find “the best” teachers, and then, presumably, offer them individual
employment contracts and higher pay. This competitive model would also have
identified “the worst” teachers, allowing them to be purged from the system.
School staff-rooms would thus become battle-grounds where “winners” prospered
and “losers” lost their jobs. Collegial values, ill-adapted to Treasury’s new
“survival of the fittest” environment, would be driven to extinction – followed
closely by the teacher unions.
The triumph of the competitive market model within the
teaching profession would, inevitably, see its operating principles installed
in every class-room. The transmission of skills and knowledge, the system’s
outputs, would be subjected to detailed empirical measurement. Every pupil
would be “tested”, and every school’s resourcing determined by the results of
those tests. New Zealand’s internationally admired education system would very
quickly join the derelict systems of the United States and the United Kingdom.
Was Ms Parata really seeking this disintegration of New
Zealand’s education system? Of course not! Why, then, couldn’t she decode Mr
Makhlouf’s policy prescription? The answer is simple: to decipher neoliberal
ideology one needs to adopt a critical perspective; and that presupposes
ideological agnosticism.
Had Ms Parata felt equal to challenging Treasury’s
ideologically-driven recommendations, she’d never have been required to undertake
her embarrassing political “reversal”.
This essay was
originally published in The Press of
Tuesday, 6 June 2012.














