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Dirk Michel-Schertges

Transforming of educational institutions after GATS: consequences in social relations as corporation, competition and state regulation

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  • Forskningsprogrammet EPOKE (Education Policy and Organization in the Knowledge Economy)
  • Socialpædagogik
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 paritcipation and emancipation
Original languageEnglish
JournalJournal for Critical Education Policy Studies
Volume8
Issue2
Pages (from-to)311-328
Number of pages17
ISSN1740-2743
Publication statusPublished - 2010

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