The employability agenda corrupts educational and personal values

Knowledge is commodified by the prioritisation of economic imperatives over social and democratic goals in educational policymaking, says Zahid Naz

Published on
April 6, 2024
Last updated
April 6, 2024
Students in a lecture about market research, symbolising employability
Source: iStock

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Reader's comments (3)

I'm somewhat disappointed that this article starts well, and makes some good points, but its let down by making it about science vs humanities. While there is some understandable worry about the closure of departments in the humanities, the pressure to be more relevant and to prioritise "employability" is no less strong in the Sciences. Those who try to understand the underlying nature of existence, such as pure mathematicians, astrophysicists, string theorists, systems biologists, developmental biologists, etc as a worthy endeavour in its own right are also in trouble, and while their disciplines are not in danger of being closed, there is a refocusing within the disciplines to make science less about glorying in the wonder of the universe, and making it more instrumental. In addition, some of the most threatened departments across the country are chemistry departments. And far from there being an increasing trend for students to select Science subjects at A-level the number of students taking A-level Physics, Chemistry and Biology is falling, with Chemistry falling particularly fast.
How does the study of "business, finance, science and computing at A level and at university" equate to "the accumulation of wealth and the acquisition of material possessions" as "the sole indicators of purpose and success in life"..?
The link is clear as the utilitarian approach to education, emphasising direct career outcomes and material gains, ultimately reinforces the prevailing societal notion that the accumulation of material wealth constitutes the primary purpose of life. The Department for Education's push for a cap on "rip-off" university degrees suggests that a degree is seen primarily as a springboard into a career. Consequently, students may feel pressured to pursue subjects directly linked to potential job opportunities, viewing education solely as a means to acquire material gains like jobs or business opportunities. This sole focus on education-for-employment can overshadow other valuable aspects of education and personal development.

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