It is on Thursday eight of November when the professor arrived to teach in one of higher institution of learning to find only four out of a class of approximately fifty students sited in the classroom waiting for their right to education. But again to the astonishment of the lecturer the door had been locked by the janitors, no furniture that were inside; undoubtedly concluded that was going to be a totally different day, and no learning was going to take place.
Has been like in the case the day before, a good number of students had gone on strike; not really protesting against modest as was being claimed authorities in the running of the universities, but the apparent radical reforms the French government had proposed for privatizing higher learning education system that was in dire need of. Nowhere else in any universities ranging from Harvard to Haifa, the free university of Berlin to Wichita state can one encounter such kind of higher education as inefficient, chaotic, perversely bureaucratic and at the same time dysfunctional as the higher education system like that of French.
It is even interesting that an American professor in the French system does not only feel displaced but feels having landed entirely on another planet. This is because everything as far as higher education system is concerned is a mess; from infrastructure, a faculty office to student housing, decent salaries for lectures, to even ample classrooms everything that is necessary for both teaching and research (Lowenthal 1998: 1-5).
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What real was in France , was democracy just as a name and equality of opportunity which poorly practiced in higher institutions, this lead to over crowded classrooms, underpaid professors, an ugly situation where faculty offices are shared between eight to ten instructors, in addition, the system was mired in a lot of bureaucracy; for example for one to get some photocopies you have to pass through a series of secretaries in the forms of rubber stamps and in addition you have a to stop at several offices before you at long last get the service done, but considering all this, the government still calls it democratic; to me seems it is democratic because it reduces entirely everything to the lowest possible common denominator.
I am saying this because this is a county which is very unequal in its education system since through high school, it does a very recommendable job but on reaching to higher levels its aim seems to be financial securing, in the sense that it spends very little in higher academic learning in order to save money at the expense of the young people who deserve it, then I may ask, is there any need of investing so much in high school or secondary education? The French parliament adapted laws which allows universities more autonomy to manage their assets and budgets recruit staff and design courses, create partnerships with business and in addition to look for more funding from private financial corporations, it also gives special power to university heads, considering that even in America Universities have very high autonomy, and power heads (Lowenthal 1998: 3-8).
The students’ demonstration was need for radical change in higher education management; from finance, outlets for graduates in utilizing their education, to the selection of students. And as such, the radical reforms that were suggested by the present government have been strongly resisted by many people and professionals from all back grounds and they include the harmonization of French Diplomas to levels that would make them become basically a bachelor’s, a master’s and PhD with the of rest of Europe and in addition a grater localization of authority over French universities, this will as a result allow individual universities more autonomy over their budgets. But what about modest proposals the students were demonstrating against?
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In the proposed radical change, the government backed away form them for the main reason that many people in France don’t prefer such proposals for they raise the dark specter of an “elitist” and “ undemocratic” system which would therefore mean that education will be only for the rich which they also incorrectly assume happens in America. However, it is not a vice with its upfront in pursuit of a decent system of higher education which will do away with inequality as seen by many French Authorities. Again the government needs to put some good amount of money although it might be root of evil like an American professor who teaches in France puts it.
“There is a point at which too much democracy like too much pasties before dinner can lead to a kind of facile and simplistic drunkenness. For though money may well be at the root of all evil, it can also pave the road to a greater justice, a more benevolent, though still imperfect, world. Indeed, the major difference I have thus far seem between the supposedly “elite” university where I also teach the institute detades politiques de Paris, for which most students pass an entrance exam and pay around $31000 in annual tuition, and in the more “democratic” one the former works. A manageable number of students actually show up in a classroom designed to accommodate them bringing with them the books from which they can actually learn (Rahul 2007: 4-7)
The participants of the demonstration denounced the privatization of higher education, those risks of diktat of private companies and demanded an increase in subscription fees, in addition they also cried for the worsening social inequality. This is because the integration of private companies in governing secondary schools governing boards and financing higher education would be biased towards subjects oriented or inclined towards their business needs and automatically subjects like literature, history and sociology would be highly suppressed. The liberation movement on November 9 would have slowed down but was heightened by then, then deteriorating social climate.
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This made the government to denounce the strike and all blockades as basically a political movement tormented by one side, with its own aim to detriment of the interest of the students. As the demonstration was going on Valerie Pecrease met with the students, union on for discussions, and in the meeting he told the students that the law cannot modify according to their needs but supported accommodation an amendment that was put forward by the Union for a popular movement (UPM), and promised to add ? 11 million to the proposed 2008 budget. But the leader of UNEF student union claimed that the increase was “clear concession to the mobilization” and it was a good sign” but “insufficient” and at the same time urged students to mobilize more in order to win other concessions.
The law was later adopted in parliament and the union accommodated itself to it. One of the first European Union’ Lisbon strategy is to grant more autonomy for university which is also set out by the European council set in Lisbon in March 2000, “to make Europe, by 2010, the most competitive and the most dynamic knowledge based economy in the world” (Rahul 2007: 5-7) However French is behind in making this kind of reforms to enable it compete in a global knowledge based economy. Such reforms are very vital for its capitalism which currently falls behind its rivals. However, president Sarkozy promises to pursue reform program, although he is lukewarm about it.
All the same students don’t have much support, even the support from social party has not given its support to the UEF however, even if it gives its support its position is the same like that of UNEF. The socialist party supports the principle of the law and gives much consideration on the highly divisive question of the blockades, because they are the means of enlarging the movement, in my opinion, they forget that today one does not have to block the university to enable him convince the students. However, one might not blame the government because the current “privatization of the universities” is largely based on ignorance of the current existing practice and refusal to compare and evaluate, as in like even a more efficient higher education system of United States.
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In the end, they will eventually perpetuate an undemocratic, and underfinanced system that offers students substandard training and to the nation as a whole at the same time it gives the nation a level of research below its standard of what it is capable of achieving. This will further increases the inequalities among students, the gap between universities and the Grandes Ecoles in France, and lastly between French and foreign institutions (Rahul 2007: 7-9) This in the real sense, it means future employment are at stake we therefore need to take the courage to break this taboo or else we continue sinking further.
Work cited Lowenthal, M. (1998).
In the article “Unsanctioned projects” for French university reform higher education Quarterly 22 (4);1-8 Rahul, K. (2007).
In the article “French students mobilize against university reform” ; 1-9
