Cuts in Education (1976)

From the July 1976 issue of the Socialist Standard

Once again capitalism is going through a pretty severe crisis. There is of course nothing new in this. Nor is there anything unusual. On the contrary, it is merely evidence of the normal working of capitalism; a society in which crisis is as endemic as weeds to a flower bed. Marx pointed out over a hundred years ago, that capitalism would inevitably move in phases, one of which was crisis which is what is happening now. When capitalism in Britain or elsewhere gets into a financial crisis its government must turn to anything which offers a prospect of saving the situation, one vulnerable arm of expenditure is education. The direct benefits of investment in education are not as evident to all the capitalist class as is investment in plant or machinery. It takes some considerable time to get any return on the expense of getting children ready for “the work of life” (one of the Oxford English Dictionary’s definitions of education); at least ten years in school to make a labourer, considerably longer for a worker with a technical degree, even longer for a scientist capable of inventing a new type of warhead. So capitalism cuts.

This cannot be in the long-term interests of capitalism. Advanced capitalism needs well-trained labour. Without it, the individual capitalist state may fall behind its competitors in world markets. But long-term interests seldom enter into it. To make his workers redundant, close his plant etc. means less profit for the capitalist, yet nevertheless the capitalist class finds itself doing just that. So also with education. The dictates of this crazy system do not allow for common-sense (even from the point of view of capital). For one thing there are no jobs available for all those expensively-trained students (especially those coming out of so-called higher education). The Times reported (16th January 1976) over 1750 vacancies in colleges, universities and polytechnics which could not be filled in the south-east alone. From the point of view of the capitalist class, with a situation like that, why not cut?

So the hatchet men of the capitalist class (currently the Labour party) start looking for ways of saving the capitalist class’s money. Apart from straight cutting, a future hatchet “person”, Mrs. Thatcher has been suggesting one way for the capitalist class to have its cake and eat it. The method? Easy; you have more colleges, universities etc., without the State paying for them. Which is in effect what she recommended when she open the new University College of Buckingham. This was launched in February of this year as the first "private” university to be started this century in the UK. It is private because there are no direct “public funds” being used for its establishment and maintenance as distinct from other universities in the country. Of course in the long run if this experiment survives, most of the money will come from the capitalist class anyway, but for the moment the state is not being asked to fork out directly. Which is what Mrs. Thatcher meant when she said that she hoped in the future universities would be “encouraged to take their destinies more into their own hands and to embark upon institutional adventures which do not involve the lobbying of public opinion or government departments.” (Times Higher Education Supplement, 13th February 1976). She means of course those that do not require direct public funding.

But apart from this limited possibility, the capitalist class must look at the situation as it is. It must have been clear to the capitalist class what education was costing them. In the financial year 1975/76 for example the total cost of education (admittedly including “libraries, science and arts” government figures) will be £6,164 million. The only item of government expenditure which would cost more this year is the one misleadingly called “social security”. The remedy was to cut £618 million for next year and £1,000 million from the education budget for the following two financial years.

The effects of the cuts were predicted in the run-up to the publication of the government White Paper on public expenditure. One result forecast by the Times education correspondent (23 January 1976) was a large number of staff redundancies; hardly a difficult prediction since there was a serious unemployment problem in the teaching profession before the cuts were introduced. Among the other estimated effects from the cuts are higher school meals charges, reductions in the numbers of students undertaking higher education courses from an estimated 800,000 to 600,000 in the year 1981, a standstill on staff appointments, a reduction in the target for the number of teachers, a standstill on the numbers of children able to attend nursery education etc.

The reaction of the teacher unions was as predictable as the results of the cuts themselves. Fred Jarvis, general secretary of the National Union of Teachers, was typical. He complained about the wastage: it had cost millions of pounds to train teachers who were to be made redundant. “The amount of public money wasted in training them would be about £50m. ‘This is the economics of Bedlam’, he said.” (The Times 20 January 1976.) But it is the economics of capitalism, which unfortunately he and most of his members continue to support. Most of the unions talked of “action” to oppose the cuts. Teacher unions received motion after motion with “demands” for no cuts, opposition to redundancies, opposition to closures, etc. The National Association of Teachers in Higher and Further Education for its 1976 conference has a list of 111 motions almost all of which relate to opposition to the cuts, or financing and salaries. All about as effective as trying to stop Concorde by throwing paper darts at it.

In all the loud and useless flannel of the unions, there are few signs of any realization that the chaos in their lives and those of their children is the result of the capitalist system. For example the Technical Journal for December 1975 when commenting on the disastrous effects the cuts would have in higher education grudgingly acknowledged that as the funding of much of further education “is closely linked to industry, this sector of education has always encountered the occasional potential redundancy situation due to such factors as a declining industry.” Although that could qualify for the understatement of the year, it nonetheless demonstrates something of an awareness (as yet alas, dim) that anarchy in production must lead to havoc in human existence.

Of course it often used to be possible for expensively trained teachers who were suddenly made expensively unemployed to leave the UK and find work abroad, at least in some of the Commonwealth countries. But just as capitalism is world-wide, so also are its periodic crises and so also therefore is unemployment. The Observer (8th February 1976) reported that it is no longer possible for British teachers to get jobs abroad. It even warns teachers against accepting jobs if lucky enough to be offered them. The article ends by pointing out that in the USA teachers can find education authorities running out of money and not having sufficient to pay the wages! So much for “successful” capitalism.

The SPGB is not joining in the campaign to oppose cuts or redundancies. It is pointing out to workers instead, that the cutting down in teachers and resources, while schools are short of both, is yet another of the endless dilemmas created by a social system where cost is paramount. The dilemma in this case is for those who protest at cuts but cannot suggest where the money is to come from, and will go on supporting capitalism which creates such problems.

Ronnie Warrington