The modern university is a tertiary colonising institution. Like the old mercantilist bodies – the Dutch East India Company and its equivalents – the educational world is there to be acquired by bureaucrats, teachers and, it is hoped, suitable recruits.
To that end, a good degree of amorality is required. Scruples are best left to others, and most certainly not university managers, who prefer counting the sums rather than pondering deontological principles. Such a point seems very much at the forefront of an arrangement between the Melbourne Graduate School of Education (MGSE) and the Kingdom of Saudi Arabia. The MGSE, which seems, in acronym, similar to a salt brand, struck gold in its arrangement to reform the Kingdom’s school curriculum – some 36,000 schools in all comprising 500,000 teachers.
“This project,” stated the Minister for Education Ahmed Bin Mohammed Al-Issa, “will have a significant impact on the development of the new educational process in the Kingdom of Saudi Arabia.” It will require “patience”, and the contributions of “international experts”.
Irons were already being laid in the fire the previous year, with thirty teachers from Saudi Arabia engaging a six month program “designed,” according to the MGSE dispatch, “to transform their teaching knowledge, skills and attitudes.”
The search for such experts is part of a broader Saudi mission, the “Vision 2030” ostensibly designed to produce a new…