Lew Rockwell comments on statements from business groups and politicians about shortages of scientists, engineers and mathematicians.
Think of how jobs have changed. We have fewer people around today who know how to farm because fewer people are necessary to do the job. More kids than ever are going into computer sciences because of the perception that these fields will be lucrative in the future. In neither case was a government program necessary. People entering the job market find out quickly what is in demand and what isn't and compare that to their own capacity for doing the job.
The reason the whole math and science racket bamboozles us again and again has to do with our own limitations and our perceptions of foreign countries. We think: heck I know nothing of these subjects, so I can believe that there is a shortage! And surely math and science are the keys to just about everything.
Read in full here.
The word ‘shortage’ may be used a little loosely in the media when applied to jobs and skills. Not every instance of lack deserves to be taken seriously. It makes no sense for me to say there’s a shortage of Ferraris merely because my student budget would get me laughed out of a dealership. I’m simply not willing to pay what its worth. If I say there's a shortage of Ferraris it should be qualified with a statement of a) why I don't think they're worth what I'm willing to pay, and/or b) why it is impossible to pay the going rate. Even when the latter is the case, the harm being done must be considered before declaring a crisis or deciding active intervention is needed.
Take the issue of teachers. The DfES recognises the obvious (albeit not instant) solution to shortages, as evidenced by generous training bursaries of up to £7000 and Golden Hellos of up to £5000 for PCSE candidates hoping to teach maths and science. Given that it knows the solution, the government couldn't blame poor quality education in certain areas on a lack of staff if it refuses to go further with it’s recruitment efforts.
If there are strong financial constraints on their ability to do this (beyond obstinacy), like an unwillingness amongst the populace to pay more tax, then claims of shortages are more credible. Here we’d need to accept that teachers in state schools aren’t necessarily going to hold degrees in their teaching field. Lower expertise may be a suitable trade-off for lower wages given the difficulty of the material being taught. Perhaps the expectations of teacher expertise are too high.
That said, I doubt the constraints faced are insurmountable. Sure, you may not be able to hike taxes, but I bet there are reasonable sacrifices to be made within government. Could policymakers genuinely say that education is important, but not important enough to warrant sacrificing other schemes, and cutting salaries in other areas? Such reorganisation is difficult politically, but probably not operationally. Shifts in resource use needn’t be radical to have a beneficial impact. As long as reasonable sacrifices exist, claims that poor education is down to a shortage of skilled staff is inaccurate. Like my Ferrari, policymakers just doesn’t want to pay what good (by its own definition) teachers are worth.