‘Education, not indoctrination’: Texas governor signs higher ed reform bill – The College Fix

Texas Higher Education Reform Law Emphasizes Sustainable Development Goals

Introduction

On Friday, Texas Governor Greg Abbott signed a new law aimed at reforming public higher education in Texas. The legislation, Senate Bill 37 (SB 37), represents a significant effort by Republican lawmakers to refocus universities on their core educational mission, aligning with Sustainable Development Goals (SDGs) such as Quality Education (SDG 4) and Decent Work and Economic Growth (SDG 8).

Legislative Objectives and SDG Alignment

State Senator Brandon Creighton, the bill’s lead sponsor, described SB 37 as a “bold step” to ensure that public colleges and universities prioritize education over political indoctrination. The law seeks to:

1. Eliminate diversity, equity, and inclusion (DEI) activism from public higher education curricula.
2. Ensure students graduate with degrees that provide real value and workforce readiness.
3. Enhance institutional accountability and governance.

These objectives support SDG 4 by promoting inclusive and equitable quality education and lifelong learning opportunities that prepare students for civic and professional life.

Key Provisions of Senate Bill 37

• Curriculum Review Committees: Institutions must establish committees to review curricula at least every five years to ensure alignment with workforce needs and civic preparation.
• Governance Restructuring: Only governing boards can create faculty councils or senates, with presidents appointing key officers and controlling meeting procedures, potentially impacting academic governance.
• Ombudsman Office: A state ombudsman under the Texas Higher Education Coordinating Board will monitor compliance, promoting transparency and accountability.
• Program Evaluation: Universities are required to review minors and certificate programs every five years to identify low-enrollment programs for potential consolidation or elimination, optimizing resource use.

Implications for Sustainable Development Goals

The law’s emphasis on workforce alignment and accountability directly supports:

• SDG 4 (Quality Education): By ensuring curricula prepare students for professional and civic life, the law promotes inclusive and equitable education.
• SDG 8 (Decent Work and Economic Growth): Aligning education with labor market needs fosters economic growth and productive employment.
• SDG 16 (Peace, Justice, and Strong Institutions): The establishment of oversight mechanisms enhances institutional transparency and accountability.

Stakeholder Perspectives

• Supporters: Advocates like Sherry Sylvester from the Texas Public Policy Foundation argue that SB 37 returns governance to business leaders and job creators, aligning education with real-world skills and workforce demands.
• Critics: Some experts, including Joe Cohn of Heterodox Academy, express concerns that the law may undermine academic freedom and institutional independence, potentially threatening open inquiry and diversity of viewpoints.

Conclusion

Senate Bill 37 represents a strategic legislative effort to reform Texas public higher education by emphasizing accountability, workforce relevance, and governance restructuring. The law’s focus aligns with several Sustainable Development Goals, particularly those related to quality education and economic growth. However, ongoing debate highlights the need to balance educational reform with the preservation of academic freedom and institutional autonomy.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses reforms in higher education curriculum, governance, and accountability, directly relating to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.
2. SDG 16: Peace, Justice, and Strong Institutions
   • The creation of oversight mechanisms such as curriculum review committees and an ombudsman’s office to monitor compliance relates to building effective, accountable, and inclusive institutions.
3. SDG 8: Decent Work and Economic Growth
   • Aligning core curriculum with workforce needs and focusing on preparing students for professional life connects to promoting sustained, inclusive economic growth and productive employment.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.7: By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for sustainable lifestyles, human rights, gender equality, and global citizenship.
2. SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • Target 16.10: Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities.

3. Indicators Mentioned or Implied to Measure Progress

1. Curriculum Review Frequency
   • Indicator: Number or percentage of public higher education institutions conducting curriculum reviews at least once every five years.
2. Alignment of Curriculum with Workforce Needs
   • Indicator: Proportion of courses or programs aligned with current workforce demands and employment trends.
3. Accountability and Governance Structures
   • Indicator: Establishment and functioning of curriculum review committees and ombudsman offices to monitor compliance and ideological bias.
   • Indicator: Changes in faculty governance structures, such as faculty senate size and appointment procedures.
4. Program Enrollment and Consolidation
   • Indicator: Number of minors and certificate programs reviewed and consolidated or eliminated based on enrollment data.
5. Student Outcomes
   • Implied Indicator: Graduation rates with degrees considered to have workforce value rather than degrees rooted in activism or political indoctrination.

4. Table: SDGs, Targets and Indicators

Source: thecollegefix.com