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 groups are registered in school in the first place, will you get more truancy)? Is it an increase in more pupils being truant, or the same number of truancy pupils being truant for longer? (e.g. one study found that 7% of pupils account for one third of all truancy numbers [Metro 2008]).

This is not to suggest that truancy isn’t a serious issue, but it is an example of how making sweeping statements about an entire school system may miss targeting the actual problem groups, which could be more effective. It is also worth noting that truancy or problems at school are often the result of wider societal problems, such as drugs, gun crime, poverty, family breakdown, etc. Isolating school in this mix really does miss the point.

Which brings us to funding, which is the most common candidate for stating that education is ­broken – ­that it is financially unsustainable. Spending on education has been increasing, while the return graduates receive in terms of increased salary has been diminishing. In short, higher education is no longer a good return on investment from a purely monetary perspective. Of course, this argument only applies where student fees are paid by the student (such as in the US and UK); other countries, such as Germany, provide free access to higher education. The blame for these rising costs are usually placed at the doors of universities, but in essence they are simply responding to market demands. If students (or their parents) want better facilities such as gyms, cafes and residencies then in order to compete, they have to provide these. In proposing MOOCs as the solution to these funding problems, most commentators fail to appreciate the demands that would be placed on MOOCs if they moved from a secondary, supplementary position in education to a central, primary one.

For instance, when Shirky (2012) promotes MOOCs as the equivalent of MP3 or YouTube, he underestimates the demands