‘It is rarely taken into account that forcing a general expansion of education also means levelling. And if something is extended in a general and obligatory way, then it will be quantitative rather than qualitative. If we imagine all of this in a school system that is universally compulsory for everyone, then according to today’s well-known hierarchization of knowledge, only knowledge that can be (easily) validated in the so-called ‘labour market’ will be truly appreciated.’