what's pushing this is the management class's absolute loathing of skilled individuals. they demand that every worker be a replacable component and they simply don't care that that means loss of productivity through loss of experience, skill, and talent.
they have this attitude towards workers in education and every other industry - whether for-profit or not-for-profit. it's what they're taught, and it's what they believe.
I can't speak for K12, but I taught post-secondary (tech school/community college as well as university level) for several years. I'm finally out now because of crap like this.
The tech schools / community colleges are already doing this plan. When I taught classes there, I was given a book and a curriculum and said "teach this, exactly in this way". Very cookie cutter, and since everyone was an adjunct, if you didn't follow the rules in how you governed your class, suddenly there weren't enough classes for you next semester. I absolutely loathed it because there was no room for customization or anything. Follow this path, make sure to give them this specific set of homework questions and tests on this subject, and that's it. Oh yeah, HR told us we have to pay lip service to "academic freedom", you're allowed to teach what you want, but only AFTER you cover the curriculum and give the assignments.
The universities were a little better, in that I did get a little more freedom on how I conducted the class. But it's still a bit of a cookie cutter curriculum, partially because of the reliance on adjuncts (part-timers). You still don't get a say in what textbook is used and what the course description is (I could customize the syllabus, but it needed to say certain boiler plate stuff about the class), and that unfortunately sets low expectations on the students.
So I fear the author's prediction may be pretty correctly. I think education will devolve into a bunch of part-time adjuncts following a "script" from a curriculum established by some far off group of education Ph.D.s, not actual content masters (sure, child psychology plays a factor, but only after you know what is important to a field and can decide what should be covered in the first place).
By the way, a number of years ago I applied to a consulting company looking for people in education. I was a young adjunct, needed extra money, so I thought sure, if I can find an extra part time job, I'd appreciate the money to pay off loans, etc. The company was pretty sketchy, and it turned out the job entailed writing curricula for K12. It was a loophole in the law -- most states require someone with an education degree to write curricula for the state, meaning very few subject matter experts could. So what they started to do was hire consulting companies from out of state to provide the curricula, who took the money and then hired well educated people on a temp basis (3 month employment usually) to write up a class curriculum, then you were fired. Had I have taken the job, I believe I would have wrote some of the algebra curriculum for the state of Minnesota. But not full time and paid well because it's an important job, but as a part time contractor with no benefits. I didn't do it, and in fact, laughed as I walked out of the interview with how terribly they treat me and pitched the job. But as I did, I saw a row of young to middle aged teachers in suits and dresses waiting to interview, and I realized, of course they don't care if they impressed me, they have a line of adjunct teachers in poverty waiting to do this for some quick extra cash.
So yes, unless we as citizens course correct, education will be low-pay part-timers, because we're already headed that way. And since most people hate living in poverty, the well educated ones will go look for jobs elsewhere, and we will end up with mediocre teachers that hate their low-paying jobs.