Unhealthy Politics Drives Misalignments 10
Unhealthy politics drives misalignments 10 Politics can intensify misalignments in education systems, when the vested interests of stakeholders divert systems away from learning. This can happen at various stages, from setting policy goals to designing, implementing, evaluating, and sustaining reforms. Even when many individual actors are committed to learning, a system can remain stuck in a low-learning trap. Education systems are complex. Aligning an educa- even when there is consensus on technical design, tion system’s goals, financing, and incentives with students may not benefit. For example, in 1996–97 student learning is difficult for technical reasons. But the superintendent of New York City’s District there are also political reasons systems do not prior- 29 rigged a $6 million contract, awarding it to a itize student learning. Political impetus to fix mis- computer company affiliated with a politically con- alignments can help achieve important educational nected property developer. In return, the company objectives—as it has in Chile, England, and India (see gave the superintendent expensive gifts, while chapter 11)—but unhealthy politics can make things delivering archaic or nonfunctioning computers worse. Too often, education interventions, whether to students. Teachers had been counting on decent big reforms or day-to-day implementation steps, are computers to help their students in math; without compromised because powerful individuals or groups the computers, the students lost out.2 can make others act in ways that serve private inter- • In 2009 Mexico’s federal government introduced ests rather than the collective good.1 Powerful actors a plan for competitive recruitment of teachers, frequently benefit from the status quo and devise whereby all candidates were required to take a test mechanisms to preserve it, regardless of the impact covering content knowledge, pedagogical mastery, on system performance.
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