An education bureaucrat, on the other hand, is a person hand-picked to make decisions for a vast number of children.
You have an extremely over-idealistic view of how the education bureaucracy (or any bureaucracy for that matter) works.
For evolutionary reasons, parents have a strong desire to do what’s best for their child, bureaucracies on the other hand have all kinds of motivations (especially perpetuating the bureaucracy).
he is not a total idiot, directly abusive, dead, or missing,
You haven’t dealt with bureaucracy much, have you?
he has a reasonable budget to work with.
There are a lot of failing school systems with large budgets. Throwing money at a broken system doesn’t give you a working system, it gives you a broken system that wastes even more money.
For evolutionary reasons, parents have a strong desire to do what’s best for their child, bureaucracies on the other hand have all kinds of motivations (especially perpetuating the bureaucracy).
Evolution is satisfied if at least some of the children live to breed. There are several possible strategies that parents can follow here; having many children and encouraging promiscuity would satisfy evolutionary reasons and likely do so better than having few children and ensuring that they are properly educated. Evolutionary reasons are insufficient to ensure that what happens is good for the children; evolutionary reasons are satisfied by the presence of grandchildren.
he has a reasonable budget to work with.
There are a lot of failing school systems with large budgets. Throwing money at a broken system doesn’t give you a working system, it gives you a broken system that wastes even more money.
Yes. That means that the problems in those systems are not money; the problems in those systems lie elsewhere, and need to be dealt with separately.
he is not a total idiot, directly abusive, dead, or missing,
You haven’t dealt with bureaucracy much, have you?
...not that much, no. I would kind of expect that, when dealing with someone who will be making decisions that affect vast numbers of children, people will make some effort to consider the long-term effects of such choices. (I realise that, in some cases, this will involve words like ‘indoctrination’; there can be a dark side to long-term planning).
This may be over-idealistic on my part. The way I see it, though, it is not the bureaucrat’s job to be better at making decisions for children than the best parent, or even than the average parent. It is the bureaucrat’s job to create a floor; to ensure that no child is treated worse than a certain level.
The way I see it, though, it is not the bureaucrat’s job to be better at making decisions for children than the best parent, or even than the average parent. It is the bureaucrat’s job to create a floor; to ensure that no child is treated worse than a certain level.
It doesn’t (and can’t) work this way in practice. In practice what happens is that there is a disagreement between the bureaucracy and the parents. In that case whose views should prevail? If you answer “the bureaucracy’s” your floor is now also a ceiling, if you answer “the parents’ ” you’ve just gutted your floor. If you want to answer “the parents’ if their average or better and the bureaucracy’s otherwise” then the question becomes whose job is it to make that judgement, and we’re back to the previous two cases.
I would kind of expect that, when dealing with someone who will be making decisions that affect vast numbers of children, people will make some effort to consider the long-term effects of such choices.
I am not sure why exactly it does not work this way, but as a matter of fact, it does not. Specifically I am thinking about department of education in Slovakia. As far as I know, it works approximately like this: There are two kinds of people there; elected and unelected.
The elected people (not sure if only the minister, or more people) only care about short-term impression on their voters. They usually promise to “reform the school system” without being more specific, which is always popular, because everyone knows the system is horrible. There is no system behind the changes, it is usually a random drift of “we need one less hour of math, and one more hour of English, because languages are important” and “we need one less hour of English and one more hour of math, because former students can’t do any useful stuff”; plus some new paperwork for teachers.
The unelected people don’t give a shit about anything. They just sit there, take their money, and expect to sit there for the next decades. They have zero experience with teaching, and they don’t care. They just invent more paperwork for teachers, because then the existing paperwork explains why their jobs are necessary (someone must collect all the data, retype it to Excel, and create reports). The minister usually has no time or does not care enough to understand their work, optimize it, and fire those who are not needed. It is very easy for a bureaucrat to create a work for themselves, because paperwork recursively creates more paperwork. These people are not elected, so they don’t fear the votes; and the minister is dependent on their cooperation, so they don’t fear the minister.
You have an extremely over-idealistic view of how the education bureaucracy (or any bureaucracy for that matter) works.
For evolutionary reasons, parents have a strong desire to do what’s best for their child, bureaucracies on the other hand have all kinds of motivations (especially perpetuating the bureaucracy).
You haven’t dealt with bureaucracy much, have you?
There are a lot of failing school systems with large budgets. Throwing money at a broken system doesn’t give you a working system, it gives you a broken system that wastes even more money.
Evolution is satisfied if at least some of the children live to breed. There are several possible strategies that parents can follow here; having many children and encouraging promiscuity would satisfy evolutionary reasons and likely do so better than having few children and ensuring that they are properly educated. Evolutionary reasons are insufficient to ensure that what happens is good for the children; evolutionary reasons are satisfied by the presence of grandchildren.
Yes. That means that the problems in those systems are not money; the problems in those systems lie elsewhere, and need to be dealt with separately.
...not that much, no. I would kind of expect that, when dealing with someone who will be making decisions that affect vast numbers of children, people will make some effort to consider the long-term effects of such choices. (I realise that, in some cases, this will involve words like ‘indoctrination’; there can be a dark side to long-term planning).
This may be over-idealistic on my part. The way I see it, though, it is not the bureaucrat’s job to be better at making decisions for children than the best parent, or even than the average parent. It is the bureaucrat’s job to create a floor; to ensure that no child is treated worse than a certain level.
It doesn’t (and can’t) work this way in practice. In practice what happens is that there is a disagreement between the bureaucracy and the parents. In that case whose views should prevail? If you answer “the bureaucracy’s” your floor is now also a ceiling, if you answer “the parents’ ” you’ve just gutted your floor. If you want to answer “the parents’ if their average or better and the bureaucracy’s otherwise” then the question becomes whose job is it to make that judgement, and we’re back to the previous two cases.
I am not sure why exactly it does not work this way, but as a matter of fact, it does not. Specifically I am thinking about department of education in Slovakia. As far as I know, it works approximately like this: There are two kinds of people there; elected and unelected.
The elected people (not sure if only the minister, or more people) only care about short-term impression on their voters. They usually promise to “reform the school system” without being more specific, which is always popular, because everyone knows the system is horrible. There is no system behind the changes, it is usually a random drift of “we need one less hour of math, and one more hour of English, because languages are important” and “we need one less hour of English and one more hour of math, because former students can’t do any useful stuff”; plus some new paperwork for teachers.
The unelected people don’t give a shit about anything. They just sit there, take their money, and expect to sit there for the next decades. They have zero experience with teaching, and they don’t care. They just invent more paperwork for teachers, because then the existing paperwork explains why their jobs are necessary (someone must collect all the data, retype it to Excel, and create reports). The minister usually has no time or does not care enough to understand their work, optimize it, and fire those who are not needed. It is very easy for a bureaucrat to create a work for themselves, because paperwork recursively creates more paperwork. These people are not elected, so they don’t fear the votes; and the minister is dependent on their cooperation, so they don’t fear the minister.