Growing problems of legitimation of public education

Schulentwicklung kontrovers

This paper proceeds from the assumption that ‚Schulleitung‘[1] and ‚Teilautonomie‘[2] are seen as desirable concepts emanating from the economic discourse and the shortness of financial means in the nineties of the 20^th century in Switzerland. Pedagogical postulates towards the educational system played a subordinate role in the endeavour for reform. By the way of ten theses questions will be discussed and answered concerning: The definition of terms in this debate (1), the historical implications of development in the educational system (2), the adoption of steering mechanisms from other educational systems (3), the growing problems of legitimation of public education (4), the assessment of the projects by means of external evaluation (5), the question of viable alternatives to public/governmental control of education (6), the quality of the debate with regard to the system parameters (7), reforms promising success with regard to the contents for the school of tomorrow (8), the efficiency of the educational process (9), and the resources for school administration as well as the problems of staff development in schools (10).

The analysis of the current situation leads to the conclusion that the call for improvement in the quality of school education and tuition can give no adequate answers to the latent problem of legitimation. The strongest roots of this problem lie in postulates of financial policies, which were one reason that the reforms with regard to content, that were initially aimed at, were never thoroughly discussed. Instead the discussion focused on questions of system at an early stage already. The system reacted with resistance which can be explained in terms of class politics, but also in terms of contents, with regard to profession. In this manner the discussion became a debate of wishes factoring out the system parameters of direct democracy, partly on purpose and partly from deficits in project management. Meanwhile this debate is threatening to fail in many places. Reasons for this lie in the adaptation of foreign management models coming into existence in specific contexts, in which they may have been successful. The empirical findings related to these projects were not received or only at a very late state. In the knowledge that only a free choice of school and the laws of the markets would be conditions promising success, set pieces of the models were combined with models in New Public Management (NPM) – theory and propagated for Swiss schools. The innovations signing for the Helvetic neologism of ‘Teilautonomie’ produced more and more of their own empirical data that occasionally brought forth some critically questioning results. These results find their way into the political debate on educational issues only insufficiently.

This study does not question the fact that the investment of means in schools must be legitimated even more clearly through publicly effective proof of performance. In the same way there is a need to establish administrative support of schools (budget, staff development, real estate) or to professionalise it. By setting up a ‘Schulleitung’, who has to face these challenges and countless responsibilities concerning contents and pedagogical questions additionally, the wrong direction has been chosen for elementary education. Firstly, the institution ‘Schulleitung’ tips over the finely balanced system of the supervisory school authorities, whereas at the same time a long-term improvement of even one component of school can not be expected under the existing circumstances. Secondly, public discourse concerning necessary reforms and questions with regard to the knowledge our future society will need, is still avoided. Thirdly and above all, a pedagogical ‘Schulleitung’ diminishes the requirements and expectations to qualitatively improve the professionalism of the teacher and the efficiency of the educational process.

This paper ends with recommendations to focus the inquisitive perspective towards the development of the system of school education on the contents and to translate into action now the insights that have been gained with regard to necessary publicity work and efficient administration. Alternative models of staff development in schools are proposed.

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[1] As in Switzerland no eqivalent to the office to the hadmaster exists in elementary schools, 'Schulleitung' can neither be translated with the term 'hadmaster' nor 'hadteacher'.

[2] "partial autonomy"