1. THE 12TH SOUTHERN AFRICA ASSOCIATION FOR EDUCATIONAL ASSESSMENT (SAAEA)
PANEL DISCUSION: POLITICAL INTERFERENCE IN POLICY DEVELOPMENT AND EFFECT ON THE EDUCATION SYSTEM
Serara Moahi

2. Complaints from Senior Officials in Education
“The rush to change things quickly enough to get results between elections, and to minimise the chances of the plug being pulled by a successor, added to the fact that partisan policies arise out of conviction and ideology rather than the accumulation of evidence, means that changes are often introduced without piloting or evaluation”. Standard (2015).

3. Teachers Complaints
constant change in education, led by ministers who are motivated by political dogma and personal preferences
Political interference very destabilizing and demotivating.
Too much change without evidence of the benefit the change will bring.
The Guardian (UK) (Teacher’s Network) Monday 3 October, 2011
Transformation the education system must be done without political interference if the process is to be successful.
Minster of Education Jamaica, Ronald Thwaites, July

4. Development Hypothesis
The link between education and development is strong and powerful (Akindutire, Isaac Olusola Ayodele, J. B. Osiki, P. and Ado Ekiti).
Education is seen as a driver for broad-based development and that it is transformational for both individuals and societies (USAID, 2011).

5. Factors that influence the development of education policy
technology, political, historical, socio-cultural context, economic aspects, political and current forces of globalization (Mackatiani, Imbovah, Imbova and Gakungai, 2016).

6. Political context and culture
In education systems that are supported by central governments as is the case in most developing countries, there is likelihood of significant elements of the education policy becoming embedded in political party manifestos and strategies.
When this is the case, policy implementation programmes become disconnected and are perceived as discrete elements, instead of contributory streams that are very much dependent on other elements in the system to make an impact in changing the system as a whole.

7. Botswana’s Revised National Policy on Education (RNPE) “There are many a slip twix cup and lip”
The promise of ACCESS to basic education for all
What drives the implementation of this recommendation- Political motivation vs. educational motivation– schools have been built in places where occupation rates are a very low.
Botswana is celebrating achievement of 100% achievement of access to 10 years basic education.
ACCESS is equated to a place in a classroom- NATIONAL OUTCRY OF POOR QUALITY IN EDUCATION
Educational consideration might have considered ACCESS AS INCLUSIVE OF OPPORTUNITY TO LEARN

8. Key school level ingredients for learning to occur
prepared learners
effective teaching
learning focused inputs and skilled management and governance that pulls them all together
World Bank “Learning to Realise Education’s Promise” (2018).
This ingredients are not considered where reforms are driven by political motivation

9. Reforms that are driven by political consideration
Selection of initiatives and allocation of resources – competing priorities,
Politicians are under constant pressure to deliver services and developments in their constituencies.
Faced with pressure from a constituency and national interest, the short term impact of a new school building in the constituency is likely to win over an initiative that would focus on resourcing all schools or capacitating school managers to implement a new strategy and initiatives in their schools.

10. These examples of political interference in Education Policy development and its impact on the education systems at large fit a traditionalistic political

11. Traditionalist Political Cultures
Charecterised by :
Dominant values driving policy i.e. efficiency and choice rather than quality and equity
Emphasis on the leading role of financiers/sponsors of education in shaping public decisions; usually government is fused with the financiers/sponsors, strengthening their voice and influence while limiting citizen participation
A tendency to distrust bureaucracy, labour unions and professional authority and concerns
Demands for accountability at school level- school effectiveness movement
Government is viewed as a means of maintaining the existing order/status rather as a market or commonwealth
Smith et al (1998)

12. What are the solutions available to us as education practioners?
Could we borrow from the Keynote Speaker this morning and focus on alignment of curriculum, pedagogy and assessment?
Can we use this as a basis for wresting the control of education policy development and the reform of our education systems from politicians?