Defining a system

The Definition for the system is an interesting issue. A poorly defined system can prevent success, and assure endless hours of entertainment. The example that pops into my mind is that of customs: I once had to release a table from customs. I went to the offices and started filling forms, using translation books for item types and classifications - none of which matched the particular type of table exactly - standing in one line to get a form, standing in a new line to get it stamped, and in a third line to get it stapled. It took me two work-days to release a single $200 item. The staff were extremely helpful, and tried to help as much as they could, but the release-from-customs system was defined so poorly that they could not help much. Many government "services" suffer from such extremely inadequate definitions. Education services are not an exception.

There are many aspects to the definition of a system or a job. We can concentrate - as an example - on the definition of a teacher's work schedule and a few related issues, as it is implicitly defined in the Israeli education system:

Facts:

1. Short work hours: Teachers don't work during the summer vacation and during the many other school vacations. Also, the standard workday is short
2. Captivity: Teachers can't take a vacation whenever they want - almost only during school vacation
3. Low pay: Teachers are paid so poorly, that it bis standard for them to get state benefits designed for the underpaid
4. Mooching: Teachers are often expected to work after-hours without pay. Also, schools get such a limited allowance for office services, that it often runs out and teachers are expected to use their home equipment, such as a computer printer, without pay
5. Tenure: Teachers have tenure

Each of these definitions can be justified one way or another. For the fun of it, I will list a few such justifications:

1. Short work hours: The kids are out of school, so there is no work for teachers
2. Captivity: The teachers have enough vacation time, and adapting to vacations during schooldays is a planning nightmare
3. Low pay: There are many teachers in the system, not much money to pay them high salaries, and it works
4. Mooching: No money, and the bums work short days and a short year anyway
5. Tenure: Workers rights

Some of the above justifications are supposed to balance each other. 1 and 2 balance each other. 1 and 3 balance each other, etc. But any number of wrongs doesn't usually make a right. The supposed balance between 1 and 2 is especially amazing to me: Give a wildly excessive right, and take away a basic right.

Let's go for some mild rage now:

1. Short work hours: Why on earth should a teacher work less hours than me?
2. Captivity: What did teachers do wrong to lose their freedom?
3. Low pay: Isn't teaching a real job? Doesn't it have value?
4. Mooching: Come ON! Yuck!
5. Tenure: How come the teacher owns the job? I don't own mine - I need to be good at what I am doing in order to remain there

The real effects in terms of the way the profession is being viewed - not for the faint hearted:

1. Short work hours: Teaching is a pastime for young mothers
2. Captivity: Teaching is for those who don't expect to control their life
3. Low pay: Teaching is for those who can't get a real job
4. Mooching: Teaching is for those who don't expect to control their life
5. Tenure: Teaching is a good place to hide. Headless nails

You may notice that nowhere there is a need for accountability, competence or enthusiasm. Teachers who do bring these qualities into their work-life, do it at their own peril, and in spite of the system - not because of it.

What if we made a few changes?

1. Standard work hours: A teacher's job is for a full day for the whole year. When there aren't students in school, the teacher can study, teach other teachers, help students with difficulties, plan. Effects: Teaching is a real job
2. No captivity: Teachers can take a vacation just like any other profession, with due notice given to the school, so the school can adjust. Effect: Teachers are people, too
3. Standard wage: Pay teachers a living wage. Effect: Enthusiastic potential teachers are more likely to become teachers. Easier path to self-respect
4. No mooching: No need, thanks to 1. Standard work hours. Effect: Some self-respect
5. No tenure: Teaching is an important position. Only those who are good at it may be there. Effect: Respect

... Or not ...

The example above is oversimplified and naive, but it gives an idea of the situation. There are many more details on the same level as the five facts (claims?) listed here. There are many more levels of definition, such as system goals, personal goals for teachers, feedback mechanisms, etc. I suspect there are many levels of definition where we are not aware that we have a choice and we make arbitrary implicit decisions. For most parents, even the decision of "to which school should we send the kids?" is such an arbitrary decision, made without any consideration.

Seems like a good basis for a lifetime of philosophical musings. While we are doing that, we can look into different working definitions of existing education systems. Check how well they are doing. Start applying them, adapting them, re-checking. After a while, we will have a Research Based System Definition.