The politicization of education
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who complain about disruptive political party involvement in education, however, highlight the misuse of power by majority parties in making appointments to education decision-making positions, and in some cases, the deliberate co-opting of education processes to further their party political agendas. Some high school students in the Kosovo education system state, “Managing structures are influenced by politics. To improve education, the influence of politics over municipal education directorates must be reduced.” Students in Gracanica, in a Republic of Serbia system area, assert, “Political parties have influence in schools. Directors and professors are employed based on their political party, not based on their knowledge… The practice of choosing school staff based on their political party affiliation must be ended.”
Impact of politics on learning processes in Georgia About half of Georgia youth surveyed believes that politics has to some extent impeded the education process, as shown in Figure 73. Youth with tertiary education particularly feel this, in line with the stronger opinions and criticisms they tend to express about other areas of education quality in Georgia. Youth in focus groups repeatedly describe politicization of education today as involving systemic instability brought on by strong central and, at times seemingly capricious, control of the education system. “Education suffers from an unstable system, where ministers are changed suddenly and reforms are pushed through rapidly,” says one participant in Tbilisi. “Education ministers can’t make any decisions without the president.” While this study was implemented, the education minister was suddenly sacked, and many other education professionals summarily lost their jobs, creating a sense of uncertainty regarding the progress and future of education reform and the degree to which dissent, debate and diversity of political affiliation are permissible. Students at Telavi State University in Kakheti say, “Ministers should not be changed without reason, and one solid, reliable person is needed who is interested in the education system.” Many students at Telavi State University say they have “no trust whatsoever in the Ministry of Education and believe that decision-makers are unqualified. The influence of politics is most clearly seen in the behaviour of school principals and university deans. Whatever party comes to power, the principal becomes its follower, or is changed immediately.” Some students also experience nepotism, or the “institution of acquaintances,” as disruptive political involvement in education. One university student in Tbilisi explains that in order to get a job after university, not only do you need help from acquaintances, “You must also be a member of the National Movement,” the political party in control of the Georgian Government. Figure 73. Does politics impede the education process in Georgia? Percentages of youth agreement (by all)
Georgia 10.2%
28% Yes Sometimes No Not sure
36%
25.7%
Demand for Education Innovation: Adolescent and youth perspectives on education quality in the CEECIS Region
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