Who wouldn't want to let more kids learn?
“Oh, by the way, I have the solution to your problem of low learning levels, or at least part of the solution. Look, we’ve got this powerful evidence that this works to improve leading outcomes by putting these volunteer tutors and pulling their low learning kids out.”
The response of the secretary of education was, “What do you think my job is? Why do you think that this is a solution to a problem I have? Look around my office. See these piles and piles of files that keep me busy 60 hours a week and not one of these files is about a child not learning. I’m under no pressure about that problem. If I try and transfer a teacher, I’ve got a court case on my hand. If I try and close a school, I got a court case on my hand. My job is to administer the existing education policy such that there’s policy compliance. Super kudos to you for this cute little study you’ve done. It has nothing to do with my job as secretary of education.”
Source: Mercatus Ideas of India Podcast
I suspect a lot of public servants in the US will read that and think “My job is not quite as bad as that but it sure feels that way a lot.” The people I know maintain enough connection to the actual mission to avoid such a meltdown (though I find the secretary’s frankness refreshing.) But both these stories help explain a conundrum that many who care about effective government (or, shall we say, state capacity) struggle to explain: the contradiction between the dedication, smarts, and creativity of most public servants and the sometimes terrible outcomes they are associated with... if [government's] job is to meet challenges we face (national security, climate change, an effective safety net, etc.), we are at risk of falling dangerously short. The problem isn’t that public servants are doing a bad job, it’s that they’re doing a great job — at the wrong jobs.
The (unnamed in this context) Indian Secretary of Education seems to agree: “My job is to administer the existing education policy such that there’s policy compliance.” I highly doubt that’s the job he thought he was getting, or the job he wanted to do. Berr is on the same general theme when he says that what transportation engineers learn on the job is “how to operate in the industry effectively as it has been currently set up.” Note his use of the word effectively. Effective towards what? Not towards reducing traffic deaths or congestion levels. “All the experience in the world of copying and pasting a standard invented fifty years ago is useless when the problems that the standard was invented to resolve have changed,” he says. “Understanding this sheds a lot of light as to why 40,000 people are still dying on our roads every year and why your local city insists on laying down sharrows [which are known to be ineffective and often dangerous] in their latest round of “safety improvements.” Quite frankly, it’s because we have no idea what we are doing.”
