Marketizing education: a microanalytic account

Figures & data

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Transcription Key:
[…] = omitted by authors ((non-verbal activity))	italics = spoken verbatim in English (the rest was translated from Hebrew by the author)	[author comments/explanations] // = abrupt cut-off or interruption

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246	Eric:	Take an organization like LEGO […] or Toyota, who have a Kaizen culture of continuous improvement, and they look way beyond the decimal point. Now, not everything can be measured. But the number of LEGO blocks that are returned is something you can measure, and they try to improve that all the time.
247	Dan:	So let me ask that differently, when it’s plastic LEGO blocks it’s much easier in my opinion to define the parameter by which to determine your view. Education is messier//
248	Eric:	//I will tell you – this is my opinion as Eric not as the group moderator. The Ministry of Education’s mindset prevents all of you from moving forward along a path where you ask what you can measure. If the approach was different and they said ‘guys, whoever doesn’t measure won’t receive a budget,’ you would do things//
249	Itai:	//No no you’re wrong because there were periods with education ministers who prioritized measurement over all else […] it didn’t solve//
250	Eric:	//I’m not saying it’s a solution, I’m saying that for example the fact that there are no systems for oversight//
251	Itai:	//The Ministry of Education measures loads of things you’re wrong …

Figure 1. The Business Model Canvas.

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305	Eric:	So our goal, of course you can attack me if you disagree, is to go and create some sort of product. The purpose of these canvases is to help you manage your discourse, so it is easier for you to find the relevant product. Ok until here?
306	Liat:	Yes but I, I, ((hesitates)) forgive me if I am going to be like that [i.e. irritating] for a minute but can we talk for a moment about what it is that we consider a product?
307	Eric:	((Leans back, vacating the moderator position))

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311

Liat:

… Look, from my perspective the [conceptual] mapping [of approaches to teacher inquiry] itself is a product, ok? So what level of product [do you mean]? …

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321	Liat:	So is it ok to write several products [on each canvas]? ((motions towards the canvases))
322	Michal:	I think several products here are necessary.
323	Eric:	((gestures ‘I have no idea’ with his shoulders)) I am focused on results that are ((hesitates)) like Itai said – that you can give to someone; that someone can sense; that have value. Not a discussion. Not a discussion.

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401	Shani:	Ok, so we debated a lot between several ideas. In the end we decided to focus on a tool for mapping obstacles and problems [that arise amid teacher inquiry]
402		Umm we thought that our main target audience would be leaders of communities of teachers, facilitators for community leaders, school principals, units at the INBAR institute maybe, and researchers studying the field or who want to study it.

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423	Shani:	[…] So basically, we deliberated what the added value of this tool would be.
424		Then we said, one, this story of being able to contribute to the efficacy of existing programs by diagnosing the obstacles preventing them from moving forward […]
428		Ok our main partners, our main partners, actually we thought about working with [names two units from INBAR]. Like, we’re thinking about it as bodies that belong to the institute that will be easy to work with, and as people who deal very much with-, and have expertise in-, teacher inquiry […]
431	Itai:	((looks at Liat)) The point is that it will serve you, meaning that you will be the customer of this thing. Tell us if you can use this thing […]