Middle‐Up Relations in Basic Education in Mexico City: A Challenging Opportunity

Abstract

From 1992 to 2013, the education authorities in Mexico implemented four reforms to transform basic education and enable students to face the challenges of the 21st century. The rhetoric underscored the role of middle managers as agents of change, yet little research was conducted regarding their involvement and participation in the development of the reform implementation strategies. This article summarizes empirical research with top operational and middle managers, carried out through interviews. One finding is that, despite the discourse in favor of transformation and democratization of the basic education system, the approach continued to be paternalistic and top‐down, prescribing changes that were theoretically perfect but in practice difficult to implement due to the heavy bureaucracy. Another finding is that the huge potential of middle managers, coupled with their accumulated knowledge and insight acquired working as teachers and principals, has not been tapped into fully. Still another finding is the sustained energy and motivation of managers, whose commitment is a crucial factor in the reforms. The elements for successful middle‐up relations are present; what is required is a strong political will for a real paradigm change toward joint crafting of implementation strategies to achieve together the goals and objectives of the reforms.