Student engagement has concentrated mainly and historically on growing performance, beneficial behaviors, and a sense of belonging in learners in order to stay in college. Schooling that does not result in learning is not just an opportunity that has been missed— it is a huge injustice. The kids that society most fails are those most in need of a healthy education in order to succeed in life.
A country has three fronts to take action.
• First, evaluate learning in order to make it a severe objective. Countries need to set up a variety of well-designed student evaluations to assist educators guide learners, enhance management of the scheme, and concentrate the attention of society on learning. These actions can highlight concealed exclusions, inform policy decisions, and monitor progress.
• Second, prove that colleges function for all students. Countries should begin by focusing on fields with the greatest gaps between what is happening in practice and what proof indicates that teaching works. These three main regions are the best location to begin: ready learners; qualified and motivated educators; teaching and learning-focused inputs and leadership.
• Third, align actors to make the entire learning system job. Even classroom innovation based on evidence can have little effect if technical and political considerations at the system level avoid a focus on teaching. Countries can escape low-learning traps by deploying data and metrics to make learning politically meaningful; building coalitions to shift political incentives toward learning for all; and using creative and adaptive methods to find out which approaches work best in context.
The payoff is education that provides: it encourages jobs, income, health, and poverty reduction for people; and it drives long-term economic growth for communities, encourages innovation, strengthens institutions, and fosters social cohesion. But these advantages are mainly learning-related. Mounting proof demonstrates that the abilities that have been obtained are what equips people for job and life, and that it is through learning and abilities that education stimulates development. Countries have already begun by bringing so many young individuals into college; now is the time to fulfill the promise of education by speeding up learning for all.
One way of defining student engagement may be to see how it is measured. Historically, if learners are actively involved in learning, a number of popular measures have been used to define it. These measures concentrated primarily on quantitative information such as attendance, standardized test scores, and rates of truancy or graduation. Most of these measures monitor achievement rates (such as elevated results, complete participation for the year) but not levels of student engagement in teaching (interest, time on assignment, learning pleasure).
Educators must continue to try to comprehend and implement particular, well-considered, if not agreed, policies that promote student engagement in both the classroom and beyond.
It is evident that learners live in a globe that involves them differently from the globe encountered by their parents. It goes without stating that learners react to this globe and have changed in reaction to their commitment within a technology-rich culture over the past twenty years and changes in education. How schools respond is critical to the achievement of students. A big issue may be that learners leave college in the “Knowledge Society” where they will reside and lead, unable or unprepared for a productive and healthy life. If we do not alter our educational, curriculum and evaluation policies, we will fail our learners and jeopardize our own future