04 Mar 2020

QUALITY IN EDUCATION

A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being. Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development.  A quality education is one that focuses on the whole child—the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socioeconomic status, or geographic location. It’s training the child for adulthood, not just checking. Access to education is important but gaining basic knowledge and skills in the classroom is just as important in reality. Many kids around the world, despite having attended school for many years, can not learn. Good quality education is a requirement for human growth and learning.

Quality education offers services and guides policies to ensure that every child enters the school in a healthy way and learns about and follows a healthy lifestyle; learns in an atmosphere that is physically and emotionally secure for both children and adults; is actively engaged in learning and is linked to schools and the broader community; has access to customized learning and is assisted by professional teachers; A quality education offers the results required for stability for individuals, communities and societies. It enables schools to collaborate and completely integrate with their communities, and to access a variety of resources across sectors designed to support their students educational growth. Three main pillars promote a quality education: providing access to qualified teachers; making use of high-quality learning resources and professional development; and creating secure and inclusive qualified learning environments.

We have to make sure a quality education is just that-an education that pedagogically and developmentally serves every child. An education which is inclusive and designed to realize each child’s potential regardless of their location or economic status. Don’t let the terms change their meaning— we need a better education for all. Performance defines how much and how much children are learning, and to what degree their education translates into a variety of economic, social and developmental benefits. It is the process of teaching and learning that brings the program to life that decides what is happening in the classroom, and thus the consistency of the learning outcomes.
Six policy issues which affect teaching and learning directly:

1. Goals important. Policy dialog must achieve an acceptable balanced set of goals explaining what learners will know and why; improving cognitive, artistic and social skills and values; upholding human rights, climate, peace and harmony, and cultural diversity. These put the spotlight on citizenship, democracy and human rights.

2. Topic balance-how the subjects are described, how many are taught and how much time each is allocated.

3. Effective Time Usage. Positive associations are reported at both primary and secondary levels between the time of instruction and the student achievement. Around 850 and 1,000 productive hours of schooling (not necessarily official hours) per annum are widely accepted as a benchmark.

4. Pedagogic approaches to understanding more. There needs to be active pedagogy focused on youth, cooperative learning and the development of critical thinking and problem-solving skills.

5. Regulation on Language. Instructional language is a policy choice which affects curriculum, content and pedagogy. We need to strike a balance between allowing people to use local languages to learn and ensuring they have access to global languages.

6. Appraisal Education. A key to enhancing the learning achievement is routine, accurate, timely assessment. The aims are to provide input to the learners and develop their learning and teaching practices. Formative assessment is important as a supplement to formal exams.

Focus mostly on critical awareness and affective abilities that can not be easily measured by written research. The new reform offers space for teaching to emphasize, in addition to recall and basic comprehension, the application of knowledge, interpretation, synthesis and evaluation. This also provides opportunities for activities and learning experiences in which pupils build personal and social skills and attitudes as they engage by communicating, debating, behaving respectfully, using various modes of communication and embracing diversity. With the independence from the restrictions of high-stakes tests, teachers will expand the use of cross-curricular courses, Problem-solving and thematic exercises that enable students to explore the combination of various knowledge areas. The law is aimed at making teaching and learning activities more engaging, enjoyable and meaningful. Extending mixed skill grouping to Years 5 and 6 poses new challenges for teachers, especially those used to teach rigidly structured classes. Such issues need to be understood and resolved by offering more instruction for teachers and probably supportive resources to help them cope with the new challenges. Education support assistants are also necessary to support pupils in every class who need special support; however, it is important to distribute this tool more equally and efficiently. We also acknowledge that additional medical assistance may be required in other situations. College administrators and school heads have a vital role to play in introducing the law. Their driving force is important, and awareness of their need for support.

In conclusion, a system that focuses on quality education helps children to develop and grow in school environments that are positive and at the same time challenging, that nurtures them to become confident, have a good self-esteem and a willingness to move forward while at the same time feeling a sense of obligation towards others in their community. We hope that all our schools should be places where children of various abilities come together to create, learn and grow.

 

MP Husain Jusuf.

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