The quality of education for both children and teachers depends on a variety of factors. Children need appropriate skills development, gender parity, and school infrastructure. Teachers should be paid appropriately and have access to necessary training. However, many factors contribute to the quality of education in many countries. One in five children are out of school, and 50 percent live in conflict zones. Women are also disproportionately illiterate, accounting for 60 percent of illiterate adults.
Reorganizing schools to improve the quality of teaching and learning in public schools has many benefits. In many cases, schools are less likely to be dominated by teachers, and they can be a more welcoming environment for students. Students can get to know each other better. Many organizing groups focus on improving curriculum and student expectations. Many organizations have focused on improving social justice education by integrating social issues into the curriculum and supporting the adoption of popular curricula like Links to Literacy and Family
However, organizing school reform has its difficulties. While the new principals and teachers may be enthusiastic about community involvement, school staffs aren’t always willing to cooperate. As MOM discovered after the new superintendent took office, school staff members were largely inflexible and unwilling to work with the group. Additionally, organizers often find that they can’t establish strong correlations between their actions and improved student outcomes.
Investing in teacher training
Investing in teacher training helps improve the quality of education for children and teachers alike. The majority of teachers worldwide are poorly trained, with few or no college degrees. This results in low status and poor pay for teachers. In order to improve the quality of education for children, countries should consider increasing their investment in teacher training. However, there are some challenges to improving teacher training. Here are some ways to improve teacher training in developing countries.
Investing in teacher training raises standards. The commission’s follow-up report titled Doing What Matters Most found that states that focused on improving teacher quality during the 1980s saw the largest gains in student achievement. However, these results pale in comparison to other “reform” initiatives that had no investment in front-line educators. In the case of teacher quality investments, the impact on children was profound.
Building trusting relationships with parents
The Early Learning Network is a collaborative research network focused on the early years of school. Studies show that building trusting relationships with parents helps children perform better in school, develop social competencies, and increase emotional well-being. Teachers and parents work together to support children, and they should work together to improve the quality of education for all children. In addition, positive relationships between teachers and parents enhance children’s learning experiences.
Developing trusting relationships with parents is important for both parties. Teachers and parents need each other in order to function well. When there is no mutual respect, efforts to change the situation will not be successful. Lack of trust leads to a feeling of not belonging and divisiveness. The more relationships between teachers and parents, the more student engagement, belonging, and learning. Trust is essential for progress.
Increasing teacher pay
According to recent studies, 18 percent of U.S. teachers held another job outside of their regular teaching duties, ranging from online teaching to retail work. Teachers were also more likely to take second jobs than non-teachers. This suggests that a higher salary could improve teacher morale and help them stay focused in the classroom. Aside from boosting morale, an increase in teacher pay would also increase the number of teachers available to teach children.
Among other things, higher teacher salaries can help recruit and retain better-qualified teachers. More qualified educators are less likely to teach in underprivileged schools. This could have significant implications for student outcomes. Schools in disadvantaged neighborhoods could also consider offering higher salaries to teachers. These findings are supported by research from Professor Jose Maria Cabrera of the University of Montevideo and Dinand Webbink of Erasmus School of Economics, Rotterdam, and the Tinbergen Institute, two organizations that study the effect of higher salaries on teacher quality.