Quality is at the core of education. It determines what students learn, how well they learn and what benefits they draw from their education. These issues have pushed the countries to have on their agenda the mission to ensure students’ optimum learning outcomes that help them play a positive role in creating a civil society. While it is difficult to define the quality of education operationally due to its complex nature, it is believed that it may be viewed in terms of the quality of various components of input, process and out-put dimensions. Some of these components may be: need-based curriculum, appropriate physical facilities, use of modern approaches to teaching, scholastic performance of students, professional preparation of teachers, and linking education to life skills and world of work. Higher Education has a great role to play to meet the aspirations of all the sections of society. In order to meet the challenges of the 21st Century, only the knowledge based Education can contribute significantly. Unfortunately scenario of higher education in India does not match with the global Quality standards thereby raising enough justification for an increased assessment of the Quality of the country’s educational institutions. Traditionally, these institutions assumed that Quality could be determined by their internal resources, viz., faculty with an impressive set of degrees and experience detailed at the end of the institute’s admission brochure, number of books and journals in the library, an ultra-modern campus, etc., or by its definable and assessable outputs, viz., efficient use of resources, producing uniquely educated graduates. This view of determining Quality in higher education does not measure the competencies students develop through the courses offered. The competencies are recall, understanding, and problem solving. “Recall” amounts to a competency of gaining knowledge by way of reading, viewing, listening, assimilating, and demonstrating it when required. In nut-shell we can say that the function of Quality Education is at least four-fold:- 1)Preparation of an adult to a role of a good citizen.
2)Development of personality, especially inter-personal skills. 3)Training to fit for an occupation.
4)Conversion to employed from unemployed status of considerable and ever-increasing proportion of the population. In order to achieve these four-fold objectives we have to remove the following barriers which pose a great threat to Quality education in the country. The barriers are as follows:
Teacher competence and institution efficiency
The first important barrier to quality education is the teacher. Success or failure of teaching always revolves around the teacher. Though it’s very difficult to measure the quality of teacher however the efficient is one who has the capacity to transmit the curriculum to student effectively. Teachers’ presence in the classroom represents the starting point. Many teachers face transportation and housing obstacles that hinder them from getting to institution on time and staying until institution hours are over. Many teachers must hold second jobs, which may detract from the time and energy they expend in the classroom. Teachers may miss institution altogether. A study in China, Guinea, India and Mexico found that nearly half the teachers interviewed reported being absent at some point during the previous month (Carron & Chau, 1996), requiring other teachers to compensate for them or leaving students without instruction for the day. Next, when teachers are present, learning occurs when teachers engage students in instructional activities, rather than attending to administrative or other non-instructional processes (Fuller, et al., 1999). As mentioned above, the opportunity to learn and the time on task have been shown in many international studies to be critical for educational quality. Finally, some institutions that have been able to...
1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society?
I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need.
2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic, economically productive citizens?
Schools’ purposes are major in every culture all around the world. In my eyes, schools are to educate the general public, young or old for survival in the next chapter in their life, a degree. They are taught the basic skills and subjects to maneuver on to college, or to start life. After the basics, they are taught more in depth skills and subjects. Schools aren’t good just for that. In schools children also gain life long friends, experiences and learn the social skills they need in life.
3. What should the curriculum contain? Basic skills and subjects? Experiences and projects? Inquiry processes? Critical dialogues?
The curriculum should contain all basic skills and subjects, math, reading, language, writing, science, and geography. Then on a second level, to test the knowledge, and for student’s to learn from other students, projects should come in. As for experiences, I think that students that can relate, should share their...
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
...Quality Physical Education in Elementary Schools
PED212: Foundation of Movement & Motor Activities (BDF1117A)
May 23, 2011
Physical education is very important for children to participate in; because it will help the children stay active and can help with the overwhelming obesity population in the world. It also helps them with their cognitive skills, social skills, gross motor, and fine motor skills. Aquality elementary physical education also helps the children move within their home and school environment. I think that no matter if there is money in the budget or not, they should always have physical education in the schools to help the children stay active and become active in their later years.
The physical education should always be fun and interactive to keep the children engaged and wanting to participate. If a child is bored they will not want to participate and then they may never want to participate in physical education again. I know this is hard to do, but it is not as hard as it seems. I understand every school is different and has different curriculums to follow, but teachers should put the children’s needs first when writing a plan.
“A Curriculum is defined as; all the experiences of the learner in an educational setting” (Kovar pg. 175). This simply means that the physical education is the...
...TECHNOLOGY IN QUALITYEDUCATION
Department of Education
Qualityeducation is a universal goal. It is common to hear arguments that instructional technology will be the key to educational quality as we enter the new millennium. Investment in educational technology is urged upon policy-makers as the path to educational quality. In fact, enthusiasts for educational technology argue that quality has and will continue to increase rapidly, creating a "new educational culture" Whatever problems exist are seen as ones which can be handled through better administrative and technological planning - that is, technology believers perceive no intrinsic obstacles to total quality assurance using information technology in higher education.
Other voices question educational technology as a panacea. The problems associated with technology in the college classroom in terms of issues such as poorly functioning equipment, over-promotion of technology-based learning to students, and lack of quality in courses delivered by technology. Educational technology who say students choosing online courses are not getting the education they pay for, and question whether universities should be providing such instruction. The American Federation...
...Quality Enhancement in Teacher Education - Innovative classroom practices and teaching techniques
Shah Komal Ashok
RVS College Of Education
Teacher education courses deal with both theory and practical subjects. The teacher education curriculum framed has changed little over the years. While the children and their learning abilities have been ever changing, in teaching only the age old methods are still practised. Though teaching has moved from the teacher centric learning to child centric learning, teacher education still lies somewhere in between the two. In the present scenario this has formed a wide disparity between the education system and teaching education curriculum. Even today, the trainee teachers use the age old black board and chart display in a traditional way. And more importantly most of the classroom management techniques followed by the teachers are arrived through their own experiences, creativity and trial and error method. There is a lot more scope of including scientific and systematic approach to classroom management, based on child psychology and learning theories. Thus a modest attempt is made through this presentation to explore possibilities of including new teaching practices; whereby enhancing teacher educationquality....
...Barriers to achieving effective inclusive education
Inclusive education is a term which describes how children with any additional educational need should be supported and in turn be allowed the same access to education as any other child.
Many factors enter into creating an inclusive classrooms in which children with disabilities learn alongside typical peers. Any one of these factors, or the lack of any, can affect inclusion and the quality of a student’s education. An inclusive education for students with disabilities typically does not just happen. For students to successfully learn in general education classrooms, adequate funding has to be in place to allow for more support from specialists and secure resources for teachers and students. Inclusive attitudes have to be held by school administrators, teachers, staff, and parents. Learning environments also must be physically accessible to students using wheelchairs, walkers, and assistive technology devices. The curriculum needs to be modified and adapted to meet the needs, and limitations, of a diverse group of children. Finally, open and ongoing communication must exist among all involved in educating students with disabilities.
Obviously, a student with a disability cannot learn in an inclusive classroom if he cannot enter the room, let alone the school building. Some schools are...
Defining quality in education
Table of Contents
1. Focus on quality
Although some of the international treaties, by specifying the need to provide education on human rights, reproductive health, sports andgender awareness, touched on educationalquality,
they were generally silent about how well education systems could and should be expected to perform in meeting these objectives. This remained true as recently as 2000, when the United Nations Millennium Declaration’s commitment to achieve UPE by 2015 was directly and simply set out without explicit reference to quality. Thus, in placing the emphasis upon assuring access for all, these instruments mainly focused on the quantitative aspects of education policy. It seems highly likely, however, that the achievement of universal participation in education will be fundamentally dependent upon the quality of education available. For example, how well pupils are taught and how much they learn, can have a crucial impact on how long
they stay in school and how regularly they attend. Furthermore, whether parents send their children to school at all is likely to depend on judgements they make about the quality of teaching and learning provided – upon whether attending school is worth the time and...
...Physical education schools play a critical role in increasing physical activity by offering quality, daily physical education and other opportunities to recreate. Physical education is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. Physical education teaches children the skills they need to be active through out their lifetime.
Physical education can also enhance academic learning. Regular aerobic exercise produces an increased number of capillaries servicing the brain, which allows for a greater exchange of nutrients and waste products. Additionally, physical education incorporates concepts of math, reading/English language arts, and science into the physical education realm. Technology has integrated into the curriculum with heart rate monitors, pedometers, and computer-based fitness stations.
Another way physical education helps academic learning by children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. “Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self...