One of the most talked about issues is the decline in education. The discourse on the sector highlights the obstacles to academic advancement. To remove them, from time to time, certain measures are taken at the government level. These measures, for example, include increasing budgetary funds, establishing new schools, providing basic facilities in schools, efforts to bring out-of-school children to schools, use of biometric presence to ensure the presence of teachers, etc. These steps can be beneficial in one way or another. However, there are certain educational difficulties which, if not problematized, can hinder the materialization of a qualitative education.
Efforts for the advancement of education will only achieve the desired results when all relevant issues and problems are identified and addressed. Most of the time, measures taken to reform education do not take into account important factors, as some have mentioned above, which can undermine the usefulness of such measures. The need is to problematize these questions and to take measures to mitigate their effects. Lowering the teacher / pupil ratio, improving parental involvement in education, working on children’s minds and psychology, and increasing assessment activities in classrooms will certainly help to achieve this. generate the standardized learning system.
One of these challenges is the high student-teacher ratio that prevails in schools. The student-teacher ratio is a crucial indicator of the learning environment in the classroom. The lower the ratio, the more conducive the learning environment. Most classrooms in public schools, especially in Sindh province, are overcrowded, with over 100 students enrolled.
To reduce the number of out-of-school children, officials, without simultaneously taking correlative measures to mitigate the likely accompanying effects, have adopted the policy of sending more and more children to school. Thus, the classrooms became crowded. These classes have their own problems: teachers find themselves unable to meet defined Standard Learning Objectives (SLOs); more teachers’ time is devoted to maintaining discipline, leaving less for academic work; four to five students are forced to sit on a three-seater bench, making it difficult to concentrate on learning; teachers fail to identify the strengths and weaknesses of each individual, and tailor teaching according to their needs, nor do they find enough time to provide feedback or give time to students in need of assistance. ‘additional help. Overall, quantitative classes create barriers to qualitative education. Without problematizing the issue and then taking steps to bring student numbers back to an appropriate level, no noticeable expected change can be made.
Another less important academic question is the role of parental involvement in learning. Parental involvement, as numerous studies have proven, has positive effects on children’s learning and helps improve their grades. Here, it is believed that teachers are solely responsible for the academic performance of students, while the responsibilities of parents in this context are somewhat neglected. As an educator, I have witnessed parents of only five to ten students, in a classroom of over 100 students, come to inquire about their children’s academic performance.
Others don’t even bother to visit the school and meet their children’s teachers. Their disinterest influences their children’s learning. If encouraged, parental involvement in education can be helpful in a number of ways; (1) student attendance in classrooms will improve when parents accompany their children to school (2) learning outcomes in classrooms will improve when students learn that their parents are in interaction with their teachers to inquire about their performance (3) students’ behavior will be reformed when they know that their habits and attitudes at school and at home are being monitored by their teachers and parents through a interaction between them (4) The performance of teachers and school administrations will likely improve as they will have to satisfy visiting parents on issues relating to children’s learning. In trying to promote learning, one of the most useful factors is the promotion of the tendency towards parental involvement in education which is considerably lacking.
An important issue that also needs problematization is how to get educators to try to influence the mentality and disposition of young learners. The learners’ perception of study and education, the particular type of habits, the indulgence towards certain groups of peers, and the degree of confidence in their own abilities are all factors that determine the level of education. inclination of students towards learning. Here, teachers can play a crucial role, that is, in trying to strengthen the inclination of learners towards study through moral education and motivation. Educators should spend considerable time trying to reform student behavior. Teaching students what is right and wrong for them allows them to avoid falling prey to such habits or activities that can make them unwilling to study.
Motivating students is also an important part of teachers’ responsibilities in the classroom. Motivation pushes towards study. The degree of motivation of a learner determines their likelihood of adopting the learning. It also allows learners to bounce back from poor academic performance. Teachers need to recognize their role as motivators. The need is to instill in the students the idea that they can. Those who believe they have the potential and ability to improve their academic record, and realize that by working hard they can achieve it, will put in more effort than those who believe in the role of intelligence in academic success. Unfortunately, in our educational setting, such a role of teachers, as a call to work on the minds of learners to transform their attitude towards education, is considered less important. The emphasis is more on teaching academic subjects, but the important responsibility of influencing students’ thinking skills is less valued and practiced.
Assessment is also an invaluable aspect of education requiring priority attention. Unfortunately, it did not receive this prominence, especially in public schools. Teachers remain obsessed with completing course material, neglecting students’ level of understanding and learning. Their goal remains to please the administration of the school, by covering more and more subjects of the assigned program. The administration for its part, in order to escape the fury of any visiting officer, tries to ensure that in each classroom sufficient course material remains covered and for this purpose puts pressure on the teachers. What is lost in all of this is the much needed emphasis on assessing student understanding and learning.
For students and teachers, education is becoming the name of keeping fair notebooks for different subjects filled and nothing more. Unless the appreciation and assessment of student learning in the classroom is sufficiently valued and pursued, the true goal of education, namely the improvement of knowledge and skills, cannot be achieved. Teachers will be better able to impart knowledge if they are aware of the weaknesses and strengths of their students. And this can be verified by carrying out assessment activities in classrooms. Staying focused on completing the program is good, but at the cost of evaluation time, it certainly isn’t.
Efforts for the advancement of education will only achieve the desired results when all relevant issues and problems are identified and addressed. Most of the time, measures taken to reform education do not take into account important factors, as some have mentioned above, which can undermine the usefulness of such measures. The need is to problematize these questions and to take measures to mitigate their effects. Lowering the teacher-student ratio, increasing parental involvement in education, working on children’s minds and psychology, and increasing assessment activities in classrooms will surely help bring about the standardized learning system. .