This article discusses the importance of policies in education, specifically in relation to teacher quality and national standards. It identifies gaps in existing policies and provides recommendations for improvement, such as prioritizing quality training for teachers, incorporating technology, and subject-specific policies.
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Running Head: TEACHER QUALITYAND NATIONAL STNDARDS1 Teacher Quality and National Standards Name Institution
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TEACHERQUALITY AND NATIONAL STANDARDS 2 Introduction A policy is a course or principle of action that is adopted by an individual, organization or a government. Policies are developed in work places and organization to serve in a number of ways. Some of the key reasons as to why organizations develop policies are as follows. First, policies are developed to form a set of expectations that an organization or government has on its employees (VandenBos, Hogan & Kazak, 2017). It stipulates not only the behavior of the employees but also their code of conduct and performance. The set policies are also aimed at keeping the management of the organization and governments accountable for their actions. In order to achieve this objective, the policies outline the expected conduct of the managers of the organizations or government agencies in terms of transparency and leadership. The policy ensures that the managers are in a position to provide effective leadership to the rest of the team members (Sanders, Phillips & Vanreusel, 2014). Furthermore policies are formulates to ensure that entities comply with the law in their operations. In this case, the entity might just adopt a legal policy set by the nation or develop their own policies to inline with the requirements of the law. Additionally, the most common reason as to why entities and governments use policies is to defend themselves against employee claims. Organizations come up with employee remuneration policies, grievance policies, fair work policies, etc, to aid the organization defend itself against legal proceedings against the entity or agency launched by an employee. The policies should also work as guidelines for employees and the clients of the organization know where they should turn to when in need of help. Since all the policies always
TEACHERQUALITY AND NATIONAL STANDARDS 3 have a point of contact which is clear and concise, the employees should find it easy to know where to go when in need of help. Education policies are government principals revolving around the sphere of education and comprises of rules and laws that govern all the education systems’ operations. Education comes in different forms and the government had to develop polices to cover all the levels of educations beginning with kindergarten up to universities and colleges (Rubin & Hearn, 2018). It is therefore vital for the policy makers to consult with the stakeholders in education during the process of educational policy formulation. Some of the interest groups in education include the teachers unions, Parents and Teachers Associations, School Board Associations and more importantly the State Department of Education. Furthermore, the policy makers should also lies with the legislature arm of the government and the Legal staff during the policy making duration. Since educational policies, cove all the educational levels in the country, the use different policy tools to meet the demands of each of the levels of education in the country (Hentschke, 2018). Different scholars have written a number of papers and journals on educational policies. In Australia, the government is considering a number of education policy areas starting from policies aimed at making early childhood education mere affordable to issuing free text books to first year university students. This work analyses some of the literature on education policies and identifies gaps in the existing blind spot and gaps in the existing educational policy and the process of formulation of education policy. Literature review
TEACHERQUALITY AND NATIONAL STANDARDS 4 A number of scholars have written about educational policies taking different approached in efforts to solve different problems revolving around educational policies. According to Schulte (2018), the discrepancy that exists between education professional and the government is always well known. In a number of cases, countries find themselves torn in between educational policies on one side and the educational practices on the other side. The discrepancy always comes in when the policies contradict the well cultivated educational practices that have been in the system for a prolonged duration. In such instances, it is always in the view of the professionals in the education sector that the implementations of the policies would disrupt the normal functioning of the education system (Schulte, 2018). While the policies look at the political side of the education system, the practitioners in the education systems often look at the practicability of the policies and in most cases, there is always a huge variance between the two. When it comes to the implementation of curriculum reviews, teachers tend to politicize the process in the cause of implementation. This situation often leaves the middle level policy makers at cross roads between the desires of the government and the wants of the teachers who are the implementers of the policies (Schulte, 2018). The difference is always bigger in the cases of children special need. Ristovska et al. (2017) note that educational policies for children suffering from intellectual disability are often inconsistent with the practical implementation. Such variances make the policies less effective and in most cases, the implementers of the policies who are mostly teachers prefer to use more applicable methods hence resulting into a dispute between the policies put in place and the real practice.
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TEACHERQUALITY AND NATIONAL STANDARDS 5 The authors further admit that in most nations of the world, education policies are rarely practiced. This is mostly attributed to inadequate consultations during the policy making process. The policies tend to ignore the input of some of the key stake holders in the educations sectors during the formulation process. The policies tend to take into consideration the ambitions of the government’s ruther than the applicability of the policies in the local settings. Furthermore, some of the educational policies experience dilemma as they tend to contradict the normal expectation of the economy and society. While in developing and recently developed countries education is viewed as a way of breaking the vicious circle of poverty, education in itself is expensive. Dzidza et al. (2018) analyse educational policies in different countries and finds out that in Ghana, the government choose to develop a free primary education policy. Considering the fact that education is expensive, the government has to forego some of the development project in the developing country in order to fund education (Stosich & Bae, 2018). The reason behind the policy was to cub poverty in the nations, however, the education policy adopted to help in poverty alienation stands in the way of development in the other spheres of life such as infrastructure and social amenities which are key indicators of development. While literacy levels is also a key measure of the quality of life, the policy developed by the county on education stands in the way of the other indicators of quality of life. A review conducted by Dube (2017) pointed out various challenges on the implementation of Education library policy in Malawi. The policy dictated that the community should finance all the projects within public primary schools. While the policy worked in a number of projects, it was not possible to for the communities to constructs and fully equip
TEACHERQUALITY AND NATIONAL STANDARDS 6 libraries in the primary schools in the community. Furthermore, the education policy abolished payment of school fees for primary schools and therefore limiting the source of funding of the institutions to government funding which in most cases is insufficient. However, the policy stated that the government was to carry out development projects in the primary schools together with the supply of other learning necessities such as book. However, this is limited to the government’s education budget and donor funding of the institutions. In the United Arabs Emirates, the situation with the educational policies is the same as a number of other countries in the world according to Aydarova (2017); education policies face a lot of opposition from some of the stakeholders in education sector. In some cases, the debate revolving around the policies are politicized. This is always characterized with televisions radio announcements and interviews, the struggle on the policy in this nation goes beyond just practicability of the policies but also include the best practice policy. In Australia, the narratives revolving education policies are similar to other countries. According to Goedegebuure, & Schoen, (2014), one of the key challenges facing education in Australia is inadequate education policy which then drives the country into a series of education review and curriculum change. The education policies revolve around political parties’ agenda and the government of the day implements the policies according to their agenda while the opposition in most cases challenges the basis of the policies. Evaluation of the research evidence Based on the study data that was collected from the case study on the policies of education on teachers’ quality and national standards, a number of gaps do appear in the policies of education. In terms of grade score, the policies are not adequate. The on-going curriculum on
TEACHERQUALITY AND NATIONAL STANDARDS 7 teacher training is very wide thus cannot fully and effectively be covered within the time line that has been allocated for complete training. With these policies at hand, more than 87% of the teachers do not have access to quality training that may enhance the education of the young generation (Viseu & Carballo 2018). The policies fail to give much emphasis and priority on the training facilities required to enhance quality training for teachers. Most of the tutors and trainers have not been equipped with rudimentary skills of handling facilities that adversely affect the education system. This gap in the policies of education that ought to ensure quality education has created a situation in which teacher trainees are demotivated due to the absence of guaranteed opportunities of employment. Furthermore, this condition has adversely affected the PTE due to the absence of comprehensive policy that have been formulated and the implementation guidelines leading to reduction of the standards of education in the country (Stosch et al. 2017). In addition to the evaluation of the policies of education concerning the quality of teachers and the national standards, another gap identified in the policies is that the policies on teaching practice are not well established and organized as it should be (Stosch et al. 2017). Looking at the laws set forth on the teaching practices are not quite comprehensive and majority of trainee teachers end up feeling that the program and its format needs to be drastically changed to suit the current contemporary education systems. The contemporary world and the ever-changing technology is an issue that should be considered in the curriculum and the education system (Viseu & Carballo 2018). The policies show a deficiency of this inclusion. Some section of the country try to incorporate technology in the
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TEACHERQUALITY AND NATIONAL STANDARDS 8 education system such as teaching using computers and laptops only to be met by big shock that most of the teachers are computer illiterate. These gaps in the policy of education indicate that during the formulation of the policies, there was no consideration for flexibility or adaptation to the future changes thus making the curriculum to be irrelevant for the education system. The study further shows that there is no comprehensive policy guidelines that can ensure the teachers properly handle the students. Most of these policies on the education system are scattered in general circulars and pronouncement. In addition to this, there is also a gap in the policies. The mechanism set to evaluate both the students and the teachers are wanting. The assessment processes used during evaluation and the domains to be measured are apparently irrelevant in relation to the national goals of education and training. Most of the aspects evaluated by the teachers are outdated for instance; policies do not take into consideration aspects such as sports, talents psychomotor activities the policies only put much emphasis on the cognitive domain yet most youngsters are better in other measurable areas (Matthews 2018),. Pizmony et al. (2017), asserts that the evaluation of the policies also shows that apparently, the formulations of the policies are not all inclusive and it is largely a preserve of the personals at the head office. This has created a situation where most of the teachers find themselves going against the policies as they have not been fully informed of the policies and were not consulted to give their view since as they are the personnel’s who knows what goes on the ground and the necessary areas that need to be changed .
TEACHERQUALITY AND NATIONAL STANDARDS 9 According to (Matthews 2018), the national standard of education needs the teachers to be equipped fully in their areas of specialization and develop interest in passing knowledge to the students. On the contrary, the policy of education has not come up with the relevant performance appraisal means which can be used to determine whether the teachers are qualified for the job or not. It should be noted that some of the teachers had no interest in this career thus may not effectively disseminate the knowledge to the students which may reduce the quality of education. Recommendationsto Bhutan Redesigning the policies that govern the teachers and their training programs should be an issue of concern to the Australian government. For there to be quality teaching that meets the international standards, the policies have to ensure that priority is given to the quality of training that is offered to the teachers. Policies that create room for quality facilities that ensure that the teachers are well equipped with the relevant information that relates to teaching. In addition to this, policies should try to accommodate employment opportunities in that the trainees are assured of empowerment the moment they finish their training (Matthews 2018). In addition to this, it is also recommended that the policies should try to adapt to the current changes in technology. The Australian government should ensure that the policies try to address the issues on teacher’s computer illiteracy. The government should introduce computer classes in the system to ensure that all the teachers are acquainted with knowledge concerning technology so that they can teach freely. The current education system requires the integration of technology to foster educational standards to the international level. The policies should also try
TEACHERQUALITY AND NATIONAL STANDARDS 10 to incorporate proper evaluation of students. The proper domains to be evaluated should be clearly stated by the policies. Polices ought to be subject specific instead of being too broad. The policies need to be harmonized and properly coordinated. The headquarters should also include the teachers in the process of formulating the policies given that they are the ones who interact with the students on a personal level and know the needs of their students. Recommendations for Professional Teaching Policies Following the review on studies by other scholars, it is evident that there exists a gap between the theoretical implementation of education policies and the practical implementation of the policies. This is majorly as a result of inadequate consultation in the policy making process between key stake holders. There exists a conflict between government objectives and the practicability of the policies. Furthermore, some of the education policies conflict with other interests of the nation. This is majorly experienced in developing and recently developed countries. Policy makers in the education system should consider the following recommendations to help in coming Adequate consultations between stakeholders The education sector has a number of stake holders that are grouped into different categories. The most important stake holders in the sector are the implementers of the policies which include the teachers and the low level administrators in the education sector. Such consultations among the stake holders ensure that the policies developed in the education sector
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TEACHERQUALITY AND NATIONAL STANDARDS 11 are not only efficient in solving the challenges that the education sector face but are also practical and applicable. Some of the policies in the field of education fail as a result of implementation difficulty by the teachers. It is therefore paramount that the teachers and the low level management in the education sector have their say on the policy making process. Generation of Policies from based on the Needs of the Education Sector Further conflict in terms of the implementation of policies between the Australian government and the implementers of the policies come as a result of ambitious government projects. An example is the policy to increase funding of the early childhood education in Australia. The policy does not seek to find permanent solutions to the problems facing early childhood education in Australia. On the contrary, it looks it tries to solve all the challenges through increase of financial allocation. Since finance will always be a scares resource, it is not possible to solve all the challenges of a sector through increase in financial allocation. Review of teachers training in all categories of Education It is paramount that the teaching policies handle the categories of students differently (Pizmony-Levy & Woolsey, 2017). For instance, the policies governing teaching of special needs children in Australia should be developed differently from the policies governing the teaching of normal children. An umbrella approach in developing education policies leads to deficiencies in handling the minority groups of students. It is therefore recommendable that the process of policy formulation is dome in stages to include all the categories of students represented in the populations while considering other special cases possibilities. For instance,
TEACHERQUALITY AND NATIONAL STANDARDS 12 policies governing teaching of physically challenged students should be handled separately from those governing the teaching of mentally challenged students and that governing the teaching of the normal students. The process of developing such policies should be done independently to ensure that every detail pertaining to the educational need of the students are taken into consideration. Inclusion of the university students in policy decisions affecting them Some of the education policies adopted need the full participation of the students. It is therefore paramount that the students or students representatives of the society are included in the policy making process. For instance, the Australian government intended to increase the Higher education loan interest to 15% for all the students who go though higher education in Australia. Such policies have direct impact on the students and therefore it is vital that the vies of the students are taken into account before such policies are implemented. Conclusions The education sector is one of the key sectors in any given country. The policies developed in the education sector may have spillover effect on the other sectors either instantly or in the future. It is therefore important to carefully scrutinize the in policies in education to ensure that they are not only effective but also suitable for the support of other sectors in the economy. Several authors have written on education policies. While majority of the authors
TEACHERQUALITY AND NATIONAL STANDARDS 13 identify discrepancies between the policies on paper and the implementation of the policies some focus on the possible solution to the existing policy challenges. Teaching policies are vital especially at the implementation stage. Many countries experience a conflict between what the education policies stipulate and the practicability of the policies. Australian education system experience more frequent change of curriculum that other countries. The changes comes a result in change in plicies governing education system which are spearheaded by the Government. While the policies might be ambitious and admirable, in some instances, the implementation of the policies is not possible on the ground. The challenge is majorly attributed to inadequate consolidations between the key stake holders in the education sector. While the government might have its agenda to fulfill thorough educational policies it is vital that the implementers of the policies are given room to take part in the policy making process to ensure that the policies are accepted both by the executive, legislature and the implementers of the policy. Following this analysis of literature on education policies, it is therefore vital to consider full inclusion of teachers and low level managers in the education sector in the policy making process. Such consultations will aid in coming up with universally accepted education policies and also ensure the practicability of the policies. It is also paramount to consider the economic impact of the education policies on the nation both in the short run and in the long run.
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TEACHERQUALITY AND NATIONAL STANDARDS 14 References Aydarova, L. (2017). Discursive Contestations and Pluriversal Futures: A Decolonial Analysis of Educational Policies in the United Arab Emirates.Education Policy Analysis Archives,25(111/112), 1–26. https://doi.org/10.14507/epaa.25.3063 Dube, G. A. B. . (2017). Review of Educational Policies that Affect Funding of School Libraries in Malawi.School Libraries Worldwide,23(1), 84–94.https://doi.org/10.14265.23.1.006 Dzidza, P. M., Jackson, I., Normanyo, A. K., Walsh, M., & Ikejiaku, B.-V. (2018). Educational Policies on Access and Reduction of Poverty: The Case of Ghana.International Journal on World Peace,35(2), 53–82. Retrieved fromhttp://search.ebscohost.com/login.aspx? direct=true&db=aph&AN=130367791&site=ehost-live Goedegebuure, L., & Schoen, M. (2014). Key challenges for tertiary education policy and research – an Australian perspective.Studies in Higher Education,39(8), 1381–1392. https://doi.org/10.1080/03075079.2014.949542 Matthews. M. (2018). The Conflicted Other in Policy Making: focusing on Art Education.Journal for Critical Education Policy Studies (JCEPS),16(1), 175–206. Retrieved fromhttp://search.ebscohost.com/login.aspx? direct=true&db=eft&AN=129283400&site=ehost-live Pizmony-Levy, O. & Woolsey, A. A. (2017). Politics of Education and Teachers’ Support for High-Stakes Teacher Accountability Policies.Education Policy Analysis Archives,25(85/93), 1–28.https://doi.org/10.14507/epaa.25.2892
TEACHERQUALITY AND NATIONAL STANDARDS 15 Ristovska, A. K., Andonovska, B. K., Trajkovska, N. S., & Georgievska, S. (2017). Educational Policies and Practical Implications for Children with Intellectual Disability in Republic of Macedonia.International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE),5(2), 27–40.https://doi.org/10.5937/IJCRSEE1702027K Rubin, P. G. & Hearn, J. C. (2018). The Policy Filtering Process: Understanding Distinctive State Responses to the National College Completion Agenda in the United States.Education Policy Analysis Archives,26(60/61), 1–24. https://doi.org/10.14507/epaa.26.3447 Sanders, B., Phillips, J., & Vanreusel, B. (2014). Opportunities and challenges facing NGOs using sport as a vehicle for development in post-apartheid South Africa.Sport, Education & Society,19(6), 789–805. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=s3h&AN=97267942&site=ehost-live Schulte, B. Barbara (2018). Envisioned and enacted practices: educational policies and the ‘politics of use’ in schools.Journal of Curriculum Studies,50(5), 624–637. https://doi.org/10.1080/00220272.2018.1502812 Stosich, E. L. & Bae, S. (2018). Engaging diverse stakeholders to strengthen policy. (cover story).Phi Delta Kappan,99(8), 8–12. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=eft&AN=129570154&site=ehost-live
TEACHERQUALITY AND NATIONAL STANDARDS 16 VandenBos, G. R., Hogan, J. D., & Kazak, A. E. (2017). 125th anniversary of the American Psychological Association—Accomplishments and challenges: Introduction to the special issue.American Psychologist,72(8), 719–721. https://doi.org/10.1037/amp0000235 Viseu, S., & Carvalho, L. M. (2018). Think Tanks, Policy Networks and Education Governance: The Emergence of New Intra-national Spaces of Policy in Portugal.Education Policy Analysis Archives,26(108/109), 1–26.https://doi.org/10.14507/epaa.26.3664