THE CONSTANT decline to the level of output of public education annually is somewhat embarrassing. It is one of the key dangers that threaten the future of the nation through the production of generations, who are characteristically weak academically and professionally.
Although we acknowledge educators’ efforts and attempts at advancement through the introduction of technology into the classroom, we do not find any sign of real progress. On the contrary, most indicate a steady decline over time according to the results of studies and statistics on local universities, for the level of output of public education.
In recent years, researchers discovered something that perhaps has been marginalized under the redevelopment and reconstruction of curriculums, theories of teaching and learning difficulties.
They discovered more important elements than schoolbooks and learning resources, which is the important role of teachers and their efficiency. Unfortunately we have moved away from what is clearly before us, and got lost in pursuing other paths. Yes, we can equip the individual to become a teacher, but a certificate alone cannot make them educators.
What is happening today in our schools, that those most in need of creativity and efficiency, often fall at the mercy of the weakest teachers, who are unprepared or do not want to develop their performance. Even when they are discovered to be less than adequate, they are transferred to a lesser educational level or to another school! Although there are global and local studies that have indicated that being taught sequentially by three to four strong teachers, usually reach excellence regardless of their academic level before that, while the children who are taught by two weak teachers in a row, suffer from very low educational standards and find it difficult to catch up with their classmates and some of them may not be able to catch up.
That’s why we must think carefully about employment in this sensitive profession, who to keep and who to let go. We must also ask ourselves: Do public schools attract the best and strongest of the teachers or just those who want any job? Are they chosen based on their strength, efficiency and capacity for growth or just by their university degrees? And those teachers that prove to be ineffective, would they be dismissed or just shifted between schools or departments? What about those who are creative? Are they being motivated with financial support for innovative programs built for the development of educators?
The failure to take firm action to dismiss inefficient teachers, and not embracing and supporting those that show creativity, innovation and skill with positive results, will deprive us of distinctive output. We will not be able to compete locally, let alone regionally and globally. In essence, we are creative in our attempts, but to continue until we access the root of the problem, for eradication or treatment, does not happen, and we are always going to turn around and start from the beginning, as researchers but not as problem solvers! At least in some distinctive private schools, they do not keep on any teacher who is weak and obviously lacking. But these services are provided to those who can pay, but what about the rest? Do we just succumb to the difficulty of firing weak teachers, and leave the fate of our children in the hands of those who are not up to standard? In that case, we might as well divide education into two systems: The first one for those who are in a position to pay for private education, and the other one for those who send their kids to public schools. If we accept this then we are admitting that most of our schools are leisure centers and not proper educational institutions!
— Courtesy Alwatan Newspaper