Improving A Sustainable Education

In the 2006 National Education Strategic Plan, it was explained that one of the central initiatives of the government is improving the quality of education and its relevance in the competitive labour market. Along with this initiative, regional governments and companies are to improve the state of education in their respective areas.

The educational improvement programs in regions far from the cities require different approaches than the programs allocated for cities. Companies and local governments who plan to implement educational improvement programs must be aware of the following factors:

Output and Monitoring

Education is like planting a tree. We cannot expect the fruit before it is ready to bear fruit. Those involved in this educational improvement process must be reminded clearly of the two differing output indicators viz the short term and long term indicators.

• The expected attendance of teachers every day
• The extent of teaching methods understood and practiced by the teacher
• The number of hours allocated to professional development training for teachers each year
• The extent of co curricular activites that are provided for the students
• etc

The measurement of these are generally indicators of improvement, from the end result. The measurements are usually used to indicate that the process of improvement is continuing as planned. It is an indication that the plants are being cared for well.

On the other hand are the long term indicators measuring success at the end of the process of improvement over a few years, for example :

• The national examination results
• Academic success
• The involvement of students in the learning process
• The ability of students to think (critically)
  

Although a few of the indicators such as the national examination results are quantitative in nature most of the indicators are qualitative. This occurs because the quality of students and of schools is difficult to measure using just a quantitative standard. Issues such as character and mental development like; leadership skills, creativity or critical thinking are usually indicated in writing or by the written work of students.

If the long term strategic plan indicators are clearly fixed, then any improvement program that is solidly blended with the short term indicators will be planned properly. As a result, the concerted effort to achieve these indicators will be systematically managed.

Acceptance and the responsibility of the community

The involvement of the community is one of the key factors in the success of any sustainable educational program. This factor is even more significant in schools that are located far from cities where local communities play a passive role in outside intervention. The primary agenda of the school stakeholders including the principal, teachers and students, is not guaranteed to bring about effective change because of the extent such issues are influenced by the attitudes of the community towards the expected change.

Because of this, every effort to improve the state of education in schools must begin with the involvement of all stakeholders, especially the community leaders within the sphere of influence of the school. Such involvement is also very important not only to get support but also to get acknowledgement from the community that the donors are contributing greatly to community development. Before the donors anticipate appreciation from the community for all that they are giving, the officials must give the community the opportunity to evaluate and experience the benefits of the programs both directly and indirectly.

Apart from it is really desired that the educational improvement program be aligned to other programs to improve the overall life of the community in areas such as; health; economic development and environment. This integration will mean that education will become the corner stone in the process of a wider community development. This will give rise to the feeling of ownership towards such a program. It also provides opportunity for the program to be sustained by the community itself after the initial donors have completed their continuous support.

Some key issues in the process of sustainability of educational improvement :

• What are the most important and urgent educational needs that need immediate attention?
• What are the end objectives of any planned educational improvement program?
• What is the primary focus of local government initiatives What is going to be done about the educational quality of a school that is to be assisted?
• Who are the significant stakeholders that will exert the most influence on the outcomes of the program
• What is the impression of the community towards outside assistance?