Introduction
Problems in modern education and vocational training require close attention and quick solutions. Education has always faced multiple challenges along the way. Every state in the world gives the local Ministry of Education an order to create a high-quality system that will train personnel for various spheres of society. This forming and educating society is not accessible and requires effort and dedication. At each stage, some difficulties need to be overcome. It is not easy to create a healthy education system. Many things in modern education were not there once, and nevertheless, it is difficult to say that this system is ideal. There is a lot to talk about in contemporary education, and it is even difficult to understand who is to blame for this.
The Main Problems of Teaching and Learning
First of all, the Ministry of Education is trying to introduce new concepts and methods that are not always suitable for the education system. Mixing elements of different learning systems leads to internal conflict and insufficient learning effectiveness (Rodrigo et al., 2018). The next problem is that all innovations in education are not tested but are immediately put into practice on a large scale.
One of the significant disadvantages of education is that it requires a lot of money. It leads to a decrease in the chances that everyone can study, because there may not be enough money for this (Cathrine et al., 2019). A complex training program is another drawback of modern education (Jennifer, 2020). Although modern children are more advanced, learning rigid material is still tricky. Some topics may be incomprehensible to the parents of students.
The knowledge assessment system also provides difficulties through testing and control. Despite modern testing methods and evaluating knowledge, the results are not objective. It is wrong to demand good results when passing exams while there is no strict and precise control over the learning process itself. A responsible manager will say that any project should have specific goals and deadlines. After which, an analysis is carried out, assessing how successfully the project was implemented (Heri et al., 2018). Perhaps both teachers and students are to blame at the same time because the state is trying to create conditions for teaching and learning to be easy. Lack of motivation and inability to see the ultimate practical application of knowledge create severe problems for the education system. The difficulty lies not so much in developing new ideas but moving away from the old ones.
Ways to Fix the Problem in the Field of Teaching and Learning
To date, there are a vast number of techniques, programs, and ways to work with all categories of children. Using the latest developments in the technology sector, original exercises, authentic, modern, and exciting audio and video materials, as well as interactive learning tools (Charles, 2018). The main reason for the immutability of the monotony of everyday life of an ordinary schoolboy is the unwillingness to implement them.
One of the first steps to eliminate problems is quality control over knowledge. This analysis performs three functions inherent in the learning process and has a clearly expressed educational, educational and developmental significance (Linda & Neil, 2018). Its teaching value is defined because it allows the student to adjust his knowledge and skills. Constant verification teaches students to work systematically, to report to the class for the quality of acquired knowledge and skills. Students develop a sense of responsibility, the desire to achieve the best results.
Another critical step to improve the quality of students’ knowledge is the competent organization of the educational process. It is difficult to achieve their fulfillment if you treat the lesson as a fragment of life or a spontaneous process (Ben et al., 2020). The lesson started on time, the precise organization of its stages, the interaction between the teacher and the students affected the educational result. The teacher’s task is always to find something new, unknown to the students. Life often puts a person at a dead end, and knowledge helps find a way out of it. The teacher should remember what is more interesting, valuable, and relevant, and from this point of view, prepare material for lessons.
Conclusion
At all levels of education at school, there is a link between learning and students’ interest in the subject. Academic maturity as an indicator of learning outcomes includes learning, motivation, and resistance to learning. Half of the students who transition from one stage to training do not have enough academic skills. This factor is the reason for the decline in academic performance and interest in studying. At each stage, it is necessary to teach methods of cognitive activity. The forms of cognition should be the subject of control and diagnosis since knowledge is the result of acquiring it. The assimilation of new material cannot reduce to simple memorization.
It involves discovering new connections between the elements of the educational material and the student’s experience. The main result of training is the ability of students to apply knowledge in practice (in further studies and life). The education system should be continuously improved, responding to new demands of the state and the world community. Responsibility, competent reforms, accessibility, and mobility in education will lead to a qualitative increase in the loss of knowledge. In the future, this will help solve the global problems of humanity and increase people’s interest in continuous learning.
References
Ben, W., Rebecca, E., & John, P. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114.
Cathrine, E. T., Trine, F., Per, O. A., & Lise D. (2019). Digitalisation in higher education: mapping institutional approaches for teaching and learning. Quality in Higher Education, 25(1), 98-114.
Charles, K. (2018). Distinguishing between theory, theoretical framework, and conceptual framework: A systematic review of lessons from the field. International Journal of Higher Education, 7(6), 44-53.
Heri, R., Hasan, D., Kartianom, K., Ezi, A., & Rizqa D. A. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215-216.
Jennifer, R. (2020). Design education reform: Modeling equity and inclusion in teaching and learning. Design Management Review, 31(3), 12-22.
Linda, C. & Neil, S. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15(1), 1-10.
Rodrigo, P. M., Geber L. R., & Taciana P. F. (2018). A systematic literature review on teaching and learning introductory programming in higher education. IEEE Transactions on Education, 62(2), 77-90.