Introduction
In the course of the last decade, the global education sector was on the limelight concerning its capacity offer quality basic education. Education is both a system and a process. As a system, it is entrenched in a cultural, political, and economic context. These contexts are interdependent in such a way that they influence one another, both directly and indirectly. There is no single definition of quality education since learning is multifaceted.
Moreover, definitions of quality education are bound to change based on differences in contexts. Various processes and factors in the learning process affect the quality of education offered or the quality of performance obtained by the learners. Quality education has various impacts on the general life of the learner, as well as society.
For it to be achieved, there is a need to focus on all stakeholders such as teachers, curriculum designers, school administrators, and students. Proper learning environments, employment of professionally trained teachers, creating a relevant curriculum, as well as incentivizing teachers play a vital role in providing quality education. This paper addresses the relevance of the different components of quality education and the role that each component plays in achieving it.
Definition of quality education
Quality education revolves around five basic dimensions. The first ingredient of quality education is quality learners. Education systems can only function with the presence of learners. The quality of life that children enjoy before embarking on formal education can tell the quality of learners they are likely to be.
Some of the factors that influence the quality of that learner a child ends up to be include home support, early childhood experiences, and their nutrition and health. Psychologically, socially, and physically healthy children are generally good learners. Early childhood development plays a very huge role in providing the foundation for a healthy life and subsequently an effective formal school experience.
For normal development of the brain in the initial years, it is important for a child to receive sufficient nutrition. It is also important to detect disabilities early while preventing infections and injuries to give the child the best chances for healthy growth that goes hand in hand with becoming a good learner (Alemu 632).
Early childhood experiences also play a great role in the psychological health of children. They determine the kids’ ability to be excellent learners. Research shows that children who attend intervention programs after traumatic childhood experiences do better in school (Alemu 632). Accordingly, positive emotional stimulation in early years makes a child less prone to chronic stress (OECD Schooling Redesigned 14).
Hence, it enhances the child’s chances of being a good learner. Regular school attendance is also critical for learners. Children contact with the curriculum greatly influences their performance. Such contact is achieved by a child’s presence at school. Children who attend school consistently are less prone to poor results and repetition.
Additionally, children whose parents support their learning process through their education course report better results and have lower rates of grade repetition. The ability of parents to support their children’s learning process may be affected by the level of formal learning that the parent attained. The environment created at home towards education also has an effect on the quality of learner the child becomes (OECD Schooling Redesigned 14).
Another element of quality education is the quality-learning environment. Learning is a process that can take place anywhere. However, the best results are achieved in quality environments. The three components of a learning environment are the psychosocial, physical, and service delivery. Physical environment comprises the class sizes, the quality of school facilities, as well as the school infrastructure. School facilities differ from one institution to another.
Some institutions have good modern buildings while others hold open-air gatherings for learning. The impact that the quality of facilities a school has on the quality of learning may be hard to quantify. However, research by OECD shows that schools that lack proper facilities such as classrooms, a library, and toilets are also more likely produce students with lower scores, as well as higher rates of grade repetition (OECD Schooling Redesigned 14).
Poor working conditions for teachers, the lack of instructional materials such as textbooks, and proper sanitation and furniture reveal the performance of the students. In case the location of sanitation facilities is a long distance from the classrooms, students waste much time on the way to and from the facilities.
It is less likely for quality education to be instilled in children if they have to walk for long distances to reach school. Another environmental factor is the class size. There exists a correlation between the class size and performance of a class. With the expansion of access to education, the number of students per class has increased. According to Alemu, this situation reduces the concentration that an instructor can have on a learner (634).
Quality psychosocial environment refers to a non-discriminatory and welcoming environment for a learner. It is more probable for learners to perform well under an environment where they feel safe. Environments that pose physical threats or damage a learner’s esteem and confidence negatively affect their ability to learn.
Additionally, teachers’ behavior towards students also comprises their psychosocial environment. Cases of teachers’ violence towards students or sexual harassment towards pupils create an unsafe environment that disrupts quality learning. Proper school discipline policies enhance the quality of education. Thus, it is important for school administrators and teachers to come up with regulations that govern the behavior of students (OECD Schooling Redesigned 14).
Policies against bullying and discrimination not only enhance discipline but also a good learning environment. It is critical for the school to come up with policies that favor inclusiveness, in spite of the different circumstances faced by individual learners. Violent environments affect the mental health of children negatively. Many victims of violence are adversely affected psychologically, physically, as well as emotionally.
This situation in turn hinders their ability to learn. Therefore, schools should strive to protect their learners from violence. The service environment of a school can actively participate in the learning of a child. A school that provides health services for children is less likely to report cases of absenteeism due to sickness. Schools that offer deworming programs in some developing countries have reported an increase in academic performance among learners (OECD Schooling Redesigned 14).
The third ingredient of quality education is quality content, which refers to the set and administered curriculum in schools. The curriculum should be standard-based, non-discriminatory, and student-centered. The prospective requirements of the society should be considered when coming up with the curriculum.
It should accommodate individual differences. Hence, it should be gender-sensitive. Different backgrounds and abilities should also be considered in the learning process. The content of the curriculum should be entrenched in the values of the society (Stephens and Sen 87).
Quality content must promote literacy, which is the capability to read and write. It is one of the basic aims of formal education. Attention should be given to the mode in which literacy is acquired because literacy cannot be detached from content. It is also crucial for the curriculum to incorporate numeracy. Numeracy is also referred to as quantitative literacy, which is a combination of skills that range from basic arithmetic to advanced mathematics.
It is applicable in different contexts such as mathematics, social studies, geography, and science. Schools should teach life skills, including interpersonal and psychosocial skills, which are vital in daily interactions. Teaching life skills helps learners to develop coping, assertion, decision-making, and problem-solving, as well as goal-setting skills.
Peace education aims to impart students with the ability to prevent and resolve conflicts in a peaceable way. It is also important to provide intervention programs for students who have gone through traumatic violent experiences to reduce aggression among learners (Alemu 633).
Fourth, quality content should be accompanied by quality processes. Teachers should go through proper professional training before they are allowed to handle children. Learners who are taught by teachers who have gone through professional preparation are more likely to receive quality education. Research by Brochu shows that teachers who have not gone through prior professional education have low mastery of the subjects they teach (73).
They lack the required presentation skills. The incompetency affects the performance of students, given that students greatly depend on the knowledge of teachers and their ability to use what they know to help the learners. Therefore, it is important for teachers to go through refresher training programs (Brochu 86).
A teacher’s presence in the classroom is a very important promoter of quality education. The interaction between the educational instructor and the learner is more fruitful than learning in the absence of a teacher. Participation of students in class and engaging in discussions with the teacher boost the understanding of the subject matter, hence promoting better performance as opposed to passive learning (Sibgatullina 167).
Teachers use evaluation and assessments to gauge the learning of every individual. Therefore, they know how to adapt their lessons to the needs of the learner. Most education systems only focus on sit-in tests to evaluate performance. They leave the very crucial assessment of factual knowledge.
It is also important for teachers to set targets to be achieved by every student while working towards them with every individual student as opposed to doubting the ability of the school to help every student. Teachers should engage students in assessments, monitor how they perform, and/or give the students a chance to engage in diverse school activities according to their abilities (Masehela 43). Such an approach has been known by researchers to reduce the number of dropouts.
The conditions under which teachers work, as well as their remunerations, affect their ability to deliver quality education. Demotivated teachers are less likely to offer their best to students. Moreover, the need to hold a second job may affect the concentration and delivery of a teacher.
The support offered by the school administration to teachers also helps to keep them motivated. Respecting the independence of teachers, providing the necessary guidance, and availing the appropriate teaching materials play an important role in motivating teachers to offer quality education (OECD Schooling Redesigned 14).
The final ingredient of quality education is quality outcomes. The impact that education has on the life of a learner can be used to gauge the quality of education. The achievement of the ability to read and write is used as the standard gauge of the efficacy of the education system.
As opposed to summative modes of assessment, formative modes should be used to determine academic achievement. It is more productive to identify the ability that a student possesses to build on it. Parents often view academic achievement as the ability to get employment and advancement in livelihood. Another indication of quality education is the ability of the learner to be a responsible citizen equipped with life skills.
Quality education also suggests positive results in the health of the learner due to the health services and education offered in schools. The knowledge gained from education is expected to influence the learner’s behavior towards hygiene and health. Psychosocial and interpersonal skills that a learner possesses are also indications of the quality of education (Brochu 76).
Correlation and interconnection between evaluation, assessment, and its role in affecting the quality of education
Assessment and evaluation are two distinct processes used by teachers to aid learners develop lasting learning skills. Assessment is a process of collecting information to track improvement and/or make academic decisions where necessary. The process of assessment may include tests, although it can also include other modes such as interviews, observations, and monitoring behaviors. Conversely, evaluation is an intricate process entrenched in the idea of value.
The process is designed to give information that helps teachers come up with a judgment about a situation. The process of evaluation requires information that is obtained through assessment. In the context of learning, teachers evaluate learners repetitively by comparing the intended results and their actual performance. Students are then classified based on the criteria of quality of performance (Sibgatullina 167).
The main difference between assessment and evaluation is that learning is assessed, but results are evaluated. Assessment in general varies from both evaluation and grading. Grading can be considered as a constituent of assessment of the performance of a student in a particular educational activity.
Grading employs a comparative measurement standard, which encourages competition among learners. It plays a central role in the improvement of students’ performance. Most teachers limit the assessment process to the giving of tests and allocation of grades. The conception fails to account for the utility and importance of assessment and the learning process as a whole.
Educational assessment entails the collection and evaluation of information that emerges from strategic learning activities and programs. This process is often referred to as evaluation. The distinction between assessment and evaluation emerges from what is being measured. It is also determined by why and how the measurement is being made (OECD Schooling Redesigned 14).
The importance of assessment is sanctioned by the reality that students focus much of their energy on tests. For this reason, it can be used to determine the type of learning that is offered. Coming up with an assessment that focuses more on the remembrance of facts is more likely to end up in shallow learning. On the contrary, coming up with an assessment that requires critical thinking and problem solving has greater chances of resulting in quality learning and better performance of learners (Stephens and Sen 87).
According to Sibgatullina, there are different types of assessment. Formative assessment is created to help the process of learning by giving back response to the learner (168). The response is useful in the identification of a student’s strengths and weaknesses. It can be used to improve the learner’s future performance. Formative assessment is the most useful for those who are part of the actual learning process.
Conversely, summative assessment is used to determine grading and the making of decisions on the readiness to move forward with the program. It is usually done at the end of an educational program to determine a student’s overall performance. Such assessment not only communicates to the participants of the learning process but also external stakeholders such as employers and school administrators (OECD Establishing a Framework 34).
Informal assessment is a process where the determinations are merged with other tasks that take place during the learning process such as answering questions in the course of a lecture. The information gathered during such assessment is mostly used to give formative feedback. It tends to be less straining to the learner.
However, it can also be highly subjective. On the other hand, formal assessment takes place when the learners are fully aware that the activity they are taking part in amounts to an assessment (Santiago et al. 15). An example of a formal assessment is a written examination. The process is associated with summative assessment, although it is more stressful on the learner. Due to their greater decision-making role, formal appraisals have higher standards of consistency and legitimacy as compared to informal assessments (Brochu 75).
Process assessment concentrates on the procedure that is core to a particular task such as the method of examining a soil sample. When the student is learning a new skill, then this form of assessment is most useful because of the detailed information that it provides (Masehela 43). It is also very useful in providing formative feedback to boost performance. On the other hand, product assessment evaluates the result of a process such as the accuracy of the soil sampling. It is most efficient in documenting competency in a particular skill. It is used for summative purposes. Hence, it is easier to come up with as compared to process assessment (Maclean 45).
Hence, if used properly, both assessment and evaluations can work to improve the quality of education. The two methods are used to achieve different purposes, although they follow similar steps and/or operate in the same field. They require the gathering of information by monitoring the outcome or performance. Both require a person whose performance is being collected, as well as the performance collector (OECD Establishing a Framework 34).
They all result in a report of the findings in relation to the performance. However, the main difference is that for the assessment, the process ends with the compilation of the information. Alternatively, in an evaluation, the performance is compared to the set standard and analyzed to find out the quality of performance taking place. Therefore, it is not possible for teachers and students to know how to improve the quality of education without the processes of assessment and evaluation (Masehela 43).
Purpose of Quality Education
An analysis of the state of education among OECD states reveals that one out of every five learners lacks the fundamental skills that are needed in a society. A ratio similar to this one also quits school before the end of secondary education. The situation worsens for students who reside in low-income countries.
This observation further suggests that individuals and social factors influence the performance of learners. A recent study by Maclean reveals that poor arithmetic and writing skills affect the quality of jobs that one can access (45). Oddly, the upsurge of higher education graduates has not significantly increased rewarding jobs. Hence, what would be presumed as an enhancement in the quality of education amongtertiary education is not the case (Maclean 45).
A survey conducted by OECD has revealed that despite the increased allocation of funds to support education and benevolent reform policies, a national assessment of student outcomes in different countries reveals a meager advancement in performance. Nevertheless, education, particularly tertiary learning, is said to promote social and economic development by creating labor, expanding, and maintaining knowledge bases.
Such disparities in the hypothetical expectations and the actual happenings in the learning form the basis of promoting quality education practices. In fact, OECD commentators such as Masehela confirm the need for underscoring the importance of education policies in national and global agendas (43).
The need for quality stems from the notion that global participation can only be accelerated through initiating quality-learning systems. In fact, the enrollment and dropout in schools will highly influence the importance that people attach to education. If parents and learners conceive that education is likely to transform their lives, then they will sacrifice their time and money.
The contributory roles of learning to areas such as leadership, economy, and culture can be fortified by establishing quality-learning structures. Policymakers should understand that schooling outcomes will only be enhanced through quality learning. Moreover, learning entails processes and results that can only be examined qualitatively.
Quantity of learners is just but an ancillary concern. Education will be of little or no benefit if only entails increasing the quantity of youngsters in schools with zero attention of the concepts they are learning in the institutions. It is unfortunate that quantity has been the main agenda for policymakers until recently (Brochu 77).
Ideally, quality education became a crucial aspect for consideration after the 1990 World Declaration on Education for All (EFA). The proponents of EFA believe that the quality of education is a concept that comingles with the ultimate objective of the equity declaration. The signatories assert that improving the availability will not completely guarantee personal and social development.
The Dakar Framework for Action (DFA) further underpinned the need for quality education declaring that every child has a right to get excellent teaching (Stephens and Sen 88). It decreed that proper education should provide relevant information, resources, supervision, and results.
However, most states and stakeholders have majorly concentrated on the availability of primary education in line with the Millennium Development goal of Universal Primary Education (UPE). Indeed, the population of children in schools has increased significantly since 2000.
The focus is now turning on quality, following the recommendations of the 2013/14 EFA Global Monitoring Report (GMR). It is anticipated the recommendations will enable more than 230 million youngsters to access quality education, 130 million of which are already enrolled in various learning institutions (OECD Schooling Redesigned 14).
Despite the existing disparities on the purpose of quality education, there is a global consensus on three tenets. In fact, stakeholders agree that quality education should be relevant, accessible by all, and meet the rights of the leaners. These principles are the main components of the goals that international educators and policymakers seek to achieve.
They remain at the zenith of the purpose of promoting quality education. Although the evidence that most human rights laws have been precise on the availability of education but ambiguous on its quality, modern literature and legislations are adamant on quality (Masehela 43).
The Convention on the Rights of the Child (CRC) provides a clear stance on the need and purpose of education. CRC asserts that quality education should ensure that learners accomplish full development. Such growth entails cognitive, emotive, as well as innovative abilities. Moreover, the education system should highlight the need for students for learners to value humanity and the ecosystem.
As evident in Article 29 (1) of the CRC, quality education focuses on both content and course of learning. It encourages a learning technique that puts the aspirations of the child at the center such that the rights of the child are esteemed. For instance, under quality education, teachers consider corporal punishment an obvious violation of students’ rights (Masehela 43).
With respect to accessibility, universal agreements such as the International Covenant on Civil and Political Rights (ICCPR) and the International Covenant on Economic, Social, and Cultural Rights (ICESCR) decree that countries must ensure that every child can access quality education. OECD countries such as Brazil and Philippines are committed to observing the provisions of these international legislations since their constitutions guarantee that a portion of budget should promote education availability (Stephens and Sen 87).
Although equity is an independent goal of the EFA, it comingles with the purpose of quality education. Under the concept of equity, policymakers believe that every child has the potential to generate fundamental intellectual capabilities if he or she is offered a suitable learning setting.
When students fail to develop such capacities, it is principally because of poor education quality. In fact, surveys conducted by OECD reveal that poverty, gender discrimination, and rustic setting promote deficiency in education excellence and cognitive development because of high school dropout and lack of resources (OECD Schooling Redesigned 14).
The issue of relevance as an aspect of quality of education can be derived from the CRC’s emphasis of child-centered education system. Most educators, particularly from developing countries, develop syllabi that do not fit the environment and culture of the learners.
Therefore, stakeholders should ensure that teachers, textbooks, and the learning resources conform to the local context of students. However, relevance is a matter of national strategy (Santiago et al. 15). With the advent of globalization, most countries are upbeat with the perception of designing an education system that produces individuals who can compete on the world frontier. Furthermore, learners continue seeking cross-border education.
Hence, the needs of such international students can only be met with education systems that are universal in nature. Nonetheless, there is the need to balance globalization and socio-cultural aspects of a state such that education remains relevant to learners while producing excellent skills (Masehela 43).
Best Practices in Delivering Quality Education
Delivering quality education is a strenuous process that requires the adoption of certain practices that improve performance. While world governments have spent over $2 trillion on education, only a fraction of them has succeeded in delivering quality education. The discussion in the subsequent paragraphs will consider some of the best practices that have been adopted by some top-performing OECD countries as evident in the PISA performance.
Employing highly qualified teachers
Top performing countries believe that quality education cannot be attained without the availability of skilled tutors. Scholars in the US have observed that the literacy degree of a teacher has a direct impact on the performance of a student more than any characteristics of the teacher. The teacher’s recruitment process entails selecting the top third of each group of graduates who then undergo a rigorous process before they are eventually employed by the learning institutions.
Subsequently, the employed teachers receive lucrative salaries, which keep them motivated to work. Moreover, top-performing states also believe that some teachers are likely to flounder after recruitment. Consequently, they have proactive performance evaluation systems whereby teachers are keenly monitored. In fact, those who perform poorly have their contracts terminated (Brochu 73).
Singapore set a good illustration of an effective teacher-hiring process. The country gives prominence to the high academic performance of applicants who desire to teach. The recruitment and selection process is mutually supervised by the Ministry of Education, as well as the National Institute of Education (NIE). Teachers go through four-stage process out of which only one out of six candidates is admitted into the profession.
The first stage involves screening of the curriculum vitae whereby the applicants are expected to be among top 30 in their group of graduates and/or have a deep aspiration for teaching. In the second phase, candidates are given an assessment test to reaffirm that they have a high degree of literacy (Stephens and Sen 87).
The candidates then conduct an oral interview where the employers check whether they have proper personality, intellect, and mindset for the job. Eventually, the teachers are examined by the NIE during a training process. Only those who will have the best qualifications are selected to begin their career. Admitting the right individuals for the teaching profession has helped the country to offer quality to the constituents (OECD Schooling Redesigned 14).
Enhancing instruction delivery techniques
Some of the best education systems recognize that students’ performance is highly influenced by the quality of the information they receive and understand from their tutors.
Therefore, it is important to ensure that teachers have the knowledge, resource, and skills to deliver the quality instruction to students any time they interact with learners. Top-performing education systems recognize the difficulty in consistently conveying the right instruction to the students. Thus, they have developed techniques of boosting classroom instruction (OECD Schooling Redesigned 14).
The best education systems have utilized four major approaches. First, some cities such as Boston coach teachers during initial training on how to convey instruction promptly. Other systems have in-service trainers who join the teachers in classes, monitor their instruction, and help them to improve where necessary.
In countries such as Singapore, stakeholders ensure that they appoint experienced instructional leaders to monitor the quality of knowledge that teachers share with their students. Another popular approach is that of allowing teachers to share the techniques of delivering instructions efficiently.
For instance, Japan has established a learning tradition known as kenkyuu jugyou whereby teachers operate in teams to create an instructional strategy that assists them to accomplish a given learning objective (OECD Schooling Redesigned 14).
Monitoring Performance
The DFA encourages states to initiate strategies for measuring and evaluating performance to determine the strides that every state has adopted towards providing quality education. Indeed, most countries already have national assessment programs to determine educations results and their correlation with the national and international recognized standards.
The best education systems acknowledge that improvement is only feasible when policymakers can identify the fortes and flaws of the education sector. The calculation of quality among top-performing OECD countries is conducted through two mechanisms, namely examinations and school reviews. Examinations enable observers to compute the definite outcome, as learners are only able to answer what they understand.
School reviews enable educators to examine the level of a school’s performance on a set of certain indicators, which eventually help inspectors to discover the areas that require improvement. For instance, in England, the body in charge of monitoring the quality of education outcome is independent from the institution that ensures that the necessary improvements are introduced (Brochu 73).
Tips for spreading quality education concept amongst educators and stakeholders
Promoting Suitable School Leadership
School leaders play a central role in the creation and implementation of education policies. They understand the unique issues that prevent their schools from performing well. Hence, they are best placed to implement quality education policies that are appropriate for a given learning institution. However, most countries do not have a detailed process of appointing, training, and assisting school leaders to handle the issues that arise in schools.
Consequently, policymakers should consider assisting head teachers of poor performing learning institutions by initiating programs that bestow principals with skills of handling challenges that counter the delivery of quality education, particularly in developing states.
Moreover, educators should promote a culture of employing and retaining proficient leaders by offering conducive working conditions and lucrative compensations and incentives. Furthermore, stakeholders should assist school leaders to restructure schools, for instance, through merging them to boost management strategies, which eventually improve performance (Maclean 45).
Refresher Training Programs
Refresher training programs should be created to provide a platform where teachers and school administrators can interact. Through these refresher programs, teachers can be coached on the need for quality education, what it entails, and/or the new teaching techniques that ensure that they offer proper education.
Particularly, the programs should teach teachers on how to interact with student such as how to deliver instructions to students in a way that they understand and use the information to think critically. For instance, most schools and tutors still utilize didactic learning techniques, which do not work effectively in the current generation. Instead, teachers should be encouraged to apply an all-inclusive learning environment where the teacher acts like a mere guide (OECD Schooling Redesigned 14).
Creating International Legislations
It is evident that the concept of quantity has been more popular than quality in the education sector. However, over the years, quality is drastically becoming the center of every education system. Despite its rising prominence, there are still inadequate policies and legislations that encourage states to establish quality education network.
The creation of international legislations, which recognize quality education as a right of every child and the role that governments should play in ensuring that children receive quality education is crucial. The presence of such regulations will ensure that educators are keen on creating education systems with brilliant performance (Brochu 86).
Involving Stakeholders in Curricula Designing
One of the aims of quality education is to ensure that what children learn is relevant. However, critics continue to aver that most of the existing curricula are inconsistent with the needs and culture of learners. The situation is mainly caused by the lack of cooperation of various stakeholders in preparing curricula for students.
Therefore, quality education can be promoted by allowing stakeholders and educators to participate in the designing of curricula. Through active participation, stakeholders will ensure that they develop what is most relevant for the learners to provide quality education (Brochu 78).
Rewarding Teachers based on Performance and Evaluation
Most of the best education systems such as Finland, England, and Singapore continue to offer quality education because of the high income that teachers earn. Such better pay keeps teachers motivated to instruct children promptly. Conversely, such education systems often have demanding performance appraisal programs that ensure that teachers keep delivering quality services to their students.
Likewise, the concept of quality education can be promoted among stakeholders by creating a system whereby teachers are paid and promoted based on their performance. Consequently, teachers will be committed to ensuring constant improved outcome to gain promotion and better payment. Indeed, studies have affirmed that quality education can only be achieved if schools are endowed with qualified and committed teachers, a factor that can be highly influenced by performance appraisal (Brochu 78).
Connecting Schools, Parents, and the Community
The family provides the initial and basic social setting where children develop their intellectual and emotional capabilities. Schools only modify what has been created by the parents. Parents also offer crucial motivation that helps youngsters to remain committed to their studies.
By acting as learning partners of children’s initial stages of learning, parents can have a remarkable impact on children performance (Maclean 45). Accordingly, by actively including parents in the activities, positive outcomes can be recorded on children learning progress (OECD Schooling Redesigned 14).
Conclusion
Quality education is one of the five EFA goals that education stakeholders are committed to accomplishing to uphold children’s right to education. For educators to deliver quality education, they have to understand the meaning of the concept, its purpose, and some of the best practices that improve the performance of children across world. Stakeholders should remember that quality education must be relevant, equitable, and one that centers on the interests of the child.
Some of the best practices that are utilized by top performers such as Korea, Finland, and Singapore include recruiting and retaining qualified teachers, boosting the interaction between students and tutors, and evaluating and assessing performance to ensure that any existing weaknesses are constantly addressed.
It is crucial for educators and stakeholders to be coached about delivering quality education and platforms such as workshops, refresher training sessions, and in linking parents and the community with schools. This strategy can help in promoting this growing phenomenon.
Works Cited
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