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“FACULTY DEVELOPMENT, TEACHER ACCOUNTABILITY AND THE STUDENTS’ RIGHTS FOR QUALITY EDUCATION”

Project prepared by

R. SURESH KUMAR Assistant Professor GCTE, Kozhikode

“FACULTY DEVELOPMENT, TEACHER ACCOUNTABILITY AND THE STUDENTS’ RIGHTS FOR QUALITY EDUCATION”

Project prepared by

R. SURESH KUMAR Assistant Professor GCTE, Kozhikode

Endeavour to develop personal disciplineDemonstrate a living ethicUse resources efficientlyCherish our spiritAssert our own responsibilityTake charge of our livesInvite pupils to evaluate their own efficiencyOpen approaches in the search for solutionsNow give meaning to learning FORM@SID Team, 17, Romania

Endeavour to develop personal disciplineDemonstrate a living ethicUse resources efficientlyCherish our spiritAssert our own responsibilityTake charge of our livesInvite pupils to evaluate their own efficiencyOpen approaches in the search for solutionsNow give meaning to learning FORM@SID Team, 17, Romania

Quality should not be sacrificed for quantity andcare should be taken to set up programmes that take into account the need to train men and women to become useful members in the economic, political, social and cultural life of their country. Such programmes should integrate the specific needs of girls in order to help them catch up with men in assuming political and economic responsibilities. Aminata Amayed Sy, 15, Senegal

Quality should not be sacrificed for quantity andcare should be taken to set up programmes that take into account the need to train men and women to become useful members in the economic, political, social and cultural life of their country. Such programmes should integrate the specific needs of girls in order to help them catch up with men in assuming political and economic responsibilities. Aminata Amayed Sy, 15, Senegal

In spite of many past and on-going reforms, education is still not always keeping abreast of the challenges, which are intrinsically linked to the United Nations Millennium Development Goals (MDGs) and to the four pillars of learning advocated by the UNESCO’s International Commission on Education for the Twenty-first Century: learning to know, learning to do, learning to be and learning to live together.

In spite of many past and on-going reforms, education is still not always keeping abreast of the challenges, which are intrinsically linked to the United Nations Millennium Development Goals (MDGs) and to the four pillars of learning advocated by the UNESCO’s International Commission on Education for the Twenty-first Century: learning to know, learning to do, learning to be and learning to live together.

Biggest challenge

• “Quality education for all will be our biggest challenge and also our greatest hope”.

(Koichiro Mastuura, Director General, UNESCO)

Slogans to be considered

• “Teachers should be accountable for their performances. We need teacher accountability”.

• “All students have the right to a quality education”.

“There is little hope of advancing the quality aspects of education unless the teacher revives commitment to his/her profession and is also given a place of honour and recognition in society” (Zobaida Jalal, Education Minister, Pakistan)

“There is little hope of advancing the quality aspects of education unless the teacher revives commitment to his/her profession and is also given a place of honour and recognition in society” (Zobaida Jalal, Education Minister, Pakistan)

Need and significance

• Who is most benefitted from the Academic enrichment programmes of Faculty members of Higher education institutions?

• Whether it serves the real purpose?• Whether it ensure quality education to the

youths?

• Who is most benefitted from the Academic enrichment programmes of Faculty members of Higher education institutions?

• Whether it serves the real purpose?• Whether it ensure quality education to the

youths?

Statement of the Problem:

• “Faculty Development, Teacher Accountability and the students’ rights for Quality Education”

Faculty development

• Faculty development programs (FDPs) are especially important in adapting faculty members to their changing roles in initiating and setting the directions for curricular changes.

• To support educators in adapting to changing missions of teaching and to enhance the efficiency and performance of their teaching skills while improving work satisfaction and teaching confidence by developing good teachers

• Faculty development programs (FDPs) are especially important in adapting faculty members to their changing roles in initiating and setting the directions for curricular changes.

• To support educators in adapting to changing missions of teaching and to enhance the efficiency and performance of their teaching skills while improving work satisfaction and teaching confidence by developing good teachers

AccountabilityAccountability

• The dictionary meaning of accountability suggests that to be accountable means being subject to giving an account, being answerable, and capable of being accounted for.

• Accountability is a concept in ethics and governance with several meanings. It is often used synonymously with such concepts as responsibility, answerability, blameworthiness, liability, and other terms associated with the expectation of account-giving.

Accountability

• “Accountability” has many meanings for political leaders, education officials, teachers, parents, community and business leaders, and the general public. Accountability is multi-faceted: it involves responsibility, authority, evaluation and control

Quality EducationQuality Education

• “A quality education has the power to transform societies in a single generation, provide children with the protection they need from the hazards of poverty, labor exploitation and disease, and given them the knowledge, skills, and confidence to reach their full potential.” (Audrey Hepburn)

• “A quality education has the power to transform societies in a single generation, provide children with the protection they need from the hazards of poverty, labor exploitation and disease, and given them the knowledge, skills, and confidence to reach their full potential.” (Audrey Hepburn)

ObjectivesObjectives

• To analyse the relationship of Faculty Development, Teacher accountability and the rights of students’ for quality education.

• To analyse the ways to ensure teacher accountability in Higher Education sector.

• To analyse the relationship of Faculty Development, Teacher accountability and the rights of students’ for quality education.

• To analyse the ways to ensure teacher accountability in Higher Education sector.

Analysis and interpretations

• Carefully coordinated faculty development programmes are a critical component of teaching and learning improvement. The FDPs aim to help faculty construct a personal linkage between their professional needs in teaching and research as well as with the needs and aspirations of students and society for quality education.

Analysis and interpretations

• “Accountability” has many meanings for political leaders, education officials, teachers, parents, community and business leaders, and the general public. Accountability is multi-faceted: it involves responsibility, authority, evaluation and control.

Responsibility &Accountability Responsibility

• Implies holding a specific office, duty, or trust

• The focus is on what can and should do; an individual’s personal integrity with respect to a specific task

• “I-Centered”• One has a clear duty to perform

an action and take care to carry it out

Accountability

• Implies imminence of retribution for unfulfilled trust or violated obligations

• The focus is more upon what others expect from the person who is accountable

• “Other-Centered”• Includes judgment and the extent of

judgment for the success or failure to do, complete, or protect that for which a person is held accountable

Responsibility &Accountability• While being responsible always has

other persons in mind, the focus of meaning is upon the individual’s effort, duty, and obligation

• We call someone responsible when

we judge the person’s motives, intentions, and carefulness with respect to the task

• Responsibility: "I’ll do it. • A sense of obligation, commitment,

etc.

• Accountability always assumes a prior responsibility for we always lay out what we expect before we can lay out what the consequences will be for failure to meet the expectations

• Refers to how the individual will be judged and thus either rewarded or punished

• Accountability: "I’ll pay a price if I

don’t do it right”.• Accepting personal liability for one’s

actions, accepting one’s actions and the consequences

Benefits from accountability arrangements in teaching:

• For Students: Being treated as individuals Having their development need

supported Being treated more fairly Getting the education they deserve

Benefits from accountability arrangements in teaching

• For Teachers: Having their performance monitored Increasing motivation Enhancing quality of Teaching

Benefits from accountability arrangements in teaching

• For others:Ensuring ‘value for money’ for tax payersMeasuring a school’s performanceEnsuring a peaceful community

“Children have a right to an education, a quality education”_ UNICEF

“Children have a right to an education, a quality education”_ UNICEF

Quality education includes:

• Learners who are healthy, well-nourished and ready to participate and learn and supported in learning by their families and communities.

• Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities.

• Content that is reflected in relevant curricula and materials for the acquisition of basic skills, skills for life, and knowledge in such areas as gender, health, nutrition, and peace.

Quality education includes:

• Processes through which trained teachers use Learner-centred teaching approaches in well-managed classrooms and schools and skilful assessment to facilitate learning and reduce disparities.

• Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society.

Conclusion and Suggestions:

• As technology, pedagogy and practice change so rapidly, faculty professional development may need to be ongoing.

• Systematic assistance from the peers needed for faculty development and to strengthen accountability of teachers. Such assistance includes sorting out ways in which new techniques or procedures relate to possible changes in course goals, outcomes and the incorporation of interdisciplinary agendas.

Conclusion and Suggestions:• Accountability is a shared responsibility between students, teachers,

parents, administrators, policymakers, and researchers. Also, the majority of educators feel that they should be held accountable for highly qualified teaching. What highly qualified teaching consists of varies among researchers, but one characteristic that is consistent is that teachers should not be solely responsible for student achievement.

• The accountability of teachers may be strengthened through peer assistance and review systems because they are jointly supervised by boards of teachers and administrators, gauge teacher competence with more useful measures, and emphasize assistance and personal growth rather than punishment.

Conclusion and Suggestions:• Quality education is one of the rights of students and one who receives

incentives/ additional wages for Faculty Development Programmes may be accountable to enhance the quality of educational programmes of the stake holders and to the tax payers in general.

• It is very difficult to ensure accountability and quality in education from the part of teachers towards the students and society through administrative processes.

• If there will be any teacher evaluation programme from the administrative side, the chance for misusing the same will be very high. So every faculty development programme should develop a sense of commitment among teachers. Therefore need based (considereing students’ needs) orientation/ refresher/short term courses should be provided to the Faculty members.

THANK YOU……