A new World Bank study has revealed that across Latin America and the Caribbean, public school students are deprived of at least one full day of class a week and that this is a result of low teacher effectiveness. A report on the study, released late last month and titled ‘Great Teachers: How to Raise Student Learning in Latin America and the Caribbean’ said it was based on “unprecedented research involving the observation of more than 15,000 classrooms in 3,000 primary and secondary schools in seven Latin American countries…”
According to the report, the researchers found teacher absenteeism, poor preparation for classes and weak school leadership all served to cheat students. Furthermore it drew on global research, which showed that students with the best teachers advanced 1.5 grade levels or more per year, while those with the worst teachers mastered just 0.5 year of curriculum or less. The same global research also showed clearly that the economic and social benefits of national education spending depended on what students learnt – and not how many years they stayed in school.
In addition, the study found that the teaching force in the region is ageing; the average teacher in some countries is more than 40 years old. And while some countries are producing an excess supply of new teachers, it is still difficult to find adequate teachers for secondary level mathematics, science, and foreign languages.
And in this digitalized age, where instant information is becoming more widespread, researchers have found that teachers in countries with the large investments in ‘One Laptop per Child’ initiatives actually spent the lowest share of total class time using information and communications technologies.
It may all sound familiar, but no, the researchers did not observe schools and teaching and learning conditions in Guyana. Their findings in Latin America have been extrapolated to cover the Caribbean. But Guyanese parents of students attending public schools and the students themselves would agree that there is low teacher effectiveness here. The reports from students who “didn’t do anything today” because their teacher was at university, at a meeting, at a workshop or just simply absent are more frequent than would be desired by anyone who seeks to have their child/children get a good education. It is very well known too that effective secondary level mathematics and science teachers are rare. The evidence is in the lower scores and failing grades. Hence the need to supplement with the ubiquitous lessons, held at all sorts of ridiculous hours (5 am and 6 am) for which some parents pay through the nose. It should be noted that the extreme nature of this phenomenon is not universal, yet children succeed elsewhere.
On the other hand, teachers do get a bad rap. In the Latin America and Caribbean region teachers’ salaries are low; they are possibly at pittance level in Guyana with very few incentives. Teachers should not have to lose sleep or go home from a hard day of work at school to hold extra lessons or do another job entirely in order to make ends meet. Yet this is the reality.
That this is focused on now while the powers that be are basking in the light of “good” examination results is particularly relevant. How can there be good or improved exam results if teachers are treated like bottom-of-the-ladder workers? How many of the top performers this year, or any year in the last 10 years for instance have indicated a willingness to even consider joining the teaching profession? Isn’t this telling? Are the authorities listening?
In the USA, the state of New Jersey recently updated its professional standards for teachers towards transforming the public education system with a new vision of teaching. Effective May 5 this year, these standards, last upgraded in 2004, include principles of teaching that cross all subject areas and grade levels to improve student achievement. They are geared towards college readiness and career mentoring and encouraging students to also look to the field of education as a future profession, along with other areas.
The standards also place huge emphasis on what is referred to as 21st century skills. These include fostering students’ curiosity, creativity, innovation, problem solving, global literacy, communication, and interpersonal skills. When assessed, students must be able to demonstrate understanding of technology and ethics and to apply the knowledge they would have gained across disciplines.
Such standards would pose a challenge in the public school system here, but not one that is insurmountable. Vital to moving in this direction would be raising the quality of teachers by improving teacher education and making teaching truly a profession that our brilliant students can aspire to be part of.
The World Bank report revealed that in recognition that standards have fallen some Latin American countries have begun or have plans to implement policies to recruit better teachers, create programmes to develop the skills of teachers already in service and offer better incentives to make the profession more attractive and selective over time. Isn’t it time we played catch-up?
