Throughout history, people have fought for quality education. Quality education provides resources, policy, and guidance to ensure healthy entry to school, a safe, connected learning environment, personalized learning, and caring adults. It prepares children for college and employment, and participates in a global community. Today, it is even more important than ever. But how do we make sure that we’re getting it right? Here are some lessons from Chile’s education program.
Lessons learned from Chile’s education programme
The government of Chile implemented an educational programme that aims to improve the educational outcomes of poor students. The education programme was dubbed the “p900 Programme” and was intended to improve the educational results of the lowest-performing schools. The original voucher system was different from the SEP in Chile, but this law recognised that schools needed technical support to achieve accountability standards. Hence, it required low-performing schools to use additional resources and receive technical assistance.
While the public investment in Chile’s education programme has increased over the last decade, quality education remains a distant dream for most children. There are still wide differences in educational outcomes between different income groups and school types. In this article, we highlight five lessons learned from Chile’s education programme. They include: – How the voucher plan has failed to raise student learning and ensure equal educational opportunities
Importance of relevant curriculum
The importance of relevant curriculum in quality education cannot be overstated. Curriculum is the basis on which students are taught and evaluated. It provides guidelines for the use of energy and time. It provides information on different subjects and the manner in which knowledge is acquired. Human knowledge is one; however, it is divided into different subjects to facilitate its learning and organisation. The curriculum is designed for each subject and reflects the needs of the children.
Research shows that many textbooks fail to recognize the reality of cultural disconnect and omit historical facts about oppression. For example, a 2015 study of 3,400 children’s books found that only 22 percent were written or illustrated by people of color. One textbook published by McGraw Hill included a graphic about migration patterns and the Atlantic Slave Trade. This was a clear omission of historical truths.
Also Read : Education in New Zealand
Effectiveness of school discipline policies
A report issued by the U.S. Department of Education and the U.S. Department of Justice in 2011 focused on the effectiveness of state and local school discipline policies. It stated that states should consider the impact on instruction of exclusionary practices on students, and sought to minimize such losses. States should consider the consequences of exclusionary practices on students, and they should work to improve school climate by reducing the use of exclusionary practices.
The report presents results from three successful school communities that improved the discipline climate and learning outcomes of all students. The report also highlights the detrimental effects of high-stakes testing, which reinforces zero tolerance policies that suspend and expel disruptive students or those who perform below proficiency levels on academic assessments. Ultimately, school leaders should push for more reforms, including the use of evidence-based data to improve school environments. And when it comes to reducing violence, the study points to a number of solutions.
Impact of class size
Despite several studies pointing to positive outcomes of smaller class sizes, most experts are unsure how to measure and isolate their effects. One recent study, by Rivkin, Hanushek, and Kain, used longitudinal data on over half a million students from three thousand schools in Texas. While smaller class sizes increased student achievement in the fourth and fifth grades, it had little to no impact on the results of students in later grades.
Some argue that small class sizes are beneficial for students with special needs. Studies have shown that students with special needs have better relations with teachers and peers in smaller classes. Additionally, teachers were able to differentiate instruction more effectively and spend more time on task with students who had varying needs. And studies have shown that students in smaller classes are more likely to achieve success throughout their K-12 years and in their higher education careers. If you’re a parent or a student, consider these benefits!
