0
WELCOME
“FACULTY DEVELOPMENT, TEACHER
ACCOUNTABILITY AND THE STUDENTS’ RIGHTS
FOR QUALITY EDUCATION”
Project prepared by

R. SURES...
Endeavour to develop personal discipline
Endeavour to develop personal discipline
Demonstrate a living ethic
Demonstrate a...
Quality should not be sacrificed for quantity and
Quality should not be sacrificed for quantity and
care should be taken t...
In spite of many past and on-going reforms, education
In spite of many past and on-going reforms, education
is still not a...
Biggest challenge
• “Quality education for all will be our biggest
challenge and also our greatest hope”.
(Koichiro Mastuu...
Slogans to be considered
• “Teachers should be accountable for their
performances. We need teacher
accountability”.
• “All...
“There is little hope of advancing the quality
“There is little hope of advancing the quality
aspects of education unless ...
Need and significance
• Who is most benefitted from the Academic
enrichment programmes of Faculty members
of Higher educat...
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 ch...
Accountability
• The dictionary meaning of accountability
suggests that to be accountable means being
subject to giving an...
Accountability
• “Accountability” has many meanings for
political leaders, education officials, teachers,
parents, communi...
Quality Education
• “A quality education has the power to
transform societies in a single generation,
provide children wit...
Objectives
• To analyse the relationship of Faculty
Development, Teacher accountability and the
rights of students’ for qu...
Analysis and interpretations
• Carefully coordinated faculty development
programmes are a critical component of
teaching a...
Analysis and interpretations
• “Accountability” has many meanings for
political leaders, education officials, teachers,
pa...
Responsibility &Accountability
Responsibility
•
•

•
•

Implies holding a specific office,
duty, or trust
The focus is on ...
Responsibility &Accountability
•

While being responsible always has
other persons in mind, the focus of
meaning is upon t...
Benefits from accountability
arrangements in teaching:
• For Students:

Being treated as individuals

Having their devel...
Benefits from accountability
arrangements in teaching
• For Teachers:

Having their performance monitored

Increasing mo...
Benefits from accountability
arrangements in teaching
• For others:
 Ensuring ‘value for money’ for tax payers
 Measurin...
“Children have a right to
“Children have a right to
an education, a quality
an education, a quality
education”_
education”...
Quality education includes:
• Learners who are healthy, well-nourished and ready
to participate and learn and supported in...
Quality education includes:
• Processes through which trained teachers use
Learner-centred teaching approaches in wellmana...
Conclusion and Suggestions:
• As technology, pedagogy and practice change so rapidly,
faculty professional development may...
Conclusion and Suggestions:
•

•

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

•

•

Quality education is one of the rights of students and one who receives
incentives/ a...
THANK YOU……
Upcoming SlideShare
Loading in...5
×

Teacher accountability ppp

659

Published on

Teacher Accountability in Education

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
659
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
25
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Transcript of "Teacher accountability ppp"

  1. 1. WELCOME
  2. 2. “FACULTY DEVELOPMENT, TEACHER ACCOUNTABILITY AND THE STUDENTS’ RIGHTS FOR QUALITY EDUCATION” Project prepared by R. SURESH KUMAR Assistant Professor GCTE, Kozhikode
  3. 3. Endeavour to develop personal discipline Endeavour to develop personal discipline Demonstrate a living ethic Demonstrate a living ethic Use resources efficiently Use resources efficiently Cherish our spirit Cherish our spirit Assert our own responsibility Assert our own responsibility Take charge of our lives Take charge of our lives Invite pupils to evaluate their own efficiency Invite pupils to evaluate their own efficiency Open approaches in the search for solutions Open approaches in the search for solutions Now give meaning to learning Now give meaning to learning FORM@SID Team, 17, Romania FORM@SID Team, 17, Romania
  4. 4. Quality should not be sacrificed for quantity and Quality should not be sacrificed for quantity and care should be taken to set up programmes that take into care should be taken to set up programmes that take into account the need to train men and women to become useful account the need to train men and women to become useful members in the economic, political, social and cultural life of members in the economic, political, social and cultural life of their country. Such programmes should integrate the specific their country. Such programmes should integrate the specific needs of girls in order to help them catch up with men in needs of girls in order to help them catch up with men in assuming political and economic responsibilities. assuming political and economic responsibilities. Aminata Amayed Sy, 15, Aminata Amayed Sy, 15, Senegal Senegal
  5. 5. In spite of many past and on-going reforms, education In spite of many past and on-going reforms, education is still not always keeping abreast of the challenges, is still not always keeping abreast of the challenges, which are intrinsically linked to the United Nations which are intrinsically linked to the United Nations Millennium Development Goals (MDGs) and to the Millennium Development Goals (MDGs) and to the four pillars of learning advocated by the UNESCO’s four pillars of learning advocated by the UNESCO’s International Commission on Education for the International Commission on Education for the Twenty-first Century: learning to know, learning to Twenty-first Century: learning to know, learning to do, learning to be and learning to live together. do, learning to be and learning to live together.
  6. 6. Biggest challenge • “Quality education for all will be our biggest challenge and also our greatest hope”. (Koichiro Mastuura, Director General, UNESCO)
  7. 7. Slogans to be considered • “Teachers should be accountable for their performances. We need teacher accountability”. • “All students have the right to a quality education”.
  8. 8. “There is little hope of advancing the quality “There is little hope of advancing the quality aspects of education unless the teacher aspects of education unless the teacher revives commitment to his/her profession and revives commitment to his/her profession and is also given a place of honour and recognition in society” is also given a place of honour and recognition in society” (Zobaida Jalal, Education Minister, Pakistan) (Zobaida Jalal, Education Minister, Pakistan)
  9. 9. 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?
  10. 10. Statement of the Problem: • “Faculty Development, Teacher Accountability and the students’ rights for Quality Education”
  11. 11. 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
  12. 12. Accountability • 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.
  13. 13. Accountability • “Accountability” has many meanings for political leaders, education officials, teachers, parents, community and business leaders, and the general public. Accountability is multifaceted: it involves responsibility, authority, evaluation and control
  14. 14. Quality 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)
  15. 15. Objectives • 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.
  16. 16. 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.
  17. 17. Analysis and interpretations • “Accountability” has many meanings for political leaders, education officials, teachers, parents, community and business leaders, and the general public. Accountability is multifaceted: it involves responsibility, authority, evaluation and control.
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. Benefits from accountability arrangements in teaching • For Teachers:  Having their performance monitored  Increasing motivation  Enhancing quality of Teaching
  22. 22. Benefits from accountability arrangements in teaching • For others:  Ensuring ‘value for money’ for tax payers  Measuring a school’s performance  Ensuring a peaceful community
  23. 23. “Children have a right to “Children have a right to an education, a quality an education, a quality education”_ education”_ UNICEF UNICEF
  24. 24. 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.
  25. 25. Quality education includes: • Processes through which trained teachers use Learner-centred teaching approaches in wellmanaged 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.
  26. 26. 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.
  27. 27. 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.
  28. 28. 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.
  29. 29. THANK YOU……
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×