This document discusses the relationship between faculty development, teacher accountability, and students' rights to quality education. It notes that faculty development programs are important for adapting teaching to changing needs but should consider student and societal needs. Teacher accountability is complex with responsibilities to students, administrators, and taxpayers. It suggests accountability can be strengthened through peer review systems focused on assistance rather than punishment. Quality education is students' right and those receiving development programs should be accountable for enhancing program and societal benefits. Ongoing, needs-based faculty training may help develop teacher commitment to accountability and quality over administrative processes.

1. WELCOME

2. “FACULTY DEVELOPMENT, TEACHER
ACCOUNTABILITY AND THE STUDENTS’ RIGHTS
FOR QUALITY EDUCATION”
Project prepared by
R. SURESH KUMAR
Assistant Professor
GCTE, Kozhikode

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. 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. 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. Biggest challenge
• “Quality education for all will be our biggest
challenge and also our greatest hope”.
(Koichiro Mastuura, Director
General, UNESCO)

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. “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. 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. Statement of the Problem:
• “Faculty Development, Teacher
Accountability and the students’ rights for
Quality Education”

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Benefits from accountability
arrangements in teaching
• For Teachers:

Having their performance monitored

Increasing motivation

Enhancing quality of Teaching

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

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. 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. 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. 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. 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. THANK YOU……