Going to School Doesn’t Mean Learning

Going to School Doesn't Mean Learning

Going to School Doesn’t Mean Learning

 

“My dog’s name is tom,” This sentence seems simple. But did you know that three-quarters of third-grade students do not understand it in Kenya, Tanzania, and Uganda? Nearly three-quarters of third-grade students in rural India cannot solve a double-digit subtraction example, such as 46 – 17; even half of the fifth-graders cannot do this. Here you can assume the importance of basic learning.

 

Today the world community is faced with a crisis in the field of education. While countries have significantly increased access to education, going to school does not mean learning. Hundreds of millions of children worldwide are entering adulthood without the most basic skills. For example, not knowing how to correctly calculate change after purchase, read a doctor’s prescription, or understand a bus schedule, not to mention building a successful career or educating their children.

 

Education is the foundation of human capital. The latest research from the World Bank shows that 56 percent of the world’s children will be more than half the workforce it would be if they were fully educated and in excellent health.

 

Well organized, education and human capital create benefits for both people and society. Education enhances citizens’ self-esteem and expands employment and earnings opportunities. And it helps a country to strengthen social institutions, ensure long-term economic growth, reduce poverty and stimulate innovation.

 

The Global Learning Crisis

 

One of the main reasons the learning crisis has not yet been overcome is that education systems in many developing countries lack information about who is and who is not. And therefore, it is difficult to somehow rectify the situation. That said, in the absence of certainty about what kind of work skills will be in demand in the future, schools and teachers must provide students with more than just basic reading and writing skills. Students need to be able to interpret information, form their own opinions, be creative, communicate effectively, collaborate, and be resilient to shocks.

 

The World Bank’s vision is that all children and youth must learn and acquire the skills they need to become productive, successful, and active citizens and workers. We focus on helping teachers at all levels become more effective. In improving learning, improving educational technology, improving the management of schools and systems while simultaneously empowering students of all ages – from pre-schoolers to adults – to succeed.

 

Change Starts Where Great Teachers Are

 

A growing body of evidence suggests that learning is essentially a teaching crisis. For students to learn, they need good teachers. However, many educational systems do not pay enough attention to what teachers know, so students usually approach pay someone to do my online class for their better academic performance. what they do in the classroom, and sometimes whether they even appear in the classroom.

 

Fortunately for many students, every country has dedicated and enthusiastic teachers who, no matter the challenge, make life rich and transformative for students. They are heroes who overcome all difficulties and fill the learning process with passion, creativity, and determination.

 

Learning is effective where schools and educational systems are well managed

 

For education to be of good quality, systems must be put in place to ensure the day-to-day learning of millions of students in thousands of schools. Successful education reform presupposes sound policy development, commitment to action, and high implementation capacity. Naturally, these are all extremely difficult tasks. Effective use of funds is challenging for many countries, and increases in education spending often do not improve the quality of learning and build human capital. To solve these problems, it is necessary to work at all levels of the system.

 

At the central level, ministries of education need to involve the best people in the design and implementation of programs based on national circumstances and available data. County and regional offices need the capacity and tools to monitor learning and provide support to schools. School leaders must have the knowledge and willingness to manage and manage schools at the school level, from planning spending plans to supervising and assisting teachers.

 

 

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