The Challenges of Improving Educational Quality in Relation to One Country of Your Choice - Essay Example

Most Countries in Latin America Have Achieved Universal Access to Schooling but the Quality of The Education in Public School is Very Low. Discuss the Challenges of Improving Educational Quality in Relation to One Country of Your Choice Table of Contents Table of Contents 2 Introduction 3 Condition of Public Schools in Bolivia 4 Challenges Faced By Public Schools during Implementing Improvement Plans 6 Intervention for the Improvements for providing Quality Education 10 Conclusion 11 References 13 Introduction In the contemporary era, education is regarded as one of the most important features that ensure the overall development of every country. It is also stated that people in this modern era are highly required to have educational facilities that will helps them to achieve success in their life. In order to receive higher educational facilities, people should require proper training facilities as well as proper educational material, which enable the opportunities to achieve success in both personal as well as professional life. Proper education is not only helpful in achieving success in life, but it is also supportive to overcome all the challenges in their life (Schwartzman, 2001). Moreover, strong educational background of a country is recognised to be a proper indication towards the strong economic structure of that respective country, as it recognised to be one of the most important drivers of economic growth. It has been observed that the most of the developed countries are having a strong educational background, which ensures better development of the society as well as an economy (Seelke, 2007). However, countries of Latin America are identified to be lacking proper educational facilities. Recently, it has been found that countries of Latin America have been initiated to bring a large numbers of necessary improvements for developing the education system. More specifically it can be stated that Bolivia is recognised to be one of the significant countries, which has adopted necessary initiatives to improve the schooling system as per the universal level (Zoido, 2008). The prime aim of the study is to describe about the principle changes faced by the public schools during improving the educational quality of Bolivia. Apart from this, the study will also describe about the educational background of public schools in Bolivia. The study will also ensure about the proper interventions for eliminating these challenges that has been faced during the improvement process. Condition of Public Schools in Bolivia As per the modern day context, the countries of Latin America have been recognised to witness essential expansion in educational coverage from the past two decades. It has been observed that after a revolution in the educational sector, a large number of countries belonging to Latin American region are considered to be a significant determinant of economic development. Though the countries of Latin America are experiencing educational transformation, but the government of these countries lacks in providing proper educational facilities to the several children. Therefore, due to improper educational facilities as well as unstructured schooling system, most of the children are withdrawing their name from the public schools (Daude, 2013). The educational revolution in Latin America has been identified to have vital impact over the development of the society of that respective country. It has been stated that Bolivia is recognised to be one of the popular countries that has been undergoing several transformation in the education domain. It will be worth mentioning that public education system of Bolivia is found to be in the general states of dismay, which is an indication towards its poor educational quality (Seelke, 2007). It has been found that the condition of public schools of Bolivia is considered to be more miserable, as it has failed to provide proper educational services to the children of Bolivia. The organisational structures of the Bolivian public schools are very poor as well as having inadequate quality in educational services. On the other hand, the public schools of Bolivia are undergoing through the development as well as improvement phase (McGuire, 2013). It will be worth mentioning that in order to provide the quality education, proper educational as well as organisational structure is mandatory for every schooling facility. In this context, buildings along with well-structured classroom with furniture are the actual requirements for a proper school in Bolivia. It has been observed that the public schools of Bolivia are suffering from unstructured school buildings that have not been maintained by the schools authorities. Apart from this, it has been found that most of the classrooms are well furnished as well as are not having proper classroom materials to provide education to the children of Bolivia (Urquiola & Calderon, 2006). Apart from this, the public schools are also suffering from the lack of proper trainers who will provide training to all children in public schools of Bolivia as per their requirements. In addition, the teachers of the public schools of Bolivia are not capable enough to provide proper training to the students of the schools. It has been observed that the unstable activities within the school campus of several public schools of Bolivia are recognised to be the major determinant that has been affecting the environment of the schools. For instance, it has been noted that teachers of the Bolivian public schools are suffering from a large number of employment issues that has been affecting the educational background of the public schools. in this regard, the teacher are often identified to go for strikes, which result to the close down of schools for long term period i.e. for many days as well as for weeks(Alexander & et. al.,2014). Additionally, Bolivia is recognised to be a place of foreigners as well as migrants. In this regard, it has been observed that the foreigners are not selecting public schools for their children due to the lack of needed educational facilities and services. This feature also made the public schools less popular among the large number of people living in Bolivia. Moreover, it is recognised that public schools of Bolivia are suffering from inadequate funding facilities. In this context, lack of financial supports to the public schools of Bolivia is determined to be a major barrier in the development of the educational system (Hanushek & Woessmann, 2012). More specifically, it can be elaborated that due to lack of proper facilities as well as financial support, the public schools of Bolivia are not able to provide the facilities as per individual requirements of the children. It can be evaluated that people belonging to Bolivia do not recognise the public schools as an appropriate educational hub for their children. Currently, it has been observed that the public schools of Bolivia are receiving financial supports from the Non Governmental Organisations (NGOs), which influences the public schools to improve its organisational structure. It will be expected that after receiving the financial support from the NGOs, the authorities of public schools are able to utilise the funds in the providing better quality of education to the students (Zoido, 2008). Challenges Faced By Public Schools during Implementing Improvement Plans The Latin American countries are identified to be undergoing through a transformation in the educational field in the present day context. It has been also stated that in the year 1960, it has been expected that Latin America was in the edge of a very significant economic growth. It has been depicted that in the year 2000, the education revolution has been experienced by the East Asian countries, Middle- East counties as well as North Africa region. After the emerging growth in these regions, the countries of Latin America are experiencing the growth (Galván, 2011). In this respect, the growth in Latin America is comparatively poorer than East Asian region, Middle-East as well as North African region. The major concern is related to the development in the Latin American countries as the financial as well as institutional growths are highly noticed by the people. After adequate investigations made by several research scholars, it has been more apparent that the lack of proper educational achievements are the major factors of the poorer development of several countries of Latin America (McGuire, 2013). In this regard, Bolivia is one of the most famous countries of the Latin American region, which is renowned for adopting different measures for the development in the educational field. Though Bolivia is recognised to be one of the most famous as well as developed countries in Latin America, but it has large numbers of loopholes relating to the educational background. Moreover, it is found that Bolivia is having a quality number of educational as well as school attainment, but the skills as well as cognitive development of the students are comparatively poorer than the students of the other developing countries of the world. It has been observed that during the improvement in the public schools of Bolivia, the school authority has been decided to conduct an international test relating to education. It has been found that the students of Bolivia are ranking comparatively lower than other students. In this respect, it has been recognised that few of the reasons relating to the poorer performances by the students of public schools in Bolivia include lack of infrastructure, classroom facilities, quality educators and study material among others (Alexander & et. al., 2014). It will be worth mentioning that public schools of Bolivia have been adopting measures to improve the educational condition to a large extent. Apart from this, educational department of Bolivia has taken the charged to ascertain that quality educational services are offered by the public schools of Bolivia. In this regard, the authority will be more concerned towards covering large member of loopholes that are affecting the development of the educational system in public schools. Contextually, the educational authorities of Bolivia are focusing on the unstructured buildings of the public schools as well as improper organisational structure of the educational institutions to be vital barriers in the development of the educational system (Contreras & Simoni, 2003). Unstructured organisation has created a huge barrier in the process of the development of educational system within the public schools of Bolivia. In order to develop the educational system, restructuring of the organisations as well as school buildings are mandatory. In this context, adequate funding is required for making the required changes in the organisational in. As per the educational department authority, necessary funding is regarded as one of the most significant factors for improving the educational quality of the public schools. It has been also recognised that during improving the buildings of public schools, huge financial support is required, which can only be ensured through government funding. The major challenge is indicating towards the unavailability of adequate government funding. Due to the unavailability of proper financial support, the schools are unable to have the required funds as per their requirements, which in turn have resulted to the ineffectiveness of the measures adopted for the development of the same. However, small numbers of NGOs are providing financial supports to the public schools for the maintenance of the schools buildings (Ferrer, 2006). It will be worth mentioning that the educational authorities are not having efficient personnel who have proper knowledge for monitoring expenditure of the government allowances in an appropriate manner. Therefore, lack of efficient as well as skilled personnel is recognised to be another factor that has been recognised to be a major challenge in the process of development of the public education system. Another major challenges faced during the development process of the public schools of Bolivia are the increasing rate of population within the territory. It has been observed that due to higher rate of population, the rising demand of secondary education has been increased accordingly. The private schools of Bolivia are also identified to be quite capable to provide the secondary educational facilities to the students of Bolivia. In this respect, it will be worth mentioning that private schools of Bolivia are capable enough in providing adequate as well as quality educational facilities to the students. Subsequently, the popularity of the private schooling among the large number of people living in Bolivia has been becoming a key challenge for the development of process of public schools of Bolivia (Petrosino & et. al., 2009). Apart from this, the development of the public schools has been hampered due to the uncultured educational background in Bolivia. It has been also noted that most of the students belongs to the age group of 7 to 14 years, who are unable to access formal schooling facilities in their life. Respectively, due to the lack of providing proper as well as formal educational services, the rate of high school dropouts has been increasing gradually. Though the enrolment of students in the primary education system has been increasing gradually in the public schools of Bolivia, but after with the passage of time, the students are withdrawing their names from the schools for inefficient access to higher educational system (World Bank, 2006). Moreover, teaching secondary education to the huge number of students according to the universal educational level requires proper educational materials as well as furnished classroom facilities. However, the lack of the efficient as well as skilled teachers is the major concern for the development of the public schools of Bolivia. On the other hand, the teachers of the public schools are not satisfied with their employment contract with the respective authorities (Lopez, 2010.). In this regard, the development initiatives of the public schools in Bolivia are identified to lack effectiveness due to the overall inefficiency of the overall education system for inadequate funding and resources. Another major problem related to the development of public schools of Bolivia is the supports from the government. People of Bolivia are also identified to be unable to provide the proper quality education facilities to their children. The major reason behind this factor is poverty. In this regard, people of Bolivia are suffering from the poverty, which is recognised to be the major challenge in the way of development of the public schools of Bolivia. It can be more apparent that many children are not attending the schools due to lack of financial supports from the family. Respectively, the dropout rate of students from public schools is higher than other countries. On the other sides, political instability is also a vital as well as major concern for the public schools authority, which is also one of the factors accountable for the unavailability of the government funding. Subsequently, the school authority of Bolivia is unable to adopt as well as implement the development measures relating to the education system (Krishnaratne & et. al., 2013). Moreover, people living in Bolivia are creating more barriers for the development of the public school educational structure. Most of the children belonging to the age group of secondary education were not enrolled in the schools. On the other hand, people living in Bolivia are recognised to be gender biased, as girls were not allowed to join the public schools for education. In Bolivia, the people were not facilitated with equal quality of development in urban as well as rural areas. Apart from this, poor people are not showing interest to educate their children in public schools of Bolivia, as most of the schools failed in providing meal facilities. In addition, the public school of Bolivia failed in focusing on providing extracurricular activities for the children (Kohl, 2006). The aforementioned factors are recognised to be important aspects for which challenges of improving educational quality has been faced in the public schools in Bolivia. Intervention for the Improvements for providing Quality Education Several departments of the educational system of Bolivia are initiated to apply few strategies for the development of educational quality of the public schools. It can be more apparent that to ensure the development of educational quality of the public schools, initially the department should learn about proper management of financial fund. In this respect, proper utilisation of resources can be recommended as one of the major interventions for the development of the public schools of Bolivia (Arnove, 2005). More specifically, to utilise the resources in a proper way, the authority should hire a skilled person for providing supervisory advices to the members of the public schools for ascertaining appropriate utilisation of the resources. Apart from this, the department should focus more attention upon the poor children for encouraging them to learn as well as enrol their name in the schools. In this regard, the public schools should start facilitating meal services to those students. The support from government will ensure proper development of public schools in Bolivia (Hanson, 1997). The public schools should provide free study materials to the poor children. This strategy will also encourage the development process of public schools as well as reduce the rate of high school dropout. Additionally, government is needed to provide an idea relating to offering conditional incentives or conditional payment to the poor students for stopping them from dropping out their name from schools. It can be ascertained that most of the students are doing jobs for supporting their families in terms of financial considerations. Therefore, providing incentives to the students in front of their family members or guardians are considering as a new approach for retaining old as well as present students within the schools (Galván, 2011). Conclusion By reviewing the study, it can be comprehended that education is recognised to be one of the most important determinants for developing a strong economy. It can be noted that educational background of a country influences the people to contribute towards the development process of that country. In addition, it has been observed that students from East Asian countries, Middle East countries, North African as well as North American are more advanced in terms of educational perspective. However, it has been noted that the students from the countries of Latin America are comparatively poorer in education as compared to other countries. The major reason behind the poor educational background in Bolivia is due to the miserable condition of the public schools. It is also stated that the miserable condition of public schools are another key determinant for increasing rate of high schools dropout. Based on the study, it can be concluded that the educational department as well as government of Bolivia faced challenges in improving the quality of education due to various factors that include poverty, inadequate government funding and political instability among others. These factors have been affecting the operations of the public schools and the improvement measures for lack of effectiveness in implementation educational improvement policies. To eliminate the poorer condition of public schools, the department of education is needed to impose large number of strategies which are effective in nature for improving education quality. By the reviewing study, it can be concluded that to improve the educational condition of public schools, the department should eliminate several barriers that can limit the development process. 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