The Stakeholders in NEA - Essay Example

Process and Outcome

The stakeholders in NEA (National Education Organization) who will be crucial for the success of the evaluation include; parents, teachers, the government, and the board members. The organization deals with matters education that is of national interest because it covers all citizens of the united states that include parents, teachers, and community leaders. Its area of operation is vast, and it often faces challenges when implementing policies. The organization has strengths, such as strong parent engagement (Kozami, 2005). The leaders work with parents and listen to their inputs in various matters concerning the welfare of their children. It fosters a good working relationship.

The organization is aimed at providing the best education for learners. The hiring of competent and learned individuals to teach students is a strength of the organization. The matrix for recruitment sets high standards, selecting only the best to be role models to students by conducting themselves as per expectations. The rules are not set by teachers alone; students are also molded positively by the school system. However, it also has weaknesses such as inactive student councils. The goal of student councils is to give voice to students to air their grievances. There are programs designed by the organization designed to help students who are unlikely to go to college. College prep course is one of such programs completed by only 60% of schools (Venezia and Jaeger 2013). It is a weakness considering that the goal is for a 100% transition to higher learning institutions from high school. At the earliest level, it is essential to teach students the importance of conserving the environment. The world is seeing adverse changes in climate conditions that affect all aspects of human beings. National education association(NEA) introduced a program where students answered questionnaires on the school climate. There were average responses from the students indicating a lack of support for the initiatives to conserve the environment. It is a weakness because the organization's goals are aligned with the protection of the situation (Gordon, 2008). The student standard is not well aligned with the courses that are being offered in the schools. Students have varying interests, and some immerse themselves in school work because it is their hobby. The students always want to pursue an area they are familiar with, and many turn hobbies into money-making ventures. The organization has a weakness in that the courses offered to students are not aligned with each student's preferences.

National education association has many challenges that area of concern to stakeholders. Achievement gaps contribute to some of the challenges the organization faces. These gaps result from disparities arising from differences in the financial capabilities of each student. Some students are left behind in the process of learning. Such students bring achievement gaps for the organization because all the students have to benefit from the institutions of education (King & Stevahn, 2012). The school environment is diversified with people from all races in one place. It creates an environment full of tension of learners and a challenge for leaders to deduce the best strategy that ensures harmony and peace. Human and civil rights are sometimes violated when immigration raids are conducted in schools. It makes children collateral damage to such incursions.

Drug use and dependency among school-going children in America is considerably high in each state (Valdebenito et al., 2015). It presents a challenge for the success of programs initiated by the organization derailing progress. There is no proper mechanism to help reduce or stop students from engaging in drug and substance abuse. Charter schools are another challenge for the organization. Charter schools offer better infrastructure compared to American public schools. Parents with means take their children to such schools ignoring public schools owing to inadequate resources. It has made some public schools close to dealing a setback to the institutions' goals, which is for all learners' inclusivity. There is a difference in culture among students and teachers. The adventure of such mixing presents different characters. The adventurous are committed and do not fear change. The dilemma is catering to the needs of all the students with different cultures and prescriptions.

Inequalities in wages is another challenge the organization faces because most members are paid little money for their services. The wage difference creates a disparity between workers, making it hard to unify all the organization members (Disselkamp, 2013). It is hard to describe the consequences of such actions for the organization. The provisions of the constitution are in such a manner that it encourages equity. The laxity in the implementation of the necessary policies is also a challenge for the faction.

There is quantitative and qualitative evidence that supports the position of the organization on matters of education. Some studies done on the weakness of the organization include the extent to which drug abuse has spread across schools in the States. The necessity of the research is the issue of accountability and availability of countermeasures to reduce the rate of drug abuse among students (Landy & Conte, 2009). The cross-sectional design of the study makes it easier to compare parameters and deduce how stringent measures can be implemented to reduce the vices.

Research by global assessment program has been prepared with the involvement of the united nations. The main objective is to collect data on drug use and build capacity to ensure the vice is minimized. The study's target population was students between the ages of 15-16 years of age, with the number of participants being 2400.

The consensus among stakeholders is paramount for the success of an organization because they offer expertise. Some steps can be followed to ensure consensus among stakeholders. The first goal is to identify all the stakeholders and their capacity, interests, and flexibility of reaching an agreement. After identifying stakeholders and their benefits, the next step is to proceed with the consensus-building process defining goals, rules, time frame, and the work plan. Whether to move or halt the consensus-building process depends on whether the participants decide to participate in the process. If the participants agree to continue with the process, requirements such as an agreement between all participants on the basic ground rules govern the process. There should be sufficiency in resources that promote informed decision making among stakeholders taking place in the process. The last requirement to be fulfilled is having a relationship that is clearly defined and separates between governmental and intergovernmental decision making.

The third step in making the strategy for consensus involves initiating a fact-finding mission that aims to answer complex scientific questions presented during the implementation process. It ensures that all the stakeholders agree to the kind of information present. The process helps all stakeholders agree on a shared understanding of all the necessary information, both scientific and technical. At this stage, the stakeholders select people who have expertise in the areas of concern to provide additional insight into the issues at hand. The fourth and last process in deriving a consensus strategy is deliberation. Notably, at this stage, all the participants in the study contribute to the achievement of goals. These can be accomplished using the mutual gains approach. If the process is followed meticulously, the process of consensus-building can be successful. The program within NEA for evaluation is college affordability and debt services.

Designing a data collection tool needs specific parameters to be available in the tool to cover the scope of study and have a comprehensive data collection method that puts forth the correct findings. The questionnaire method is instrumental in collecting data that involves asking questions to participants.