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The first article is on the effect of the quality of primary-school education in academic achievement across 29 high -income and low-income countries. Children who attend primary schools in low-income countries acquire basically less education compared to children in high-income…
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Education Quality and Teaching Resources The first article is on the effect of the quality of primary-school education in academic achievement across 29 high -income and low-income countries. Children who attend primary schools in low-income countries acquire basically less education compared to children in high-income countries given the similar amounts of time in school. In addition, low income countries have a weaker influence on the students’ social status on achievement (Little & Andy 167). Moreover, the effect of learning in low-income countries on students and teachers on academic achievement is greater. The major influence on student learning and academic achievement are the children’s exposure to the quality of schools and teachers. A test based on the production function models was carried out on the quality of teachers and schools to explain their variance to a large extent on academic achievement rather than characteristics such as age, socioeconomic status and sex over which schools have little or no control over.
As a result of the tests, governments have a responsibility to invest in quality learning levels by identifying the goods and services such as library resources, audiovisual equipment, different contacts and homework required and investing in them. Government resources on quality learning are weak and schools have control, but characters that the schools have little control such as preschool measures and out-of-school measures are the major effects on quality learning by schools(Little & Andy 168). Students from high income countries such as US practice preschool measures not influenced by the government or school control compared to low income countries which spend a lot of money on similar academic learning. Academic learning is of quality when it influences social achievement and students are not controlled by schools given their characteristics.
The second article is on the importance of teaching as a career to first time tutors. It is necessary for any individual with an inspiration to become a teacher or enhance his or her teaching career to make an informed decision base. First time teaching requires proper understanding of the subject matter and the ability to recognize the learning needs of the students and, therefore, be able to engage them mutually according to their different learning capabilities in order to provide solutions for their success attainment and education progression. However, teaching poses numerous challenges for the first time teachers and, therefore, first time tutors should possess critical thinking skills to aid in professional growth ,in teaching, and daily work administration(Little & Andy 172). Since the success rate of the students depends on their response rate and learning capabilities, teachers should plan well for their first lessons; get over the teaching attitude phases by adopting a positive outlook, work in collaboration with the school administration, students and parents. In addition, first time teachers should detect barriers to student’s learning capabilities, keep up with new trends and finally seek help and comfort from success strategies used by other teachers in the past for the attainment of student academic success.
A comparison of the two articles reveals that quality academic learning requires investment by the government in quality and professional teachers, schools and library resources. In addition, academic success according to both articles can only accomplished if the needs of the student for learning can be recognized and barriers that hinder academic success can be detected and dealt with through mutual agreement and collaboration between students and teachers, parents, government and the school administration. There is also a major comparison in the learning outcomes between high-income countries and low-income countries and the levels of quality learning that can be obtained with the various levels of funding. Academic success in both cases is a result of hard work, investment in time and money and consistent collaboration and help from the key stakeholders in education.
In my own opinion, quality education is expensive and a lot of resources are involved in making it a success. Moreover, all the key stakeholders in education should work hard to ensure that the levels of quality learning in the world are high and a competitive workforce from experienced tutors is produced. Finally, education levels should not be compromised by the government in order to foster economic growth and development in all levels of the economy.
In conclusion, quality learning for the students is a major requirement in the achievement of academic success and, therefore, all governments should help each other in raising their education standards to generate a competitive workforce which can be beneficial to the world by working in any country.
Works Cited
Little, Angela W., and Andy Green. "Successful Globalisation, Education And Sustainable Development." International Journal of Educational Development 29.2 (2009): 166-174. Print. Read More
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