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Major Educational Issues in Further Education - Essay Example

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United Nations Educational, Social and Cultural Organisation (UNESCO) have distributed quite a few questionnaires to Governments of its member countries anent emerging educational issues from time to time. This exercise, especially during 1985 to 1995, has brought forward responses from nearly 50 countries…
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Major Educational Issues in Further Education
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Download file to see previous pages All these issues are current concern to further education.
Further Education has, therefore, become not only a national but also an international movement in view of its widespread global application. From among all above mentioned issues of further education, more important one appears to be specially the context of retention and achievement - its ever dynamic enhancement and persistent maintenance of higher standards. This is not possible without pupil-teachers -- at City & Guilds Certificate on Further Education Teaching Stage 2 - perfecting their teaching-learning skills. Two questions arise while writing about this matter:
According to Learning and Skills Council (LSC), overall level of retention and achievement generally varies between 66 to 87 per cent among youth of 16 to 19 years (Government of United Kingdom, LSC) after due training. What is more important here is maintaining a consistent performance on the higher side of teaching and learning through dynamic and skilful efforts towards an excellent retention and achievement levels. How it is to be done
S. Wallace has an interesting and revealing perspective in this matter. This author writes quite analytically:
For a student teacher, or a teacher at the beginning of his or her career, it is usually (and understandably) the case that the focus of his or her anxieties, and therefore his or her planning, is upon the performance of teaching rather than upon the achievement of learning. I use the word 'performance' here advisedly, because the inexperienced or student teacher tends to envisage a lesson as a time to be filled by his or her own activity. They have to be 'teaching' all the time - which can mistakenly be taken to mean doing all the talking, making themselves the constant focus of the class, having to fill any potential silence with words. This, ironically, may mean the students have less opportunity to learn and that the teacher has no time to focus on whether they are doing so. If we remember, however, that the primary objective is about students' learning and that this, after all, is what all the teaching is for, we can begin to adjust our focus and to recognise that the careful planning, implementation and recording of assessment are central to what the lesson is about. It's not just about teaching; it's about learning. The teaching is only a means to that end (Wallace 64).
Retention and achievement are clearly related to teaching and learning skills and maintaining quantitative alongwith qualitative levels of excellence through further education, continued and periodic updating of skills, and use of every possible tool for obtaining information, knowledge, experience and continuous self-assessment.
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