CARPO Research and Studies Indicate TCT Impact on Quality Education in Combination of External Factors

CARPO research finding shows impact of TCT on quality education of student in the education sub-sectors of Afghanistan. The major purpose of this initiative was to determine the major impact of TCT and its effects on quality of education, particularly on learning outcomes of students. The target researched population was selected from 6 schools inside Kabul city and 4 schools from district (Bagrami and Char Asyab) of Kabul province. The total researched participants were 274 actors including teachers, students, parents, school’s administrators and MoE senior and junior officials:

  • The key researched findings were presented to all participants, donors and to the Ministry of Education senior and junior representatives during an official conference on Thursday August 13, 2015. The major research findings include the following:
  • TCT was a national test designed and implemented by the Afghan MoE to measure the existing competencies of teachers and bring them under a salary scale.
  • Above 180,000 teachers which reflect 80% of overall employed teachers were participated in the TCT between 2009 to 2012
  • The results of the TCT success reported 95%.
  • The Afghan MoE has been able to have a tangible progress in quantity of education, but the quality is still a big challenge to be overcome.
  • Majority of teachers in targeted schools were satisfied from the process of TCT and its results, but they have the lack of subject matter knowledge.
  • Majority of parents and students whom interviewed were satisfied from the teaching methods of the teachers and the exam results.
  • Parents and students believe that, teachers require to adopt new teaching methods and enrich their knowledge on the subject of expertise.

The major findings and studies conclude the following recommendation:

  • Provision of Technical Support in Schools:  Schools should be technically supported by the Afghan ministry of education, donor organizations, school administration and community members, including parents in order to enhance the quality education.
  • Provision of Capacity Building Training:  Provision of capacity building training will support schools to bridge the gaps. Specific consideration should be given at school and class management. Local and international organization can play a vital role.
  • Enhancement of Subject Matter Knowledge of Teachers:  Subject matter knowledge is a major concern at school level. Many teachers do not have the knowledge to provide comprehensive lessons and demonstrate the best performance. 
  • Placement of Teachers According to Their Qualification: Ministry of Education should concentrate on the recruitment of teachers at the school levels base on the teachers’ qualification and area of knowledge. Teachers should be assigned according to their qualification and field of area.
  • Organization of the Annual Conference of Afghan Teachers (ACAT):  It is recommended to be conducted by MoE in support of the Afghan Civil Society. Competent teachers should be appreciated and proper appreciations should be given to them. Special awardees of the year should also be determined by an expert jury. 
  • Provision of Scientific Tours for Teachers: Access to scientific tours should be provided to teachers so they can enhance their practical knowledge through observation and real live examples. This will help them to adopt divers methods of teaching and also add to their knowledge.
  • Create Advisory Groups at Schools: Advisory group should be created at the school level consists of teachers and school heads. Advisory groups will help schools in provision of quality education, transparency and accountability. The other major duty of advisory group should be also student consultation and orientation. 
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