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:
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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:
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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.
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Above 180,000 teachers which reflect 80% of overall employed
teachers were participated in the TCT between 2009 to
2012
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The results of the TCT success reported 95%.
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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.
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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.
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Majority of parents and students whom interviewed were satisfied
from the teaching methods of the teachers and the exam
results.
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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:
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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.
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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.
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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.
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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.
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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.
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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.
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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.