Education is an important feature in the transformation of society. With that being said, education plays a key part in the growth of an individual, subsequently society in general. A formal education system that is delivered through schools can either be an agent of change or conformity. Thus, the chief question that emerges at this juncture of time — what can possibly go right for education?

More funds allocated for teachers

It is no secret that teachers have gone to great lengths to use their own money for their students’ welfare. While teachers are able to spend a small portion of their salary for their students, high-quality school-wide programs require large sums of funds to execute. Thus, more funds should be channeled to teachers directly in order to maximize learning impact in the classroom. Also, new and flexible forms of public-private partnerships mechanisms can be established directly to benefit teachers.

School-university research partnership

The research partnership between schools and universities provides opportunities for greater school development. However, there seems to be disengagement between academia and schools. Research conducted in universities on schools is often times neglected by policymakers. Thus, there needs to be better research partnerships between universities and schools which would then result in more impactful research that would benefit all actors. Focusing on the development of practice-based research within schools would significantly impact context-based solutions for schools.

The end of standardized testing in schools

Standardized testing is essentially a ‘bare-minimum test’, one that strips away creativity and innovation in the classroom. While standardized testing might still be needed for program admission and scholarship, it should not be utilized as the sole measurement of a student’s growth. While teachers struggle to teach for the test, students on the periphery of schools are convinced they are not smart enough for the education system. With standardized testing gone, teachers would be able to devise better-suited learning activities for their students, and students would be able to engage in education meaningfully.

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Written by Pravin Balakrishnan

Pravin Balakrishnan is an English language teacher in Malaysia. His research interests include international large-scale assessment, education for sustainable development, and teacher professional development.