Unmet Needs in Education, A Problem We Cannot Afford to Ignore
How often is it that we, in our world, see sad cases of student failure in school or desperate but ineffective attempts of teachers in working on progress in certain students? Students repeat or fail a grade in school, teachers give excessive homework or assignments only to be forgotten or ignored, school leaders endlessly interview new candidates of educators but seeming to be never finding the right ones; these are all becoming more and more common scene in today’s education, although it does not make it less frustrating. What is happening?
Unmet needs in education is what is happening; and frankly, this is a problem we cannot afford to ignore. The common scene of failures in education does not help to create quality human resources for the world’s ever-growing demands. Unqualified human resources lead to poor life quality and weak community, and we do not want this to take place, let alone spread and get worse in a larger scope. We want, and we feel we have tried our best, to make sure we are shaping our children to be strong, smart, leading individuals in the future, but we keep facing the harsh reality of our day-to-day results. Students need a different kind of help and facilitation, educators need a different kind of insight and advice, school leaders need a different kind of method. These needs are simply unmet. At the same time, we know that there must be an underlying issue here, but often we just can not figure it out. Slowly, the vision of quality human resources in the future looks further and further distant. Blurry, sometimes.
Assessing the Underlying Issue, Applying the Right Intervention for Each Individual Case, Identifying the Right People for the Right Place
In mainstream schools, up to 30% of students are estimated to be struggling with their school work and failing to achieve their full potential (Skues and Cunningham, 2011). This shows, first of all, that learning difficulties among our students are real and highly prevalent. As educators, we are often aware of the existence of a handful of visibly special students, who are in constant need of our intensive intervention; but what about so many others who just seem to always mispronounce the sound of certain letters or syllables, or misspell the same words over and over again, or cannot understand how multiplication works, or never remember the assignment instructions we have just explained? Similarly and secondly, teachers often find themselves failing and unhappy, less and less motivated for tomorrow’s workday. There is little, if any, motivational satisfaction in educating and school leaders experience either hiring people who only want to have a stable job or lack of good teachers. In all this, don’t we all agree that we need a reliable assessment instrument to find the underlying issue and apply the right intervention as well as identify the right people for the right place in education?
Thankfully, Pearson addressed this very problem by developing and publishing standardised psychometric assessments and related interventions. In its event this year “Pearson Day 2018: What Makes A Learning Process Great?”, Anisa Zulfiqar, Business Development Manager, Asia, at Pearson Asia Pacific, presented a hands-on experience to scores of educators and school leaders using psychometric assessments. Psychometric assessments are a complete package. They measure and improve clients’ intelligence; attention, memory, and problem solving; aptitude or achievement; personality or psychopathology; feelings and emotions; values; attitudes; interests; motives and needs; language ability; and motor skills. In other words, we assess the underlying issue.
For students, psychometric assessments will identify their learning challenges and difficulties, provide insights and recommendations for the right intervention by their teachers; while for school leaders, they will help recognize the right people for each position or place in the education job field. Besides these direct outputs, we can also expect more strategic and longer-term outcomes. When it becomes an ongoing process cycle of observation, monitoring, assessment, planning, implementation, and review, it is only logical to aim for lower rate of student failures in schools, improved learning performances because the learning difficulties are recognized and given the right intervention, and eventually, higher quality of human resources. Of course, one may question the reliability of these assessments, i.e. will they guarantee the right solution and targeted result achievement? However, while keeping in mind that there is no perfect predictor or guarantee to human problems, behaviors, and performance, using a range of the best and most relevant assessments do improve the odds of those reliability factors: having the right solution in hand and achieving the targeted results.
The Shape of Indonesia’s Future in Education
Pearson Clinical and Talent Assessments and interventions can contribute to the shape of Indonesia’s future in education. As this country is speeding up in many areas, it certainly needs high quality human resources for current internal developments as well as facing the future external challenges internationally. With the right facilitation for each unique need of our children and by placing the right ones in the right place, Indonesia’s human resources can be unstoppable in the world arena. All these dreams are made possible starting today, with well-thought-of and innovative assessments in our education.Read more