Global Journal of Educational Foundation received 16 citations as per Google Scholar report
Received: 03-Jun-2022, Manuscript No. GJEF-22-72036; Editor assigned: 06-Jun-2022, Pre QC No. GJEF-22-72036 (PQ); Reviewed: 20-Jun-2022, QC No. GJEF-22-72036; Revised: 27-Jun-2022, Manuscript No. GJEF-22-72036 (R); Published: 04-Jul-2022, DOI: 10.15651/2449-061X.22.10.009
After the United Nations Scientific and Cultural Organization (UNESCO) Universal Declaration on Human Rights, which said that education quality was generally worsening in all nations, there has been a renewed focus on education quality globally. Quality of education, defined here as fit for purpose and including all aspects of education (inputs, procedures, and outputs), is now at the centre of every education system's post 2015 educational agenda globally. The push toward quality education has been supported by a variety of educational initiatives aimed at improving outcomes. Such a step is necessary for excellent quality education to be provided to young people while also preserving countries social and economic growth.
Because of the emphasis on education quality in the early 1990s, several educational systems sought evaluation methods for its realisation and successful improvement. Various education assessment frameworks, for example, have been devised and applied. Some interventions may be devised based on the information acquired from the evaluation of schooling. These treatments, if executed correctly, may aid in closing the gap between recognised educational difficulties and desired educational quality. A needs assessment is required prior to the formulation of any educational intervention. Needs assessment compares present practises to a model of what practise should be. A requirements assessment is also defined as a methodical evaluation of the difference between an organization's present state and intended state, as well as the variables that can be related to this gap. While the terms needs assessment and analysis are often used interchangeably, we believe there is a distinction to be made. A requirements assessment should be used to refer to the process of identifying gaps between an organization's existing condition and its planned state. A requirements analysis, on the other hand, should relate to a research of the reasons that contribute to the development of a gap between such an examination may aid in the development of remedies to bridge the gap. Following the evaluation and analysis of needs, educational interventions should be devised. According to her essay on a process model for generating high quality educational interventions, there are three essential areas in schools that require educational interventions. Leadership and administration, teaching and learning, and resources and infrastructure are examples of these sectors. To achieve effectiveness in schools, teaching and learning procedures must be of high quality. To do this, teaching and learning gaps must be identified and interventions designed to address current issues.
Students may be targeted for teaching and learning interventions, such as reading interventions. These are exercises and tactics that assist struggling readers in improving their reading ability. Reading interventions are likely to aid struggling readers, as inability to read is one of the key causes of student low academic success. This may increase their reading abilities and maybe improve the quality of instruction in schools. Teachers may also be targeted for teaching and learning interventions if a gap in understanding or implementation of instructional techniques is found. It is critical for teaching and learning interventions to evaluate whether a training need exists and the training necessary to fill the gap. This might be done for in-service instructors who need to improve their abilities based on the observed deficiencies. The disparity might be due to performance that no longer meets contemporary requirements. There may be a prescribed or optimum manner to complete a task in order to get desired results, and deviation from that may cause complications. The educational gap can be determined at the school, district, provincial, or national levels. Some initiatives may also try to increase school staff capacity by training additional teachers to meet rising demand. In such circumstances, the need is usually determined at the national level of education. Many African countries, for example, increased their educational supply after gaining independence. This was done to address racial educational disparities that arose throughout the colonial era. The launch of a mass education programme in Zimbabwe in the 1980s resulted in a nationwide teacher shortage. The demand for instructors outstripped the supply from existing teacher education institutes.
More professionally qualified instructors were required as schooling expanded. This teacher shortage was felt nationally since the notion of mass education failed to produce the expected results. As noticed by, there was a conflict between quality and quantity in schooling. As a result, the Zimbabwe Integrated National Teachers Education Course was created by the government (ZINTEC). This was a teacher education course in which students would attend a twenty-four week orientation course at a teachers' college. The remainder of their training would be completed on the job remote education. This helped to alleviate the teacher shortage in schools.