Education has been shown to be one of the most important factors that may have a significant influence on a person, a family, or a nation. In its wide appraisal of human growth and progress, the Universal Declaration of Human Rights stresses every country’s social effect. It promotes peace, democracy, and economic growth, as well as improving health and reducing poverty (United Nations). The implementation of such rights allowed the Education for All (EFA) aims and movement, a worldwide commitment to offer high-quality primary education to all children, youth, and adults, to be realized. EFA’s ultimate objective is long-term development. Education is vital because it makes us better citizens, gives us confidence, assures a bright future, creates character, teaches time management, and develops values, according to a 2016 research by Bhardwaj.
According to UNESCO (2015), global illiteracy remains high, with over 775 million adults unable to read or write. India, China, Pakistan, Bangladesh, Nigeria, Ethiopia, Brazil, Indonesia, and the Democratic Republic of Congo account for three-quarters of them. Women account for two-thirds of the world’s illiterates, with numbers particularly high in three regions: south and west Asia, and Sub-Saharan Africa. Furthermore, despite UNESCO’s massive efforts to eradicate illiteracy, the UNESCO Institute for Statistics (UIS) stated that in 2018, 258.4 million children, adolescents, and youth were remained out of school. In this age range, these figures constitute one-sixth of the world’s population. These data, according to the UIS, show that the globe is still a long way from achieving the goal of universal primary and secondary education.
These global events created the way for the creation of alternative educational systems. Many studies have shown that globalization benefits qualified, competent, and mobile workers, but that disadvantaged people with limited access to education are unlikely to benefit from modernization. Many studies have shown that globalization benefits qualified, competent, and mobile workers, but that disadvantaged people with limited access to education are unlikely to benefit from modernization (Abinales & Dolan, 2017).
The board then urged a number of government departments to do urgent study in order to determine the variables that are causing the situation. As a consequence, teachers are at the forefront of this new educational model. According to Geringer (2019), teachers are the most important factor in students’ learning development, and teacher quality trumps other factors including motivation, money, and class size. In the subject of education, the performance of teachers is critical. Teaching includes more than just imparting information. It is a teacher-student connection in which the learner’s cognitive, emotional, and psychomotor activities are influenced by the teacher’s position. Having adequate ability for the purpose, appropriateness, sufficient, suitable to the need, or suitably qualified, admissibility, and fitness for capacity are all terms used to describe a teacher’s competency. In numerous ways, it refers to sufficient preparation for the start of a professional career.
Competence, on the other hand, is a personal quality or set of actions that increase work performance (Nikme Momin 2011). A competent teacher, according to Huntly (2019), can make reasonable judgments and use judgment when it comes to the relevance of several factors that determine good student learning outcomes. To put it another way, teaching competence is the technical knowledge and professional experience that a teacher must possess in order to fulfill his or her obligations as a teacher in the development and progress of pupils.
According to Anbuthasan and Balakrishnan (2018), competent teachers are also required for pupils to profit from educational institutions, one of which is their school, which they attend for the majority of their education. Examining or assessing teachers’ instructional skills based on student accomplishment is one of various teacher evaluation approaches. Additional ways for evaluating a teacher’s instructional competence include classroom observation, student ratings, peer ratings, principal/HOD/administrator evaluations, self-rating, teacher interview, parent rating, competency assessments, and other indirect measures and competence evaluations (Joshua et al., 2019).
These are the pieces of linked research and literature that, taken together, might demonstrate the importance of competent teachers in building the nation.
By: Mrs. Francia T. Labandelo|Principal I| Ilwas High School Subic, Zambales
