Sometimes it feels like the opinions of teachers count for very little when judgements are being made about the quality of education provided for children. It is often the case that when children are perceived to be under performing in schools, or there are media reports about discipline issues, fingers are quickly pointed at teachers as the sole cause of the problems reported.
Here in England there was a time when the views of teachers were eagerly sought by education policy makers at local and national levels. Politicians and administrators were keen to obtain the opinions of those who were working in classrooms in order to inform their ideas, influence policies and bring about change. Sadly, in recent years this has become a less common approach, with a great deal of educational policy made by politicians without recourse to the opinions of teachers, who are often then seen to be held responsible when things don’t quite work out as intended.
It was therefore heartening yesterday to read a research report titled “The Voice of Teachers” which within its introductory pages states that it :-
“aims to move beyond cliché and misrepresentation, bringing to the fore teachers’ own perceptions regarding the education universe they inhabit”.
Perhaps at last, I thought, we have a report that will respect the views of those who work most closely in classrooms, and can provide insights into their professional lives, with all of the concomitant successes and challenges that typify every day school life. Indeed, within a very short time of commencing my read I found that the experiences of the 823 teachers and 441 head teachers interviewed for this research were being presented and discussed in a manner that was respectful, empathetic and realistic in interpretation. There was little evidence of rose tinted glasses in the report’s presentation of facts and figures, but neither was there an apportioning of blame where specific difficulties were identified and shortcomings discussed. Overall the document presents an honest appraisal of school life, drawing upon the perspectives of experienced school professionals alongside a review of significant facts and figures. On reaching the final pages of the report I found myself wondering, why more reports should not draw upon this rich seam of data, provided by teachers and presented in a well-balanced and lucid manner. If only I could find such a document within my own country!
Ah yes, you see, the report in question adopts an approach seldom seen in today’s English education system and comes in fact from Pakistan.
Alif Ailaan is a campaigning organisation in Pakistan that encourages public discourse around education in Pakistan. Interestingly, it is in part funded by a grant from the UK Department for International Development. The organisation has a stated goal to “get every Pakistani girl and boy into school, keep them learning and ensure that they receive a quality education”. This is the kind of statement that is made by many government and non-government agencies across the globe. However, in the case of Alif Ailaan the approach to achieving such a goal appears to be considerably different from that adopted by many others. They are certainly not afraid of being critical of teachers where they feel that this is necessary, but rather than simply apportioning blame, they are committed to looking beyond the headlines to understand the conditions in schools, and how teachers can be supported to address these. This is apparent early in “The Voice of Teachers,” which reports the research commissioned by them in which a clear and balanced statement is made:-
“The teacher is at the heart of the education system. In Pakistan, however, the discourse on education often attributes to teachers virtually everything that is wrong with the system. There is little doubt that teacher performance in the classroom is below par, considering the consistently low learning outcomes recorded through examinations and assessments at all levels of schooling. But is the teacher entirely to blame for this situation?”
The research that informed this report provided data from both questionnaires and interviews, and identified examples of both good practice and shortcomings in classrooms. Among the issues which were identified as problematic in Pakistan’s schools, were overcrowded classrooms, poor quality textbooks, a lack of facilities and equipment, and inadequate professional development opportunities for teachers. The report does not overlook the impact of poverty, stating quite clearly that there are many children attending schools who are malnourished and therefore lack the energy to learn effectively.
Despite the many challenges faced by teachers, the authors of the report described them as being willing to learn and improve their performance, and certainly not lacking in motivation. Many express the opinion that they gain great satisfaction from enabling their students to learn.
The researchers identify many shortcomings in the education system within the country, but at the conclusion of the report they state that:-
“If there is one clear message from our study, it is that responsibility for the failure to deliver high-quality education does not lie at the doorstep of teachers alone. In fact many of the challenges that teachers face daily have as much to do with their own capacities as with policies and procedures far removed from ground realities and in dire need of an overhaul. It is up to provincial governments to take on this challenge”.
Having read what I consider to be a fair and evenly presented report, which judging from the data that is clearly presented within its pages gives an honest appraisal of schools within Pakistan, I found myself wondering how it would be reported in the press. Dawn, the influential Pakistan national newspaper, often provides well written and interesting articles depicting life within the country. Surely then I would find a report within its pages that would praise the efforts of teachers, whilst discussing the poor resourcing of schools, inadequate training opportunities and large class sizes. I suppose I should not have been surprised, but sadly I found only one article discussing this report and far from praising the work of teachers, this reported that:-
“Over 70 per cent of teachers in Pakistan agree with the statement that corporal punishment is useful.”
This was indeed a finding from the research, and I should not have been surprised that it was singled out for attention by the media. I too was appalled that corporal punishment continues to be seen as a legitimate means of maintaining order in Pakistan’s schools, but just for once it would have been good to see a report that emphasised some of the more positive characteristics of teachers working for the benefits of children, often under the demanding of circumstances. Reporting fairly on the findings of this research could well have provided a much needed boost to teacher confidence – but then, good news rarely makes for attention grabbing headlines!