Education is the social process in which a learner becomes subjected to a system of acquisitions of knowledge, skills and attitudes to change his capability and enable them apply the education gained in relevant circumstances. The whole concept is based on passing the specified education from a more informed person to a lesser one through an education system. The qualities of the instructor ranging from its attitudes, personality and orderliness play a role in the way through which education is acquired. For example, the attitude of the teacher determines the ease with which a learner acquires the education (Upex 12).
An education system, on the other hand, is the defined as all the procedures involved in passing the specified knowledge, skills and attitude for a certain outcome. This forms a crucial pillar in the channeling knowledge and, its efficiency, effectiveness, cost and simplicity will determine the suitability of the intended outcome. The system to be applied to channel education is dependent on the desired outcome of the and perhaps the suitability.
Thus, for one to think of a good education process, three factors remain key: the education system, the outcome of the process and the discipline of studying the process. Of the three, education system remains the determinant factor to bring about a better outcome and discipline to be applied. For example, a thoroughly searched and well instituted system will result into a well educated individual (outcome). On the other hand, an individual fully equipped with the desirable education will process the necessary discipline relevant for application.
Education systems face many challenges and has a result affected the outcome of education quality. The quality of any education system is measured based on a number of factors. To begin with is the subject of the pupil-teacher ratio. Under this factor, it has been established that the higher the ration, the lower the education quality and vice versa. Secondly is the grade repetition. In an institution where the number of pupils repeating grades is unusually high, then it follows that the education levels are the contributing factor. Also considered a parameter in education quality assessment is the rates of enrollment and drop-out in any institution. If, for example, the rates of drop-out between two institutions are found to be higher in one compared to another then the education quality can be attributed to this. Lastly is the qualification of the instructor (Ministry of Education 56).
The quality of education will vary depending on the experience; the knowledge of the teachers on a subject is a pointer to quality of education. A well trained teacher is taken to be well informed about a topic than the untrained teacher. Thus, education quality is believed to be high with trained teachers as opposed to untrained. To solve the problem of low education quality it, therefore, implies that the underlying factors ailing the education systems have to be unearthed and addressed.
Factors affecting the education systems
As earlier noted, the quality of education is rightly dependent on the education system. Any factor, thus affecting education system will have an implication on the quality of education in a similar direction (Sowell 23).
The first factor affecting education system and probably the most deterrent of all is poor curriculum. A poorly developed curriculum will influence education system negatively as opposed to a thoroughly searched and well developed curriculum. The implication of a poorly developed curriculum is that the learners do not attain the knowledge, skills or attitudes pertinent to discipline for which the learning process was meant. As a result, these learners get stranded in the field or when it comes to the application of the knowledge since it is found to be irrelevant. (Sowell 47)
Secondly, the problem of the learner-teacher ratio has also affected the education system. Performance of some education system is directly linked to the learner-teacher ratio. An example is where the learning process is teacher-intensive and especially where no technology is employed. Such include the lower grades in many of the developing countries such as Kenya. In such circumstances, quality of education turns to be poor since the teacher cannot address the problems of all the learners effectively. Moreover, the teachers are overworked, and this reduces their performance.
To add to that, unavailability and inaccessibility of physical facilities has had a negative impact on the education system. These facilities include, for example, laboratories, classrooms, and reliable means of transport among others. Failure to provide laboratories especially in science oriented education system will result to poor outcome of intended knowledge. On the other hand, if there are no reliable means of transport, then delivery of the necessary materials to facilitate learning activities will be hampered. To add to that, learners who must travel long distances to access the system of education will be hindered from effectively enjoying that system.
Last but not least is the subject of finance. Lack of adequate fund is a hindrance in the development of a suitable and efficient education system. For example, e-learning is a technologically viable system of learning. This system enables learners to access the wide range of learning materials from varied sources all over the world efficiently and within a short time. Learners can also attend classes online; thus, can access education not available in their areas of location. Lack of adequate fund also hinders learners from accessing the relevant education as well as employment of adequate and more competent teachers. Lastly lack of adequate funds also hinders of research activities especially in such fields where research is essential for the development of appropriate knowledge and skills.
Lack of equitable distribution of resources and embezzlement of funds has also been a substantial stumbling block in the development of good education systems. In societies where resources are only available to a certain set of the population, for example, male or female; the reach or the poor, systems of education, and as a result, education qualities have always remained extremely low. When there is lack of equity in distribution of a resource, only one sector of the society benefits, thus, the system fails meet its ultimate intended goal of being accessible to all. More to these is coupled with instances of embezzlement of funds by those in authorities trusted with the mandate of implementing the education system. When funds to employ teachers and purchase materials for learners are squandered or the resources already purchased are misused, obviously the systems of education are affected.
For any education system to work and meet its intended goal of passing relevant knowledge, skills and attitudes to learners, it is crucial that the underlying factors be addressed. These factors ailing the education system include, poorly developed curriculum, teacher-learner ratio, unavailability of physical factors, lack of adequate funds, disparity in distribution of resources, and its embezzlement. (Upex 21).
Works Cited
Sowell, E. J. “Educational Research: an integrative introduction.” Models of Education System (2001): 45–47.
Upex, S. G. “The History of Education in Brunei, 1911 – 1980s.” Fifty Years of Teacher Education in Brunei Darussalam: a Special Commemorative Publication 1956-2006 (2006): 7-21.
