If the teacher is good, education is good – Mehr News Agency Iran and world’s news

According to the reporter of Mehr, the fundamental transformation document in education can be considered the biggest upstream document in the education system of the country; Although years have passed since this document was compiled and issued; But the process of its realization and implementation has been very slow.

Ahmad Abedini, one of the education experts, in this note that he sent to Mehr News Agency; Regarding the dimensions of this document, he wrote:

More than 20 years have passed since the beginning of production, 11 years since the unveiling and 6 years since the revision of the fundamental transformation document. During the past 10 years, that is, after the official unveiling of this document, many related and unrelated actions and activities have been carried out at the micro and macro level to implement and operationalize it, some of which not only had nothing to do with the fundamental transformation document. rather, it is considered the biggest obstacle to the implementation and institutionalization of its solutions.

The document on the transformation of education, like many similar works, has many weaknesses and strengths, which, God willing, I will address some of the most important ones in the near future, and I hope that in its review it will be noticed by the main trustees, especially the respected members of the Supreme Council. Education should be placed.

In my opinion, if this document was a complete and perfect collection, in reality and in the field of practice, under the most optimistic conditions, 10-15% of its solutions could be implemented and operational, while in the most pessimistic case, about 20% of transformational solutions and programs are found in it. One of these transformational solutions and programs, which in fact is considered one of its masterpieces, is the “Teacher Qualification and Rating System”.

The most important and the first indicator of the efficiency evaluation of any human resources system is its in teacher education. If the teacher is good, education is good The rating of teachers could be, and even now, with a little planning and an expert view, can be the axis, the basis and the beginning of the fundamental transformation in many educational affairs, but if for any reason this transformative solution, like many programs and solutions implemented hastily and without Whether the research and expert support is done or it is not implemented properly and accurately, in fact, it will be the last nail in the coffin of the document of transformation in education and even transformation.

In my opinion, the most important and the first indicator of the evaluation of the efficiency of any human resources system is its and in teacher education. If the condition of the teacher is good, it means that the condition of education is good and there is hope for its development and excellence, otherwise, talking about the evolution and development of culture will be pointless and fruitless.

Undoubtedly, the peaks of transformation in education cannot be conquered except with the will, heart belief and firm steps of teachers, and the ship of transformation will not reach the shore of peace and the final destination except by crossing the strait of “human resources management”.

In fact, and in more precise terms, human resources, especially teachers, should be considered as the starting point and implementation of any kind of organizational transformation, or in a better term, the “recommendation” of education, because there is no higher, better, or earlier indicator than human resources to identify the efficiency or inefficiency of the system; In such a way that perhaps by applying this index, there is no need to use other indices to evaluate the education system.

There is an interesting proverb to the effect that “Leaving big and important tasks to small people and vice versa, i.e. leaving small tasks to big people”, alone can prepare the ground for the downfall and decline of a government and country. Perhaps, considering small and unimportant big and important works also has such clear results and inevitable fate. Principles and policies of rating implementation It is useful and necessary to refer to the principles of formulation and implementation of rating because it is possible to measure and evaluate the weaknesses and strengths of the executive regulations and even the drafted law by using these indicators. Also, to measure the qualifications of teachers, we need precise criteria, indicators and criteria.

In order to evaluate the produced documents, we also need measurement and evaluation tools and methods, which I refer to some of these important and basic principles:

1. Trying to formulate operational plans and provide implementation solutions

2. Double emphasis on empowering and improving the professional qualifications of teachers

3. Paying attention to all dimensions and components related to the qualification and rating system

4. Entrusting the responsibility of implementation to qualified teachers themselves, or their representatives

5. Correcting the career path and laying the groundwork for improving qualifications and increasing motivation and payment system

6. Paying close attention to the basic axes of ranking, i.e. criteria, indicators, rank titles and its executive structure

7. Improving the assessment process and especially the assessors

8. Maximum use of all internal and external capacities, abilities and resources in its implementation and institutionalization

9. Optimum and maximum benefit from expert experiences and existing research findings.

Executive orientations and requirements It is important and decisive to refer to the executive approaches and requirements because by understanding it, we can identify the right paths of movement and avoid possible deviations, and also implement this warning to the legislators and trustees that without providing If the conditions are not met, it will not be possible to successfully implement the law:

1. Establishment of the operational and executive system and structure, i.e. the competence assessment system

2. Staged, fuzzy and gradual implementation of ranking

3. Maximum use of technologies and the use of objective and accurate indicators

4. Making a logical connection between rating and other systems, especially financial, promotion and evaluation systems

5. Focusing and emphasizing on empowering and improving the professional qualifications of teachers

6. Emphasis on self-learning and continuous self-improvement of teachers

7. Continuous monitoring and evaluation and revision of measurement methods and procedures

8. Effective and active participation of the teachers themselves in the implementation

9. Decentralization and delegation of authority to the provinces

10. Cultivation and creation of public atmosphere and national determination in the society

11. Changing career path and payment system

12. Compilation of special salary system for teachers, with points.

The questions that are raised in the context of the fundamental transformation document in the society

The decisive questions in the ranking and the main characteristics of the indicators and criteria for evaluating the teacher rating system and the regulations, paying special attention to the following and answering the questions raised, as evaluation indicators of the actual ranking process, can be very decisive:

1. To what extent are the criteria, indicators and criteria accurate, objective and measurable?

2. Has the measurement system and evaluation process been designed and established? In other words, what is its structure and executive system?

3. Who are the assessors, what characteristics and qualifications do they have, where, when and what training did they receive for its correct implementation or how should they be trained?

4. Where will the position of the teachers be after obtaining the ranks?

5. What will be the benefits, facilities and benefits of obtaining each of the ranks, after the hard stages of the ranking, and to what extent can it be useful and effective for motivating teachers and improving education?

To answer some of the above questions, ranking indicators can be classified into three main categories:

1. Indicators and criteria related to acquired competencies and qualifications

2. Indicators related to competitive performance results

3. Indicators related to excellence activities that should be applied on a case-by-case basis.

In fact, the ruling spirit of the ranking process and its requirement is “qualification measurement”, which requires the indicators to be measurable. In fact, in the actual ranking booth, on one end of the scale (qualification assessment system) are the teacher’s knowledge, experience and performance, and on the other end are the weights or weights, that is, the indicators and more importantly, the relevant criteria, that is, both (qualification assessment system) and performance results) are necessary and complementary to each other, therefore, without each of them, it will be impossible to implement the real ranking and determine the academic rank of each teacher.

Another decisive factor that should be given special attention in the ranking process is a competent and qualified person or persons (scientific, moral and physical) who must perform this assessment with accuracy and trustworthiness. What person or people can evaluate the qualifications of teachers?

Perhaps by answering these few basic questions, a more accurate understanding of the reality and nature of the true ranking can be found:

1. What should be measured?: knowledge and performance

2. Whose performance and competence should be measured and rated?: teacher and para-teacher

3. What are the measuring tools or what should be measured and ranked with?: criteria, indicators and criteria

4. When should this assessment and ranking be done?: Continuous and periodic, not intermittent and momentary.

5. What is the measurement process or how should this measurement be done?: phased and stepwise; That is, with logical priority during 5 years, not in bulk, on a specific date and for all teachers.

6. What are the main requirements for qualification assessment?: Compilation and establishment of qualification assessment system and independent structure of ranking and forecasting of expert and qualified group for qualification assessment and allocation of necessary credits.

7. What are the results or consequences of this assessment?: Dividing teachers into 5 ranks and realizing its main goals, i.e. improving the qualifications of teachers, establishing their authority and improving the quality of education and training and benefiting them from the maximum benefits, by being in the designated ranks. One of the main characteristics of indicators is their “objective and measurable” nature. The ranking indicators must be documented and its results can be proven and measured and evaluated with the least intervention and influence of people. If we leave the fate of this huge task in the hands of a person or people whose selection method we all know and know about their qualification, it is a mistake. It is strategic and an unforgivable sin. This work is a clear example of underestimating great works and entrusting them to the hands of incompetent and unworthy people.