Children and adults on the island of Oahu in Hawaii face the problem of poor education. The low quality of education is presented especially in public institutions; the situation is slightly better in private schools. The problem lies in the multicultural society of the population with different views and visions of the world, resulting in a lack of discipline in visiting educational institutions. Differences in student abilities also put a strain on the public education system. Some parents prepare their children for school themselves, while others believe that this is the area of responsibility of teachers. Leaders and laggards appear in the class; the school system does not consider the interests of either one or the other. The ineffectiveness of classes and the lack of qualified personnel leads to sad statistics, according to which children show worse results in comparison with other states.
At present, education cannot exist without awareness of the ethnocultural characteristics of civilizations. This kind of education corresponds to the understanding of upbringing and teaching, which are based on the ideas of variability, diversification. It means ensuring in school classes and student audiences the necessary minimum of equality and the maximum consideration of ethnocultural differences. Education problems in a multiethnic society can be solved only by recognizing that national education systems should become an organic denominator of ethnic and cultural diversity (Sauvant 11). All the constituent parts of this diversity need to adapt to each other. Education should be designed to support and encourage this kind of compromise.
The problem of a lack of qualified personnel is associated with low wages. The conditions are also problematic, in which teachers are overwhelmed with various tasks beyond the main one, which is why even young and ambitious teachers quickly burn out and leave school. The methodology leaves much to be desired, as they do not correspond to the realities of the modern world and contribute to the loss of children’s interest in learning. It is vital to mention the lack of an individual approach to students that does not consider preferences and level of training (Kartika 9). Some note the isolation of school education from life. To change the situation, decisions regarding education should be made at the state level and take into account the opinion of all subjects of the educational space: students, teachers, and parents.
The audience that could be useful for achieving the goal may include young teachers who, for some reason, do not see development for themselves in this area. Qualified personnel does not go into the profession since they do not observe the benefits for themselves. Perhaps people who work in the education sector but cannot provide quality education and help improve the literacy of children in public institutions.
Action to improve the quality of education among Oahu’s growing population requires a significant amount of effort, funding, and time. A program should be developed to improve the quality of education in public institutions for school-age children. The effectiveness of the implementation of the system can be verified by testing the formation of students’ knowledge, skills, and experience, the experience of independent activity, and personal responsibility. It is also crucial that in the learning process, children develop citizenship, legal identity, the ability to adapt to changing socio-economic conditions, and the skill of self-improvement in the process of their life. In addition to the program, public institutions should create conditions for work and study, which include:
- comfort in teaching schoolchildren;
- the quality of education of schoolchildren;
- logistics of the school.
Within the framework of the program, it is necessary to introduce teaching standards and train teachers. It is vital to acquire qualified specialists ready to work on themselves and thus improve the established system. A critical task to ensure the quality of education is mastering various educational technologies by a teacher. The quality of training and learning ability of schoolchildren depends on how and what technologies of teaching schoolchildren the teacher owns, how flexibly he can change his methods depending on specific characteristics of students. The program should draw attention to the importance of continuous learning, this relationship to teacher development, and broadcast to children. Teachers who already had different competencies should draw from the training new additional knowledge about:
- problem learning;
- multilevel training;
- collective training system;
- research teaching methods;
- project teaching methods;
- technology for the development of critical thinking
- information and communication technologies;
- health-saving technologies.
Teachers should learn to use information technologies in teaching, in the upbringing and development of their students. The school education task today is to prepare the student for the rapid perception of changing realities and processing of large amounts of information, to form his information culture (Cook et al. 31). Education can be considered high-quality if students and teachers as participants in the educational process have specific achievements. Recognizing the professional freedom of the teacher in the choice of methods, pedagogical technologies to achieve the required educational results, the school administration manages the process of mastering modern educational technologies and monitors their effectiveness. Teachers systematically should improve their skills, understanding the responsibility in solving the tasks set for the modern school. Improving the quality of education presupposes continuous improvement of three components:
- educational results;
- organization of the educational process;
- qualifications of teaching staff.
A program focused on improving the quality of schoolchildren’s education is impossible without highly qualified personnel. Here, their desire to improve professionally is essential, thereby proving and instilling the importance of the process. Assuming that training is conducted on an ongoing basis, it will allow teachers to acquire new knowledge, embody the ideas of new realities with an individual approach, and solve the problem outlined above.
Currently, education provides a person with life guidelines, influences the formation of his worldview, ensures the continuity of traditions, forms national identity, and contributes to preserving national culture. According to most researchers, education is becoming one of the most critical factors in forming a new quality of the economy and society (Diaconu 57). The increase in literacy and education of the population due to the program leads to the development of society in the whole, including economic and social sectors.
The program’s feasibility may seem very difficult for an established education system, especially since considerable funding is also required. It is possible to allocate a separate item of the state budget for the needs related to the program in the education sector. Estimating the cost of the project, we can refer to the following figures. Organization of program events will require expenses, payment of funds to people involved in its conduct, logistics, and other expenses when accounting for meetings held twice a year. Funding will be required from $2,000 to $5,000 a year. This amount includes material incentives for teachers, which involve up to 40 percent of their salaries, who participate in the program and understand the importance of providing quality education for the younger generation.
Considering the research results presented in the article on sustainable development, the developed program can be used as one of the concepts described in the work. The project will help educational institutions track and manage their progress in transforming society towards sustainable development. The training can create a favorable environment for the use of many aspects of the general institutional approach (Kioupi and Nikolaos 6104). They will contribute to the development of teachers in the professional field and subsequently improve students’ results. The following article also focuses on qualitative transformations in learning, namely, on the cognitive approach to personality education. The author proves that it is an important factor in increasing social cohesion, stability, and unity of society in the development of cognitive, educational technologies. These 21st-century skills are extremely important for human adaptation in the modern world (Nesterova 5). Thus, the research and approaches presented in this article are relevant to the above program to improve the quality of education in Oahu. Teachers’ competencies as a result of training programs can be expanded in this direction of cognitive education, which is relevant for our days.
Given the existing problems associated with poor education in the Oahu population, a program to change the quality of education in public institutions should be implemented. The global goal is to increase the literacy of the population, which leads to better results for various sectors of society, including the economy. Through a program based on the attraction and development of qualified personnel, it is possible in the long term to raise the statistics of indicators of student learning. The challenge with a project lies in the effort, time, and funding it will take to make it a reality. However, it is possible, and if the government focuses on improving the island’s quality of life as a whole, this project will be the main one from which a global transformation can be initiated.
Cook, Matt, et al. “Challenges and strategies for educational virtual reality.” Information Technology and Libraries, vol. 38, no. 4, 2019, pp. 25–48.
Diaconu, Anisoara Ionela. “Poor Education System-The Cause of the Lack of Labor in the Industry.” Logos Universality Mentality Education Novelty: Social Sciences, vol. 9, no. 2, 2020, pp. 54–60.
Kartika, Rika. “The Problem of Poor Student Education: Capital Limitation & Decision Making in Higher Education.” Online Submission, vol. 16, no. 1, 2020, pp. 1–18.
Kioupi, Vasiliki, and Nikolaos Voulvoulis. “Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes.” Sustainability, vol. 11, no. 21, 2019, p. 6104.
Nesterova, Marja. “Educational Cognitive Technologies as Human Adaptation Strategies.” Future Human Image, vol. 7, 2017, pp. 102–112.
Sauvant, Karl P. Controlling multinational enterprises: Problems, strategies, counterstrategies. Routledge, 2019.