The Importance Of Quality Education

Possibly, it may be not strange to imagine a picture of children in rural school without the essentials for teaching and learning, while at the same time, sitting in poor overcrowded classrooms. Several of these schools lack suitable sanitation and infrastructure, they walk long hours to reach school. When at school, sometimes would be no teachers for them, and when back home not enough food to eat, compelled to sustain their long day hunger. In addition, they encounter shortages of books for reading, notepads, or pen for writing. Walking back home from school, no light, they could switch on, and complete their homework, or read at night (Hartwig, 2013). The cost of kerosene, or candles pose another challenge for them to complete their homework

Actually, quality education for them denotes the “welfare of both students and teachers at home.” Participants went on to define, “quality of education” in terms of “ physical and mental” [happiness, based on], “quality nutrition, quality sleep, social environment at the family level in general for both teachers and students. They, furthermore, asserted that children come from rough environment, where an ordinary family lives on less than a $1.00 per day, and hence cannot afford “a simple breakfast for children.” Teachers, vigorously claimed that in such a situation, no one can expect a child to improve performance in learning, and above all teachers “efforts in the classroom to change anything” (Telli, 2013, p. 2). These views of teachers without doubt, supports my extensive arguments that poverty excludes children from the quality of education. Referring to Tell (2013), teachers continue to clarify simply that quality learning in private school is a result of an improved environment for teaching and learning, including innovative leadership. Apart from that, children in private school come from worthy economic backgrounds when compared to children attending public schools. According to Telli (2013) teachers maintained that education would not improve, if teacher’s salary remains low or frequently delayed. Expressing their feelings, according to Telli (2013) teachers insisted, “pay us what we deserve and pay us on time…you will” witness a revolution in education (p. 5). Any improvement that lawmakers execute without teachers and students’ engagement will indeed fail. Tell (2013) study tries to validate that the quality of education rest on the hands of teachers. Thus, teachers supposedly, confirm that proposed policy for education, will sooner or later lead