(Proposed) Ideal Education System

      Nowadays, an ideal educational system has become a polemic that we seek its solution to be applied in our current education stake. We cannot deny that to make an ideal education system, it is not an easy task that can be done in short amount of period. There are a lot of indicators and factors that must be considered in making that idealism to be true. We assert that improving teacher’s quality is one fundamental aspect in making an ideal condition of educational system. We already realized that high quality teacher is the most important asset that one school must have. However, in fact we know that the current policies do not give us any chance to understand whether we have a stock of good teacher or not. (Eric A. Hanushek, 2010). Most of the policies only discuss the school input that may cause the best output it can get, such as student achievement. And this policy does not care whether the cost or economic benefits may be relevant to the school system especially in teacher’s point of view.

      
       If we look back to the historical archive, we may see that this problem has become a big problem in the past. In Turkey, it has appeared since the transition era from Monarchy to Republic (1878-1923), the government, which is Abdulhamit II, had implemented some restrictions in ruling the educational system. Using the constitutional power from sultan at that time, this era known as an “absolute monarchy” (Zeynep Varli, 2008). All aspects that may have significant causes for an improved educational system, especially from the teacher and school personal perspective, has been restricted by the rule stated from palace. Those aspects may include:  an introduction of educational tax (the first time), books and press release are under pressure from palace, and especially the teacher training problem did not get much attention from government (Zeynep Varli, 2008).

However, from time to time, all modifications have been conducted in order to minimize those restrictions, especially in improvement of teacher’s quality. According to Zeynep Varli, in 1927, public educations from elementary level to higher education have been freed from tuition fee. Even though it did not touch directly with the teacher needs, it still can be stated as one way that was provided from the Turkish Government in making no difficulties in continuing education for all children over the countries. Everybody has the same chance in continuing school and there was no need to worry for being discriminated because of race, gender, religion, etc. Therefore, they will have more enthusiasm in studying at school. Unconsciously the teacher’s physiological need (getting attention from student) is being fulfilled. Teacher would able to see some spirits from their students, and it will make the teacher to be more motivated. In the same time they would be aware of the needs to be a good teacher and try to improve their quality in teaching upon the enthusiasm provided by students.

Since then, all the needs required for affording an effective teacher has been gradually induced. According to OECD records in 2005, in all countries in the world, especially in Turkey, they have started to conduct a pre-service training for new teacher, in-service training, and also give the chance in guiding those new teachers in interacting with other teachers for solving some difficult problem (World Bank, 2011). Also by increasing their incoming fee can be considered in improvement of teacher’s quality and it will affect directly to the good quality of achievement by the students.

.. To be continued