With the debate on teacher evaluation underway, plenty of people insist that whilst our education system has numerous and particularly serious problems to tackle, the stakeholders involved are wasting an awful lot of grey matter on this issue.
Indeed, to bolster their position—that other matters should be sorted first—they put forward the need for new, modern infrastructure (buildings and equipment), educational content, subjects, curriculum, and so forth. But honestly, even if all of the above came first, how feasible would it be to implement and deliver any of it without the teachers’ touch?
Probably not very. Therefore, supporting, strengthening, and by extension, evaluating education’s human capital are essential prerequisites.
E.
