The International Quality Teacher Standard (IQTS) is a globally recognised standard that aims to enhance the quality of teaching and learning in schools worldwide. Its implementation, however, is not without its challenges. In this discussion, we will delve into the teaching challenges associated with the implementation of IQTS in two distinct countries: Malaysia and Qatar. We will explore four main areas of comparison, namely: cultural diversity, curriculum implementation, teacher training, and technological integration.
Cultural Diversity
Malaysia
Malaysia is a multicultural country with a diverse population consisting of various ethnic groups. This cultural diversity poses a significant challenge in implementing the IQTS, as it requires teachers to be culturally sensitive and competent. Teachers must be able to understand and respect the cultural backgrounds of their students, and adapt their teaching methods accordingly.
Moreover, the language barrier is another significant challenge. Although English is widely spoken in Malaysia, it is not the first language for many students. Therefore, teachers must be proficient in English and capable of teaching in a way that is comprehensible to students with varying levels of English proficiency.
Qatar
Like Malaysia, Qatar is also a multicultural country with a significant expatriate population. However, the cultural diversity in Qatar is somewhat different from that in Malaysia. In Qatar, the majority of students in international schools are expatriates, which means that teachers must be able to cater to a wide range of cultural backgrounds and learning styles.
Furthermore, the language of instruction in most Qatari schools is Arabic, which can pose a challenge for non-Arabic speaking teachers. Therefore, teachers must be proficient in Arabic and capable of teaching in a way that is comprehensible to Arabic-speaking students.
Curriculum Implementation
Malaysia
The Malaysian education system follows a national curriculum, which is standardised across all schools. This poses a challenge in implementing the IQTS, as it requires teachers to adapt the curriculum to meet the diverse learning needs of their students. Moreover, the national curriculum is heavily exam-oriented, which can limit the ability of teachers to implement innovative teaching methods.
Furthermore, the implementation of the IQTS requires a shift from teacher-centred to student-centred learning. This requires teachers to change their teaching methods and adopt a more facilitative role, which can be challenging in a system that is traditionally teacher-centred.
Qatar
Unlike Malaysia, Qatar follows a decentralised education system, where schools have the autonomy to design their own curriculum. This provides greater flexibility for teachers to implement the IQTS. However, it also poses a challenge, as it requires teachers to have a deep understanding of the IQTS and the ability to integrate it into their curriculum.
Moreover, the Qatari education system is also transitioning from a traditional, teacher-centred approach to a more student-centred approach. This requires teachers to change their teaching methods and adopt a more facilitative role, which can be challenging in a system that is traditionally teacher-centred.
Teacher Training
Malaysia
Teacher training in Malaysia is primarily focused on content knowledge and pedagogical skills. However, the implementation of the IQTS requires teachers to have a broader set of skills, including cultural competency, technological literacy, and the ability to adapt to diverse learning needs. This requires a shift in the focus of teacher training, which can be challenging to implement.
Moreover, ongoing professional development is crucial for the successful implementation of the IQTS. However, access to professional development opportunities can be limited, particularly in rural areas. This can hinder the ability of teachers to continually update their skills and knowledge, which is essential for the effective implementation of the IQTS.
Qatar
Teacher training in Qatar is also primarily focused on content knowledge and pedagogical skills. However, like in Malaysia, the implementation of the IQTS requires a broader set of skills. This requires a shift in the focus of teacher training, which can be challenging to implement.
Furthermore, ongoing professional development is also crucial in Qatar. However, access to professional development opportunities can be limited, particularly for expatriate teachers. This can hinder the ability of teachers to continually update their skills and knowledge, which is essential for the effective implementation of the IQTS.
Technological Integration
Malaysia
Technological integration is a key component of the IQTS. However, access to technology can be a significant challenge in Malaysia, particularly in rural areas. This can hinder the ability of teachers to integrate technology into their teaching and limit the effectiveness of the IQTS.
Moreover, teachers must be proficient in using technology and capable of integrating it into their teaching. This requires ongoing professional development in the area of technology, which can be challenging to provide, particularly in rural areas.
Qatar
Like in Malaysia, technological integration is also a key component of the IQTS in Qatar. However, access to technology is less of a challenge in Qatar, which has a high level of technological infrastructure. The main challenge in Qatar is ensuring that teachers are proficient in using technology and capable of integrating it into their teaching.
This requires ongoing professional development in the area of technology. However, providing this can be challenging, particularly for expatriate teachers who may not have access to the same professional development opportunities as local teachers.
In conclusion, while the implementation of the IQTS poses significant challenges in both Malaysia and Qatar, these challenges are not insurmountable. With the right support and resources, teachers can overcome these challenges and effectively implement the IQTS, thereby enhancing the quality of teaching and learning in their classrooms.
Advance Your Teaching Career with The IQTS at UWE
Understanding the challenges of implementing IQTS in diverse educational landscapes like Malaysia and Qatar is just the beginning. If you’re ready to elevate your teaching practice and navigate these challenges with confidence, The IQTS at UWE is your next step. Our International Qualified Teacher Status (iQTS) Programme is designed to support educators like you in achieving a globally-recognized Level 7 qualification, enhancing your professional development, and opening doors to international opportunities. With our programme, you’ll join the ranks of educators who have seen a 50% increase in interview callbacks and a 45% increase in promotion rates. Don’t let isolation or a lack of understanding of global education systems hold you back. Become part of a thriving professional community, gain invaluable insights, and adapt with ease to various educational settings. Take control of your career progression and Make Your Next Step with The IQTS at UWE today.