Why was the "Proficiencies of Teachers" adopted in 1994?

The "Proficiencies of Teachers" was adopted in 1994 primarily to emphasize the importance of skills and knowledge essential for creating a learner-centered classroom. This approach reflects an understanding that effective teaching goes beyond mere content delivery; it requires educators to be adept at fostering an environment where students are engaged, supported, and inspired to take charge of their learning.

In a learner-centered classroom, teachers are encouraged to develop strategies that cater to diverse learning styles, promote critical thinking, and encourage collaboration among students. By focusing on these proficiencies, the initiative aimed to prepare teachers to meet the evolving demands of education and ensure that student needs are prioritized.

The other options revolve around aspects like salary increases, standardized testing, or evaluating teachers based on performance metrics. While these may be relevant in some contexts, the key driver behind the adoption of the "Proficiencies of Teachers" was to nurture an educational atmosphere that actively centers around the learner, making choice C the correct response.