Urban education, its structuring and whether it requires unique attention remain contentious issues. Stakeholders cannot agree on how to run schools and institutions that are so pivotal in shaping the destiny of this country. Urban education issues will only be solved when one understands the historical perspective and how policies have informed actions and debates on the sector.
Educators in cities and highly populated areas deal with challenges that are not faced by those in rural or less populated areas. It must not be assumed that working in rural areas is nobler than cities. Each teacher and administrator faces an equal share of challenges. The point is that there are unique challenges in cities that rural folks do not have to deal with.
A major concern for educationists in metropolitan areas is the population of students involved. This has led to overcrowding and limited access to resources. For teachers, contact with students is reduced or limited. This definitely affects learning outcomes. For policy makers effort should go into allocating more resources. Unfortunately, there is no space to expand these resources. This means that students have to compete for the few resources yet be expected to perform equally.
Funding to city schools is relatively less than institutions in rural areas. The government has failed to cover for overcrowding by considering increase of resources. While capitation is based on student numbers and needs, the cost of keeping a student in class and ensuring that he or she graduates is higher than rural counties. Though administrators and lobby groups have been focusing on the issue, their cries remain unanswered.
The student population in urban schools is the most diverse you can think about. They come from different lingual and cultural backgrounds. Some of them are even from foreign nations. Yet a teacher is expected to handle them as if they are a single nation. The reality is that you will need more time, resources and effort to bring all these differences into the same mindset.
Metropolitan children are fast learners and appear to be ahead of their counterparts in rural areas. Even with a standardized curriculum, a teacher cannot begin teaching basic elements as though students do not understand. This would lead to wastage of time and resources. Unfortunately, there is no compensation for such a scenario.
Diverse language background is a subject for concern to teachers and educationists alike. The issue is as serious as cultural diversity. As a teacher, you have to think of teaching techniques and vocabulary that will accommodate this diversity. Even with creativity, a teacher will require more time and resources to produce the same outcomes. Policy makers and administrators do not make provision for that.
Urban schools face the challenge of ownership. Local communities take pride in their schools and institutions. Metropolitan communities are fluid and will be done with a school immediately their children leave. Local and national governments are also engaged in a tussle over who takes what responsibility. This is a debate that is definitely far from over yet it needs to be settled with sobriety.
Educators in cities and highly populated areas deal with challenges that are not faced by those in rural or less populated areas. It must not be assumed that working in rural areas is nobler than cities. Each teacher and administrator faces an equal share of challenges. The point is that there are unique challenges in cities that rural folks do not have to deal with.
A major concern for educationists in metropolitan areas is the population of students involved. This has led to overcrowding and limited access to resources. For teachers, contact with students is reduced or limited. This definitely affects learning outcomes. For policy makers effort should go into allocating more resources. Unfortunately, there is no space to expand these resources. This means that students have to compete for the few resources yet be expected to perform equally.
Funding to city schools is relatively less than institutions in rural areas. The government has failed to cover for overcrowding by considering increase of resources. While capitation is based on student numbers and needs, the cost of keeping a student in class and ensuring that he or she graduates is higher than rural counties. Though administrators and lobby groups have been focusing on the issue, their cries remain unanswered.
The student population in urban schools is the most diverse you can think about. They come from different lingual and cultural backgrounds. Some of them are even from foreign nations. Yet a teacher is expected to handle them as if they are a single nation. The reality is that you will need more time, resources and effort to bring all these differences into the same mindset.
Metropolitan children are fast learners and appear to be ahead of their counterparts in rural areas. Even with a standardized curriculum, a teacher cannot begin teaching basic elements as though students do not understand. This would lead to wastage of time and resources. Unfortunately, there is no compensation for such a scenario.
Diverse language background is a subject for concern to teachers and educationists alike. The issue is as serious as cultural diversity. As a teacher, you have to think of teaching techniques and vocabulary that will accommodate this diversity. Even with creativity, a teacher will require more time and resources to produce the same outcomes. Policy makers and administrators do not make provision for that.
Urban schools face the challenge of ownership. Local communities take pride in their schools and institutions. Metropolitan communities are fluid and will be done with a school immediately their children leave. Local and national governments are also engaged in a tussle over who takes what responsibility. This is a debate that is definitely far from over yet it needs to be settled with sobriety.
About the Author:
To resolve the urban education issues that communities are currently facing, come and join us at the next meeting. Find out more by visiting our blog at http://www.godhasspokenministries.com.
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