Educationists are of the opinion that urban schools face very unique challenges that are not experienced by institutions in rural areas. Even without comparing the two demographical settings, there are unique urban education issues that need specific attention. The debate is not beginning today since discussions have been on for years. Here are some of the concerns that require solutions.
Schools in cities and towns face the unique challenge of space. In the absence of necessary space, expansion of infrastructure becomes a problem. Schools and institutions are forced to spend a lot of money buying land or have to compromise by having less space for their desired activities. This sometimes denies students the opportunity to have the infrastructure they need for learning.
The uniqueness of schools in cities and towns can also be seen in an unpredictable student population. Schools and institutions receive students from different nations, ethnic and cultural backgrounds as opposed to the almost similar culture and demographical composition of rural areas. Teachers require special skills and resources to meet the needs of such a population. If the performance of students deeps because of this composition, it should not be blamed on teachers.
Resource allocation is an issue when dealing with schools and institutions in cities. They need more money to perform at the same level as schools in rural areas. For instance, construction may be more expensive especially when you have to buy land at an expensive price. It means that educating a student in cities is more expensive. If necessary resources are not allocated, there will be challenges with delivering on expected mandate.
Parents in cities and towns are more hands-on when dealing with the education of their children compared to rural areas. This makes it easier for teachers to deal with such students. The teacher is also put under pressure to perform because the eyes of the parents are always trained on him or her. The possibility of conflict is also rife as parents and teachers engage on management of children.
The welfare of metropolitan teachers requires deeper scrutiny. This scrutiny should focus on providing them with an equal quality of life as those in rural areas. The cost of living in cities and major towns is usually higher. This is why lobbyists insist on higher remuneration compared to those in rural areas. It enables these teachers to focus on their professional responsibility and not consider rural setting as better.
Consider the diversity of student population and their backgrounds. This diversity involves multiple nationalities, economic and ethnic background, among other differences. Rural areas are a bit predictable and reserved. As a result, it is possible to determine how students will behave. A teacher being sent to such a school must have the right brief.
The request to pay special attention to urban education is not driven by the need to favor this population. In fact, some of the measures taken should be modified to fit this setting. It means that resources will be reallocated and in the process achieve better results. It makes it easier for stakeholders and those responsible to deliver desired results.
Schools in cities and towns face the unique challenge of space. In the absence of necessary space, expansion of infrastructure becomes a problem. Schools and institutions are forced to spend a lot of money buying land or have to compromise by having less space for their desired activities. This sometimes denies students the opportunity to have the infrastructure they need for learning.
The uniqueness of schools in cities and towns can also be seen in an unpredictable student population. Schools and institutions receive students from different nations, ethnic and cultural backgrounds as opposed to the almost similar culture and demographical composition of rural areas. Teachers require special skills and resources to meet the needs of such a population. If the performance of students deeps because of this composition, it should not be blamed on teachers.
Resource allocation is an issue when dealing with schools and institutions in cities. They need more money to perform at the same level as schools in rural areas. For instance, construction may be more expensive especially when you have to buy land at an expensive price. It means that educating a student in cities is more expensive. If necessary resources are not allocated, there will be challenges with delivering on expected mandate.
Parents in cities and towns are more hands-on when dealing with the education of their children compared to rural areas. This makes it easier for teachers to deal with such students. The teacher is also put under pressure to perform because the eyes of the parents are always trained on him or her. The possibility of conflict is also rife as parents and teachers engage on management of children.
The welfare of metropolitan teachers requires deeper scrutiny. This scrutiny should focus on providing them with an equal quality of life as those in rural areas. The cost of living in cities and major towns is usually higher. This is why lobbyists insist on higher remuneration compared to those in rural areas. It enables these teachers to focus on their professional responsibility and not consider rural setting as better.
Consider the diversity of student population and their backgrounds. This diversity involves multiple nationalities, economic and ethnic background, among other differences. Rural areas are a bit predictable and reserved. As a result, it is possible to determine how students will behave. A teacher being sent to such a school must have the right brief.
The request to pay special attention to urban education is not driven by the need to favor this population. In fact, some of the measures taken should be modified to fit this setting. It means that resources will be reallocated and in the process achieve better results. It makes it easier for stakeholders and those responsible to deliver desired results.
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