A lot of politics and contention bedevils urban education debate and implementation. There seems to be no consensus on the best step to take and how to run the sector. Some of the problems are historical with others emerging in the recent years. To address urban education issues amicably, there is need to understand the historical perspectives and what has shaped the debate so far.
The fact that focus is on schooling in metropolitan areas does not mean that rural areas have an easy ride. In fact, each segment faces its fair share of challenges that cannot be wished away. However, those of city schools have been ignored as if they do not exist. This has seen the schools being treated in a similar manner as those in rural areas. The reason for raising the debate is to ensure that expected outcomes are commensurate with the learning environment provided.
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.
City schools do not receive the share of funds that they deserve. Though the challenges of schooling in cities are known, resource allocation has failed to appreciate these challenges. Capitation does not recognize these challenges. It is known that schooling in urban areas requires more resources yet capitation is still pegged on traditional thinking. Despite lobbying from educationists and administrators, the challenges still remain.
Urban schools bring together diverse student population. This means that the students require dynamic resources to meet their learning needs. Their areas of origin and expectations are diverse. Even with a standardized curriculum, it is impossible to ignore the diversity of learning needs. With a diverse cultural background, you need more resources to meet their needs.
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.
What about working with a multi-lingual class? This is similar to working with the multi-cultural class. You have a mixture of languages and are expected to use uniform vocabulary and teaching aids. Their understanding of words and phrases differ. It feels as though you are teaching several classes in one yet are expected to produce the same results.
City schools seem to lack a sense of ownership. Neither the federal governments nor local authorities want to take full ownership, especially to address their unique challenges. As the tussle over urban schooling continues, it is the children and the future of the nation that are in jeopardy. This calls for quick and deliberate action to address the issues of concern.
The fact that focus is on schooling in metropolitan areas does not mean that rural areas have an easy ride. In fact, each segment faces its fair share of challenges that cannot be wished away. However, those of city schools have been ignored as if they do not exist. This has seen the schools being treated in a similar manner as those in rural areas. The reason for raising the debate is to ensure that expected outcomes are commensurate with the learning environment provided.
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.
City schools do not receive the share of funds that they deserve. Though the challenges of schooling in cities are known, resource allocation has failed to appreciate these challenges. Capitation does not recognize these challenges. It is known that schooling in urban areas requires more resources yet capitation is still pegged on traditional thinking. Despite lobbying from educationists and administrators, the challenges still remain.
Urban schools bring together diverse student population. This means that the students require dynamic resources to meet their learning needs. Their areas of origin and expectations are diverse. Even with a standardized curriculum, it is impossible to ignore the diversity of learning needs. With a diverse cultural background, you need more resources to meet their needs.
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.
What about working with a multi-lingual class? This is similar to working with the multi-cultural class. You have a mixture of languages and are expected to use uniform vocabulary and teaching aids. Their understanding of words and phrases differ. It feels as though you are teaching several classes in one yet are expected to produce the same results.
City schools seem to lack a sense of ownership. Neither the federal governments nor local authorities want to take full ownership, especially to address their unique challenges. As the tussle over urban schooling continues, it is the children and the future of the nation that are in jeopardy. This calls for quick and deliberate action to address the issues of concern.
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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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