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.
There is limited space in urban areas. This makes the establishment of necessary infrastructure a huge challenge. In case such space is available, it becomes too expensive for stakeholders to purchase. In the absence of necessary space, critical infrastructure will not be developed. It means that students depending on these institutions and infrastructure will be disadvantaged yet are expected to perform at the same level.
There are unique dynamics to deal with in schools based in cities. These dynamics are unpredictable because students come from different backgrounds and cultural formations. Their childhood encounters differ, language is different and cultural orientation also differs. A teacher is expected to operate as if he or she is dealing with a population made of students from similar backgrounds. Such discrepancy affects the performance of students and delivery of their teacher.
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.
The level of parental involvement is higher in metropolitan schools than rural setting. There is a reserved approach to follow-up for students for children in rural areas. It means that parents do not just allow their students to go to school but also follow up on their activities. This could make it easier for teachers but may be a source of conflict.
Teachers working in cities and big towns need a bit of attention as well. They work in an environment that is almost unpredictable. The changes in student backgrounds and orientation mean that these teachers have to work harder to deliver on the curriculum. This extra work must be compensated alongside other possibilities like high cost of living and the need to use dynamic teaching methods.
Diverse background of students and the entire school community is also worth considering. Students come from different nationalities and community backgrounds. Teachers and parents also come from similar diverse backgrounds that affect learning. This turns the school into a rich ecosystem that will produce the best students. It is different when dealing with rural institutions where the catchment is restricted.
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.
There is limited space in urban areas. This makes the establishment of necessary infrastructure a huge challenge. In case such space is available, it becomes too expensive for stakeholders to purchase. In the absence of necessary space, critical infrastructure will not be developed. It means that students depending on these institutions and infrastructure will be disadvantaged yet are expected to perform at the same level.
There are unique dynamics to deal with in schools based in cities. These dynamics are unpredictable because students come from different backgrounds and cultural formations. Their childhood encounters differ, language is different and cultural orientation also differs. A teacher is expected to operate as if he or she is dealing with a population made of students from similar backgrounds. Such discrepancy affects the performance of students and delivery of their teacher.
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.
The level of parental involvement is higher in metropolitan schools than rural setting. There is a reserved approach to follow-up for students for children in rural areas. It means that parents do not just allow their students to go to school but also follow up on their activities. This could make it easier for teachers but may be a source of conflict.
Teachers working in cities and big towns need a bit of attention as well. They work in an environment that is almost unpredictable. The changes in student backgrounds and orientation mean that these teachers have to work harder to deliver on the curriculum. This extra work must be compensated alongside other possibilities like high cost of living and the need to use dynamic teaching methods.
Diverse background of students and the entire school community is also worth considering. Students come from different nationalities and community backgrounds. Teachers and parents also come from similar diverse backgrounds that affect learning. This turns the school into a rich ecosystem that will produce the best students. It is different when dealing with rural institutions where the catchment is restricted.
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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