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.
Student population is a major concern for educators in metropolitan districts. This large population has caused overcrowding in schools. It translates into reduced contact with students for teachers. There is also a lot of competition for the few available resources. This affects learning outcomes with the situation being made worse by lack of space to expand facilities or build more schools. However, there is always a way to maximally utilize the facilities available. This will require allocation of more resources and their creative use.
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.
City schools are made of student from diverse language backgrounds. Just like the multi-cultural issue, the teacher is expected to develop vocabulary that is understandable to all. Teaching aids also have to be sensitive to this cultural diversity. For the teacher, the feeling is that you are handling different classes at the same time. Unfortunately, there is no compensation in terms of time or resources yet you are expected to deliver standard outcomes.
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.
Student population is a major concern for educators in metropolitan districts. This large population has caused overcrowding in schools. It translates into reduced contact with students for teachers. There is also a lot of competition for the few available resources. This affects learning outcomes with the situation being made worse by lack of space to expand facilities or build more schools. However, there is always a way to maximally utilize the facilities available. This will require allocation of more resources and their creative use.
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.
City schools are made of student from diverse language backgrounds. Just like the multi-cultural issue, the teacher is expected to develop vocabulary that is understandable to all. Teaching aids also have to be sensitive to this cultural diversity. For the teacher, the feeling is that you are handling different classes at the same time. Unfortunately, there is no compensation in terms of time or resources yet you are expected to deliver standard outcomes.
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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