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.
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.
The population of students in a class is a major issue of concern. Most schools in cities are overcrowded. This means that a teacher does not provide similar contact hours to his or her pupils as a teacher in rural centers. Beyond the class, students are forced to share facilities at an unacceptable ratio. This means that their learning experience is limited. Unfortunately, there is no space to build more schools and house the ever growing population.
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.
The population of students in urban areas is the most diverse imaginable. This presents challenges to teachers and the learning environment. It should not surprise you to encounter students from different nations and language backgrounds. However, the expectation is for teachers to treat them like they are locals. Bringing their mindset into a single file becomes one of the most difficult challenges to deal with. This is not factored in policy making or resource allocation.
There is no denying that students in metropolitan areas start learning at a higher pedestal than their counterparts in rural areas. Standardization of curriculum almost makes it a bother to start them off at the basic level. In some cases, a teacher will find it almost insulting to begin teaching at rudimentary level yet the students have already self-learnt beyond that point. It is an issue of curriculum standardization without considering foundation of these students.
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.
The population of students in a class is a major issue of concern. Most schools in cities are overcrowded. This means that a teacher does not provide similar contact hours to his or her pupils as a teacher in rural centers. Beyond the class, students are forced to share facilities at an unacceptable ratio. This means that their learning experience is limited. Unfortunately, there is no space to build more schools and house the ever growing population.
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.
The population of students in urban areas is the most diverse imaginable. This presents challenges to teachers and the learning environment. It should not surprise you to encounter students from different nations and language backgrounds. However, the expectation is for teachers to treat them like they are locals. Bringing their mindset into a single file becomes one of the most difficult challenges to deal with. This is not factored in policy making or resource allocation.
There is no denying that students in metropolitan areas start learning at a higher pedestal than their counterparts in rural areas. Standardization of curriculum almost makes it a bother to start them off at the basic level. In some cases, a teacher will find it almost insulting to begin teaching at rudimentary level yet the students have already self-learnt beyond that point. It is an issue of curriculum standardization without considering foundation of these students.
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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