Educationist policy makers and administrators face the challenge of balancing urban and rural education setting. The issue is not so much about comparing the two environments but ensuring that institutions unique urban education issues are addressed. When necessary attention is focused on these issues, the institutions and stakeholders can perform better and meet the needs of the system.
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.
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.
Attention provided to schools in cities and big towns is not necessarily to favor them. It seeks to address concerns that are unique and likely to affect performance. Unless these issues are addressed, there is possibility of poor performance that is likely to be blamed on teachers yet the root cause has not been addressed.
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.
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.
Attention provided to schools in cities and big towns is not necessarily to favor them. It seeks to address concerns that are unique and likely to affect performance. Unless these issues are addressed, there is possibility of poor performance that is likely to be blamed on teachers yet the root cause has not been addressed.
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