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.
Funding to city schools is relatively less than institutions in rural areas. The government has failed to cover for overcrowding by considering increase of resources. While capitation is based on student numbers and needs, the cost of keeping a student in class and ensuring that he or she graduates is higher than rural counties. Though administrators and lobby groups have been focusing on the issue, their cries remain unanswered.
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.
One of the issues that policy makers fail to appreciate is that metropolitan kids start their schooling at a higher pedestal than those from rural schools. While the curriculum is standardized, it fails to appreciate and recognize this fact. For teachers, it feels insulting to be forced to start teaching rudimentary elements that your students already understand. Policy makers need to find a bridging point.
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.
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.
Funding to city schools is relatively less than institutions in rural areas. The government has failed to cover for overcrowding by considering increase of resources. While capitation is based on student numbers and needs, the cost of keeping a student in class and ensuring that he or she graduates is higher than rural counties. Though administrators and lobby groups have been focusing on the issue, their cries remain unanswered.
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.
One of the issues that policy makers fail to appreciate is that metropolitan kids start their schooling at a higher pedestal than those from rural schools. While the curriculum is standardized, it fails to appreciate and recognize this fact. For teachers, it feels insulting to be forced to start teaching rudimentary elements that your students already understand. Policy makers need to find a bridging point.
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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