There are major differences between education institutions and the environment in urban and rural areas. It would be erroneous to compare the two with the intention of choosing one. However, the intention of lobbyists is to demand more attention on the unique urban education issues that cannot be equated to what institutions in rural areas deal with. If the concerns remain unaddressed, there is possibility of poor performance that should not be blamed on teachers.
Schools in cities and towns face the unique challenge of space. In the absence of necessary space, expansion of infrastructure becomes a problem. Schools and institutions are forced to spend a lot of money buying land or have to compromise by having less space for their desired activities. This sometimes denies students the opportunity to have the infrastructure they need for learning.
Student population in metropolitan schools is so dynamic to the point of being unpredictable. Policy makers assume that all schools are dealing with the same student dynamics. However, you encounter students who do not have a similar childhood history, language and culture, among other elements. Unfortunately, the school and teachers are expected to treat everyone equally and also produce similar results.
Schools in cities are sometimes denied the resources they need to thrive. Funding of some of their functions does not take to account the fact that there are special needs that must be addressed. For instance, the type of structures that need to be constructed on a piece of land might fit the budget allocated. To compensate for limited space and such other challenges, a lot of resources must be provided. The dynamic student population also requires the teacher to go an extra mile. However, this is not necessarily considered during remuneration.
There is greater involvement of parents in city schools compared to rural setting. Teachers have to be extra careful when dealing with students because of this close monitoring. This may be an advantage and a disadvantage at the same time. It is advantageous because the parents follow up on their children. However, there is possibility of conflict as each expresses his or her desire.
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.
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.
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.
Schools in cities and towns face the unique challenge of space. In the absence of necessary space, expansion of infrastructure becomes a problem. Schools and institutions are forced to spend a lot of money buying land or have to compromise by having less space for their desired activities. This sometimes denies students the opportunity to have the infrastructure they need for learning.
Student population in metropolitan schools is so dynamic to the point of being unpredictable. Policy makers assume that all schools are dealing with the same student dynamics. However, you encounter students who do not have a similar childhood history, language and culture, among other elements. Unfortunately, the school and teachers are expected to treat everyone equally and also produce similar results.
Schools in cities are sometimes denied the resources they need to thrive. Funding of some of their functions does not take to account the fact that there are special needs that must be addressed. For instance, the type of structures that need to be constructed on a piece of land might fit the budget allocated. To compensate for limited space and such other challenges, a lot of resources must be provided. The dynamic student population also requires the teacher to go an extra mile. However, this is not necessarily considered during remuneration.
There is greater involvement of parents in city schools compared to rural setting. Teachers have to be extra careful when dealing with students because of this close monitoring. This may be an advantage and a disadvantage at the same time. It is advantageous because the parents follow up on their children. However, there is possibility of conflict as each expresses his or her desire.
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.
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.
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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