Fixing the problems with public education requires an evaluation of the root causes of its current state. The inequalities that exist at present have caused a social split that has defeated successive governments trying to solve the problem. Apparently, there are two systems defined by such issues as the location of a school. This is evidence of discrimination though it is indirect.
There is a clear difference between schools in wealthy areas and those in poorer districts. This has caused experts to suggest that students in these institutions use a different curriculum. This is a poor showing for a nation that aims to remain relevant and competitive at the global front. If graduating students cannot meet a basic threshold in terms of quality, national goals at the global arena are under threat.
Learning in schools situated in poorer districts is in crisis. Dropout rates are alarming with most of students being unable to complete high school. The confidence level of grandaunts from these schools is worrying with the diplomas awarded failing to satisfy in some aspects. This is an indication of lack of preparedness for higher learning or technical training at advanced level. Such performance in school will affect their output at work.
Resources play a major role in uplifting the quality of graduates from an institution. Schools located in poorer areas do not have as much resources as their counterparts in wealthy areas. There is a clear difference in the facilities available for learning. Motivation, learning and results will be affected in this regard. The trajectory graduates begin upon completion differs because of such differences.
The federal and state governments have been working to bridge the existing gaps in availability of resources. The move has brought positive change but not solved all the issues. The foundation of an institution matters a lot in delivery of its mandate. Quality of performance does not only depend on resources available. There are aspects such as social support, teaching quality and a motivating environment.
A learning culture takes time to develop and determines the performance of students. Schools that had a head-start have already established their winning culture and are way ahead of the rest. The type of administration in a school and the willingness to instill discipline in students will have a bearing on results. Support for the efforts of teachers by sponsors, principals and the community is paramount in bringing the desired difference.
Taking care of student welfare helps to fix some of the problems. Guaranteeing the mental, physical, social and emotional security of pupils and students will bring desired results. The psychology of class and race must not be allowed to percolate into learning. Such non-tangible issues have plagued learning for decades and are a regrettable drawback. Placing high expectations on all stake holders is necessary in restoring sanity.
The outcomes of education pursuit need to be redefined to escape the curse of focusing on academic grades. Cross cutting elements like collaborative skills, creativity and critical thinking should be adopted instead. There is an inclination towards quick fix solutions as opposed to systematic thinking and patience. This explains the perishable ideas that have defined administration of learning.
There is a clear difference between schools in wealthy areas and those in poorer districts. This has caused experts to suggest that students in these institutions use a different curriculum. This is a poor showing for a nation that aims to remain relevant and competitive at the global front. If graduating students cannot meet a basic threshold in terms of quality, national goals at the global arena are under threat.
Learning in schools situated in poorer districts is in crisis. Dropout rates are alarming with most of students being unable to complete high school. The confidence level of grandaunts from these schools is worrying with the diplomas awarded failing to satisfy in some aspects. This is an indication of lack of preparedness for higher learning or technical training at advanced level. Such performance in school will affect their output at work.
Resources play a major role in uplifting the quality of graduates from an institution. Schools located in poorer areas do not have as much resources as their counterparts in wealthy areas. There is a clear difference in the facilities available for learning. Motivation, learning and results will be affected in this regard. The trajectory graduates begin upon completion differs because of such differences.
The federal and state governments have been working to bridge the existing gaps in availability of resources. The move has brought positive change but not solved all the issues. The foundation of an institution matters a lot in delivery of its mandate. Quality of performance does not only depend on resources available. There are aspects such as social support, teaching quality and a motivating environment.
A learning culture takes time to develop and determines the performance of students. Schools that had a head-start have already established their winning culture and are way ahead of the rest. The type of administration in a school and the willingness to instill discipline in students will have a bearing on results. Support for the efforts of teachers by sponsors, principals and the community is paramount in bringing the desired difference.
Taking care of student welfare helps to fix some of the problems. Guaranteeing the mental, physical, social and emotional security of pupils and students will bring desired results. The psychology of class and race must not be allowed to percolate into learning. Such non-tangible issues have plagued learning for decades and are a regrettable drawback. Placing high expectations on all stake holders is necessary in restoring sanity.
The outcomes of education pursuit need to be redefined to escape the curse of focusing on academic grades. Cross cutting elements like collaborative skills, creativity and critical thinking should be adopted instead. There is an inclination towards quick fix solutions as opposed to systematic thinking and patience. This explains the perishable ideas that have defined administration of learning.
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