Addressing the problems with public education must begin with diagnosis the root cause. There are inequalities in learning that are a threat to social fabric and national goals. The efforts of successive governments have not made the situation any better. The location of a school in wealthy or poor neighborhood seems to be a determinant of resultant quality. This is an apparent case of indirect discrimination.
Wealthier jurisdictions or districts seem to follow a unique educational path. Ever attempt to address the crisis has not borne fruits. The results seem to paint a gloomy picture compared to other countries that have made efforts to fix their systems. What worries most is the fact that the same system is expected to steer the nation and make it more competitive at a global level. It is likely that such goals might not be achieved.
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 government is trying to bridge the gap between poor and rich suburbs in terms of resources. The move should be lauded but it will take time before such a move bears fruits. Financial resources are a concern, but not the only concern. Other factors that determine performance include the quality of teachers, support of surrounding communities and motivation.
Establishing a positive learning culture helps institutions to maintain high performance. Institutions that have a history of a winning culture are better placed to continue with the trend. Affirmative action will take time to raise the motivation of students and assist them to develop a superior culture. Parents, surrounding community and the management must be willing to support improvement efforts.
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.
Wealthier jurisdictions or districts seem to follow a unique educational path. Ever attempt to address the crisis has not borne fruits. The results seem to paint a gloomy picture compared to other countries that have made efforts to fix their systems. What worries most is the fact that the same system is expected to steer the nation and make it more competitive at a global level. It is likely that such goals might not be achieved.
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 government is trying to bridge the gap between poor and rich suburbs in terms of resources. The move should be lauded but it will take time before such a move bears fruits. Financial resources are a concern, but not the only concern. Other factors that determine performance include the quality of teachers, support of surrounding communities and motivation.
Establishing a positive learning culture helps institutions to maintain high performance. Institutions that have a history of a winning culture are better placed to continue with the trend. Affirmative action will take time to raise the motivation of students and assist them to develop a superior culture. Parents, surrounding community and the management must be willing to support improvement efforts.
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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