Intro
There are many variables when it comes to determining the differences in educational outcomes in schooling institutions from the rural and remote communities to the metropolitan across Australia. This paper illustrates the disparities that isolated communities face when it comes to education. These main issues that have been highlighted consist of teacher quality and experience in rural areas, the high turnover rate of teachers and the unfortunate effects it can cause. The resources and infrastructure that students, teachers and community have access too. Finally the values of education in rural towns, and the significances of the curriculums content and relevance of test scores for job opportunities in rural towns. There has been a positive action that has been put in place by the Australian government and organizations to close the gap between the two associates. Which will be discussed and introduced throughout the essay.
Due to the varsity of Australia there are large distances between major cities and towns.
Since Schooling has been a part of history in Australia, rural areas have generally achieved educational outcomes below their metropolitan counterparts.
First paragraph explain the differences in urban vs rural in education through scores Naplan any other evidence like drop out rates.
most researchers and government authorities lists of typical features of rural areas are outlined in deficit terms: remoteness from administration, resources, expertise. lake david.
The programme for International Student Assessment, categorizes a rural school community based on geographic location, taking account of the population size of the community and its distance from the nearest significant city (Sullivan, Perry...
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...-concepts and educational outcomes of indigenous Australian students in urban and rural school settings. School Psychology International, 34(4), 405-427. doi:10.1177/0143034312446890
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In the 1950s and 1960s, the government began abolishing the compulsory residential school education among Aboriginal people. The government believed that Aboriginal children could receive a better education if they were integrated into the public school system (Hanson). However, residential schools were later deemed inappropriate because not only were the children taken away from their culture, their families and their people, but the majority of students were abus...
Consequently, this means all types virtual backpacks, cultural capital, socioeconomic status and other factors need to be valued. Part of value adding is getting the community involved. A multicultural café event was set up at a small school in Sydney that has a high socioeconomic status and a small amount of students with a language background other than English (LBOTE), this was woven into the curriculum over two terms (Ferfolja, 2015). What they found was that the students participated enthusiastically, however very few parents of the LBOTE students attended and some of the cafés were not accurate. As education changes in line with social justice when curriculum, pedagogy and assessment is altered there can be unfavorable effects too. Australia had schemes to promote the education outcomes of girls and consequently these changes in curriculum and the assessment process have been viewed as too successful by some and policy has consequently shifted to boys educational outcomes (Marks, 2009). Curriculum changes can be a long process, however necessary as some children find the curriculum problematic. The Australian curriculum can be seen as linguistically foreign, culturally insensitive or inappropriate for Indigenous (Aboriginal and Torres Strait Islander people) children who are in school (Kenyon, Sercombe, Black, & Lhuede, 2001). As indigenous children are a part of the least privileged and significantly disadvantaged group in Australia (C. Mills & Gale, 2010), social justice is failing educating those students. The Australia curriculum, which has been accessible since 2010, declares that it is committed to a curriculum that promotes excellence and equity in education in addition to teachers using the curriculum to assist in physical, social and aesthetic needs of all students amongst other factors (Australian Curriculum,
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To live in an economically disadvantaged community dramatically increases the risk of not only poorer health, but also children exposed to diminished education due to rural schools that are in the worst condition possible. The video above presented an in+depth view of many elementary students whose academic performance were influenced by the rural location - Detroit, MI. These children, among many others, face constant exposure to unhealthy and impactful challenges. Furthermore, these challenges can be prevented if brought into crucial awareness and accountability of the government and state legislators. This paper will discuss factors in Detroit such as social class inequality, community support and social conditions that has negative and positive contributions to struggling schools.
There is an extensive list of factors that affect teaching and learning in general and teaching and learning in our 21st century in particular, many of which affect learners at large, but some seem to affect specific learners only. Social class and poverty not only affects education but also many other aspects of life in varying degrees depending on context. Other issues prevalent in the discourse and debate on education -such as ‘ability’ grouping, the relationship between teacher and student, student individual needs and student voice - are today not independent of social class and take on slightly different shapes in their effect
Education is a vital part of our sociological existence. Informal education is taught with everyone and everything we observe, and formal education is taught through institutions such as schools. Each method of education constructs us, brick by brick, to become trained and esteemed members of society. Because education is imperative for us as a society, it is subject to scrutiny and analysis from sociologists, as well as the general public. The way a particular geographical area approaches education could differ greatly from another; this gives sociologists a background for comparison. It also raises significant questions about why certain classifications of people, areas of study or even specific schools, have statistically higher success
Educational system can be said to be effective, from my point of view: it can be very effective to be in place. The structure, quality, subject taught, funding and etc. are all part of the system for bringing an individual closer to perfection. It is proven to be effective as the system of education is being reviewed from time to time by the governing body. “Is what we do as individual to ourselves and what others do for us that bring us closer to perfection for our nature” (Durkheim, 1956). The state and local government are responsible for education in the States, as in the UK, the Department of Education is responsible. This essay will focus on the similarities and differences of the primary educational system of the United Kingdom and the States, in terms of structure, funding, and subject taught, concluding that the Educational system of the UK is more effective than that of the States.
By labelling the schools from decile 1 through to decile 10 as it is seen today, instils a belief that your child will not get as good of an education in a lower decile school then you would at a higher decile school. This way of prejudiced thinking has developed into something that is colloquially known as ‘white flight’ or ‘geographic fallacy’. White flight, or geographical fallacy, is where families with enough wealth intentionally move their child into a higher decile school mesh block. This consequently enhances one community at the cost of another community. Because of this manipulation of the communities due to misconceptions of the decile ratings, the wealth is becoming even more concentrated around higher decile schools. This leaves even less wealth for the lower decile schools (Education and Science Committee of the 46th Parliament, 2003). Additionally, Gordon (2015) makes the observation that lower decile schools have seen their roles getting smaller over the last decade, whereas the higher decile schools are becoming larger due to the exodus of wealthier families. This exodus only serves to obscure the lower decile schools’ mesh blocks. The fewer students that attend a particular school, the less funding
This institutional environment sets the parameters for a child’s learning experience and depending on the environment the school can either open or close doors that lead to academic achievement. Some factors such as school structure, composition and climate have an impact on the quality of education attained. Porter et al., recognizes that there is a very big gap between urban and rural children with respect to access to good and quality education and has placed rural children at a disadvantage. The disparities between the rural and urban areas are seen in terms of teacher distributions, poor infrastructures, teaching and learning materials and basic necessities just to name a few (395-400). Today, there are still students sitting under tress to learn; being exposed to the elements of nature which makes it difficult to teach or learn. The advantages of the urban education system far outweigh those of the rural. The city student is exposed to many social and environmental settings that makes his/her life far better than the rural student because the interaction he/she is exposed to contributes significantly to the depth of knowledge and academic performance. Rural schools are often characterized by inept teachers, poor classroom structures and inadequate resources. With the poor infrastructure, “students are negatively
243-245). With the ease of availability of education, Karmel report, which is a Publication of schools in Australia took the pride of being the first systematic national reports accessing the state of education (4, p.245). According to Karmel, (cited in 4, p.245), non-government Anglican secondary college prepares students, with an outcome of over three times chance in completing year 12, when compared to those studying in a state high school. Positive measures should be taken to elevate those who stay behind, as mentioned in the aftermath of the report, by providing valuable resources to equalise education, utilising Disadvantaged Schools Program (Connel, White & Johnson as cited in 4,
Pritchett, L. (2012) Where Has All the Education Gone?. [online] Available at: http://wber.oxfordjournals.org/content/15/3/367.full.pdf [Accessed: 12 Mar 2012].
Most children around the ages of eight to ten, as reported in a study undertaken in the rural setting of Clutha Valley Primary School in South Dunedin and the urban setting of North East Valley Normal in Dunedin, have had agricultural and natural experiences of rural New Zealand. One subject interviewed during the course of the study remarked how he went `eeling', `riding motorbikes', `running around in the paddocks', `getting muddy from working on the farm' and `working hard at hay...
A deep knowledge and understanding of students is the foundation of effective teaching; it is from this knowledge teachers can form a relationship, which helps students feel as if they belong, and belonging is key to success and a powerful motivator, (Marsh, 2008). I will begin my reflection on this topic by loo...
The private school has essential contribution in providing education and fulfill of community education demand that public school cannot met, especially in rural and remote area. Even in fact the rural or remote area has the quality of education that is lower than public school, where it is the inverse of elite private school in the urban area (Tobias 2014).