It is a special service knowing no bigotry, ethnic divisions or territorial boundaries. Education service was designed for all intents and purposes to breakdown geographical barriers, to create equal opportunities for all and bridge the gap between the rich and poor. Alas, in reality the education system in our jurisdiction is permitting territorial boundaries to define how far children can go. This is a costly mistake. Demographic data should never exercise control over the destiny of our children.
The stark reality is that student achievement data consistently shows glaring district variations. Certain geographical locations have become synonymous with academic excellence while others have the notorious distinction of failing students and achieving below par.
It has become an acceptable norm to expect schools in the cities where the quality of life is relatively high to outperform their counterparts in poverty stricken and low income villages. The biggest crime and injustice an education system can dispense to a society is to allow children’s backgrounds in particular their accidental socio-economic heritage to define and determine how they will live tomorrow. Poverty exists outside the classroom and technically speaking it has no direct influence on matters of classroom instruction.
And therefore poverty cannot be used as an excuse to justify or explain the culture of failing in rural schools. The fact of the matter is that all children regardless of location are teachable and have an appetite for learning and trying new things. This means that children from affluent and less privileged backgrounds are capable of giving a good account of themselves when subjected to the same quality and rigour of instruction. There is, however, a challenge of mind-sets which if not addressed can limit the potential of children. Students particularly in remote and undeveloped areas do not necessarily attach a high premium on schools. Schools have to contend with some exciting and adventurous chores in the jungle such as hunting, harvesting of wild fruits, horse riding and livestock rearing to name but a few. To succeed, a school should embark on a soul winning mission to lure students away from other competing priorities. A school, just like a business enterprise, must be ready to compete and outperform its competitors. In dog-eat-dog competition survival of an entity depends on strong leadership. It is not a given that the existence of a state of the art school can attract learners who are ready to learn. Some simply come to school because their parents said so and others come for fun and socialising. Few see the value of education. To put its head above water, a school must reposition itself as a destination of choice.
A school must endeavour to cater for the varying interests of its students without necessarily compromising the critical mission of learning. The way the school conducts its business can either excite or turn off students. Any school that strives to maintain a sombre and solemn atmosphere at all times runs the risk of losing or disengaging some of its students. There is the fun side of things which should enjoy some degree of expression. Independent schools are doing exceptionally well in catering for a diverse clientele. Independent schools try to meet and exceed student expectations with a well-blended after class programme featuring a wide spectrum of activities. Students are taught to work hard in the classroom as much as they play outside the classroom. School events are well coordinated with strict time lines which help learners to value excellence and time management at an early stage. The fun-filled atmosphere endears students to their school and teachers making them to look forward to their next day in school. Learners relax and feel at home when schooling is not strictly a sombre experience.
A school that if properly led can with relative ease dismantle negative perceptions about school life and transition well to a positive culture. Learners need to quickly see where they are going. If they cannot fancy a better tomorrow, they disengage. Students respond positively when they get a sense of having the right management and good teachers. They feel good when taught to believe in a world of endless possibilities and that great life changing opportunities lie ahead if they work hard and accept good counsel. Nonetheless, poverty in the rural areas can impose limitations on children’s potential. But a school should help children to overcome limitations imposed upon them by their circumstances of birth. This is a mission which should never fail. The mission of a school is to unearth talent and fine tune it. On account of their unfortunate background, students may not immediately realise their worth and potential. Low self-esteem or self-doubts can be counterproductive.
It is up to the school climate to reawaken students’ killer instinct. The key to success is students’ empowerment. Their youthful exuberance can get the better of them and derail them. Students can slow down the mission of a school if they feel alienated and isolated. Dropouts and desertions are usually consequences of a sense of detachment and alienation. But a spirit of collective ownership attracts students’ engagement and voluntary participation in the school affairs. Students feel good about their school if they believe the school belongs to them as much as it belongs to the teachers. Students are recognised as a powerful learning resource.
Awareness must be raised around their ability to stand on their own feet. The absence of teacher in the classroom should never mean absence of learning. Most students who attain top marks do a lot of stuff on their own. Imagine how much ground can be covered if half of the class could read and research independently and collaborate with peers. Love invites self-application. When they love their school and they feel loved, students will always display readiness to be led by their teachers and schools must demonstrate the ability to lead. As a matter of urgency, schools should mount a relentless and rigorous training to accommodate virtues of hard work, focus, positivity, communication, responsibility and accountability. Learning is maximised when learners feel trusted enough to participate in the life of their school as shareholders. In boarding schools of yesteryear, students as shareholders took full control of their boarding hostels. The prefects were accorded the space to allocate rooms to new students. Minor cases of theft and ill-discipline especially in the hostels were settled by student leaders.
Whether in towns or villages, school should harbour big ambitions. No school should be allowed to limit itself to small dreams. Settling for mediocrity even in circumstances where the community is indifferent is inexcusable. Mediocrity can be a very convenient and less taxing option. Teachers should never make the mistake of underestimating students in the rural settings. It is important for schools to declare war on mediocrity in all schools regardless of location. Whether parents subject the schools to serious scrutiny or not schools should maintain high expectations of students and teachers and fashion appropriate classroom interventions intended to push many students towards proficiency. Students are good but they need a little push from behind. There is a lot of potential in the rural areas which hitherto remain untapped. In the final analysis schools must take their place in the noble mission of alleviating poverty. Doing otherwise is a disservice.
