Rural and Urban Area’s Education
Education plays very important role in all parts of life. Its high quality makes influential changes not only in present life, but it also leads to better future. Schools, the places where education is taken places formally, have been built in large quantities to guarantee the availability of education centers. Nevertheless, there are gaps between education in rural areas and those of cities. We can find at least three aspects of differences; they are facilities, classroom-student ratio, and extracurricular activities done in those areas.
An easily identified thing of differences to find is facilities. In rural area’s schools, we find inadequate numbers of facilities. Even for the number of schools itself, it is not enough. Moreover, the schools’ facilities such as laboratory, library and books aren’t readily available in most of the schools. On the other hand, schools in urban areas mostly have sufficient facilities supporting the teaching learning process. There are not only those three mentioned things – laboratory, library and books – but they have sports and other supplementing facilities encouraging both teachers and students to smoothen their activities in teaching-learning process either outside or inside the classrooms.
Another difference is classroom-student ratio. In remote area’s schools, the ratio is around 1:40 – meaning a classroom contains of 40 students – at least; yet there are some schools in this area which have more than this ratio. It is undeniable. We can imagine the teaching-learning process, for instance language teaching, isn’t properly done. There will be noisy during the class due to this evidence. The result is irrefutably not effective and maximum for best education quality. While in cities, the ratio is usually about 1:25 at the most. We can predict the result is effectively performed as it is planned, as I am sure that we easily know which one of the two – in remote or urban areas – is better and more effective.
The other distinguishing factor is extracurricular activities. School stakeholders in rural areas focus more on quantity-oriented rather than the quality one. Quantity based which focuses on numbers of students attending schools differs from quality-oriented which focuses on the quality of students getting knowledge after teaching-learning process. On the contrary, school stakeholders in cities are quality-oriented. As the result, there are strongly competitive environments in the schools which will produce qualified students as well as quality schools.
Despite these differences, there are similarities in guaranteeing the smoothness of teaching-learning process and facing challenges by the teachers in both areas.
Both areas’ responsibilities are to guarantee teaching-learning process to be run smoothly. Both teachers in rural areas and those in cities have this similar responsibility even though the scale of difficulties is not indifferent. The aim of this responsibility is to make sure that teaching-learning process can be run in proper ways and safely.
Besides this similarity, both teachers also find challenges and obstacles in teaching-learning process. Teachers in rural areas fight to raise their students’ awareness to study. Teachers in cities, consequently, keep on improving their students’ abilities and maintaining their quality. All of these challenges are unavoidably faced by them. They will do as much as they can to solve these constraints.
Education in rural areas and in cities is different, but in some cases as mentioned above they are similar. Though they are different in facilities, classroom-student ratio and extracurricular activities, they are alike in some aspects such as the objective and challenge they are going to reach. Performing these things excellently leads to better education. Furthermore, better education will create best quality of next generations taking care this beloved country.