The Educational Environment
Expectations of Education6
1. The School's Internal Environment
As indicated before, the multigrade school frequently has extremely limited
resources. The classrooms tend to be poorly lit and are incapable of being
divided. Often the teacher has no staff room or personal bathroom facilities.
2. The Surrounding Environment
The quality of a school's environment has a significant impact on the learning in
school. For the school to provide effective education, there must be close links
between the school and its environment.
3. National Education Environment
To study the national educational environment, several questions must be
asked:
• What is the philosophy of education; what are the national vision and
objectives of education?
• What are the targets, priorities, and major objectives?
• To what extent does the national curriculum reflect needs at the local
and community levels?
• What is the basis for the budgetary provisions for each school?
• What ongoing training is provided for teachers?
• Are there provisions for gender differences and the physically
challenged?
• Does the educational philosophy take into account the multicultural
environment, the challenged student, and the socially dis-advantaged
student?
The aim that has been developed by one ministry of education is:
Targets and priorities
All schools have at least sufficient boards, benches, cupboards for books, and
tables and chairs for teachers.
The priority would be to identify the numbers needed, and the source of
affordable school furniture
Seventy-five per cent of all schools will have computers by the year 2003 and
seventy-five per cent of all students will be able to spend a minimum of two
hours each school day on a computer. The priority would be the acquisition of
computers and the training of teachers in their use.
Curriculum and Needs
extent to which the curriculum reflects the needs of the local and national
communities will determine the level of adaptation required at the community
level.
Budgetary Provisions
Budgetary provisions may therefore assist in determining the extent of the
teacher's, and schools, involvement in fund-raising activities.
Training
Training may be pre- or in-service. This training may be provided by the National
Authority on an ongoing basis, during the summer months when schools tend to
be on vacation.
Gender and other Differences
Gender differences frequently arise as a result of the socialization process, or the
way in which boys and girls are raised. Traditionally girls are expected to assume
responsibility for domestic chores at an earlier age, and, in addition, it has been
shown that girls tend to develop psychologically, at a faster rate than boys.
Professional Development for Multi-
grade Teachers
Multi-grade teachers may be interested in obtaining information on the training
which is available and most easily accessible. This knowledge would assist them
to plan for the future, and facilitate their access to relevant programmers.
1. Teacher Training Institutes and their Programmed
Many countries have several teacher training colleges or universities, although
there may be little, or no training available in multigrade teaching. It is possible,
however, that short-term training courses or seminars may be available.
2. In- service courses
Many in-service courses may be available to teachers of schools in urban areas,
or in areas near towns. Alternatively, the National Authority may plan short-term
training programs, which could be held during the long holidays.
3. Individual or School Support
This relates to the opportunities provided by the school, to enable the teacher to
meet other teachers, so that they can exchange experiences and any training
they have received. Teachers need to develop a network, through which they
can keep in touch with each other, and provide support for one another.
4. Provision of Training Materials
Materials may be provided for teachers to assist them in multi-grade teaching.
5. Local Educational Environment
The Local Educational Environment comprises your immediate environment,
which includes that of the school and the community which the school serves. As
stated before, knowing the Local Environment will enable teachers to plan
effectively for a school environment that is appealing, not only to the students,
but to their parents as well.
