During the COVID-19 crisis, some medical students at school in Pokhara, Nepal, went to rural Himalayan villages to teach about the virus. Others go home to challenge social inequities.
Big cities are seen as the centre of everything, which creates an attitude that often devalues the work and skills of rural professionals. And sometimes even they subconsciously buy into this.
Comic contracts can meet all the requirements for contracts to be legally binding.
There is no need for all students to sit the same test, that asks the same questions, on the same day. We are smarter than that.
A government review of regional, rural and remote education tells us we need to recognise the uniqueness of and understand successes in these communities to improve outcomes for these students.
The recent strike by teachers in West Virginia demonstrates larger issues with pay disparities for rural teachers.
If we fail to recognise that standardised tests are metro-centric, we will continue to produce disadvantage for rural students.
“Flipped classrooms” aren’t yet common around Africa, but a partial flip that marries technology and collaboration has real potential.
Staffing rural schools has been an issue in Australia for at least 113 years. We need a fresh approach to tackle this persistent problem.
Nationwide, 16 percent of charter schools are rural. Yet, somehow these key players are often overlooked.