PROBLEMS IN THE GUARANTEE OF THE EDUCATIONAL EQUALITY OF RURAL AND URBAN CHILDREN
The problem of equality of educational opportunities, access to education for different categories of the population is one of the priorities of the Social and Political Studies, both in modern Russia and all over the world. The purpose of the research is to investigate and analyse the main factors influencing equal opportunity in education of rural and urban pupils. Rural schools are not provided enough with the support and resources they need to keep pace with today’s educational demands. Rural schools failed to respond to current developments, changes, and trends in education. The major finding of our investigation was that family played a crucial role in equalizing educational opportunities. Parents could play a compensatory role in ensuring equal education in rural schools. Society and educators tried to ignore the fact that the majority of low performing schools were in rural, economically struggling areas. Most of these schools lacked sufficient equipment and resources to accommodate every pupil effectively. But rural schools have a serious advantage over urban ones – more integral perception of pupils by teachers and less formality in teachers/ pupils communication. Another solution to this problem could be teacher development courses tailoring to the real needs of rural schools or targeted Master’s Programmes in Education.
Keywords: educational equality, rural schools, family, education, educational opportunities
References:
1. Frumin I. D. Osnovnye podkhody k probleme ravenstva obrazovatel’nykh vozmozhnostey [The main approaches to the problem of equality of educational opportunities]. Voprosy obrazovaniya – Education Matters, 2006 , no. 2, pp. 5–22 (inRussian).
2. Konstantinovsky D. L., Vakhshtain V. S., Kurakin D. Yu., Roshchina Ya. M. Dostupnost’ kachestvennogo obshchego obrazovaniya v Rossii: vozmozhnosti i ogranicheniya [Availability of quality education in Russia: Opportunities and Restrictions]. Voprosy obrazovaniya – Education Matters, 2006, no. 2, pp. 186–202 (in Russian).
3. The Global Monitoring Report on Education for All. Paris, UNESCO Publ., 2012. 44 p. (Russ. ed.: Vsemirny doklad po monitoringu obrazovaniya dlya vsekh. Paris, YuNESKO Publ., 2012. 44 p.).
4. Education at a Glance 2014: OECD Indicators. Paris, OECD Publ., 2014, 570 p., DOI: 10.1787/eag – 2014en. (Russ. ed.: Ezhegodny doklad “Obzorobrazovaniye: indikatory OESR”. Paris, YuNESKO Publ., 2014. 570 p.).
5. Bourdieu P., Passron J.-C. La reproduction: elements pour unetheorie du system ed’enseignement. Paris, Les Editions de Minuit Publ., 1990. 267 p. (Russ. ed.: Burd’yo P., Passron Zh.-K. Vosproizvodstvo: elementy teorii sistemy obrazovaniya. Moscow, Prosveshcheniye Publ., 2007. 267 p.).
6. Illich I. Deschooling Society. Proportionality and the Contemporary World. New York, Harper and Row Publ., 1971. 160 p. (Russ. ed: Illich I. Osvobozhdeniye ot shkol. Proportsional’nost’ i sovremenny mir. Moscow, Prosveshcheniye Publ., 2006. 160 p.).
7. McLaren P. Life in schools: An Introduction to Critical Pedagogy in the Foundations of Education. New York, Allyn and Bacon Publ., 2006. 417 p. (Russ. ed.: Mak-Laren P. Zhizn’ v shkolah: Vvedeniye v kriticheskuyu pedagogiku. Moscow, Prosveshcheniye Publ., 2007. 417 p.).
8. Efl ova Z. B. Podgotovka pedagogicheskikh kadrov novogo pokoleniya dlya sel’skikh obrazovatel’nykh uchrezhdeny v usloviyakh modernizatsii otechestvennogo obrazovaniya [Training of a new teacher generation for rural educational institutions in the conditions of modernization of national education]. Petrozavodsk, 2013.116 p. (in Russian).
9. Dridze T. M. Prognoznoye sotsial’noye proektirovaniye: metodologicheskiye i metodicheskiye problemy [Forecast of social engineering: methodological and methodical problems]. Moscow, 1989. 256 p. (in Russian).
10. Lukina A. K., Chiganova S. D., Skutina T. V. Sem’ya Krasnoyarskogo kraya: kollektivnaya monografi ya po itogam issledovaniya “Sem’ya v Krasnoyarskom kraye” [The family of the Krasnoyarsk Territory: collective monograph on the results of the study “The Family in the Krasnoyarsk Territory”]. Krasnoyarsk, 2012. 92 p. (in Russian).
11. Sartakova E. E., Voytekhovskaya M. P. Kompleksny sotsial’no-pedagogichesky analiz formirovaniya setevogo vzaimodeystviya sel’skikh shkol munitsipal’nykh obrazovaniy Sibiri [Comprehensive social and pedagogical analysis of networking formation in rural schools of municipalities in Siberia]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2012, no. 8, pp. 9–17 (in Russian).
12. Zakon RF no. 131 ot 06.10.2003 “Ob obshchikh printsipakh organizatsii mestnogo samoupravleniya v Rossiyskoy Federatsii” [Federal Law no. 131 “On General Principles of Local Self-Government in the Russian Federation adopted 06.10.2003. State Duma 16.09.2003”] (in Russian).
( 399.56 kB ) 
( 393.8 kB )
Issue: 1, 2016
Series of issue: Issue 1
Rubric: PROBLEMS OF PEDAGOGICAL INTERACRTION
Pages: 47 — 50
Downloads: 1268