Back to: Sociological Foundations of Education B.ed Notes, M.A Notes, IGNOU Notes
Education and Urbanization:
The percentage of the population living in urban areas is known as urbanization. Organizational equipment and operations are better suited to urban settings. The most common change in the globe is urbanization. While just 2 percent of the world’s population resided in metropolitan regions in the 1980s, 15 percent did so in the 1900s. In 1950, about 30% of the population resided in cities. Rapid urbanization has led to tremendous expansion in many metropolitan areas during the past 30 years. In 2014, urban regions were home to 54% of the world’s population. By 2050, it’s anticipated to rise to 72%.
From an economic, ecological, and educational standpoint, the fast increase is unsustainable. As more rural immigrants move into urban areas, issues about their education and how it may affect the educational gap between rural and urban populations are crucial. Many people saw urban areas as economically vibrant over the early part of the 20th century, luring and hiring migrant populations from country villages, rural areas, and beyond.
What do you mean by “urban area”?
Different criteria have been used to define urban areas. A meaningful definition should take into account the social, political, and demographic aspects of such human concentrations (Moore et al., 2003). One of the most significant societal trends on the globe today is urbanization. The expansion of urban regions and an increase in the percentage of the population overall shifting from rural to urban areas are two key indicators of urbanization.
What is the role of urban areas?
Urban regions are essential to education. Urban schools differ from rural schools in ways that are often linked to higher student achievement. In comparison to schools in rural areas and urban centers, urban schools are typically larger, have more control over resource distribution, are less likely to have experienced teaching staff, are more likely to have a better percentage of trained teachers, and have higher student-teacher proportions. This is especially true in partner countries and economies where urbanization trends and their effects on education are on the rise.
Education in Urban Areas:
Education’s efficacy and quality are influenced by both qualitative and quantitative factors, including the attributes of the institutions, instructors, and lessons. Student engagement, teacher credentials, innovative educational accessibility, teaching methods, accessibility of teaching resources, and parental participation are among the factors used to determine school quality indicators.
The quality of schooling varies between rural and urban areas in several ways. It has been discovered that education in rural schools is less successful than education in big metropolitan institutions. Several issues are frequently connected to rural schools:
- National norms are lacking.
- inadequate resources
- absence of government funding for administrators, instructors, and transportation.
In terms of student competencies, rural schools fall short of the national requirements set by the Ministry of National Education. The demands of pupils in remote schools cannot be met by the available resources, such as the library and computers. In remote locations, there are few opportunities for teachers and administrators to take part in professional development programs. It is more challenging to hire, acquire, and maintain well-trained teachers in rural regions due to the distance from the city center and a lack of institutional assistance.
From a physical perspective, urban schools have several benefits. Urban schools often have bigger student populations, a higher percentage of socioeconomically advantaged students, and more responsibility for resource management. Inadequate staffing is less likely to occur in urban schools. The proportion of qualified instructors in the classrooms is likely to be greater. The student-teacher ratio is larger in urban schools than it is in rural ones.
Urbanization and education:
Education is one of the forces of urbanization. This research concentrates on how urbanization is impacted by productivity expansion and educational factors. Todaro and Smith (2008) claim that more people are moving to urban areas from rural ones than there are jobs available there, necessitating the use of an allotment to choose new hires. Employers frequently consider educational background or the length of time it takes to complete one’s qualifications. Even though having more education does not always result in greater performance, they frequently recruit people with higher levels of education. Companies favouring educated workers is a phenomenon that undoubtedly encourages villagers to move to cities. Knowledge is therefore a motivating force for people to lead better lives. Companies favouring educated workers is a phenomenon that undoubtedly encourages villagers to move to cities. Knowledge is therefore a motivating force for people to lead better lives.
In some additional studies, urbanization and education were shown to be positively associated. According to a study by Hofmann and Wan using the OLS (Ordinary Least Squares) approach, industrialization and literacy have a substantial beneficial link to the pace of urbanization. This is brought on by the onset of industrialization clustering, which causes the labour market to migrate.
The influence of learning on urbanization on accumulation becomes a deciding element, particularly with improved technology, as a result of humanity’s impact on urbanization. The presence of a high-tech business indicates a workforce with education, and the result both supports and promotes urbanization. Additionally, it has been empirically proven that locations with higher levels of education draw students who even want to live there for purposes of infrastructure, which is another essential role that knowledge plays in the urbanization of settlements. Expansion and knowledge are also linked, particularly in terms of the rise in per capita income.
