Nevel A. Vassel,a1
aBirmingham City University, Faculty of Health, Department of Public Health, 9 Westbourne Road, Edgbaston, Birmingham
West Midland, England Abstract
This paper aims to discuss Equal Prospects in Education, Myth or Reality in the context of managing education for all. It looks at the role of management function in creating good relationships between students of diverse backgrounds and amongst teachers.
The application of good management principles act as an initiator for continued professional development, training and appraisal of teachers to achieve performance indicators set by the government, educational institutions and funding bodies to which they are answerable. The paper explains that high-quality management and administration of education plays a critical role in developing a societal social and cultural systems, disciplinary measures and performance indicators for educational practices. Also the paper thrashes out the role of poorly managed education systems and highlights important concerns that managers should be aware of and strategies they need to implement and evaluate to ensure that the population benefits from a sound and well managed education organisation and networks.
Keywords: prospect, equal opportunity, diversity, inequality, communication, leadership, violence, vulnerability, health promotion, performance, attrition and retention, intra-cultural communication and training
‘Equal opportunities policy and individual teachers are responsible for upholding its principles. Schools must broaden opportunities for all pupils to achieve their potential.
The objective is to remove barriers to educational success rather than expect everybody to achieve the same. The requirements for equal opportunities are underpinned by law.
Education authorities, governing bodies and teachers are bound by many of the provisions of human rights legislation. The Human Rights Act, 1998, enshrines the European Convention on Human Rights’ (TDA 2010)
The above quotation from Training and Development Agency (TDA 2010) highlighted the very essence of Equal opportunity governance on school management system and point out the role that school should play in the education of students for development and achievement. It illustrates the importance of this rationale by ensuring that
1 Nevel A. Vassel,. Tel.: +44 (0)121 331 7101;
E-mail address: Nevel.Vassel@bcu.ac.uk
Nevel A. Vassel / Procedia – Edu World 2010
challenges are identified and remove to ensure the rights of individuals are protected as they pursue their educational goals. The term equal prospects or equal opportunity houses multiple definitions for example, it minimises any obstacles to effective learning and plans for all children( ATL,2010) Also it has the potential for ‘promoting a good and harmonious working environment in which all persons are treated with respect’ (ECFNI 2007), More over its characteristics are practiced by John Clare Primary School, (2007) when designing schemes of work, they use this policy to guide themselves, both in choice of topics to study, and in how to approach sensitive issues. For example, history topics in the school include examples of the significant contributions women have made to developments for example in this Britain’s history. Also in geography topics, the teacher attempts to counter stereotypical images of Africa and Asia and to show the true diversity of development in different parts of the world. In addition, Taylor (1994) noted that equal prospects or opportunity is about economic efficiency and social justice while Verma, Zec and Skinner (1994) highlighted that the term is about responding to cultural diversity. Furthermore Singh, (1993) emphasised that it is the relationship between educational achievement and ethnicity plus Reeves etal, (1993) mentioned that is the monitoring of students and staff by gender, ethnicity and disability. Lastly Peters (1966) ethically defined it as ‘Equality and Fairness’.
Based on the various interpretations, the concept of equality presents a philosophical belief in ensuring fairness to all students and how educational organizations should be administered and managed. The importance of acknowledging this belief is that all students are equal and should not be judged on their gender, race, ethnicity or disability.
Teachers and educational managers have a very important role to ensure any educational decisions that are made in the organization do not become a barrier as the student attempts to pursue their educational development, but to support them unconditionally as they learn.
However the notion of equal opportunity, are noted by some critics who believed that it is rather a myth than reality given the mounting challenges institutions are facing to deliver educational opportunities to a wide population in diversity community settings. The continued rationalization of financial, human and physical resources has had a significant impact on how educational agenda can be delivered to the populous where by not all institutions are able to fulfill this agenda. Wallace (2003) aired the view that equal opportunity as a cornerstone of our democracy and the pillar of a just community are the values by which we attempt to live our lives every day. However, our actions, laws, policies, and decisions do not always follow those principles. As noted by Verma (1994) in research a study carried out in nine schools in the United Kingdom, discovered that joke telling on Muslims, Bangladeshi and White students including their names, races, religion and color involved negative stereotypes. In addition Curtis (2008) observed from another research study that Black Caribbean pupils are being subjected to institutional racism in English schools which can dramatically undermine their chances of academic success.
In the face of the above statements, it is the writer’s point of view that the myth of equal prospects in education as cultural concept, evolve as result of indirect and direct negative experiences from diverse student groups in institutionalised racial education systems. Students telling their personalised stories of their encounters and raising transparent debates by questioning the worth and the contribution equality can provide for learners to access and participate in the teaching and learning environment. Despite these occurrences which may be experienced overtly or covertly, many academics, societies, organisations and individuals concluded that if community groups and individuals are to make progress, it is vital that equal opportunity as a realness in education management is
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seen as the most important vehicle that will provide the pragmatic chance for the student to academically development and to be competitive and creative in their environments.
Effective management of equal prospect in the school community is to create and maintain the unique characteristic of a group or society valuing and respecting individuals within the framework of the school’s culture, social, political and operational scheme.
Consequently, managing equal prospects in education enables all humanistic groups irrespective of their age, disability, gender, sexual orientation, religious and spiritual beliefs, transgender qualities and race not to be discriminated against. Also they have the right to educational opportunities for self and career development and advancement in a pluralistic society. It is fundamentally important that education equality be seen as the focal point for organisation commitment to fairness, justice and delivery to students, because its absence can create opportunities for pragmatic failures leading toward the development of a poverty stricken society and communities with deep societal illiteracy across ethnic populations. Subsequently, the main importance of equality in education is that it is used to equip individuals with knowledge, skills, and habits and cultivate positive attitudes thereby guaranteeing individuals to develop to their true potential.
Education is the most important key to social and economic development [ICPD1994]. It has the prospective powers to enable a country to perform at a very high productive level ensuring that the society’s needs, wants and expectations are met at various levels of the societal structure. Moreover, if managed proficiently equal chances in education can make a positive and significant difference in the attitudes and behaviors of students. Students are taught disciplines, how to value their peers, and to communicate intra-culturally and inter-culturally between different groups irrespective of ethnic group, class or origin. In addition, it empowers staff to be dedicated, responsible, accountable and reliable in the delivery of education on fair terms to a multicultural and pluralistic society.
This gesture encourages high achievement, sustains good student retention rate, the reduction of bullies and encourages students to develop and achieve their learning environment. It is important to acknowledge that equal prospect in education involves learning specific skills and also something that is tangible, but more profound, the imparting of knowledge, good judgment and wisdom to learners. More so, it is about good management practices and promoting good relationships between teachers and students in the class room environment [Vassel 2006]. Hence, an effective and sensitive relationship between students and the staff population serves as the foundation to create the necessary conditions for effective learning to take place. Furthermore, equal opportunities enhance the teacher to comprehend student’s behavioral qualities and seek to encourage the development of respect, fairness and transparency in the teaching and learning environment.
Education equality has the power to lay down the boundaries for disciplinary measures in effective school management, to put in place performance criteria’s for students to achieve, raise the teacher’s expectations of students, increase student’s confidence and self esteem in the organization. In addition, it enables the teacher to understand the issues students are experiencing as they develop academically in an institution of learning. Additionally, education equality empowers teachers and managers to identify social, cultural, religious, spiritual, financial or psychological problems that may have an impact on the rate of how students learn and achieve. Moreover, it can influence professionals to develop strategies to address educational concerns from a personal viewpoint, family or community level. These thought out strategies will help the establishment to achieve their vision, mission, aims and objectives as part of the school’s
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manifesto. It also allows the individual to achieve better jobs, more income, and higher status and access more education itself [Paterson 2001] this contributes towards raising the standard of living, the creation of more employment and supporting a driving toward self sufficiency and independence for all.
Thomas [1991) reminded us that a society needs education both to survive and to thrive to keep itself intact, to keep itself growing toward conditions that supports the full human development of all its members. Furthermore, Maslow (1970) stated that everyone has a need, want and expectation and from this viewpoint parents, careers or guardians expects their child or children to achieve a good standard of education. Without attaining a reasonable standard of education, individual, family or the community may see the educational establishment as a failure and provide the chance for children to be engaged in unlawful event. In addition, they may conclude that such learning establishments are incapable of providing academic opportunities and progression as their children develop.
Consequently good quality management in education is seen as an essential tool in the fight against drugs and crime and to produce good citizens who will hold the law of the land.
Having a good education management operation helps to recognise that factors such as isolation, segregation, disharmony and unhealthy relationships between students and teachers result in conflict, underperformances, poor learning outcomes and targets set by institution. By recognizing these factors, educational managers can commence to develop important strategies to encourage meaningful and effective teacher – student partnership and collaboration to achieved shared objectives. This creates the ideal situation for self improvement and effective communication and academic productivity.
Additionally, successful management of educational opportunity is the key tool for dispelling myth, ignorance, selfishness, poverty, victimization and racism amongst individuals in the school environment. The above factors are social barriers that affect positive growth and development of students in the learning environment. All of the above societal obstacles can be managed effectively if physical, financial and human resources are implemented and evaluated to preserve and project equality in education organizations.
Such equality philosophy must be clearly documented in the vision, mission, and objectives statements of the strategic, operational and functional management systems in the organization. It should be clearly understood and practiced by both academics administrative staffs and student population. All of which are accountable for its implementation, monitoring and evaluation. A well managed education system encourages the school community to access and participate in all aspects of school business without ethnic groups being discriminated or victimized. Such academic system should drive educators to design, develop and implement a diversified curriculum that will contribute to the economical, political, social, cultural and environmental concerns of the community.
In addition, a well coordinated education scheme should encourage school authorities to implement a system that supports the recognition and achievement of students and teachers in their individual studies and work. Recognition systems may include awards of certificates, scholarships and commendations to show the school’s appreciation of students and teacher’s hard work and commitment throughout the academic year. This acts as a motivation tool for school students and staff to work towards attaining high achievements in their studies and fulfillment of teaching goals. On the other hand, de-acknowledging the role that education management and equality can play in organisation can have a negative effect on students. For example, poor management of equality practices can prevent students from achieving the genuine learning objectives and their intended career aspirations. The outcomes of which can lead to underachievement, truancy and
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behavioral problems in the school and locality. Also from a staff or teacher perspective this may lead to a high rate of staff turnover, stress related-illnesses, low motivation, poor self esteem, confidence and un-fulfillment of teaching desires.
Part of the education management of equality function is to implement helping tools that will enable students to be successful in their learning environment. For example the functioning of a mentoring system for all will ensure on one hand students have access to professionals or academics that can provide guidance and coaching in their studies and to address specific problems they are experiencing in school studies. While on the other hand teachers are provided with the opportunity to seek out scholars who can provide information on how to improve oneself for promotional success with the management structure of the institution. It also enables students to accumulate experiences [Morton-Cooper and Palmer 2000] from learned professional individuals through the process of guidance and counseling.
For education equalities to be effective, it must be practiced in the teaching and learning environment. Education equality increase teacher’s sensitivity to class room teaching and management techniques and ensures that all students access information and participate in activities during the teaching and learning sessions. Furthermore, it also enables the school authorities to provide teaching resources which should represent a diverse student’s group interest in curricula areas. Students can be at a disadvantage if they are only exposed to learning and teaching materials that represent an indigenous population. Throughout the equality agenda, managers need to ensure that a variety of teaching and learning resources are available for constructive learning to take place. This will increase the student’s motivation to learn and also it serves as a reduction tool for stress and stress related problems, boredom and helps teachers to effectively control the class room environment. The provision of teaching and learning resources for a diverse students group provide the prospect for teachers to design lessons based on different speed at which students learn. Such lessons can be designed to accommodate group or individual working in practical and theoretical activities.
In Great Britain, reference are made to minority students, for example, concerns are raised that ‘Black children are being systematically marked down by their teachers who are unconsciously stereotyping them (Asthana, etal 2010). Teachers are engaged in stereotyping a minority of students as lazy, idlers, thieves, drug addicts and confused. The outcome of these practices results in the students being de-motivated; engage in truancy activities, isolation and loss of interest in school work. In children this can lead to mental health problems caused by stress, bullying, and acts of racism, prejudice, discrimination, isolation and exclusion [Vassel 2006]. Equality prospects in the school operational scheme have the potential to address prejudices, labelling, racism, victimisation, bullying, exclusion and alienation. For example, the nature of prejudice supports favourable or unfavourable attitudes, feelings and beliefs that have been constructed with prior knowledge, understanding and reason. Verma et al (1994) argues that the prime characteristic of prejudice is its irrationality, a mind closed to evidence support and conflicting views. In addition, other factors such as of racism involve the combination of prejudice with the ability and power to subordinate individuals or group either consciously or otherwise.
Following from this are bullying activities that include calling minority ethnics derogatory names and verbal racist jokes. In addition, students are alienated because of their ethnic identity, color of their skin, their accent and communication styles. All of which help to slow down the learning and progression rate of students in the class room Furthermore, equal practices in education can eliminate student group segregation, undervaluing of
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students, the restriction of knowledge transfer and the denial of group independence in the learning surrounding.
Promoting equality in education has several advantages for the educational managers, teacher, students and administrative staffs. It provides the chance for the school community to be aware of the cultural background of each student. Moreover, it helps school authorities to recognize the diversity of student population and encourages fair play, thereby, promoting of value, respect and maintaining dignity amongst student groups Likewise, it helps teachers to appreciate the range of experiences that each student brings to the class room environment and to demand the same level of excellence from all the students. More to the point, it encourages students to appreciate their social differences and put into motion sociable factors such as appreciation, tolerance, moral, ethical and conduct in students. Finally, equality in education ensures that the educational managers and teachers should embrace various communication models amongst the schools population to ensure justice is practice within educational context of teaching and learning. Below are statements to demonstrate how equality or prospects can be promoted, implemented and maintained in the schools environment.
1. Promote staff development and training 2. Democratic leadership styles
3. Address methods of communication styles 4. Develop internal partnerships
5. Collaborative Projects
6. Encourage good supervision and motivational techniques 7. Effective classroom management
8. Avoid the use of threat and intimidation 9. Implement equality opportunity policy 10. Encourage team leading and team Building
11. Reduction of positive discrimination of teachers, students and community groups
12. Promote learning opportunities for all
13. Create a ethos that eradicates the support of discrimination activities
14. Promote professional group / teacher identity in staff recruitment, selection and development, curriculum, mentoring and coaching, guidance and counseling
15. Encourage parents and communities to become actively involved in their children’s education
16. Encourage parents to be involvement in the classroom & school management
16. Encourage parents to be involvement in the classroom & school management