Position Paper

The Structures of education systems are usually more precisely, the shape and the size of the national higher education systems, however over the years they have obviously been at crossroad. This is as a result of the external expectations and internal dynamics of education. This has prompted interest from the society, the governments in their steering and supervisory roles, and the education institutions to considered making some adjustments to the sector.  

Over the years, however, emphasis has been placed on issues that shape the size of the education system leaving out the considerable changes of views and controversies about the most desirable quantitative and structural developments. As a result the driving issues affecting the level to which schools provide safe, healthy and equitable teaching and learning environments to Atlanta’s children have been on the rise. Therefore the special attention needs to be paid to the issues which are viewed as crucial for the structural dynamics. (Foster, 2011)

The strategic goal of making public school a safe learning place will be to make use of this state of emergency to create the basis of a truly revolutionary approach to the education process, based in community schools. A strong emphasis placed on rewards and sanctions that might undermine the strong managerial emphasis in education might lead to substantial tensions between management and academia.  This will help determine the structural development of of  education; and  position it to develop relatively bold concepts about the causes and the consequences of certain patterns of the higher education systems hence leading to desirable and actual structural developments of education. (Buchmann, & Hannum, 2001)

In the provision of equitable teaching and learning environments, a key concern of all major education stakeholders is to provide the children and the youth with a safe learning environment, without making any exceptions. All children and youth deserve to be safe. As a result individuals, families and organizations all have an important role to play in achieving it. This starts with recognizing situations and behaviors that create unsafe standards in learning and being committed to making the required changes. It means examining our personal and organizational values and determining the best interests of the child.

The best antidotes to these issues are also establishing an awareness of the problem, knowledge of the issues, risk management, and preventative actions. This will be seen as a comprehensive roadmap or risk management strategy that supports organizations in a step-by-step process. Therefore for the school’s safety standards to be achieved it is imperative that the education departments to creating a safe and supportive learning environment in all schools. The education department should provide an all-inclusive strategy to guide the national department as well as the provincial education departments in a coordinated effort to prevent such issues from occurring within schools. The school and non-school stakeholders should collaborate with one another in arriving at clear definitions of their roles and responses to building a safe learning environment. (Ball, 2003)

Besides, since we live in an era of structural crisis associated with a new phase of capitalism education plays a crucial role in the development of the workforce, leading to growing neoliberal calls for its restructuring. The state of emergency of public education and the demand for its restructuring and privatization is to be viewed, then, as primarily the product of the current long-term period of economic and social instability.

Moreover, even though there have been progressive educational change, this has not prevented the education system as a whole from degenerating still further. This is because of issues such as inequality, poverty, and safe learning environment which have increasingly engulfed the schools by the end of the twentieth century. This has made it difficult maintaining basic democratic values, and preserving hope and the possibility of a more educational future. As a result, the education system can thus be viewed as corresponding in many ways to the increasing inequality, alienation, and job gradation/degradation of the larger system of production.  Teachers have had to work against the worst aspects of the system, trying to meet children’s real needs against all the odds. (Cross, 2009)

It has therefore prompted the need to build alliances with both parents and communities, so as to help in recognizing the main barriers to the success of students.  A key element in the evolution and stabilization of this new stage of accumulation lay in the opportunity of retaining within their ranks the knowledge of how the work was done, and therefore exercised a considerable degree of control over the labor process. (Cross, 2009)

It has become increasingly clear that several decades of educational reform have failed to bring substantial improvements to schools in America’s inner cities. Most recent analyses of unsuccessful school reform have isolated educational safety and health concerns from the context of structural basis. Therefore given the effects of worsening socioeconomic conditions on public education, any reference to closing the achievement gap would be critical in addressing  the wider social problems, and their effect on schools before it represent a cruel hoax.

Even though there is some issues that remain, at national level analysis of various regions and cities each with potentially differentiated issues, it is important to assess the degree to which structural mechanisms may be at work. Hence lead to the integration of the various dynamics. The analysis should be conducted on the strength of the structural variables that seemed to overwhelm the schools. It will, therefore, require making structural adjustments. (Ball, 2003; Teichler, 2006)

Conclusion

Education is considered to be one of the most important building blocks on which an equitable, inclusive and developmental society is built. However,  for positive educational outcomes to be achieved it requires that certain preconditions that need to be set up so as to ensure that schools provide safe, healthy and equitable teaching and learning environments to Atlanta’s children and family.   One of these preconditions is that learners and educators are, supposed to feel safe, in schools. Therefore it is important to ensure that any activities related to the experience of school, are the type of activities that will make the learners and educators feel safe.

    

References

Ball, S. (2003). Education Reform: A Critical and Post-Structural Approach.

Buchmann, C., & Hannum, E. (2001). Education and stratification in developing countries: A review of theories and research. Annual review of sociology, 77-102.

Teichler, U. (2006). Changing structures of the higher education systems: The increasing complexity of underlying forces. Higher Education Policy, 19(4), 447-461.

Foster, J. B. (2011). Education and the Structural Crisis of Capital The US Case. Monthly Review, 63(3), 6.

Cross, C. R. (2009). Ten steps to creating safe environments for children and youth: A risk management roadmap to prevent violence and abuse.

Smith, A. R. (2016). Parental Involvement in Twenty-First Century Schools and the Implications of the Changing Family Structure: Recommendations for Leaders.

Teichler, U. (2006). Changing structures of the higher education systems: The increasing complexity of underlying forces. Higher Education Policy, 19(4), 447-461.

Sherry Roberts is the author of this paper. A senior editor at Melda Research in nursing paper writing services if you need a similar paper you can place your order for medical essay writing service online.