The author has further criticized the educational policy of the country, and has accused the careless approach of the government towards public schools, the government has been accused of encouraging the concept of cheap schools and expensive schools, and the terms are applicable on the students of the respective students as well.
The author has criticized the educational department for restricting the 'opportunity for preschool education for no reason but the accident of birth and budgetary choices of the government, while children of the privileged are often given veritable feasts of rich developmental early education' (Kozol, 2005). The quality of the students and their performance has great demarcation on the basis of the financial capability of the families of the students. The rich parents are able to provide better education to their children at very young stage which is responsible for the development of 'social competence and rudimentary pedagogic skills' (Kozol, 2005). However such skills are lacked by the students who are the residents of deprived and poverty inflicted neighborhood. The economic spectrum has been responsible for the excessive differences between the students of the respective segments. The author has referred to the pre-schooling system of Milwaukee, where most of the students initiate their pre-school at the age of four, however in such urban areas the lower income families are denied opportunities to register their children for pre-school education.
The classroom management has been discussed by the author with reference to the practices adopted by different teachers. According to the author, one of the teacher has devised a technique named Taylor-ism, which is a model of industrial efficiency, another technique named primitive utilitarianism...
The author has stressed over the need to interview the students of such schools, and take remedial measures for the development of educational standards on the basis of the concerns raised by the students, the author has condemned that 'misery index for the children of apartheid education' does not exist. The author is of the opinion that documents including achievement levels, scientific methods of accountability, or structural revisions in the modes of governance can not be helpful in the better understanding of the concerns of the students, and their level of satisfaction and feeling of comfort is difficult to be determined purely on the basis of these documents. The review system shall be amended, and relevant provisions shall be incorporated which shall be aimed at the betterment of the public schools in particular for the low-income families. During interviews, the students complained about the quality of other services offered, in particular toilet. Such complains on the behalf of the students signify that healthy culture has to be introduced into schools for the mental satisfaction of the students which will eventually result in the active participation of the students.
References
Jonathan Kozol. Still separate, Still Unequal: America's Educational Apartheid. Harper's Magazine V.311, N.1864. Sept, 2005.
