Different schools, different cultures

Abstract

Many research studies are showing that most students are not learning in school; some find it difficult to read and understand simple sentences even in their own local languages. This situation leads the authors to ask two related questions. What kinds of educational assistance programs can help improve the quality of learning for millions of learners in a way that honors and respects the dignity of their lives? How can educational leaders develop educational programs bearing in mind the differences within education systems and among students? This chapter attempts to answer these questions by highlighting two educational assistant models that seek to respond to the challenge. The two models tap into the differences between and within schools and use it to provide educational environments that are conducive for learning and self-reflection. The chapter argues that educators who take their time to study the differences within their school environment and take proactive steps to use those differences to teach students have a better chance of improving the quality of learning for all learners. The findings, also, lead the authors to suggest that there is a need for a new bottom-up theory of change that gives opportunities to locals to lead in almost all aspects of the problem-solving process.