What are the problems faced by students belonging to rural area
Answers
Lack of specialists: teachers with the highest category are between two and three times lower in rural than in urban areas. By contrast, the proportion of teachers without category is noticeably higher in rural areas (OECD 2015).
Lack of internet access and ICT in teaching: Rural small-class schools claimed that the lack of internet access caused a deficiency of such newer technologies as “interactive white boards” in these schools; nearly all (93%) of urban schools but fewer than half (43%) of rural schools have “interactive classrooms” (IAC 2014).
Lack of adequate facilities: Such factors as temperature control, ventilation and safety are basic conditions of the educational process. Quality of the educational environment can affect progress of pupils up to 25 percent. It is also said that roughly 42.5 percent of rural small-class schools in Kazakhstan are located in the adapted buildings (Musina 2015). Consequently, the hurdles that our remote schools face show some negative repercussions. For example, in the Kazakhstan’s Unified National Test taken as a combined school-leaving and university entry test, students in rural schools had an average of 66.50 points, while students in urban schools scored 76.16. Additionally, the average urban – rural difference in the results was 8.74 points in 2013 in favour of urban areas (NCESE 2013b). As in PISA 2009, average reading performance was 376 score points for children in villages or rural areas, 383 for children in towns, 419 for children in large cities and 431 for children in the cities of Astana and Almaty (OECD 2015).
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