Educational Imbalance: Assessments & Roles

Doing a lot for so little time and resources is exhaustive.  But looking back and seeing that only few are ever fulfilled, that makes the exhaustion twice as heavy.  Putting all that in context of education and its Educational Imbalance you get.

An imbalance is not just something education sectors could shudder or frown about; its immediate request is action – to address the imbalance and perhaps, avoid encountering its perplexing issues.  It may be sufficient to proffer such threats to scare the education authorities towards function; but that too suggests a more proactive approach: an assessment of the level of Educational Imbalance occurring at schools or certain regions.

This assessment may tell people a lot; it could introduce everyone to new challenges, newer than those substandard textbooks or teachers.  It may implicate as to how the educational institution is bound to address the needs of its home community.  Assessments are, indubitably, invaluable.

And while assessments are capable of giving clues about the Educational Imbalance permeating in a school, region, or society, it doesn’t readily provide answers.  Hence, more actions are expected to see through this lack (of answers).  The assessment still sneaks through the picture as it is a means or a guide throughout the answer-search.

Education authorities from both government and non-government branches have their corresponding tactics in looking for answers.  But as the task is relied upon them, it is also important that other education stakeholders recognise their roles in the attempt to setting back the balance.
Parents could give voice through parent-teacher associations.  They can also extend information and understanding to their children, the students.  This in turn may encourage students to also give their take in the whole imbalance issue, as they are the common casualty (of such issue).  Teachers could also mimic the same parent-effect.