What Makes a Good School? - A. I. Abana - ebook
Opis

                                                   What Makes a Good School?? The knowledge of what things entail a good school isn't trivial for many people. You may think you know what a decent school is about until you read the details in this disquisition. This book contains facts garnered from years of practical experience, moving from one school to another, from one part of the world to another. In this book, the spotlight is shone on what specific things constitute a good school, revealing the subtle details people overlook to their misfortune when choosing a school for work or study. In this book, you will know exactly what things to look out for so you don't waste time or risk committing to a school that is ultimately at variance to your best interests even if it appears to the contrary.

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WHAT MAKES

A GOOD SCHOOL?

BY

A. I. ABANA

The content of this book is written and presented to the best of the author’s knowledge or personal convictions, obtaining results will depend on individual prowess, personal ability to carry out instructions and peculiar scenarios. The author and publisher give no guarantees, express or implied and disclaim all liabilities arising from and through the use of information in this book.

Text copyright © 2018 by A. I. Abana

All rights reserved. No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author.

Published by Lexis Tuco,

Saltimari.

For inquiries contact [email protected]

Cover design by Lexy Flexy

Designed by Ali Alex

Edited by Alico Sam

To the good at heart

CONTENTS

INTRODUCTION

CHAPTER ONE

Courses and Subjects on Offer

Subjects Offered Within Courses

Quality of Available Subjects

CHAPTER TWO

Location

Topology

Weather

Vegetation

Aquatic Environments

Conflicts and Peace

Proximity to Other Resources

CHAPTER THREE

History and Prestige

Financial History

Social History

Alumni

CHAPTER FOUR

Structure, Design and Resources

Water Supply

Electricity

School Clinic or Hospital

Security Outfit

Shopping Centers and Other Services

Games and Sports

School Transport Utilities

Hygiene and Waste Management

CHAPTER FIVE

Size

CHAPTER SIX

Cost

Time Cost

Ethical Cost

Opportunity Cost

CHAPTER SEVEN

Ethics

Cultural Ethics

Religious or Spiritual Ethics

Moral Decadence

CHAPTER EIGHT

Welfare and Fun

Fun and Recreation

Welfare

CONCLUSION

About the Author

INTRODUCTION

O

f the many things that make people valuable, a person’s level of education stands tall. The quality of education a person has is a strong factor determining their economic value in the world’s polity as we know it. Education therefore can be thought of as a very important aspect of human capital, whether it is formal or informal. What then makes an education a “quality” education? In what sorts of schools can one obtain such? What makes a good school? The third of these questions is the crux and subject matter of this book.

It is not uncommon to see people, parents or guardians making arbitrary choices as to where to get the kind of education they are looking for; settling for just any available school to send their wards to without an in-depth scrutiny over the choice. This method, however pervasive, is not just capable of depriving them or their wards a quality education but is also potentially dangerous.

It appears many people are oblivious of the fact that when it comes to schools, all that glitters is not gold. There are individuals whose character have been badly affected, or have come to develop terrible addictions and other habits which they acquired or nurtured through the influence of a bad school system—schools which the public may regard as prestigious but in reality give room for such degeneracy to thrive.

If you consider carefully the people in your immediate environment, you may likely note an example or more of individuals who are or have been victims of a bad school system. The effect of the school those attended may not always be obvious. Sometimes such effect may be subtle and in some other cases more pronounced. Whether it is a primary school, secondary school or a tertiary institution, a wrong decision to settle for a bad school can be a double whammy capable of costing the decision maker or their loved ones in wide dimensions even for life.

As you would find out in this book, some schools are not always what people say they are, and since you may not have a personal experience with a school, a good course of action would be to carry out a personal, comprehensive, performance or value analysis on any school you are either thinking of joining or enrolling your wards in.

This type of scrutiny and analysis that is unbiased and detailed is what this book is about. It may not be prudent to stake your future or investments in education on the opinions of others alone. I believe education is personal, and joining a particular school just because someone says “oh they are very good” should not be enough to seal the decision for you; I wager wisdom would have you see such a decision from many angles before making your call.

Enrolling your ward in a wrong school can be your child’s undoing. A wrong school has the potential to be a big dent on a person’s resume, their reputation and individual economic net worth. You are invited to sail the pages of this book for the details of the answers to the question “what makes a good school?”

CHAPTER ONE

Courses and Subjects on Offer

T

his here is the crux of the matter, and probably your primary concern and target, without which you likely wouldn’t bother. For example, if you are looking to study chemistry but a school at hand has no bearing to or doesn’t offer courses on chemistry, you would not be getting involved with them unless your purpose of enrolling was something else entirely.

What courses a school has on offer is part of what defines such a school. Sometimes, the very name of the school reflects the exact course(s) it has on offer, for example; “School of Aviation”, “School of Nursing”, “School of Agriculture” and so on. Such schools bear in their names a clue to the thing or things one can expect to get from being a student in or with them. Others however, are not like that, they are more general in the courses they offer and their names seldom hint at what courses they are offering. One may not even know the category of their offering—whether they are arts, sciences or commercial based. For example, if one mentions “Future Prowess Academy”, about the only information you might deduce is that the word “Academy” implies that this is a school of sorts but as to what courses to expect, you may not be certain unless you were explicitly told. For instance, a school with a name matching the one above is an Islamic school for youngsters.

I believe there are folks out there who are giving charity donations to schools they don’t really know but largely because the names of such schools seem to imply something which they are not in reality. So after identifying what courses a school has on offer, next is to consider the content of the courses offered.

Subjects Offered Within Courses

If you are scouting for a school to enroll your wards in I assume here that you know some things about your wards and dependents, if however you are the one personally seeking to enroll in a school, you should consider the subjects the school is offering in their courses—subjects that have a direct bearing to your own or your wards observable talents and gifts. For instance, certain naturally curious persons may do better in schools that are strong on science subjects and so on.