About this Research Topic
Current statistical predictions indicate that the world is getting more urbanized than ever. Unfortunately, a significant share of the urban influx fails to integrate into the formal urban settlements, and only afford the poorly serviced urban settings, usually called slums, shanties, or just informal urban settlements. Such residencies are the manifestation of urban poverty and the public policy failure to provide services equitably leading to inequalities. Current studies in urban education have indicated that low cost private schools fill an important gap in education provision. However, majority are poorly resourced, teachers poorly motivated, and household support for their children's education compete with other basic needs including food security, housing, and health. This potentially compromises access to education, learning outcomes, and school participation for the urban poor. This context calls for continuous research reflections on education policy and practice, to address the unique challenges of urban education and demystify the urban advantage.
Addressing inequalities is a driving principle of the Sustainable Development Goals (SDGs) through the “leaving no one behind” pledge of the United Nations. The achievement of this extraordinary commitment call nations to make public education policies and implement programs that target education inequalities. In this context, research evidence on urban education constitutes an essential contribution to providing inclusive quality education and to the success of SDGs in “leaving no one behind”.
Through this Research Topic, we welcome contributions of research papers that reflect on the leadership of education in a poor urban context, including parental involvement, the motivation of both teachers and students, the social context, trends in urban education, and interventions that promote access and quality in urban education. Papers will also focus on policies that govern education programs and practices in the urban context. These papers will build on recent studies on education practice that indicated intriguing findings on improving learning outcomes among resource-deprived urban communities, especially in developing countries. The teacher remains uncontested as the traditional agent of teaching and educating. The role of parents and guardians is becoming essential based not only on funding education of their children but also on supporting their children through intellectual and social mentorship. Although the urban education inhibitors associated with resource-deprived contexts may be more pronounced in the developing countries than well-established economies, the current stressors to young people are universal. Not so long ago, school and street shootings have been frequent in some of the developed countries. These and other issues affecting the youth can be addressed through well-designed education programs informed by research evidence.
The authors will be researchers conducting empirical studies in the areas of urban education. The publications shall respond to research questions that focus on (though not limited to):
- Parental and community involvement in education;
- Learning outcomes, drivers of access and quality of education among adolescents in urban contexts;
- Resources for urban education;
- Teaching and teacher motivation;
- Effectiveness of education programs;
- Demographic trends and provision of education in the urban contexts;
- Education policy and practice.
Keywords: Access, Education, Inclusion, Quality, Urban
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.