Similarities Between Africa And America

Africa and America: The Battle for Education

Adults born before the 21st century possess a different account about their memories as students, and it would differ from students in the 21st century. My parents came from Lome, Togo in Africa and so did I, but their memories in school began in Africa in the 70s-80s, mine in the United States in the 21st century. Due to location and time periods, our memories do not relate much. Although schools back then and schools now had a common goal to ensure that their students accomplished what was necessary in order to make it to the next level of school, their preparation process and conditions differed.

The first description of school mom and dad gave me included the words “difficult” and “harder than American schools”. Once high school started academics became the most important and crucial aspect of life. There was no need to be a “well-rounded student”; it did not matter, as it was irrelevant. Although clubs did not exist, students played soccer, though it never increased ones chances in gaining acceptance into college. My parents recalled attending school in the morning, then walking home in the afternoon

with many assignments to work on and books in their backpacks to study. Exams and quizzes consisted of short answer or free response; therefore the students understood the necessity of studying. If education wasn’t placed highly in the life of a student, it was a deemed as a major offence and a slap in the parents face. If someone lacked in a subject, they practiced the quote “practice makes perfect”. The parents, teachers, and students themselves expected greatness. My father informed me that he ended up as A straight a student and wanted the same type of greatness from me.
Discipline presented itself as stern and strict, at school a student quickly understood the expectations. If something worthy of suspension occurred in the United Sates, in Africa expulsion became the result. Suspension did not exist. Every student received a chance, if blown then suspension presented itself as the result. If class requirements weren’t met, and a student failed, the principal then demands the student to make up the grades again the next year. If a student failed too many times, expulsion was the answer. Summer school never existed because the administration did not tolerate failure. Fails resulted in discipline. Administration wanted the students to realize that not too many chances were given freely; they wanted them to perceive school as a place of learning, not play.
Their school environment also differed from mine. My parents came from a time and location where technological advances did not begin yet. Every student picked up a book and looked through it to find an answer to homework. One of the other things the school lacked was a cafeteria. So instead of waiting in a cafeteria line, the teachers allowed the kids to leave school and find a place to eat once it reached lunchtime. My father and mother also told me the school guaranteed safety. No student ever carried an instrument of violence to school and or took part in violent behavior.
However when high school commenced for me, I learned the significance of academics and extracurricular activities such as clubs or sports.

I learned that colleges accepted applicants that excelled in school, but also participated in club events and became members. The learning material does not present itself as challenging; everyone’s schedule consisted of only 4 classes each day. Therefore, students acquire an extra day to fully complete homework or study. When a teacher talks about an upcoming exam, the students expect the majority to comprise of multiple choice questions or either matching. Those who managed to not perform super well, parents and some teachers at least wanted them to pass. The parents, teachers, and students themselves expected excellence, but if not reached, no big consequence came from

it.
Discipline presented itself as lenient and flexible. If something displeasing happened, a warning came after. Teachers frequently gave chances of redemption. For example, if a student performed badly on an exam, they received a redo and took it again. If a teacher assigned homework and a student did not complete it, he or she received a chance to turn it in the next day. Nothing was really strict. To get into trouble seemed as though it took a lot of work. If anyone managed to not perform well in a class, the principal gave them either summer school or a credit by exam depending on the severity of the issue. It always seemed as if those in charge never talked about grade repetition.
Schools today fill themselves up with everything necessary for students to do well. My school possesses a big library filled with up to date technology for the students to use. People born in the 21st century, live in a period filled with technological advances, such as laptops with up to date software. Because this kind of technology, students posses the ability to do research efficiently and quickly. Picking up a computer and searching up a question on Google replaces picking up a book and looking through it to find an answer. Our school also features things such as a cafeteria and gym, things that my parent’s school lacked. Though schools in America possess greater risks for violence, some students become unpredictable and act out causing major safety issues.
Schools today and schools in the past raised their students with different methods. My parent’s school raised their students in more strict ways, while my school raises their students in a less strict manner. Again due to location and time periods, our memories do not relate much. Although both schools differed, both possessed a common goal in preparing their students for the next level of school. When parents give accounts about their school life, students today realize the blessing upon them and possess no excuse to not succeed.