中学教育今日: 2|主题: 9888

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美国念大学你就别八卦了 - [阅读权限 255] ...2 3 4 5 6..7	MyDreamhouse 2011-3-20 00:43	1828171	aus2005 2012-1-13 16:06
可以申请初中过来读书么？最后跟贴：父母可以来陪读, unitl student turns 18 最后发表：D妈妈	summer3967 2012-1-12 17:09	31448	D妈妈 2012-1-13 10:23
IB 成绩出来了。悉尼8个满分MLC Burwood占了一半最后跟贴：同感原帖由 loushenghong 于 2012-1-12 16:50 发表不理解如果不为了去英国加拿大等英联邦读书，为什么要读IB？原来看过一片比较的文章，说IB在澳洲understated，跟VCE相比，取得４５分远比９９。９５要难。再说去美国爬藤的话，IB只做参考，必须要拿SAT的。所以，我真是不理解。最后发表：Exchange	zzn 2012-1-11 10:05	92790	Exchange 2012-1-12 16:55
究竟读几年级最后跟贴：英语好读八年级合适，我儿子也是初一上读完，月底过去读七年级，不过他是2000年3月的，英语不是特别好，语言学校要读6周，所以再读一次七年级。最后发表：jywz99	兔年大吉 2011-9-5 17:55	122116	jywz99 2012-1-10 19:04
是我们华人要求高？期待高？还是我们真的聪明？最后跟贴：没有绝对的聪明只有不停地努力最后发表：3+3 ...2	北京洋娃娃 2011-12-16 12:55	515647	3+3 2012-1-9 14:13
悉尼，开学前带12岁孩子去黄金海岸玩，邀同行最后跟贴：想坐飞机。现在飞机票不是很贵。最后发表：Maggiepoon	Maggiepoon 2012-1-3 17:17	41823	Maggiepoon 2012-1-8 11:10
由prep, 4 年纪，5年纪，或是7年纪上私校各有什么利弊？最后跟贴：同意。最后发表：NicJ ...2 3 4 5	marlene603 2011-12-19 15:25	14212280	NicJ 2012-1-8 10:38
Info Day USYD&UNSW -------Wed 4th Jan 最后跟贴：是因为4号是最后一天免费该志愿：）最后发表：BGS	limit-2010 2012-1-3 16:03	242016	BGS 2012-1-7 06:26
华裔美少女全奖进普林斯顿全家受邀分享移民故事最后跟贴：原帖由 JuJu 于 2012-1-6 17:34 发表没有了, 好象那个新闻贴全被删了, 可能被要求的? 没看到，直接变成文学城的HOME PAGE。不过对这种如数家珍的列举成绩确实审美疲惫，每年美国的藤校一招生，就总有这种“全奖学生”介绍，有些麻木了。最后发表：dlvp1234	aus2005 2012-1-5 10:39	152980	dlvp1234 2012-1-6 19:50
从2012年墨尔本大学国家奖学金的获得者选择的入学专业来看亚裔高材生的择业最后跟贴：原帖由 mark2003 于 2011-12-21 14:51 发表 if you have a daughter, better not let her to study medicine. Almost every female medical intern is struggling to find a boy friend, when they finish horrible resident training: 70-80 hours/week, the ... If Girls not study Med, where do they have chance to meet those Excellent Boys? 最后发表：zz_sg ...2	守望者 2011-12-18 21:27	325434	zz_sg 2012-1-5 10:54
Faulty system in class of its own 最后跟贴：[attach]504598[/attach] With government funding both public and private schools, new arrangements must be made for fairer results. Over the past half-century, Australia has been conducting a radical experiment with schools funding. This has resulted in changes to schooling in Australia that now requires more than financial tinkering to fix. This experiment has changed the student profile in our public schools and left them to take on the ''heavy lifting'', but without the commensurate share of resources, particularly for the schools most affected. Along with their other admission criteria, non-government schools have been able to continue charging and setting the level of their private fees, and to combine this income with high levels of public funding driven by enrolments. This has increased the number and range of private school providers, generally religious. Advertisement: Story continues below The focus of school funding policy since the middle of the last century has largely been on arrangements for the public financing of disparate types of non-government school. For public schools, it has been concerned largely with what can only be called dabbling with the financing of the schools serving the least advantaged students. These schools have become progressively concentrated in the public sector. It is high time to reprise the original rationale for public funding of schooling and to consider the role of government in providing it from here on. When the former Australian colonies moved towards a democratic system of government in the late 19th century, schools were run mainly by churches and other private agencies, assisted by various forms of public funding. These arrangements were unequal to the task of delivering the mass education required for democratic citizenship. Like the Mother Country itself (and other emerging democracies), the Australian colonies introduced systems of compulsory public schooling. By the middle of the 20th century, the case for public investment in compulsory schooling was further strengthened by recognition that economic growth was fuelled by investment in human as well as physical capital. In funding public education, the critical resource governments were providing was teachers. Teaching remains the key cost driver in schooling. Most other countries have put their public investment into public school systems that are universally free or affordable. Some of these public systems include schools catering for religious or other cultural differences. Australia, by contrast, went in very different directions, with a heavy public investment in schools outside the public sector. The main reason for Australia's relatively large private school sector lies in the past willingness of the Catholic population to generate religious teachers, who donated their services to staff the religion's own non-government schools for more than a century. The rapid evaporation of this low-cost teaching force for Catholic schools provided the educational rationale for state aid. Though not widely known or acknowledged, a key feature of changes to Australia's school funding policy has been the progressive transfer of the salaries of teachers in non-government schools to the public purse. Largely bankrolled by the federal government, this has been accompanied by a shift in the balance of enrolments from the public to the private school sector. The total salary bill for non-government schools in Australia in 2009 was $7 billion. In the same year, their total recurrent grants from federal and state/territory governments was about $9 billion, well in excess of this salary bill. What has our radical experiment achieved? For a start, we have managed to produce a school system that sits oddly with our own image of our national character and temperament. It was a deep, bitter and long sectarian divide that gave Australia its dual system of public and private (mainly Catholic) schools. But the experience of the past half-century has produced a more complex mix. Human beings are herd animals. In this country, we seem to have an instinct to buy a house in the best location we can afford, partly in order to live among those who can afford to do the same. The same instinct applies when it comes to schooling. The recent HSC results in NSW demonstrate the tendency for parents of high socio-economic status to congregate their children in schools, public and private. What we have learnt is that it does not take gross intolerance or sectarianism to produce a stratified, hybrid school system where wealth, class and cultural (including religious) differences are overlaid on underlying neighbourhood and geographical inequalities. All that is needed is for parents to exercise what may be mild preferences and for schools to have a differential capacity to select their student intake. This capacity may be based on schools' overt or covert selection by academic ability, or their real or perceived status in a highly uneven market; and for one set of schools only, the public schools, to carry the legal obligations that are necessary to ensure universal access to schooling. Much of this sifting and sorting will happen whatever governments do. The question is whether governments should use public funding to fuel these tendencies or to temper them. The evidence from across the world is that putting public effort and investment into producing highly stratified systems does little to improve outcomes, and possibly depresses them overall. However much we sift and sort our children and transport them across towns and cities to schools, we still have to teach them all. And the countries that produce the best educational outcomes are those that concentrate on this reality. The Australian experience has shown that, apart from the handful that serves students from wealthy backgrounds, schools are only viable in this country if their teaching costs are fully covered by government. And this creates a basis for consensus around future funding arrangements that recognise the mutual interest across the sectors in the supply and quality of teachers for all these schools. The past decades have also shed light on the economics of different forms of schooling. If we consider the public, Catholic systemic and independent sectors from the point of view of their total per-student expenditure and pupil-teacher ratios, then the Catholic systemic schools look as if they are the most efficient. Like their public counterparts, they can achieve economies of scale through their systemic operation when compared with the stand-alone, independent schools. But their apparent efficiency rests largely on the fact that they bear none of the obligations of the public system for overall demographic planning other than to suit their own financial considerations; and that they select their students from among families that can meet private fees out of their after-tax incomes. They now largely leave the costs of educating those growing up in the lowest income families - once over-represented in Catholic schools - to the public system. While ''autonomy'' has become the latest education policy buzzword, the independent school sector has been quick to argue that this non-systemic status constitutes, in itself, a disadvantage for which such schools now need to be compensated with public funding if they are to meet any obligation to enrol students with disabilities. They even argue that this need applies even for those independent schools that have grossly superior resource levels to most other schools. The need for new public funding arrangements to enable provision of high quality and equitable schooling was recognised by the incoming Rudd government as a matter of national interest. In April last year, the then minister for education, Julia Gillard, announced a review of the national school funding arrangements, to conclude in 2011. The review panel, headed by David Gonski, handed its final report to the government on December 20. It will be released early in the 2012 school year. Our national experiment with schools funding has demonstrated that public schools are essential to the operation of non-government schools as they are constituted in this country. The Minister for School Education, Peter Garrett, has set the stage for new arrangements by formally acknowledging that public schools are the ''backbone of our education system''. He has also acknowledged the right of parents to choose non-government schools for their children. Public funding for these is now part of the fabric of schooling in Australia. There are now many parents and communities that seek to express, through various forms of non-government schooling, what they see as different or special about themselves and their children. We look to the Gonski review to provide governments with advice on how they can continue to do so without undermining the operation of a high quality public school system open to all, the provision for students' common educational needs and entitlements, or the equality of educational opportunity that is a hallmark of democracy. We also look to the Gonski review for advice on the distribution of public funds among schools that reflects differences in the teaching workload that they carry, largely reflecting differences in their student intake and in the communities they serve. It is to be hoped that the Gonski review will point out to the federal government in particular the inadequacy of funding the most hard-pressed schools though a plethora of ''special'' programs that come and go; and the need for greater investment on a sustained and predictable basis to create the conditions conducive to successful schooling. If moral arguments for increased funding are not enough, then it needs also to be recognised that the under-resourcing of the schools facing the greatest challenges is already undermining Australia's productivity. Jim McMorrow and Lyndsay Connors formerly held senior policy posts at federal and state levels. Read more: http://www.smh.com.au/opinion/so ... .html#ixzz1iU5QoxJS 最后发表：limit-2010	limit-2010 2012-1-4 21:41	01357	limit-2010 2012-1-4 21:41
HSC多少能上医科? 最后跟贴：牙医现在不收本科了，怎么读呀？是不是先读个Oral health 比较好？收分多少？最后发表：live111	hardlife 2011-12-18 10:21	72816	live111 2012-1-3 20:19
请求推荐Carlingford 附近的补习班，钢琴老师，中文学校最后跟贴：原帖由 D妈妈于 2011-12-29 14:46 发表新同学，你才是LZ = 楼主她可能说的是楼长的意思最后发表：方白	hydroman 2011-12-28 10:18	73305	方白 2012-1-1 22:40
亚裔少年患抑郁症自杀父母竟毫无察觉最后跟贴：好可惜! 最后发表：binfen99	百科园丁 2011-12-5 16:44	152682	binfen99 2011-12-26 09:28
选精英学校的家长怎样解决交通问题呢最后跟贴：来回4个小时路程确实太辛苦了！安慰一下！最后发表：Serenity ...2	云淡风轻 2011-12-17 09:27	374870	Serenity 2011-12-25 10:41
VCE 2011 School Ranking 最后跟贴：原帖由豆包妈于 2011-12-22 16:06 发表 balwyn，我一直就不感冒他里面有精英班的如果没有那个精英班，就是像gwsc那样普通班不见得能靠得多好这2年，精英班也不顶事了，成绩下来了这两年，换校长了最后发表：mike@lu@mel	loushenghong 2011-12-22 11:43	182936	mike@lu@mel 2011-12-23 19:18
2011 VCE 99.95 的高才生! 最后跟贴：原帖由 lovemylife 于 2011-12-16 13:18 发表几家欢喜几家愁。今天有同事说接到一个学生家长的电话，儿子考了99.3，父母希望他重读，明年拿99.9就可以申请奖学金了。。。同事无奈至极！这父母给孩子的压力太大了! 最后发表：新园丁 ...2 3 4	Serenity 2011-12-16 11:27	10312062	新园丁 2011-12-22 11:44
school report对考奖学金有多大影响，请有经验的来说说（VIC) 最后跟贴：最重要的，是做好准备如果校长问起来怎么说。比如，你可以找出客观原因是偶然现象并拿出其他几个term的school report做为佐证。有的学校要求比较高，考试面试两方面缺一不可，而校长也身经百战扫一眼就能切中要害。说实话，lz这个体育没达标还是比较重要的问题，一定要做好思想准备怎么说。 sports是面试的必考题。最后发表：Luckypeanut	judywang 2011-12-19 18:33	112734	Luckypeanut 2011-12-21 15:34
VCE SCHOOL RANK 普通中学最后跟贴：GLEN W （平均分34 优良率19.1%） MCKINNON (平均分33 优良率19%) BALWYN (平均分33 优良率17.9%) 最后发表：sunyk	sunyk 2011-12-21 06:13	01752	sunyk 2011-12-21 06:13
the lone wolf is dead - 2011年HSC中Sydney Boys High的表现最后跟贴：BA = BACHELOR OF ARTS 最后发表：D妈妈	patrickzhu 2011-12-16 11:07	253404	D妈妈 2011-12-20 21:51
The 2011 high achiever list 最后跟贴：学校的的成绩是不是得等明天才出来？最后发表：nzsandra	CC 2011-12-20 13:30	11643	nzsandra 2011-12-20 13:54
Teen 打工的安排最后跟贴：谢谢以上两位的回复，女儿今年15岁，这个年龄的小时工资大概应该是多少呢？最后发表：难得明白啊	难得明白啊 2011-12-19 15:44	32023	难得明白啊 2011-12-20 13:33
为什么现代社会一个大学学位不够用了？最后跟贴：原帖由 D妈妈于 2011-12-19 19:32 发表从长远来看，我还是觉得大学毕业生的职业生涯有上升空间。而技术工人，一开始年薪会比大学毕业生高（尤其是文科生），但上升空间不大，就算自营生意，10万+年收入也到顶了。自雇多自由啊，还方便接送孩子。要是两个人都朝九晚五得，去邮局取个包裹都取不了。最后发表：crunchy ...2	patrickzhu 2011-12-17 14:14	403649	crunchy 2011-12-19 23:08
HSC 2011 Course Awards 最后跟贴：全是精英最后发表：satisfurniture	wylie 2011-12-14 14:13	42038	satisfurniture 2011-12-19 22:12
童子军最后跟贴：我也不是很懂。听朋友说的，她孩子参加过这种野营训练，从教练带领，短程徒步，到无教练指导远程徒步最后发表：D妈妈	兔年大吉 2011-12-19 17:01	122696	D妈妈 2011-12-19 21:15
2011年新南威尔士HSC的状元们你就别八卦了 - [阅读权限 10] ...2 3	patrickzhu 2011-12-14 09:15	752247	vont 2011-12-19 20:09
有谁的孩子在读mining engineering的吗？最后跟贴：如题，想了解更多有关mining engineering的大学，课程和就业情况，谢谢大家的帮助。最后发表：宁静而致远	宁静而致远 2011-12-19 14:18	01386	宁静而致远 2011-12-19 14:18
墨尔本精英学校补习班最后跟贴：I've been to James An for a bit but from my experience, even their teachers are usually qualified, most of them dont have much relevant teaching experience in australia. but of course, there are still good ones. their materials are all the same in different centres, the difference is the teachers i know many ppl going for the exams have been preparing for a long time, some of them having being going to more than one tuition/tutors so maybe, go to one tuition and also find uself a tutor, coz at tuition, the teachers dont rly have time to explain all of ur problems due to time restrictions, so here is when u need a private tutor i do private tutorings myself, so if u are interested u can inbox me 最后发表：aznYJ	stuart 2011-12-16 13:08	11753	aznYJ 2011-12-18 22:48
请问考melbourne uni的医学院需要什么条件最后跟贴：medicine =/= biomedicine 验尸官是不用学medicine的不过想要在墨大学医是要先读一个bacholar degree 然后考GAMSAT 学医的录取成绩是又GAMSAT, GPA and interview 相加而成的。 biomedicine留学生好像95也可能进不来我认识的biomed留学生貌似考的都很好不过验尸官读science degree好像也可以，毕竟science压力小一点儿，competition少一点儿最后发表：aznYJ	darrendong1995 2011-12-13 21:10	184263	aznYJ 2011-12-18 22:34
ATAR 出炉了最后跟贴：所以这个99还是65就叫ATAR，说明你比全省百分之多少的人考得好。可比性就在于一目了然，不像国内高考，告诉你610，你也不知道具体怎么样。省和省之间的610差远了，题难易，还有判分松紧。而且国内今年的610跟往年的610也没有可比性。ATAR这个就无所谓了，反正都是比百分之多少的人好。最后发表：elena_sokolova	luck7777 2011-12-17 15:47	92646	elena_sokolova 2011-12-18 12:05
请教孩子参加过ACER奖学金考试的父母，有关补考时间。。最后跟贴：LZ直接跟ACER考试中心联系看看。最后发表：jinluo	welltrans 2011-12-17 12:30	32366	jinluo 2011-12-18 00:13
请教大家最后跟贴：这个学校是不是只用在片区就能读呢？最后发表：marlene603	marlene603 2011-12-16 21:37	21369	marlene603 2011-12-17 18:18
今年vce的学校排名出来了吗？最后跟贴：如题，作为买投资房的一个参考。最后发表：mike@lu@mel	mike@lu@mel 2011-12-16 23:32	01288	mike@lu@mel 2011-12-16 23:32
女儿HSC MUSIC Extension 得了满分最后跟贴：恭喜恭喜,足迹上面的牛蛙真是比比皆是感受得到楼主的激动和喜悦最后发表：tyxzh ...2	szjane8 2011-12-15 13:24	376733	tyxzh 2011-12-16 22:56
Year 7的疫苗---在国内出生的，疫苗都打过，现在year7也要继续打疫苗吗？最后跟贴：原帖由 elena2000121 于 2011-12-13 11:57 发表是今年上Year 7 的吗？我女儿明年上，看来也要打疫苗了。是明年上year 7，但并没有接到任何信最后发表：satisfurniture	dick123 2011-11-30 20:11	51773	satisfurniture 2011-12-16 16:34
双胞胎姐妹的HSC 最后跟贴：bless them 最后发表：12ee	patrickzhu 2011-12-16 12:13	51839	12ee 2011-12-16 13:08
MELbourne，在Glenwaverley 小学上学一定能够进Glenwaverley中学吗最后跟贴：那么说不在Glen Waverley住，也是可以上Glen Waverley Primary School? 有什么条件吗？最后发表：hellobu	liaotang 2011-4-28 15:54	71889	hellobu 2011-12-14 22:48
YEAR10去澳洲读书还是YEAR11过去？最后跟贴：我是初三毕业来的澳洲~读了3个月语言然后读的10年级~ 初三毕业读9年级真的没必要了...直接读10年级吧还可以跟学校申请读1门VCE的课程这样12年级的时候就会轻松很多 10~11年级可以上English 但是12年级一定要选ESL不然考试的时候会吃亏的毕竟普通英语是和外国人比排名 ESL是和第二语言国家的大家比排名~ 最后发表：巨人R	rong2010 2011-11-30 09:05	263141	巨人R 2011-12-14 18:13
一直有一个问题想不明白最后跟贴：曲线求学对中文的要求很高，特别是读写方面，ABC孩子很难达到。最后发表：fztt	谁敢横刀立马 2011-12-7 20:18	232740	fztt 2011-12-14 14:57
今天小w orientation day 迟了半小时才到！最后跟贴：今天主要是ｍ１出了状况，平时应该不会这样的安慰一下，孩子什么表示？最后发表：tyxzh	mmyy19762000 2011-12-13 15:00	11406	tyxzh 2011-12-13 22:44

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中学教育今日: 2|主题: 9888