关于教育失败的课题调查

发布时间：2016-04-26 12:21

根据一些来自学校课程和广大社区的数据，很多人对学生无法达到标准计算和读写能力的忧虑增加了。通常对于这一问题给出的原因是，，缺乏资金，课程趋势，社会经济地位和教师素质。这篇文章会对这些原因做一个扩展，并努力提供“为什么我们学校会失败”的回答(可以加入和改进)(什么是教育？)。

雇主希望未来雇员在接受义务教育之后能获得基本的计算和读写能力。这被称为职业教育或职业学习。职业学习是一种具有职业前景的一般性学习。包括职业教育，一般就业技能以及基于社区和工作的学习。职业教育的目的是让学生、年轻人和成年人为未来的就业做好准备。澳大利亚课程评估和认证机构（ACACA）认为，所有的学生每年都应该在常规的教育生活中体验职业学习。他们相信这会使学生能适应不断的变化，而变化正是他们生活的持续特点。这会提高学生向广泛的后学校选择和途径过渡的能力。他让学生学习建立在学校、商业、工业和广大社区战略合作关系之上的工作相关教育。

According to a range of sources across the school curriculum and wider community, there is growing concern that many students are not meeting acceptable standards of numeracy and literacy. The reasons often given include lack of funding, curriculum trends, socioeconomic status and teacher quality. This essay will expand on these reasons and endeavour to provide possible answers as to why our schools could be failing. (Into could be added to & improved) (What is education?)


Employers expect that prospective employees will possess basic literacy and numeracy skills at the conclusion of compulsory schooling. This is what is known as vocational education or vocational learning. Vocational Learning is general learning that has a vocational perspective. There are elements included such as career education, general employability skills, and community and work based learning. The main aim of vocational learning is to prepare students, youth and adults for future employment. The Australasian Curriculum Assessment And Certification Authorities (ACACA) believe that all students should experience vocational learning every year throughout their formal schooling lives. They believe it enables students to adapt to the changes that are going to be a constant feature of their lives. It enhances students' transition to a broad range of post-school options and pathways. It engages students in work-related learning built on strategic partnerships between schools, business, industry and the wider community.


Around the world, renewed emphasis has been placed on governments and employers on literacy and numeracy skills. For all people to enhance their employability, job satisfaction, level of remuneration and community participation.


Australian industry needs competent, skilled workers with the flexibility to adapt to the changing workplace.


A lack of consistent standards may result in additional costs for employers for education and training. Achieving basic standards for language, literacy and numeracy is a (ACCI believes that this is a) clear priority in the skills debate in times in pressure on labour supply.


Skills Tasmania provides additional Vocational Education Training (VET) in skills and knowledge needed in the workplace for many industries. Often these skills are gained through a training organization at the workplace. Trainees and senior secondary students undertaking VET programs can gain accreditation and have their skills recognized.


On March 5th 2010 The Victorian Employer's Chamber of Commerce and Industry (VECCI) conducted a poll of many Australian employers. They asked employees what they thought of the literacy and numeracy levels in recent school leavers employed by their business. The results for literacy were substandard/overwhelming with (over three quarters) 76% of employers choosing a rating of poor and 18% deciding they had acceptable levels. That left very little for the good and excellent categories at 4 and 2 percent respectively. The poll's results for numeracy were only marginally better, 54% of employers reporting poor numeracy levels and a fair 34% at acceptable levels. During this poll, they decided to ask employers about the proposed Australian K-10 national curriculum. Results were inconclusive, 50% of respondents unsure whether this curriculum would lead improved student performance in numeracy and literacy.


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Family wealth, marital status, parental occupation, and school location are all factors which contribute to the success of a student. However not all situations are ideal. We know not all families are wealthy. Many families struggle to provide the basic necessities. More and more children come from broken homes where often there is only one parent to provide emotional stability and a carefree environment in which they can flourish and learn.


The Tasmanian Department of Education (2005) states that students with parents of a higher socioeconomic status mostly achieved higher average scores than those whose parents were of a lower income or on social benefits. The Tasmanian Department of Education further maintains that "To date most services have failed to adapt to the changing needs of families and childrena

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