This author is confused to the point that one can only assume he is motivated by special pleading on behalf of his employer.

He says that 'The evidence shows that resources aimed at improving the overall quality of education is the real answer', but then goes on to say that 'More spending on education is not the answer for government'. Where, one must ask, are the extra resources going to come from?

If a net increase in funding is not the answer, then existing funds must go where they are most needed - in the words of the author, to deal with the '"long tail of underachievement" associated with being Indigenous, living in rural and remote regions and from a socially disadvantaged background'.

While such groups are not exclusively found in State schools, to say that they are found in the same proportions in State and non-State schools is simply wrong.

The answer is to make sure that school funds go where they are most needed, irrespective of which schools the students are in. One consequence will be to shift funds from the overfunded privileged schools in order to give disadvantaged children a fair start in life.

How can money make a teacher smarter or result in more appropriate curriculum ? There's a school being built in far north Qld for 120 kids at a cost of $33 million. I can't wait for all the geniuses coming out of there.

How can money make a teacher smarter or result in more appropriate curriculum ? There's a school being built in far north Qld for 120 kids at a cost of $33 million. I can't wait for all the geniuses coming out of there....lol....Oh thats priceless:)

LEA

The best and least costly improvement in our education system would be to introduce one hour per week of philosophical discussion of open ended questions in every class from kindergarten to Year-6.

This class should exclude any teacher who allows his or her personal views or the views of the institution running the school to intrude into this one hour period. It has been shown that this one hour per week will improve each student cognitive ability, reduce adverse behaviour and make each hour of other school time more effective.

This philosophical discussion time is thought to be particularly beneficial for children from dysfunctional family environments.

Who really wants our society to avoid such benefits for each young person; the religious establishment led by people like George Pell, and the Jensens in NSW where the ethics classes are an excellent step in the right direction.

lol....Oh thats priceless:)
Quantumleap,
I don't get the gist, care to explain what's so priceless ? Will spending all that dough really improve education ? If so please tell us how.

"This philosophical discussion time is thought to be particularly beneficial for children from dysfunctional family environments.

Wont counselling be a better strategy? I would prefer not to play with a double edged swords.

"Who really wants our society to avoid such benefits for each young person; the religious establishment led by people like George Pell, and the Jensens in NSW where the ethics classes are an excellent step in the right direction.

Yes the protectiveness of religious doctrine that promoted the curiosities of fable, worded very well in the past, however not so any more, Partly because of its unbelievable internal structures.

Humans are and will continue to evolve, and to indoctrinate some of the old codings will back fire, in the age for dark times, with confusions now showing its way back up the scale of things.

What we think is best, maybe be not entirely true or relevant for whats best for the future.

Why dont the Catholic Church open free schooling to all the disadvantage and dysfunctional children of Australia.?

Wont that serve all the interests at the heart of all concerned?

Well....I'll reserve any further comment at this point.



LEA