Oliver, we could have a lot of fun arguing these points. But to state that the typical curve of decline in knowledge is 80% in each subsequent 5 years is an appeal to the very authority that you condemn. I am now 12 sets of 5 years past my privilege of education at a junior tech school, with 12 times 80% loss compounded I ought retain a trivial fraction of the "knowledge" that I acquired. Of course I am not typical. But, I imagine, no one else is typical either.
When did I learn to plane a piece of wood square, why in 1944, and I still can - 12 times the 80% loss I am supposed to lose each 5 years? Stop quoting the authorities and start to think, for goodness sake!
Said fencepost provocatively ;-)

waterboy,

Cemy litter eight lysdexic, acutually. :-( OOPS, :-)

[The children are safe. While I have taught in other disciplines at universities in five countries; I have not taught secondary school History anywhere.]

A reported account:

When Albert Einstein first moved to the US, some colleagues took him for a ride on a San Franscico trolley-bus...

"Fares, please..." Fares please," was the conductor's summon. Reaching Dear Albert, the conductor paused, and, he paused some more... [tick, tick, tick]

Confused with the new currency and the extent of the tariff; and, of course, the general behavioral and financial relativities of trolley-bus trekking; well, he was very slow. Eventually, Einstein, held out his hand, now, full of coins, coaxing; "please, take what you need".

From within the same referential frame as Einstein, the conductor abruptly retorted:

"What is the matter with you? Stupid or something? Can't you add?"

:-)*c2

The problem with the education system is that it is not flexible and those in authority have set as a standard or level that they dictate children should know, or be at, in different subjects and areas at any given age. If your child doesn't fit, they are branded. It is age discrimination.

This method of grading our children into School Years doesn't take into consideration that every child is different even if they are a similar age. It doesn't allow for children to progress in a foward fashion in subjects and areas in which they do well and it doesn't allow students to work at a slower pace or level in difficult subject areas so as to improve in the subjects with which they struggle.

Everybody has to be the same at work at a similar level if they are a similar age and that age has been set by somebody in the Department of Education.

Why are children not allowed to progress through Education at a pace and level that is benefitial to them in the different subject areas?

Jolanda
Education - Keeping them Honest
http://jolandachallita.typepad.com/education/
Our Children deserve better.

Jolanda,

I have had kids in various education systems for nearly 20 years now and over time we've seen that parents are increasingly being excluded from their childrens education.
We now get 5 mins twice a year to catch a glimpse of assignments and test the kids have submitted and this is always long after the event so it's of little or no use as part of the educational process. They just don't want us 'interfering' in our own childrens education, in spite of the rhetoric to the contrary.
As you have noticed, their bureaucratic structures and processes are designed to protect teachers, not to optimise the education of children.
Unfortunately the vast majority of todays senior teachers and education 'theorists' were chosen for their academic mediocrity and haven't the intellectual clout to deal with modestly intelligent children let alone gifted ones. Their idea of a top student is a compliant one that does what he/she is told and doesnt make waves. Their marking systems clearly reward compliance for more highly than intellectual curiosity.
You are their worst nighmare because you are obviously anything but meekly compliant and no doubt you are far and away their intellectual superior. You also threaten to expose their blundering mediocrity.
Good on you! Dont hold your breath waiting for anyone from the department to 'throw you a bone'. They have immense political power and they are not afraid to use it

Jolanda,

Having writing 25 curricula in three countries,I would posit that there does need to be a kernel to syllabi, especially up until year tweleve or AQF Certificate IV and even first year university 101 subjects. Competencies need be demonstrated in variety situations, as defined by the leaning outcomes assessed. That said, one need to manage the progressive process of moving the leaners from childhood learning [pedagogy] and adult learning [andragogy]. Howevr, one also needs how the learner moves through the system.

Herein, where the curricula can remain somewhat constant, streaming
students into tiers based on individual ability need not be. Collaboration between the Educator, parent and learner are required, here. A case of round pegs in round holes. Alternatively, one has thirty odd students in one room with the teacher delivering lessons to the middle of the class. The poorer students stuggle and the better students are unchallenged.

Education is a political process. Not surprisingly, then, university deans, TAFE directors and school principals have a wide streak of the Politican running them. The last thing these folk want is a Ministerial or controversy. Hence, non-compliant teachers having concerns about standards are marginalised. What we a left with is a bland education system, which side steps students' special needs and quashes educational innovation. Sure, the parent will point the nicely student-assignment decorated classroom as evidence of a good teacher; but, there are larger systemic matters, which are more significant

Does anyone care that just under one third of independent schools charge fees in excess of the totals of all government spending both state and federal. These same schools are receiving increased funding annually from the Howard Government whilst increasing their own fees. Surely that if those wishing an exclusive education are willing to get this by paying higher and higher fees there should be no call on funds from any level of government. It's the privatisation of Australia's education that is demolishing our common wealth.