AUSTRALIA EDUCATION

Australia: Overcoming socio-economic disadvantage in educationJennifer Buckingham Literacy and numeracy are not everything, but they are almost everything. Somewhere between one in five and one in six students are barely literate and numerate, according to recent national literacy and numeracy results. These children are concentrated in particular schools and in particular areas, especially where there are high levels of socio-economic disadvantage.Although the relationship between socio-economic status and school performance is undeniable, it doesn’t have to be inevitable. As the late, great Australian education expert Professor Ken Rowe showed, family background may establish where children start in life, but it doesn’t have to determine where they end up.Participants at the CIS’s annual conference Consilium in August this year heard the stories of two extraordinary schools that have defied the odds of socio-economic disadvantage. Bellfield Primary School is a public school in one of the most disadvantaged urban areas in Australia. Yet in the space of 10 years, during which time social disadvantage intensified, Melbourne educator John Fleming transformed the school performance from chronic failure to one of the best in the state.These extraordinary results were not achieved through increased spending. There was no increase in teacher pay. There were no major capital works or new technologies. Fleming attributes the success of the school to three changes in school policy: implementing a research-based pedagogy; introducing performance-based accountability for students and teachers; and changing the school culture to reflect traditional values and discipline.The same ‘tough love’ strategy was applied at Djarragun College in Gordonvale in far north Queensland, once a crumbling school with low attendance. Educator Jean Illingworth oversaw its incredible transformation into a well-maintained, high functioning school where children from indigenous communities in Cape York and the Torres Strait are achieving outstanding results.For many students across Australia, social disadvantage is being translated ineluctably into educational disadvantage year after year. The evidence from Australia and elsewhere is that this need not be the case.The above is part of a press release dated October 2 from the Centre for Independent Studies. Enquiries to cis@cis.org.au. Snail mail: PO Box 92, St Leonards, NSW, Australia 1590. Telephone ph: +61 2 9438 4377 or fax: +61 2 9439 7310

BRITISH UNIVERSITY EDU

BRITISH UNIVERSITY : British university standards under official scrutinyUniversities face Ofsted-style inspections amid claims academic standards are being dumbed down. Grading schemes and procedures for tackling plagiarism are two areas that need scrutiny, an investigation has found. It also reported that many universities admit international students even though they have not met minimum standards in English.Plans for an inspection shake-up are outlined today by a high-level panel asked to look into mounting concern over university admissions, standards and teaching. It recommended that auditors visit weaker universities more frequently than the current six years and launch inspections in response to student concerns.Detailed performance reports will also be available for prospective students, parents and employers for the first time. Currently reports are 'very detailed and technical' and intended for use solely by universities and funding chiefs.The investigation found that teaching hours and the effort required by students in their own time 'vary hugely by subject area and among institutions'. The report said this was not necessarily evidence of inconsistent standards, but added that more information was needed in an attempt to reverse perceptions of 'poor value for money'.The panel, led by Professor Colin Riordan, vice-chancellor of Essex University, said institutions must not be 'complacent' when accused of 'serious failings'. Revealing his findings, he said: 'There was no evidence we could find that in the system there are fault lines, but we did find several areas of concern.' His review group made a series of recommendations for boosting public confidence in the system, including an overhaul of inspections.The proposed new regime bears similarities to the Ofsted system for checking schools. Auditors would also be encouraged to make more focused judgments on institutions instead of the 'extremely broad' ratings currently used. And they would be able to adopt a more flexible approach to the timing of visits and respond to concerns raised by students or academics.Professor Riordan's panel, commissioned by the Higher Education Funding Council for England, warned the current system of six-yearly reviews means problems can escalate before they are addressed. Sir Alan Langlands, of the funding council, said a more public-facing system of audits by the Quality Assurance Agency was the 'next logical step'. The group also raised concerns over the system for ensuring standards are comparable across universities. This relies on a network of external examiners who look at undergraduates' work and assessment procedures to check grades are fair. Today's report found the system is 'under strain' and needs to be strengthened. There had been allegations of examiners being 'leaned on' to boost grades or ignored completely, it emerged. There needs to be an independent body for whistle-blower examiners to turn to, the panel concluded.The proposals may concern academics who are sensitive to any imposition of red tape. But they are likely to accept the proposals as part of a wider lobby campaign for higher tuition fees.Universities Minister David Lammy said: 'Higher education continues to change and evolve, and our quality measures must change with it; we must never be complacent

AUSTRALIA UNIVERSITY

AUSTRALIA UNIVERSITY : Australia: Hatred of education donors who don't do what they are toldWe see below a simple outpouring of hate against successful people. There is NOT A WORD about the reasons why they opposed what others sought. Could it be that conservative businessmen created an alternative to the Left-dominated Melbourne university and did not want to lose that?A SMALL but powerful group of Melbourne establishment figures, including ANZ Bank chairman Charles Goode, has scuttled a proposal to create one of the world's top business schools. In a deeply embarrassing setback for the star-studded Melbourne Business School board, the donor members who helped establish an independent MBS in the 1980s spurned the directors' unanimous recommendation yesterday to merge with Melbourne University's faculty of economics and commerce.With recrimination thick in the air, one observer commented: "This is a gigantic f**k-up; it's like the board of a blue-chip company unanimously agreeing to a takeover, only to have their own shareholders vote it down."Three key players, all called John and listed in Who's Who as Melbourne Club members, lobbied heavily against the merger, which required a change to the MBS constitution that called for a 75 per cent voting majority, The Australian reports. Former ANZ chairman John Gough, 81, former Woolworths chairman and Corrs corporate lawyer John Dahlsen, 74, and MBS founding dean John Rose, 73, mobilised their longstanding business networks. But the critical individual, according to close observers, was Gough's protege, Goode, also a Melbourne Club member, who succeeded him as ANZ chairman.The 79 MBS donor members, most of them large corporates, were allocated votes according to the size of their contributions. In a poll, 54 of them have a total of 16,512 votes and 25 individual donors retain one vote each. Goode, 71, was critical because he is chairman of both ANZ and the charitable Ian Potter Foundation, each a large MBS donor. No one ever had any doubt where the foundation's loyalties lay - Rose and Gough are also on its board of governors.The three Johns, as they will be forever known, were said to have marshalled a blocking stake of more than 25 per cent, relying on ANZ, the Ian Potter Foundation, the Dahlsen holding and a couple of other like-minded organisations. The merger resolutions will now not be put to the planned MBS extraordinary meeting on October 7.For this generation of the Melbourne establishment, the MBS battle was probably the last power play. Consistent with its signature style, there was no one to comment yesterday. Networks were activated, business was conducted behind closed doors, influence was wielded, an outcome was achieved and that was it. Dahlsen, Rose and Gough could not be reached for comment, and Goode is now overseas for two weeks

NSO-SCHOLARSHIP

HORIZONS Scholarship encourages national security, defense careers

Women In Defense, A National Security Organization established the HORIZONS Scholarship in 1988 to encourage women to pursue careers related to the national security and defense interests of the United States and to provide development opportunities to women already working in national security and defense fields. The scholarship is intended to provide financial assistance to further educational objectives of women who are U.S. citizens either employed or planning careers in defense or national security areas. (This is not law enforcement or criminal justice.) A panel of judges considers applications and makes awards once each year. WID is in a key position to shape the future defense and national security workforce.

Eligibility Requirements

Applicants must meet the following criteria. No exceptions will be considered.

1. Be currently enrolled at an accredited university or college, either full-time or part- time.
2. Undergraduate and graduate students are eligible; undergraduates must have attained at least junior level status (60 credits).
3. Demonstrate interest in pursuing a career related to national security or defense.
4. Demonstrate financial need.
5. Have a minimum grade point average of 3.25.
6. Be a woman.
7. Be a citizen of the United States.

Recipients of past awards may apply for future financial assistance.

Fields of Study

The Foundation focuses on the following preferred fields of study for awarding scholarships: security studies, military history, government relations, engineering, computer science, physics, mathematics, business (as it relates to national security or defense), law (as it relates to national security or defense), international relations, political science, economics. Others will be considered if the applicant can successfully demonstrate relevance to a career in the areas of national security or defense.

Selection Criteria

Awards will be based on academic achievement, participation in defense and national security activities, field of study, work experience, statements of objectives, recommendations, and financial need. Awards are made without regard to race, creed, color, or religion. HORIZONS reserves the right to revise, suspend or discontinue this program without notice.

Deadline, Application, Notification

Completed applications, essays, recommendations and transcripts must be received no later than JULY 1. Send application packages to: WID HORIZONS, 2111 Wilson Blvd., Suite 400, Arlington, VA 22201-3061.

Applicant is responsible for making sure all materials arrive to meet the deadline.

Instructions are available here (PDF).

• Download and view the application (PDF)

Only applicants selected to receive a HORIZONS scholarship will be notified of the results. Recipients will be posted on the website at http://wid.ndia.org/horizon/winners.htm. Please check periodically; no inquiries, please! This volunteer-run organization cannot return telephone calls, and e-mail is limited.

Fundraising events and donations from corporations and individuals make it possible to provide HORIZONS scholarships. Tax-deductible donations can be sent to: HORIZONS (WID), 2111 Wilson Blvd, Suite 400, Arlington, VA 22201.

EDUCATION FRANCE

EDUCATION IN FRANCE :The center for the study of international schooling European studies committee conducted a colloquium education in france. The panel members included the prominent members of our University - Prof. Jean - Paul Carton, Prof. Clara Krug (Foreign Languages Department), Dr. Charles Crouch (History Department) and a French educator Ms. Sophie Bureau.Dr. Crouch shared his ideas on historic and social context of French education which was traditionally viewed since the time of French Revolution (1789) as ideological tool in the hands of the government to educate people in the spirit of individualism and freedom. French education has a long history of struggle between the state and the Catholic Church for the control over school. It ended with adopting laws that separated Church and the school and created a highly centralized educational system that differs from the locally controlled system in the USA. Dr. Carton and Dr. Krug told the numerous listeners about the structure and the content of schools and the influences of Baccalaureate, a final exam at the end of upper secondary education, a strong unifying goal in the French system. Students and faculty were surprised to know that both public and private schools have the same standards and there are more elementary private schools in France than in the USA.The colloquium marked the beginning of the third anniversary of the Center for the Study of International Schooling which plans to conduct three more colloquia this academic year exploring the issues of school leadership, mathematics education, and special education around the world. School Principals Around the WorldThe Center for the Study of International Schooling and Department of Leadership, Technology, and Human development conducted a colloquium School Principals Around the World. The colloquium focused on such issues as: What are the differences and similarities in the roles of US principals and head teachers in other countries? What other support personnel (such as assistant principals, guidance counselors, etc.) are generally available at the school level? What role do principals fulfill in the areas of teacher selection, staff evaluation, budget development, school schedule and organization, curriculum development and implementation, and student discipline? How do the salary, work schedule, and status of principals compare with those of teachers? What are the relations between principals and students? The panel member Dr. Jennie Rakestraw (GSU COE) shared her experience of cooperation with British school headmasters and told the audience that the British headmaster is first and most of all an instructional leader for other teachers, unlike his American partner whose is role is rather managerial. Dr. T.C.Chan (GSU COE) has served as an assistant principal and a principal in one of Hong Kong schools. The participants were excited to hear his story about challenges the Hong Kong principals face today as a result of joining the former British colony to China. As an example, he pointed out to the issue of history curriculum change: before reunification the history of China was represented from British perspective and now they are required to teach it from Communist China point of view. Ms. Ditte Sorknaes, a Rotary Club exchange student, has been on the school committee as a school student in Denmark. In her presentation she elaborated on how power and governance are shared between a head teacher, teachers, parents, and students in her country. The principal tries to be close to students and even wears jeans and casual shirt. The guest speaker Geraldine Murdoch (Australia) presented her vision of Australian principals from the former student¹ side. The Australian principal, she said, is an administrator and unlike his Danish colleague is always dressed conservatively education.