The GAT is a general achievement test in the areas of written communication, mathematics, science, technology, arts and social sciences. As these areas are broad, they are specifically used for students to be tested on the abilities and skills they have learnt in these areas through high school. This test does not entail study, as it only requires personal skills and knowledge that should already be obtained. All students who are completing 3/4 VCE Subjects must complete the GAT.
The GAT is used by VCAA to determine whether teachers have marked School Assessed Coursework (SACs) appropriately. When SAC marks are sent to VCAA they are compared to the GAT result. If there is a significant discrepancy then SACs are remarked. For this reason students should aim to do the best they can on the GAT. Although study is not required it would be my suggestion to complete at least one practice paper so students are familiar with what is expected of them. Past papers can be found on the VCAA website.
Wednesday, 28 May 2014
Monday, 13 January 2014
How to prepare your child for their first day of school
It is not uncommon for both parents and children to start feeling a little anxious as the new school year looms ahead. However there are numerous ways in which you can help your child prepare for his or her first day of school:
•Communicate
Talk freely and regularly about starting school. Making it a dinner-table conversation and ask your child about her feelings about starting school. Let your child know that it is normal to feel nervous and listen to her without judgement.
•Improve your child’s independence
Get your child used to being responsible his own belongings. Help him to practice packing and carrying his own school bag, putting on his own shoes and recognising his things. They should also get used to the idea of eating and drinking without help, going to the toilet on their own and using tissues to blow their nose.
•Daily routines
Daily routines help children feel secure and understand what they need to do, when to do it and why it’s important. When they start school their routine will change. Let them know how a normal school day will run and help your child prepare for the change by implementing some of the changes beforehand at home. This may include going to bed early, waking up at a certain time to leave time to get ready, having a healthy breakfast, eating lunch and having time for physical activities.
•Familiarise yourselves with the school
It’s a great idea if you can visit the school with your child to see her new classroom and meet her new teacher before school officially starts. They can get used to the large number of children and their movements within the school grounds.
Before their first day, your child should know how to easily find her classroom and where to put her bag and hat and where to meet you when school is finished. It is also nice if your child can meet a classmate before the first day so she will have a friendly face when school starts. Encourage her to ask the teacher for help if they need it.
•Get involved with the school
Be positive about school with your child and take an interest in his schooling. Get involved with the school community by meeting the teacher, talking to other parents, volunteering, reading the school newsletters and attending school events.
•The night before
Lay out clothes, pack book bags and lunches the night before. Have your child go to bed early enough to feel rested and wake them up in time to eat breakfast and get ready. Reassure her that starting school is fun and she’ll make lots of new friends.
•Communicate
Talk freely and regularly about starting school. Making it a dinner-table conversation and ask your child about her feelings about starting school. Let your child know that it is normal to feel nervous and listen to her without judgement.
•Improve your child’s independence
Get your child used to being responsible his own belongings. Help him to practice packing and carrying his own school bag, putting on his own shoes and recognising his things. They should also get used to the idea of eating and drinking without help, going to the toilet on their own and using tissues to blow their nose.
•Daily routines
Daily routines help children feel secure and understand what they need to do, when to do it and why it’s important. When they start school their routine will change. Let them know how a normal school day will run and help your child prepare for the change by implementing some of the changes beforehand at home. This may include going to bed early, waking up at a certain time to leave time to get ready, having a healthy breakfast, eating lunch and having time for physical activities.
•Familiarise yourselves with the school
It’s a great idea if you can visit the school with your child to see her new classroom and meet her new teacher before school officially starts. They can get used to the large number of children and their movements within the school grounds.
Before their first day, your child should know how to easily find her classroom and where to put her bag and hat and where to meet you when school is finished. It is also nice if your child can meet a classmate before the first day so she will have a friendly face when school starts. Encourage her to ask the teacher for help if they need it.
•Get involved with the school
Be positive about school with your child and take an interest in his schooling. Get involved with the school community by meeting the teacher, talking to other parents, volunteering, reading the school newsletters and attending school events.
•The night before
Lay out clothes, pack book bags and lunches the night before. Have your child go to bed early enough to feel rested and wake them up in time to eat breakfast and get ready. Reassure her that starting school is fun and she’ll make lots of new friends.
Sunday, 24 November 2013
Are iPads improving education?
Are iPads Really Helping to Improve Education?
There appears to be no evidence as yet that indicates students learn better while using the iPad. While there are many advocates of the device, there are also a number of educators who point to its downfalls.
Critics point to the significant cost of equipping a classroom with them or supplying the entire student body with one. Then there are the ongoing costs of maintaining networks and upgrading hardware and software. Some schools have ‘bring your own device’ policies, which then shift the financial burden to students and their families, who may not be able to afford them. Some schools may also try to mitigate the costs of implementing the technology by diverting funding away from other proven beneficial programs such as music or arts.
There is no denying the enthusiasm of students towards iPads in the classroom. iPads are highly interactive and studying a subject can be more stimulating when preparing a PowerPoint presentation or video clip rather than a written essay. However enthusiasm does not necessarily lead to learning. Students may spend more time and effort on presenting the topic rather than researching it. Electronic texts also often do not allow for highlighting or making notes and are harder to browse than a written copy. And although the capabilities of iPads are vast, the actual materials developed for them are still limited to what’s on the market. Plus, as with any technology, the iPad will eventually lose its novelty for students and teachers will still need to engage their pupils.
The iPad has made it easier than ever to access information, but it also offers quick access to games, email and websites that distract students from their work. A study undertaken in Canada found that students who completed tasks on their laptops performed significantly worse than those students who completed them using paper and pencil. Surprisingly, the effect even reached to students sitting near laptop users. The technology can also lead to students being exposed to inappropriate materials online.
Furthermore, teachers need to constantly maintain their computer skills, taking time away from being able to train in their subject area.
Education has seen new technological crazes come and go and only time will tell whether the iPad will be a success story or just another classroom fad.
There appears to be no evidence as yet that indicates students learn better while using the iPad. While there are many advocates of the device, there are also a number of educators who point to its downfalls.
Critics point to the significant cost of equipping a classroom with them or supplying the entire student body with one. Then there are the ongoing costs of maintaining networks and upgrading hardware and software. Some schools have ‘bring your own device’ policies, which then shift the financial burden to students and their families, who may not be able to afford them. Some schools may also try to mitigate the costs of implementing the technology by diverting funding away from other proven beneficial programs such as music or arts.
There is no denying the enthusiasm of students towards iPads in the classroom. iPads are highly interactive and studying a subject can be more stimulating when preparing a PowerPoint presentation or video clip rather than a written essay. However enthusiasm does not necessarily lead to learning. Students may spend more time and effort on presenting the topic rather than researching it. Electronic texts also often do not allow for highlighting or making notes and are harder to browse than a written copy. And although the capabilities of iPads are vast, the actual materials developed for them are still limited to what’s on the market. Plus, as with any technology, the iPad will eventually lose its novelty for students and teachers will still need to engage their pupils.
The iPad has made it easier than ever to access information, but it also offers quick access to games, email and websites that distract students from their work. A study undertaken in Canada found that students who completed tasks on their laptops performed significantly worse than those students who completed them using paper and pencil. Surprisingly, the effect even reached to students sitting near laptop users. The technology can also lead to students being exposed to inappropriate materials online.
Furthermore, teachers need to constantly maintain their computer skills, taking time away from being able to train in their subject area.
Education has seen new technological crazes come and go and only time will tell whether the iPad will be a success story or just another classroom fad.
Monday, 28 October 2013
Dispelling the Myths of Acceleration
Dispelling the Myths of Acceleration
In April this year Lynne Maher, president of the Tasmanian Association for the Gifted, and Jonathon Geeves, an 18 year old in his third year of a double degree in Engineering and Science at Monash University and an accelerated student, published a paper entitled, ‘Acceleration: Dispelling the Myths with Research and Reality.’
Their aim was to explore, address and debunk the numerous concerns, myths and beliefs that surround the practice of acceleration. They believe that well planned acceleration is the best way to meet the academic and social needs of gifted children.
Some of the myths they countered were academic in nature. Some are concerned that accelerated students will have gaps in their knowledge. The authors argue that gifted students are fast learners and will quickly bridge any knowledge gaps.
Others pose that acceleration is only for the exceptional. However one Canadian study found that 33% of grade 5 students performed at least one year above their grade level. If acceleration was more commonly utilised perhaps the controversy surrounding the practice would be reduced.
Many myths concerned the social and emotional outcomes of acceleration. Many teachers and parents believe that gifted children are better off socially with their own age peers and that ‘kids should be allowed to be kids’. Separating gifted students causes emotional distress in adult life when they are unable to get along with others, and pushing children will rob them of the joys of childhood. However the authors believe the opposite to be true. Gifted children thrive when they finally have older children who intellectually stimulate them. Bright children have interests in advance of their age peers, resulting in not being able to share similar play activities, and thus leading to social isolation. As for the argument that grade skipping rushes children through their childhood – acceleration is not about pushing children; it allows them to soar. Denying a bright child the right to achieve their potential may result in a bored, disinterested student who underachieves and becomes disruptive.
Finally, the authors address the administrative concerns of acceleration. Some believe that acceleration is just too much trouble, or is not worth the effort as the majority of students don’t need it. However the authors contend that acceleration is actually the easiest, most economical way of catering for gifted students. If a student is correctly accelerated, they only need a small degree of curriculum differentiation. Plus, less time at school reduces the cost to both parents and the government in school fees.
As for not catering to the small group of students requiring acceleration – we provide for other minorities such as ESL students who need special programs; we must recognise that every child has the fundamental right to an education that maximises their potential in life.
The evidence to support acceleration is both extensive and strong and we need to look beyond our unfounded fears and towards the children who will benefit.
In April this year Lynne Maher, president of the Tasmanian Association for the Gifted, and Jonathon Geeves, an 18 year old in his third year of a double degree in Engineering and Science at Monash University and an accelerated student, published a paper entitled, ‘Acceleration: Dispelling the Myths with Research and Reality.’
Their aim was to explore, address and debunk the numerous concerns, myths and beliefs that surround the practice of acceleration. They believe that well planned acceleration is the best way to meet the academic and social needs of gifted children.
Some of the myths they countered were academic in nature. Some are concerned that accelerated students will have gaps in their knowledge. The authors argue that gifted students are fast learners and will quickly bridge any knowledge gaps.
Others pose that acceleration is only for the exceptional. However one Canadian study found that 33% of grade 5 students performed at least one year above their grade level. If acceleration was more commonly utilised perhaps the controversy surrounding the practice would be reduced.
Many myths concerned the social and emotional outcomes of acceleration. Many teachers and parents believe that gifted children are better off socially with their own age peers and that ‘kids should be allowed to be kids’. Separating gifted students causes emotional distress in adult life when they are unable to get along with others, and pushing children will rob them of the joys of childhood. However the authors believe the opposite to be true. Gifted children thrive when they finally have older children who intellectually stimulate them. Bright children have interests in advance of their age peers, resulting in not being able to share similar play activities, and thus leading to social isolation. As for the argument that grade skipping rushes children through their childhood – acceleration is not about pushing children; it allows them to soar. Denying a bright child the right to achieve their potential may result in a bored, disinterested student who underachieves and becomes disruptive.
Finally, the authors address the administrative concerns of acceleration. Some believe that acceleration is just too much trouble, or is not worth the effort as the majority of students don’t need it. However the authors contend that acceleration is actually the easiest, most economical way of catering for gifted students. If a student is correctly accelerated, they only need a small degree of curriculum differentiation. Plus, less time at school reduces the cost to both parents and the government in school fees.
As for not catering to the small group of students requiring acceleration – we provide for other minorities such as ESL students who need special programs; we must recognise that every child has the fundamental right to an education that maximises their potential in life.
The evidence to support acceleration is both extensive and strong and we need to look beyond our unfounded fears and towards the children who will benefit.
Thursday, 19 September 2013
Preparing for VCE exams
VCE exams are nearly upon us and it’s never too early to prepare. At Strive for Excellence Tutoring we’ve helped numerous students achieve outstanding exam results. Here are some of our tried and true exam strategies:
Before the exam:
• Ensure you’re familiar with the tools you’ll use in the exam. Use the calculator or study with the dictionary or data book you’ll be using; many students waste valuable exam time searching for information in unfamiliar data books or learning how to use their new calculator.
• Grill your teachers! Find out everything about the exams: what types of questions will be asked? (multiple choice, short answers, essay); what can I bring into the exam?
• Create a study schedule and refer to, and update it, regularly.
• Different subjects require distinctive study techniques. English, Economics and History involve a lot of reading and summarising. Concentrate on book-reading skills. Mathematics is often ordered in a hierarchical fashion so that each topic builds on previous knowledge. Understand every step in a topic before moving on to the next. Foreign languages depend on knowing grammatical rules, vocabulary, and phrases. The best way to learn these is through repetition and practice. With practical subjects ensure you carefully write up each practical exercise you do. At every opportunity practice the techniques and skills needed for your practical work.
• Utilise active learning strategies. For example, use the SQR3 reading method (survey, question, read, recite, and review) to help you concentrate on reading material. Talk through maths problems with others. Transform information into tables, mind maps, flash cards, etc. Actively doing something with the material you’re learning will aid in retaining information and cement your understanding of concepts.
• Complete practice exams and work on your weaknesses.
• Help keep stress at bay by getting enough nutrition, sleep and exercise. Schedule some time to do the things you enjoy.
On the day:
• Briefly review your notes and get a good nights’ sleep. There is little point in cramming the night before.
• When you receive your exam paper use the reading time to completely understand what’s expected of you. Pay attention to details such as: are all questions compulsory? What types of questions are being asked? How are your answers to be shown?
• Plan your time carefully. Leave time at the end to review your answers.
• Answer the section with the most marks first, usually the extended response or short answer part. Leave the multiple choice answers last – they’re usually worth less. But never leave a multiple choice question blank.
• Essays that have a well-organised flow of ideas and are written concisely and completely usually impress examiners. Spend time planning your written response.
• If you’re running out of time, outline your answers. This may give you more marks than leaving a space blank.
• At the end read over all your answers. Correct spelling mistakes and illegible writing.
Many more VCE exam strategies can be found in our ‘VCE/ HSC Study Skills Guide Book’, available for purchase through our website.
Before the exam:
• Ensure you’re familiar with the tools you’ll use in the exam. Use the calculator or study with the dictionary or data book you’ll be using; many students waste valuable exam time searching for information in unfamiliar data books or learning how to use their new calculator.
• Grill your teachers! Find out everything about the exams: what types of questions will be asked? (multiple choice, short answers, essay); what can I bring into the exam?
• Create a study schedule and refer to, and update it, regularly.
• Different subjects require distinctive study techniques. English, Economics and History involve a lot of reading and summarising. Concentrate on book-reading skills. Mathematics is often ordered in a hierarchical fashion so that each topic builds on previous knowledge. Understand every step in a topic before moving on to the next. Foreign languages depend on knowing grammatical rules, vocabulary, and phrases. The best way to learn these is through repetition and practice. With practical subjects ensure you carefully write up each practical exercise you do. At every opportunity practice the techniques and skills needed for your practical work.
• Utilise active learning strategies. For example, use the SQR3 reading method (survey, question, read, recite, and review) to help you concentrate on reading material. Talk through maths problems with others. Transform information into tables, mind maps, flash cards, etc. Actively doing something with the material you’re learning will aid in retaining information and cement your understanding of concepts.
• Complete practice exams and work on your weaknesses.
• Help keep stress at bay by getting enough nutrition, sleep and exercise. Schedule some time to do the things you enjoy.
On the day:
• Briefly review your notes and get a good nights’ sleep. There is little point in cramming the night before.
• When you receive your exam paper use the reading time to completely understand what’s expected of you. Pay attention to details such as: are all questions compulsory? What types of questions are being asked? How are your answers to be shown?
• Plan your time carefully. Leave time at the end to review your answers.
• Answer the section with the most marks first, usually the extended response or short answer part. Leave the multiple choice answers last – they’re usually worth less. But never leave a multiple choice question blank.
• Essays that have a well-organised flow of ideas and are written concisely and completely usually impress examiners. Spend time planning your written response.
• If you’re running out of time, outline your answers. This may give you more marks than leaving a space blank.
• At the end read over all your answers. Correct spelling mistakes and illegible writing.
Many more VCE exam strategies can be found in our ‘VCE/ HSC Study Skills Guide Book’, available for purchase through our website.
Saturday, 17 August 2013
Subject Selection - Important things to consider
Subject Selection
What do you want to do when you leave school? Do you know what university course you want to get into? Do you know what subjects you need to get into your university course? What scores will you need? Is it better to take subjects you are interested in, or subjects that will deliver high scores?
Planning for your future is a daunting process for many senior school students. While subject selection can come with a lot of pressure, this anxiety can be overcome with the use of a simple action plan.
Step 1: Personal Investigation
Do not underestimate this step. Most people do not have a solid understanding of their strengths, weaknesses, interests and personal goals – especially when you’re young. You need to take the time to reassess yourself in detail. This means sitting down and physically mapping it out, not just thinking about it.
- If you aren’t sure where your strengths and weaknesses lie, try taking a personality test. There are many free tests available online.
- Make a list of your top ten attributes that best describe your personality.
- Discuss your results with friends, family and teachers. Their input is invaluable.
- Isolate five key goals that you want to achieve in your lifetime.
Step 2: Career Investigation
Once you have a better understanding of yourself and where you want to go in life, you need to identify careers that align with your personality, interests and goals.
- Write down any careers that seem appealing to you, as well as several careers that match your personality and goals.
- Research these careers – talk to people, use the internet - the Victorian Job Guide is particularly helpful. It’s important to know what is available, and careers aren’t always what they seem.
- See if the careers in your list match with your list of attributes and goals – there’s no point in planning a career in engineering if you struggle with maths.
- Refine your list of careers to find the ones best suited to you.
Step 3: Selecting Subjects
Use your career goals to select your subjects. Map out your VCE program by working backwards from your career goals, to your ideal courses, to university prerequisites (subjects and tests you need to take, folios you need to prepare, and results you need to achieve to get into particular courses), right down to subjects you need or want to take now.
- Use the Victorian Job Guide and VTAC guide to see what courses are available to you within your chosen field.
- Use these resources to check if there are any prerequisites for your ideal courses.
- Start off with English, and then build up the other 4-5 subjects based on your goals.
By the end of this process, you should have a physical, mapped out plan for your future. This is the most valuable resource you will have over the next few years in planning for your future.
Final Advice
- Physically map out your plan – everything is easier when written down.
- Ensure you have a Plan B, C, and even D – expect the unexpected.
- Often careers are not what they seem – make sure you research them thoroughly so that you have all sides of the story before making any decisions.
- Be realistic – if your goals are not achievable, you are setting yourself up for failure.
- Make sure your subjects are compatible with university requirements – as well as your own personal requirements.
- Do not make decisions to please anyone else – this is your career.
…and most importantly…
- The decisions you make now are not final - be prepared to change your career many times throughout your life.
What do you want to do when you leave school? Do you know what university course you want to get into? Do you know what subjects you need to get into your university course? What scores will you need? Is it better to take subjects you are interested in, or subjects that will deliver high scores?
Planning for your future is a daunting process for many senior school students. While subject selection can come with a lot of pressure, this anxiety can be overcome with the use of a simple action plan.
Step 1: Personal Investigation
Do not underestimate this step. Most people do not have a solid understanding of their strengths, weaknesses, interests and personal goals – especially when you’re young. You need to take the time to reassess yourself in detail. This means sitting down and physically mapping it out, not just thinking about it.
- If you aren’t sure where your strengths and weaknesses lie, try taking a personality test. There are many free tests available online.
- Make a list of your top ten attributes that best describe your personality.
- Discuss your results with friends, family and teachers. Their input is invaluable.
- Isolate five key goals that you want to achieve in your lifetime.
Step 2: Career Investigation
Once you have a better understanding of yourself and where you want to go in life, you need to identify careers that align with your personality, interests and goals.
- Write down any careers that seem appealing to you, as well as several careers that match your personality and goals.
- Research these careers – talk to people, use the internet - the Victorian Job Guide is particularly helpful. It’s important to know what is available, and careers aren’t always what they seem.
- See if the careers in your list match with your list of attributes and goals – there’s no point in planning a career in engineering if you struggle with maths.
- Refine your list of careers to find the ones best suited to you.
Step 3: Selecting Subjects
Use your career goals to select your subjects. Map out your VCE program by working backwards from your career goals, to your ideal courses, to university prerequisites (subjects and tests you need to take, folios you need to prepare, and results you need to achieve to get into particular courses), right down to subjects you need or want to take now.
- Use the Victorian Job Guide and VTAC guide to see what courses are available to you within your chosen field.
- Use these resources to check if there are any prerequisites for your ideal courses.
- Start off with English, and then build up the other 4-5 subjects based on your goals.
By the end of this process, you should have a physical, mapped out plan for your future. This is the most valuable resource you will have over the next few years in planning for your future.
Final Advice
- Physically map out your plan – everything is easier when written down.
- Ensure you have a Plan B, C, and even D – expect the unexpected.
- Often careers are not what they seem – make sure you research them thoroughly so that you have all sides of the story before making any decisions.
- Be realistic – if your goals are not achievable, you are setting yourself up for failure.
- Make sure your subjects are compatible with university requirements – as well as your own personal requirements.
- Do not make decisions to please anyone else – this is your career.
…and most importantly…
- The decisions you make now are not final - be prepared to change your career many times throughout your life.
Thursday, 18 July 2013
The Gonski Review
At Strive for Excellence Tutoring we wholeheartedly support the recommendations of the Gonski Review.
The Gonski Review was initiated in 2010 by the then Federal Minister for Education, Julia Gillard, to examine the way schools are funded in Australia. It was conducted by an expert panel headed by senior businessman David Gonski. It investigated the adequacy of the way schools are funded, and what needed to change to ensure that all students received a high-quality education, regardless of where they live, the income of their family, or the school they attend. The review recommended an urgent shift to a funding system that distributes funding more equitably to meet the needs of students, as well as a significant increase in the total amount spent on schools.
The Gonski Review found Australia is not investing enough in education, particularly in public schools. There has been a decline in the performance of Australian students over the last ten years, particularly those students at the top end. In the year 2000, only one country outperformed Australia in reading and scientific literacy and only two outperformed Australia in mathematical literacy. By 2009, six countries outperformed Australia in reading and scientific literacy and 12 outperformed Australia in mathematical literacy. There are also growing performance gaps between those students doing well, and those struggling.
To ensure all students obtain an acceptable education, the report recommends an increase in government funding of $6.5 billion a year across both government and non-government school sectors. It recommends that one-third of this funding be supplied by the federal government and the remainder to be provided by the states and territories. The money would be invested in ways that improve student learning, such as smaller class sizes; extra specialist teachers in areas such as literacy and numeracy; greater support for students with higher needs such as those with disabilities; and additional training and classroom support for teachers.
The review outlines the substantial costs of not implementing its recommendations. A lack of resources will continue to hold back students, making it harder for them to obtain the skills and knowledge they need for secure, well-paid jobs. According to Mr Gonski, “Australia will only slip further behind unless, as a nation, we act and act now”.
Prime Minister Gillard has announced that the government embraces many of the Gonski recommendations, and anticipates overhauling the school-funding system. An agreement must be reached with the states and territories, which are expected to share the cost, for the government’s plan to succeed. However, a deal is yet to be struck, with the states complaining that the plan lacks crucial detail. The Opposition Party also opposes the Gonski measures, with Opposition education spokesman saying that they discriminate against non-government schools.
No doubt school funding is likely to be a contentious issue for the federal election in September.
The Gonski Review was initiated in 2010 by the then Federal Minister for Education, Julia Gillard, to examine the way schools are funded in Australia. It was conducted by an expert panel headed by senior businessman David Gonski. It investigated the adequacy of the way schools are funded, and what needed to change to ensure that all students received a high-quality education, regardless of where they live, the income of their family, or the school they attend. The review recommended an urgent shift to a funding system that distributes funding more equitably to meet the needs of students, as well as a significant increase in the total amount spent on schools.
The Gonski Review found Australia is not investing enough in education, particularly in public schools. There has been a decline in the performance of Australian students over the last ten years, particularly those students at the top end. In the year 2000, only one country outperformed Australia in reading and scientific literacy and only two outperformed Australia in mathematical literacy. By 2009, six countries outperformed Australia in reading and scientific literacy and 12 outperformed Australia in mathematical literacy. There are also growing performance gaps between those students doing well, and those struggling.
To ensure all students obtain an acceptable education, the report recommends an increase in government funding of $6.5 billion a year across both government and non-government school sectors. It recommends that one-third of this funding be supplied by the federal government and the remainder to be provided by the states and territories. The money would be invested in ways that improve student learning, such as smaller class sizes; extra specialist teachers in areas such as literacy and numeracy; greater support for students with higher needs such as those with disabilities; and additional training and classroom support for teachers.
The review outlines the substantial costs of not implementing its recommendations. A lack of resources will continue to hold back students, making it harder for them to obtain the skills and knowledge they need for secure, well-paid jobs. According to Mr Gonski, “Australia will only slip further behind unless, as a nation, we act and act now”.
Prime Minister Gillard has announced that the government embraces many of the Gonski recommendations, and anticipates overhauling the school-funding system. An agreement must be reached with the states and territories, which are expected to share the cost, for the government’s plan to succeed. However, a deal is yet to be struck, with the states complaining that the plan lacks crucial detail. The Opposition Party also opposes the Gonski measures, with Opposition education spokesman saying that they discriminate against non-government schools.
No doubt school funding is likely to be a contentious issue for the federal election in September.
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