十一月 15, 2017

论文代写:澳大利亚教育

论文代写:澳大利亚教育

尽管澳大利亚政府进行了这些改革和努力,但几乎没有迹象显示出积极的变化、影响或结果(Theobald,2017)。在过去的十年里,当这些改革发生时,国家经济、社会、文化和技术条件的其他快速变化给教育系统和工作人员带来了无尽的可能。例如,澳大利亚不断传播的种族和文化多样性及其与亚太地区的密切联系正在给教师和教育工作者带来挑战,他们必须坚持传统的澳大利亚课程(Brown and Grigg,2016)。随着科技的进步,尤其是在使用手机和数字技术和积极数字化的情况下,城市化正在进行。这反过来造成了财富和收入的差距,对教育部门产生了负面影响,给更多的人提供了适应和教育的巨大压力。此外,为解决更广泛的社会问题而创新解决方案的主要责任已经负担在教师的肩上,而在他们(布朗和格里格,2016年)的期望中,也有太多的期望。

论文代写:澳大利亚教育

问题在于,教育体系的失败——学校资助的僵局——的复制。政府的政策继续集中于政府和私立学校之间的合作。然而,资助定居点最终只给精英学校提供了特权,并一直未能向需要他们支持的学校和教师提供基于需求的资金。这将导致教育机会和结果的进一步分化。在上大学之前,有特权的孩子们可以利用这些机会,比如儿童保育、学前教育和小学(Gibson等人,2017年)。那些出身于无特权背景的人在开始接受正规教育之前必须依靠家庭教育,而与老师和同行相处的困难也越来越大。这些孩子没有弱智和掌握技能,他们只是处于一个不利的地位,因为在孩子的智力发展之前,学校教育是很重要的。他们在应对竞争教育和就业市场的压力方面遇到了困难(吉布森等人,2017年)。身份政治、种族、阶级、移民和性别的冲突等因素在刺激这些趋势方面发挥了关键作用。

论文代写:澳大利亚教育

Despite these reforms and efforts by the Australian government, there has been very little sign of a positive change, impact or outcome (Theobald, 2017). In the past decade when these reforms have taken place, other rapid changes in economic, social, cultural and technological conditions of the country have put new pressures of endless possibilities on the education system and people working in it. For example, the continuously spreading ethnic and cultural diversity in Australia and its close connect with the Asia-Pacific region is creating challenges for teachers and educators to stick to the traditional Australian curriculum (Brown and Grigg, 2016). With increasing technologically advancement especially in the use of mobile phones and digital technology and active digitalization, more urbanization is taking place. This in turn is creating disparity in wealth and income, impacting the education sector negatively with immense pressure to accommodate and educate more people. Also, the major responsibility of innovating solutions for solving wider society problems has been burdened on the shoulders of teachers and too much is being expected out of them (Brown and Grigg, 2016).

论文代写:澳大利亚教育
The problem is exemplified with replication of a failing education system- school funding impasse. Government policies continue to focus on achieving collaboration between government and private schools in the system. However, funding settlements ultimately privilege the elite schools only and consistently fail to provide needs-based funding to schools and teachers who need their support the most. This leads to further polarization of educational opportunities and outcomes. The privileged children can take advantage of these opportunities like child care, preschool and primary school before going to college (Gibson et al., 2017). Those who are from unprivileged backgrounds have to depend on home schooling before starting their formal education and increasingly face difficulties in getting along with their teachers and counterparts. These children do not have weak brains or grasping skills, they are just at a disadvantage since prior to school education does matter in a child’s mental development. They face difficulties in coping up with the pressure of competitive education and job markets later in life (Gibson et al., 2017). The factors like identity politics, fostering conflicts over race, class, migration and gender play a critical role in stimulating these trends.

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