The government is debating the education laws.A: discussing B: defeating C: delaying D: declining

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Julia, Gillard, as education minister and then prime minister~ identified the Gonski Report on school funding, later renamed the Better School Plan, as one of her crowning achievements. Backed by the Australian Education Union and Australia's cultural-left education blob (a term coined by Britain's Secretary of State for Education, Michael Gove), her argument is that Gonski will deliver excellence and equity in education by massively increasing government expenditure. The Gonski funding model, involving a base level of funding known as a School Resourcing Standard and additional loadings related to disadvantage, is also lauded as bring clarity, transparency and consistency to school funding. Not so. As noted by the National Comission of Audit, the flaws and weaknesses in the report are manifest.
Under the heading "Complexity of the funding model," section 9.7 Appendix Volmne 1, the statement is made that" new school funding arrangements are complex, inconsistent and lack transparency". Instead of having a national funding model, we have a situation where the states and territories and Catholic and independent school sectors have their own approaches to allocating finding to schools.
So much for the argument that the Gonski model represents an improvement on the Howard government's supposedly opaque and insistently applied socio-economic status (SES) mode. The Schooling Resource Standard is also criticized for not being "based on a detailed analysisof the cost of delivering education" and the formula employed for quantifying disadvantage for using faulty data leading to students "being misidentified as being inside or outside definitions of educationally disadvantaged".
Citing international research and an analysis carried out by the ALP federal .member forFraser, Andrew Leigh, when an academic at the Australian National University, the audit report oncludes there is little, if any, relationship between increased expenditure and raising standards.
Mirroring the argument put by Jennifer Buckingham in her School Funding on a Budget, the audit report argues "increasing funding does not necessarily equate to better student outcomes". common sense suggests, and contrary to the Australian Education Union's "I Give a campain, a more way to raise standards is to have a rigorous curriculum, effective and oommittcd teachers, strong parental engagement and schools, within broad guidelines, that hane the flexibility to manage themselves.
To applaud the commission of audit's analysis of school funding should not be taken asunqualified support. The suggestion that the states, and most likely their education departments, should control how funding to independent school is allocated is a mistake. Slate schools, on the whole, compete against non-government schools, and allowing state governments or their education bureaucracies to decide how funding is allocated to independent schools represents a conflict of interest.

For what reasons did Julia Gillard believe that the Gonski Report was one of her best __________achievements?
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A．It would bring efficiency to school funding.
B．It would raise standards and equity in education.
C．It would reduce government budget in school funding.
D．It would control both the stale schools and independent schools.

Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
The author suggests that the effect of free-market philosophy on education is——

A.harmful
B.desirable
C.profound
D.questionable

共用题干
Schooling and Education

It is commonly believed in the United States that school is where people go to get an education. Nevertheless,it has been said that today children interrupt their education to go to school.The distinction between schooling and education implied by this remark is important.Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere,whether in the shower or in the job,whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning.The agents of education can range from a revered grandparent to the people debating politics on the radio,from a child to a distinguished scientist.
Whereas schooling has a certain predictability,education quite often produces surprises.A chance conversation with a stranger may lead a person to discover how little is known of other religions.People are engaged in education from infancy on.Education,then,is a very broad,inclusive term. It is a lifelong process,a process that starts long before the start of school,and one that should be an integral part of one's entire life.Schooling,on the other hand,is a specific,formalized process,whose general pattern varies little from one setting to the next.
Throughout a country,children arrive at school at approximately the same time,take assigned seats,are taught by an adult,use similar textbooks,do homework,take exams,and so on.The slices of reality that are to be learned,whether they are the alphabet or an understanding of the workings of government,have usually been limited by the boundaries of the subject being taught. For example,high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.

Schooling can be predictable,while education may bring surprises.
A:Right
B:Wrong
C:Not mentioned

共用题干
Schooling and Education

It is commonly believed in the United States that school is where people go to get an education. Nevertheless,it has been said that today children interrupt their education to go to school.The distinction between schooling and education implied by this remark is important.Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere,whether in the shower or in the job,whether in a kitchen or on a tractor. It includes both the formal learning that takes place in schools and the whole universe of informal learning.The agents of education can range from a revered grandparent to the people debating politics on the radio,from a child to a distinguished scientist.
Whereas schooling has a certain predictability,education quite often produces surprises.A chance conversation with a stranger may lead a person to discover how little is known of other religions.People are engaged in education from infancy on.Education,then,is a very broad,inclusive term. It is a lifelong process,a process that starts long before the start of school,and one that should be an integral part of one's entire life.Schooling,on the other hand,is a specific,formalized process,whose general pattern varies little from one setting to the next.
Throughout a country,children arrive at school at approximately the same time,take assigned seats,are taught by an adult,use similar textbooks,do homework,take exams,and so on.The slices of reality that are to be learned,whether they are the alphabet or an understanding of the workings of government,have usually been limited by the boundaries of the subject being taught. For example,high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.

Through out the country,children arrive at school at different time.
A:Right
B:Wrong
C:Not mentioned

The government is debating the education laws.

A: discussing
B: defeating
C: delaying
D:declining

I don′t mind ______ the decision as longas it is not too late.

A.you to delay making
B.your delaying making
C.your delaying to make
D.you delay to make

Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
Which of the following is true of the independent teacher education programs

A.They are initiated to deal with teacher shortages and education inequities．

B.They aimed to raise the standards of teacher education programs．

C.They compete with the university teacher education programs．

D.They can replace the university teacher education programs．

Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
Which of the following is true of education?

A.The idea of education as a social good is fading.
B.It brings higher earnings in the job market than ever before.
C.It widens the gap between the skilled and the unskilled.
D.It increasingly consolidates the social hierarchical system.

共用题干
Vocational Education

Vocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions.
In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.

It can be concluded from the passage that more vocational education has to be provided in the future.
A:Right
B:Wrong
C:Not mentioned

共用题干
Vocational Education

Vocational education refers to education for a particular occupation.Industrialized countries have seen a fall in demand for unskilled workers,and an increase in jobs in the professional,technical,commercial,and administrative sector. Vocational education is traditionally associated with trades and crafts: young people were apprentice to employers for a number of years and learned on the job.Today the focus has shifted from the workplace to secondary and higher education institutions,and from employers to government provision and finance.Trainees in most occupations combine workplace training with study at a technical or academic institution.In the former Soviet Union, school and work were always strongly linked from primary school.Germany provides nine out of ten young people with entering higher education with vocational training,and training is planned from national down to locate level through joint committees of government representatives,employers,and trade unions.
In some countries,skills are being grouped and"job families"are created so that individuals can move between jobs with similar technical requirements.In other occupations"competency-based education"is advocated to equip individuals with"transferable"as well as specific skills.In developing countries,where it is traditional for children to work from an early age,only a tiny proportion of students follow a formal vocational program,while the long specialist training of professionals such as doctors,lawyers,and engineers is a costly burden.Training places for technicians,nurses,teachers,and the essential workers are often limited.Worldwide,there is a slow but steady increase in the numbers of women training for occupations of influence in science,technology,law,and business.It is also becoming clear that one course of vocational education is not enough for a lifetime. Retraining,through continuing education is essential.

Vocational education refers to education for a usual vocation.
A:Right
B:Wrong
C:Not mentioned

The central government is arguing the education laws.

A:debating
B:disputing
C:bargaining
D:quarreling

共用题干
Schooling and Education
It is commonly believed in the United States that school is where people go to get an educa-tion.Nevertheless,it has been said that today children interrupt their education to go to school. The distinction between schooling and education implied by this remark is important. Education is much more open-ended and all-inclusive than schooling. Education knows no bounds. It can take place anywhere,whether in the shower or in the job,whether in a kitchen or on a tractor. It in-cludes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio,from a child to a distinguished scientist.
Whereas schooling has a certain predictability,education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other reli- gions.People are engaged in education from infancy on.Education,then,is a very broad,inclusive term .It is a lifelong process,a process that starts long before the start of school,and one that should be an integral part of one's entire life.Schooling,on the other hand,is a specific,formal-ized process,whose general pattern varies little from one setting to the next.
Throughout a country,children arrive at school at approximately the same time,take as-signed seats,are taught by an adult,use similar textbooks,do homework,take exams,and so on .The slices of reality that are to be learned,whether they are the alphabet or an understanding of the workings of government,have usually been limited by the boundaries of the subject being taught.For example,high school students know that they are not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experi- menting with .There are definite conditions surrounding the formalized process of schooling.

It's unlikely to find out the truth about political problems of communities in high school classes.
A:.Right
B: Wrong
C: Not mentioned