The Current Government Fundings Scheme Essay

The Current Government Fundings Scheme Essay

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Before researching the specific details of the current Government fundings scheme I believed the government should assist financially with every student based on the input output model, which helps the underprivileged but assists all Australian students. After seeing that between 2008 and 2012 “spending on private schools generally grew higher than inflation each year, while spending on public schools was mostly below inflation” (The Sydney Morning Herald 2014), I saw something needed to change. Researching into Chile’s equitable change to financially support only public schools and how quickly the entire country’s mindset improved and socioeconomic division dissolved I came to believe this is the right process. Education has become a middle class institution (Wadhwa 2000) that leaves students behind. Continually assisting the upper class of Australia and privileged students will only assist and influence the minority, and “education standards will only rise if help [is given] to those kids who need it most” (Powley 2015). I also suggest creating a process that enables principals or school organisations, public or private, to request finance for specific and eligible reasons. Requests would need to be outlined clearly with reasoning, purpose and expected outcomes such as a community project to involve students in climate change throughout their town, or a training course to empower teachers with ideas and motivation. I agree with the increased accountability but believe it is important to shift the focus from finance to student improvement and needs. Equity is important if Australia is to keep moving forward, especially in a growing globalised world. If we cannot achieve equity in Australia we cannot hope the world to one day be e...


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... aspire to be like them, whether it is aiming for prestige like their parents and high marks, or anti-school values such as appearance or personal adventures. These factors favour certain traits and reinforce endemic inequalities that limit social mobility and improvement. Inequality always ends up reducing performance because of its segregating effects (Holmes 2013). These stereotypes are unhelpful and hinder child development and potential success, rather we need to liberate all students regardless of gender and class to choose from a range of behaviours whilst positively extending themselves. Mental, educational and financial support for those who are in need of this assistance first and foremost can begin to improve the education system, whilst shifting away from a competitive monetary education to encouraging excellence and a learning lifestyle in all children.

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