03-12-2003, 04:22 PM
But I will ask, based on the provided 10 country list, how each country's system adjudicates or determines what University a child can get into, or even if the child is eligible. And more importantly, what is the base line entry capability, either assumed or demanded?
Japan, for example, has a very competitive entry regimen as compared to the university entry process in my country. As the cost of a typical 4+ year degree program continues to rise, I suspect that the rarity of a college education will increase, and perhaps with that, its relative value and or quality. Trouble is, being wealthy enough to afford the education may soil that simplistic model of rarity contributing to value, or perceived value. There are so many factors that go into the value of the education, including the effort put in by the students themselves, that makes me wonder what measures are considered valid for measuring the output to determine relative quality.
Is that chart an 'apples to apples' comparison?
Many colleges in America, particularly small colleges, have the problem of "student retention." The bail out rate freshman year can vary from 10 to 40+ per cent. Deans in a number of colleges are addressing the problem of how to mentor first year students, how to help them get over the culture shock of having to "do their own work" and how to handle the challenging load. Given the energy that goes into the entry process, there either needs to be an improvement in the predictive model, or a more concerted effort to reach the new students so that they don't feel they have to climb the mountain all by themselves, so that they have credible guidance available.
And on a related note:
Has anyone here read The Worm In The Apple, a book written about the relationship to the teachers' unions to school boards, and educator compensation. Is it an objective analysis, or does it have what I suspect is an anti union slant? I only got to see a snippet of the Cspan 2 presentation by the author, however, the subject interests me.
Governor Perry is driving a hard line on State spending here in Texas, which means that we citizens are very worried how that is going to influence the resources devoted to public education. Of course, in response, our local school district, one of 7 serving the city, just hired six new administrators . . . which given the austere climate, is drawing a great deal of fire from both the teaching professionals and the public in general. More overhead?
Attracting teachers here is tough. Starting salary in our District is $30,000, a tenured teacher with a Masters Degree might get $ 47,000. You have to love the job to do it here.
Japan, for example, has a very competitive entry regimen as compared to the university entry process in my country. As the cost of a typical 4+ year degree program continues to rise, I suspect that the rarity of a college education will increase, and perhaps with that, its relative value and or quality. Trouble is, being wealthy enough to afford the education may soil that simplistic model of rarity contributing to value, or perceived value. There are so many factors that go into the value of the education, including the effort put in by the students themselves, that makes me wonder what measures are considered valid for measuring the output to determine relative quality.
Is that chart an 'apples to apples' comparison?
Many colleges in America, particularly small colleges, have the problem of "student retention." The bail out rate freshman year can vary from 10 to 40+ per cent. Deans in a number of colleges are addressing the problem of how to mentor first year students, how to help them get over the culture shock of having to "do their own work" and how to handle the challenging load. Given the energy that goes into the entry process, there either needs to be an improvement in the predictive model, or a more concerted effort to reach the new students so that they don't feel they have to climb the mountain all by themselves, so that they have credible guidance available.
And on a related note:
Has anyone here read The Worm In The Apple, a book written about the relationship to the teachers' unions to school boards, and educator compensation. Is it an objective analysis, or does it have what I suspect is an anti union slant? I only got to see a snippet of the Cspan 2 presentation by the author, however, the subject interests me.
Governor Perry is driving a hard line on State spending here in Texas, which means that we citizens are very worried how that is going to influence the resources devoted to public education. Of course, in response, our local school district, one of 7 serving the city, just hired six new administrators . . . which given the austere climate, is drawing a great deal of fire from both the teaching professionals and the public in general. More overhead?
Attracting teachers here is tough. Starting salary in our District is $30,000, a tenured teacher with a Masters Degree might get $ 47,000. You have to love the job to do it here.
Cry 'Havoc' and let slip the Men 'O War!
In War, the outcome is never final. --Carl von Clausewitz--
Igitur qui desiderat pacem, praeparet bellum
John 11:35 - consider why.
In Memory of Pete
In War, the outcome is never final. --Carl von Clausewitz--
Igitur qui desiderat pacem, praeparet bellum
John 11:35 - consider why.
In Memory of Pete