根據(jù)一些來自學校課程和廣大社區(qū)的數(shù)據(jù)，很多人對學生無法達到標準計算和讀寫能力的憂慮增加了。通常對于這一問題給出的原因是，，缺乏資金，課程趨勢，社會經(jīng)濟地位和教師素質。這篇文章會對這些原因做一個擴展，并努力提供“為什么我們學校會失敗”的回答(可以加入和改進)(什么是教育？)。

雇主希望未來雇員在接受義務教育之后能獲得基本的計算和讀寫能力。這被稱為職業(yè)教育或職業(yè)學習。職業(yè)學習是一種具有職業(yè)前景的一般性學習。包括職業(yè)教育，一般就業(yè)技能以及基于社區(qū)和工作的學習。職業(yè)教育的目的是讓學生、年輕人和成年人為未來的就業(yè)做好準備。澳大利亞課程評估和認證機構（ACACA）認為，所有的學生每年都應該在常規(guī)的教育生活中體驗職業(yè)學習。他們相信這會使學生能適應不斷的變化，而變化正是他們生活的持續(xù)特點。這會提高學生向廣泛的后學校選擇和途徑過渡的能力。他讓學生學習建立在學校、商業(yè)、工業(yè)和廣大社區(qū)戰(zhàn)略合作關系之上的工作相關教育。

According to a range of sources across the school curriculum and wider community, there is growing concern that many students are not meeting acceptable standards of numeracy and literacy. The reasons often given include lack of funding, curriculum trends, socioeconomic status and teacher quality. This essay will expand on these reasons and endeavour to provide possible answers as to why our schools could be failing. (Into could be added to & improved) (What is education?)


Employers expect that prospective employees will possess basic literacy and numeracy skills at the conclusion of compulsory schooling. This is what is known as vocational education or vocational learning. Vocational Learning is general learning that has a vocational perspective. There are elements included such as career education, general employability skills, and community and work based learning. The main aim of vocational learning is to prepare students, youth and adults for future employment. The Australasian Curriculum Assessment And Certification Authorities (ACACA) believe that all students should experience vocational learning every year throughout their formal schooling lives. They believe it enables students to adapt to the changes that are going to be a constant feature of their lives. It enhances students' transition to a broad range of post-school options and pathways. It engages students in work-related learning built on strategic partnerships between schools, business, industry and the wider community.


Around the world, renewed emphasis has been placed on governments and employers on literacy and numeracy skills. For all people to enhance their employability, job satisfaction, level of remuneration and community participation.


Australian industry needs competent, skilled workers with the flexibility to adapt to the changing workplace.


A lack of consistent standards may result in additional costs for employers for education and training. Achieving basic standards for language, literacy and numeracy is a (ACCI believes that this is a) clear priority in the skills debate in times in pressure on labour supply.


Skills Tasmania provides additional Vocational Education Training (VET) in skills and knowledge needed in the workplace for many industries. Often these skills are gained through a training organization at the workplace. Trainees and senior secondary students undertaking VET programs can gain accreditation and have their skills recognized.


On March 5th 2010 The Victorian Employer's Chamber of Commerce and Industry (VECCI) conducted a poll of many Australian employers. They asked employees what they thought of the literacy and numeracy levels in recent school leavers employed by their business. The results for literacy were substandard/overwhelming with (over three quarters) 76% of employers choosing a rating of poor and 18% deciding they had acceptable levels. That left very little for the good and excellent categories at 4 and 2 percent respectively. The poll's results for numeracy were only marginally better, 54% of employers reporting poor numeracy levels and a fair 34% at acceptable levels. During this poll, they decided to ask employers about the proposed Australian K-10 national curriculum. Results were inconclusive, 50% of respondents unsure whether this curriculum would lead improved student performance in numeracy and literacy.


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Family wealth, marital status, parental occupation, and school location are all factors which contribute to the success of a student. However not all situations are ideal. We know not all families are wealthy. Many families struggle to provide the basic necessities. More and more children come from broken homes where often there is only one parent to provide emotional stability and a carefree environment in which they can flourish and learn.


The Tasmanian Department of Education (2005) states that students with parents of a higher socioeconomic status mostly achieved higher average scores than those whose parents were of a lower income or on social benefits. The Tasmanian Department of Education further maintains that "To date most services have failed to adapt to the changing needs of families and childrena

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