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'Transformation and empowerment will come through the exercise of kindness and tenderness, accompanied by the practical abilities inculcated by a rounded Catholic education.' Frank Brennan's address at the Transformation and Empowerment Symposium marking 50 years of the Signadou campus of ACU, 22 March 2013.
Many a man has written elegiacally or bitterly of his education under the firm hands of the Sisters, but not so many have sung the quiet corners where perhaps we were better educated than we were in our classrooms. I learned more about communion at the epic timbered table in Sister Cook's golden kitchen than I did in religion class.
A survey released this week found that the lion's share of philanthrpopic giving goes to independent non-government schools. Gonski devoted an entire chapter to the question of how private cash can be got to where need is greatest. The Government should act on his recommendation, but not before beefing it up.
Sister Marie realised that Linda had been robbed of her lunch, and had not eaten at all, and had been humiliated by the theft, and was more humiliated now by public revelation. She straightened up and stared at the older kids, but just as she began to speak, Linda sobbed even harder, and a rill of urine trickled from the back of her seat.
The coughing is getting worse; it sounds like the pew behind me is hosting a cardiac arrest. English theologian James Alison described mass as 'a long term education in becoming unexcited', a state that allows us to dwell 'in a quiet place' that 'increases our attention, our presence'. In Brussels, becoming 'unexcited' seems important.
My son goes to a friendly primary school and is making progress. But his handwriting is poor, he hates sitting for long periods, and doesn't understand why the girls are 'better at everything'. He likes sport and art, which involve 'doing stuff'. Schools have been battling with adolescent boys for centuries. Maybe it's time to give some ground. Monday 24 September
The report's argument that a base level of funding be established might lead to a lowest common denominator approach to determining what is an 'efficient' education, in both the state and private systems. Creativity, diversity and experimentation may be hindered in such a regime. Friday 24 February
In setting a target of Australia reaching the OECD's top five school systems by 2025 the Prime Minister has made a rod for her own back. It is difficult to see our present way of organising, funding and governing schooling getting us anywhere near that target. But what kind of system might?
For centuries, Muslim women have accepted the fallacy that they are inferior to men. Sadly, the jahaliyyah (ignorance and irascibility) Mohammed railed against is alive in the Muslim world, notably in the mentality that sees the Taliban try to justify shooting a 14-year-old child for supporting women's education.
With militants firmly holding the Federally Administered Tribal Areas, the already low literacy rate of 29 per cent has nosedived to 17 per cent in the region. Religious madaris are perceived as places of affordable education by common rural dwellers, while to the outer world, they remain breeding grounds for militancy.
My son goes to a friendly primary school and is making progress. But his handwriting is poor, he hates sitting for long periods, and doesn't understand why the girls are 'better at everything'. He likes sport and art, which involve 'doing stuff'. Schools have been battling with adolescent boys for centuries. Maybe it's time to give some ground.
The Prime Minister's credibility in announcing an education policy response before reaching agreement with the states may be questioned. Without the states, the implementation of Gonski is impossible. This was illustrated graphically by the NSW Government's announcement of funding cuts to Catholic and independent schools.
145-156 out of 200 results.