Education Recruitment

Teaching In Australia

States and territories have the primary responsibility for funding state government schools. They also provide supplementary assistance to non-government schools. The Australian Government is the primary source of public funding for non-government schools, while also providing supplementary assistance to government schools. Most non-government schools have some religious affiliation, with approximately two-thirds of non-government school students enrolled in Catholic schools. Overall, state government schools enrol 68 per cent of students, while non-government schools enrol 32 per cent of students.

To improve the quality of schooling nationally, the Australian Government works with state and territory governments, non-government school authorities, parents, educators and other organisations to seek the best possible outcomes for young Australians. Strategic policy development and delivery of programmes and services at the national level are coordinated through the Ministerial Council on Education, Employment, Training and Youth Affairs.

This cooperation is underpinned by the National Goals for Schooling in the 21st Century for all students. These goals, which were agreed by the ministerial council in 1999, focus on the learning outcomes of students, and provide a framework for national reporting on student achievement and for public accountability by school education authorities.

The National Aboriginal and Torres Strait Islander Education Policy was endorsed by all Australian governments and is reflected in the Indigenous Education (Targeted Assistance) Act 2000. The policy guides programme initiatives across Australia in a continuing effort to achieve equity between Indigenous and non-Indigenous Australians.

The Australian Government provides Indigenous-specific funding as a supplement to other mainstream funds. This funding is intended for strategic interventions which aim to accelerate learning outcomes for Indigenous students. The Australian Government also provides assistance directly to students.

The Australian Government works collaboratively with education providers, Indigenous communities, and other state and territory and Australian Government agencies to ensure that policies and strategies are mutually supportive, culturally appropriate and acknowledge the disparate needs of Indigenous communities.

Teaching in Australia

The Australian Government’s agenda for schools
The Australian Government has a leadership role in identifying and promoting national standards and priorities for students; reporting nationally comparable data on student achievements and improving reporting and accountability on schooling outcomes to parents and the wider Australian community.

The key elements of the Australian Government’s reform agenda for schools for the next four years are:

Implementing new quadrennium funding arrangements

• Australian Government funding for schools is legislated for four year periods. For 2005-08 this legislation provides $33.0 billion for schools, a $9.5 billion increase over the previous quadrennium.

Establishing greater national consistency in schooling across Australia including

• implementing a common school starting age by 2010;
• developing statements of learning in key subjects to build more consistency in curriculum outcomes;
• introducing national tests in key subject areas;
• development of a national system for the transmission of student information for students moving from one jurisdiction to another; and
• implementing an Australian Certificate of Education for year 12

Delivering $1 billion in new funding for school infrastructure

• this funding adds to the $1.5 billion already committed by the Australian Government for capital works in schools over the next four years. Over 2005 to 2008, $700 million will be provided to State schools to help repair, replace or install new items critical to their school's overall needs as determined by school communities and an additional $300 million will be provided to improve infrastructure in non-government schools.

Establishing 24 Australian Technical Colleges·

• these are specialist secondary schools enabling students to undertake vocational education with a trades focus as well as academic education. The first Colleges will commence in 2006.

Building better literacy and numeracy outcomes for students including

• delivering $700 tutorial vouchers
• National Inquiry into the Teaching of Literacy
• new overarching Literacy, Numeracy and Special Learning Needs Programme for the most disadvantaged students funded at $2.1 billion over 2005-2008.

Improving information to parents including·

• plain English Report Cards
• making more school performance information publicly available

Supporting and improving the teaching profession including·

• National Institute for Quality Teaching and School Leadership
• Review of Teacher Education
• devolution of more power to school principals

Strengthening the school curriculum and learning outcomes including

• building values education in all schools
• improving the teaching of boys
• creating safer schools
• tackling obesity
• Review of Music Education
• boosting Innovation, Science, Technology and Mathematics in schools

The Department of Education, Science and Training helps the Australian Government achieve its overall objective of quality educational outcomes for all students through three distinct but interrelated areas:

• high quality policy advice and other support to the Minister, underpinned by capabilities in research, analysis and evaluation, which also informs the policy debate on school education and outcomes for Indigenous Australians
• efficient national programme management; and

effective working relationships with state and territory governments, education departments, non-government education authorities, schools, Indigenous education service providers, industry, community groups and other stakeholders.

• If you want a career and fantastic leisure & social life for your choosing ;
• If you want a working holiday in one of the world’s best climates and endless things to do ;
• All areas of Teaching ;
• Across Australia ;
• Travel the country and work ;
• Permanent, Part-time, Contract
• Full migration support as required Oz migration

Then, don’t forget to register (click to login) and take a look around, visit the Resources section.

TEACHING IN THE MIDDLE EAST OR ASIA

(ESL - English as a Second Language/ TEFL - Teaching English as a Foreign Language)

Japan, Taiwan, Hong Kong, Korea and Singapore, India, have all become economic giants in the last twenty years, but have few natural resources and must focus on international trade for continued success. Thailand is not far behind and the People's Republic of China has the potential to become a world economic leader.

English is the international language of business, diplomacy, mathematics, literature and science and is therefore an indispensable part of the future for all these countries.

Many Asians study English grammar and vocabulary in school but most have virtually no ability to speak English. Conversational English skills are a tremendous advantage in the work place and in the fierce competition for places in prestigious national universities and Western schools. Millions of students of all ages and occupations attend extra classes at private language schools or take courses in conversational English through their employer. As a result, there is a multi-billion dollar English language industry and a huge demand for conversational English instructors throughout Asia and the Middle East.

Employers prefer "native English speakers" due to their ability to teach "conversational" English needed to converse with Western people.

The direct method of language training where only English is spoken in class is often used, so knowledge of the host country's language is often not necessary.

At present Japan has the largest demand for English language instructors in the world with thousands of schools and corporations hiring English speaking foreigners for more than 10,000,000 students of all ages who study conversational English. There are now about 7,000 foreign English instructors in Japan alone. Many have no teaching qualifications, training or experience and plan to teach there only temporarily.

There are thousands more "native speaker teachers" in Taiwan, Hong Kong, Korea, and Singapore, most teaching for one year or less.

The demand for ESL / TEFL teachers is showing no signs of abatement. As a result, schools and corporations must constantly replace English speaking staff and there is always a shortage of foreigners to teach conversational English throughout Asia and the Middle East.
It is also very common for travellers to teach for the summer or 1 to 3 months at other times of the year in one of these countries to save money as they work their way around Asia. Students are of all ages and occupations: preschoolers, primary, secondary, college & university students, housewives, business people, professionals, etc., and even some senior citizens.

Teachers also come from all age groups from age 18 to 65 (most are under 40) and couples with both partners working are common. Schools hire both full time and part time teachers. Many teachers increase income with lucrative private tutoring of wealthy professionals and businessmen in their spare time.

Established private tutors can earn AUD$45.00 (US$33.00) to AUD$100.00 (US$73.00) per hour. Western educators are respected the world round and qualified teachers are recruited by primary, secondary international schools, by colleges and universities throughout Asia and the Middle East.

• If you want to know more ;
• If teaching ESL & TEFL is for you and you wish to look at your options overseas, in Asia or the Middle East

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