December 8th 2007


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Articles from this issue:

EDITORIAL: After the landslide: the challenges ahead

CULTURE: Dealing girls a raw and racy deal

CANBERRA OBSERVED: Has the Liberal Party any future?

ECONOMIC AFFAIRS: Can Australia avoid an economic downturn?

WATER: Vehement opposition to permanent water-trade

QUARANTINE: Horse flu inquiry exposes AQIS's abject failure

NATIONAL SECURITY: We have met the enemy, and he is us

STRAWS IN THE WIND: The WHY and HOW of Labor's victory / Now for the Delphic Oracle ...

CULTURE: Dealing girls a raw and racy deal

SCIENCE: People will marry robots, scientist predicts

REPRODUCTIVE HEALTH: Abortion link to pre-term birth and cerebral palsy

MEDICINE: Dolly's creator abandons therapeutic cloning

OPINION: William Wilberforce's lessons for us today

Bad economics (letter)

Ten points for Kevin Rudd (letter)

DLP resurgence (letter)

AS THE WORLD TURNS

BOOKS: PRINCE OF THE CHURCH: Patrick Francis Moran, 1830-1911, by Philip Ayres

BOOKS: CONJUGAL AMERICA: On the Public Purposes of Marriage, by Allan Carlson

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Ten points for Kevin Rudd (letter)


by John Kelly

News Weekly, December 8, 2007
Sir,

Experienced teachers will be more inclined to accept Prime Minister Rudd's commitment to an "education revolution" when they see his government deconstruct what the Labor states have established. This reform would require that he:

• free curriculum from union control;

• publicly repudiate the relativistic outlook that masquerades under "diversity", and replace ideological dogma with a coherent philosophy of education based on sound emotional, social, cognitive, moral and religious development;

• provide training in basic literacy and numeracy for teachers who lack competence in these skills;

• distinguish between "computer literacy" and basic literacy in classrooms, and award priority to the latter;

• ensure teacher-training is consistent with demonstrably successful pedagogical practice, including examinations;

• encourage competent teachers out of premature retirement with working conditions that support rather than frustrate their efforts;

• provide real incentives for academically-able students to become teachers;

• deliver skilling centres for students with technical aptitudes;

• recognise that real education is more than a pragmatic instrument of the state;

• encourage close bonds between families, schools and local communities.

John Kelly,
Tranmere, SA




























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