Sydney: School children in the west up to three years behind than in Shanghai, China and Asian educational success, but the product intrusive "Tiger," the parents, the Australian report released Friday said.
Independent research Grattan Institute think tank said in East Asia was a center of high-performance schools in four of the world the best systems in the region - Hong Kong, South Korea, Shanghai and Singapore.
"Shanghai, an average of 15-year-old students' mathematics performance 2-3 years more than the counterparts in Australia, the United States and Europe," said Grattan School of Education, Program Director Ben Jensen.
"This has important consequences. As the economic power shift from west to east, such as high performance training."
Students in South Korea next year, the United States and the European Union, reading, and seven months before the Australian students to report information on the OECD Programme for International Student Assessment (PISA).
PISA-founder of the Paris-based Organisation for Economic Cooperation and Development, has become a standard tool for comparing international standards in education.
This study, but in many OECD countries to significantly increase funding for schools in recent years has often been disappointing, and not always successful as a result more money.
Australian schools are enjoying a great increase in expenditure in recent years, student performance continues to deteriorate and was shot in South Korea, which consume less per student than the OECD average, up, he said.
"The cultural success is not defined, the product of Confucianism, learning by heart, or a tiger mother," said the second report, a reference to Chinese parents to drive hard to help their children.
He said Hong Kong and Singapore made great improvements to be read in the last decade, even if the test is categorized to help students learn from the outside than it is necessary to solve the problems.
The report shows that most system-centered, ruthless practice, learning and teacher training, professional development and guidance rather than more spending.
The four systems are also afraid to make tough compromises to achieve its objectives in Shanghai, for example, by increasing class sizes up to 40 students, but to give teachers more time to design their own classes and research.
Independent research Grattan Institute think tank said in East Asia was a center of high-performance schools in four of the world the best systems in the region - Hong Kong, South Korea, Shanghai and Singapore.
"Shanghai, an average of 15-year-old students' mathematics performance 2-3 years more than the counterparts in Australia, the United States and Europe," said Grattan School of Education, Program Director Ben Jensen.
"This has important consequences. As the economic power shift from west to east, such as high performance training."
Students in South Korea next year, the United States and the European Union, reading, and seven months before the Australian students to report information on the OECD Programme for International Student Assessment (PISA).
PISA-founder of the Paris-based Organisation for Economic Cooperation and Development, has become a standard tool for comparing international standards in education.
This study, but in many OECD countries to significantly increase funding for schools in recent years has often been disappointing, and not always successful as a result more money.
Australian schools are enjoying a great increase in expenditure in recent years, student performance continues to deteriorate and was shot in South Korea, which consume less per student than the OECD average, up, he said.
"The cultural success is not defined, the product of Confucianism, learning by heart, or a tiger mother," said the second report, a reference to Chinese parents to drive hard to help their children.
He said Hong Kong and Singapore made great improvements to be read in the last decade, even if the test is categorized to help students learn from the outside than it is necessary to solve the problems.
The report shows that most system-centered, ruthless practice, learning and teacher training, professional development and guidance rather than more spending.
The four systems are also afraid to make tough compromises to achieve its objectives in Shanghai, for example, by increasing class sizes up to 40 students, but to give teachers more time to design their own classes and research.
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