A Study On Teach For Australia

To solve the problem of unfair education and promote the balanced development of education have become the main trend of education development in the world and also become an indispensable subject in international education research. In2012, the report of OECD calls for the urgent need for countries to attract talented people into the teachers, which can solve the teacher shortage problem in poverty regions. The Australian government who has a high concentrate on education development in poverty regions has taken various measures to improve teachers’ quality and quantity in poor areas as early as1972. In order to achieve the goal of equal education opportunities for children, Teach for Australia which is a new developing program to supply teachers in poor areas is keen to attract talented people to teach in poverty regions for two years to optimize the allocation of teachers.Besides the introduction and conclusion, this paper is composed of five parts.Part Ⅰ:The background of Teach for Australia. Starting from the international and domestic educational environment, bring Teach for Australia into the perspective of education equity. The world education development trend of education equity as well as the development of Teach for All promotes its produce. The current situation of domestic unbalanced education development and the realistic requirement of improving teachers’ professional status is its direct reason.Part Ⅱ:The main content of Teach for Australia. Mainly from the aim, core concept, operation procedures and partners to interpret the main content of Teach for Australia detailed. The fundamental starting point of Teach for Australia is to improve the quality of teaching in poor areas. The core concept of Teach for Australia is that every child in Australia has the equal opportunities to accept education. To recruit and select outstanding person become volunteer teachers elaborately, and let them participate various ongoing training and professional support. At last, they will be assigned to the poor areas of middle and primary school to teach for two years. Teach for Australia has established numerous cooperation relationships with agencies, departments and enterprises to ensure its smooth operation.Part Ⅲ-The achievements and challenges of Teach for Australia. Teach for Australia has implemented in a relatively short time, but it gets visible results. The achievements are mainly embodied in training of teachers’ teaching and leadership ability as well as in improving the teachers’ occupation status in Australia. However, it also faces severe challenges which are mainly focus on three aspects:trained teachers’ quality, large capital which the Federate Government invested in as well as the flow and lost of teachers. The achievements and challenges of Teach for Australia can not be ignored, and these are all the future development of need to constantly develop and perfect change.Part Ⅳ:The characteristics of Teach for Australia. Teach for Australia is the branch of Teach for All. On the basis of inheritance and change the model of Teach for America and Teach First Programme, Teach for Australia reflects its own advantages and disadvantages. The strict selection criteria and diversity partnerships are the of Teach for Australia and other similar project. Single funding source is the disadvantage of Teach for Australia, and professional teacher training is its unique feature. This is also the difference between other similar projects.Part Ⅴ:The inspirations of Teach for Australia for supplementary teachers to poor areas in our country. Through the analysis on Teach for Australia, our country can get suggestions from its successful experience and shortcomings in three aspects:relying on funding to ensure the development of rural teachers, innovating teacher training model to expand the sources of teachers, integration of community resources to promote the cooperation and development.