On Apr 29, 11:31=A0pm, RichAsianKid <richasian...@[EMAIL PROTECTED]
> wrote:
> What can you expect. Here's how black Africans compared to Koreans on
> the 2003TIMSS:
>
> =A0 =A0 =A0http://i26.tinypic.com/23uemnd.jpg
>
> Remember now: 2 standard deviations below the norm on IQ testing is
> considered "mentally retarded".
>
> Quote: "At present the South African public school system is
> delivering functionally literate
> Black (African) matriculants at a rate of 1 in 29 of those who enter
> our educational
> system."
>
> Bwahahahaaaaaaaaaaaaaa!!!!!!!
>
> GIGO as a poster by the name of drydem on soc.culture.asian.american
> just loves to say - garbage in, garbage out.
>
> * * * * *http://tinyurl.com/6rcfjy
>
> Reforming Basic Education in South Africa.
> By Paul Hoffman SC
>
> At present the South African public school system is delivering
> functionally literate
> Black (African) matriculants at a rate of 1 in 29 of those who enter
> our educational
> system. [ Functional literacy means having the reading and writing
> skills necessary for
> everyday living and the workplace, i.e. equivalent to 8 years of
> successful formal
> schooling in the mother tongue or preferred language of learning.]
> This is dire; as
> Thomas Jefferson put it: =93A nation that hopes to be ignorant and
free=85=
> hopes for
> something that never was and never will be.=94
> One of the more hopeful signs to emerge from the ashes of the bonfires
> of Polokwane is
> that the new leader****p of the ANC appears to have identified the
> state of basic education
> in the country as a problem in need of urgent attention.
> In any discussion of the current state of education, it needs to be
> acknowledged that the
> task presented to the new South African government post liberation in
> 1994 was a
> Herculean one. Each homeland had an education system of its own and in
> South Africa
> there was a separate education department for each race group. Now
> there are no
> homelands and we live in a non-racial, non-***ist multi-party
> democracy. This welcome
> change has necessitated a massive re-organization of the management of
> the education
> system involving the melding of disparate fragments of varying
> quality. This is no easy
> task.
> It also needs to be acknowledged that more Herculean efforts are
> required in order to
> transform basic education into a functional system which is well able
> to deliver the
> quality of education needed to empower the youth and the previously
> uneducated
> segments of society. This to make them into happy and useful citizens
> who are well
> equipped to build the type of future for the nation that is envisaged
> in the Constitution.
> Blaming apartheid for the ills of the education system is an excuse
> that is wearing
> increasingly thin as time p*****. The children now entering the system
> of education are
> =93born-frees.=94 They are entitled to more than =93gutter education.=94
> The Bill of Rights guarantees the right to basic education to
> everyone. This right is not
> classified as a socio-economic right subject to =93progressive
> realization=94 over time. It is a
> right that has been due and claimable by everyone, child and adult
> alike, since 1994. The
> State is required by law to respect, protect, promote and fulfil the
> right to basic education
> along with all of the other rights and freedoms enshrined in the
> Constitution. If it does not
> do so, it is acting illegally and can be brought before the Courts for
> the purpose of
> obtaining suitable legal redress. This form of help could include a
> declaration of rights
> and an order directing the education authorities to take the steps
> necessary to correct that
> which ails the system. Also, a supervision order is claimable in terms
> of which the
> education authorities will be required to re****t back to the Courts on
> the progress being
> made toward the realization of the right to basic education for all at
> stipulated intervals.
> In this way a constitutionally compliant system of education can be
> put in place, to the
> overall benefit of society as well as to those who learn and those who
> teach. It is, on any
> analysis of the war on poverty, ignorance and disease, through
> education that these three
> scourges will most sustainably and effectively be conquered. It is
> also self-evident that a
> child who comes to school hungry and sick is not as well able to
> benefit from cl***** as a
> healthy, disciplined and well fed child. Children who are orphaned by
> AIDS and other
> causes have responsibilities in family context which detract from
> their ability to take full
> benefit from any education system. These are very real problems in a
> society in which
> 47% of the population live in relative poverty and 8% on less than a
> dollar a day. It is
> also shameful that these =93poorest of the poor=94 have doubled in
number
> between 1996 and
> 2005. Recent widening of the social grants umbrella, which now covers
> some 12 million
> people does address dire poverty, but it is not sustainable to have so
> many indefinitely on
> welfare in a developmental state. Promoting the achievement of
> equality, a constitutional
> goal of the new South Africa, can obviously not take place in a
> context in which the gap
> between the =93haves=94 and the =93have nots=94 is allowed to grow in
this=
> way. The most
> sustainable way in which to close this gap is to provide quality
> education that prepares
> learners to become economically active members of society. At the
> moment those
> emerging from schools find themselves swelling the ranks of the
> unemployed and the
> criminal under-class.
> The most frightening statistic ( source Hough & Horne ) to emerge from
> the system as it
> has functioned in the last 12 or so years relates to the rate of
> functional literacy of Black
> matriculants who have been subjected to the current educational
> system. In round
> numbers: of the 1,560,000 six year olds who entered the first grade of
> our public school
> system 12 years ago only two thirds reached grade 10 and a third made
> it to matric at the
> end of last year. Of these, some 360,000 passed. On being tested for
> their functional
> literacy in English ( their preferred language of learning) it was
> found that only 15% of
> the 278,000 Black matriculants are functionally literate. The gross
> number is 42,000
> Black school leavers with the potential to hold down a skilled job.
> Put differently, each
> province on average produced only 4600 functionally literate Black
> matriculants in 2007.
> The situation ****trayed by these figures is a national disgrace.
> Unpacked and made
> digestible they mean that only 1 in 29 ( i.e. 3.5%) Black children
> entering the school
> system emerge with matric certificates in a state which enables them
> to enter the realms
> of trainability, skills acquisition, higher education and
> employability in an economy in
> which skills are in short supply. Menial workers are no longer needed
> in any great
> numbers due to globalization, mechanization and a labour dispensation
> that discourages
> their employment. Our school drop out rate is 77% over the twelve
> years of schooling.
> According to UNESCO figures, the international norm is 21%.
> These are monumental problems, and there is no quick fix solution. The
> most enlightened
> and progressive provincial education departments are aware of the poor
> return the
> taxpayer is receiving on the investment in education voted in their
> budgets each year.
> Means of =93boxing smarter=94 are being devised. Leader****p training of
> staff in schools and
> in management of education is an effective way of introducing some
> positive energy.
> Organizational shortcomings, dysfunctional schools and the problems of
> teachers who do
> not teach, or even know how to do so, need to be addressed. The
> phenomena of violence
> and ill-discipline at schools are obvious threats to improvement. The
> failure to insist on
> mother tongue education in the formative years is another factor which
> experts say
> contributes to poor performance. Parents who want their children
> educated in English
> will have to take responsibility for raising them from birth to speak
> and think in English,
> failing which, their early education, in the best interests of each
> child, will have to be in
> the mother tongue. A radical revision of the way in which education is
> supplied,
> administered and delivered is needed if the situation is to be
> corrected. The nation is in
> peril of regressing if nothing is done.
> Paul Hoffman SC
> Director: Centre For Constitutional Rights,
> F.W. de Klerk Foundation
> Cape Town
> 4 April 2008.
The US did very poorly in both math and science on the TIMSS survey in
1995, scoring 492 in math [117 points lower than Singa****e] and 513 in
science [67 points lower than Singa****e]. In the 2003 survey, we
scored 12 points higher in math than in 1995, and 15 points higher in
science, which was still 101 and 51 points respectively lower than
Singa****e.
On the surface, this seems like very poor performance, but when our
math score is broken down by race, it's precisely the score we'd
expect. If we assume the 13% who took the test who were blacks scored
in the range of Botswana (366), the 74% who were Whites scored in the
range of the Netherlands (536), the 7% who were Hispanics scored in
the range of Chile (387), the 4% who were Asians scored in range of
China (586), and the 2% who were jews scored in the range of Israel
(440), the aggregate score is 504, exactly the score we received on
TIMSS math:
math blacks Whites Hispanic Asian jews
Botswana Nlands Chile China Israel
Score 366 536 387 586 440
US 13% 74.00% 7% 4% 2%
This table can be viewed in its original form at
http://christianparty.net/timssrace2003.htm
But our higher score on TIMSS science cannot be explained by making
the same assumptions, which produces a score of 506, 21 points lower
than our actual score of 527? Is it at all possible that this 15 point
increase in the score since 1995, a score 21 points higher than
predicted by race, was due to an improvement in education [no child
left behind], or can it be entirely explained by other factors?
science blacks Whites Hisp Asian jews
Botswana Nlands Chile China Israel
Score 366 536 413 571 488
US 13% 74.00% 7% 4% 2%
7% of the students in Botswana who participated in TIMSS were Whites,
so assuming that American blacks score in the same range as Botswana
is probably already too generous. Assuming that Hispanics score in
the same range as Chile fits in perfectly with their demonstrably poor
performance on SAT, GRE, and ACT here in the US, so there's no reason
to try a higher estimate for Hispanics. Assuming that Asians in the
US score in the same range as Taipei or Hong Kong, or that jews in the
US score in the same range as jews in Israel, is already too generous,
as schools in so many foreign countries have proven in spades that
they have done a much better job of educating their own races than our
"multicultural" experiment in education has proven here.
The only category in question are the 74% who took the test who
selected "White" as their race. Bear in mind that many jews,
Hispanics, and even blacks, often select this category as they're not
prohibited from doing so. But in order for us to rationalize the
median score to 527, we must assume that this group had a median score
of 565. This is a score 39 points higher than the Netherlands, 7
points higher than Korea, and only 13 points lower than Singa****e.
Is that at all possible? Could it be that the media has concealed a
simple truth: that the race and gender gaps increased during
precisely the time they proclaimed from the rooftops that our grand
multicultural experiment caused it to decrease?
Well, this is exactly what the Graduate Record Exam proved:
=B7 The gap between Asian men and Black women jumped from 234 to
267 points.
=B7 gap between White men and Black women jumped from 182 to 199
points.
=B7 gap between Asian men and Asian women jumped from 66 to 72
points.
=B7 gap between Indian men and Indian women jumped from 52 to 68
points.
=B7 gap between Mexican men and Mexican women jumped from 66 to
71 points.
=B7 gap between Black men and Black women jumped from 42 to 45
points.
=B7 gap between =93Other=94 men and =93Other=94 women increased
from=
74
to 75 points.
=B7 gap between all men and all women increased from 73 to 76
points.
blacks Whites Hisp Asian jews
Botswana USA Chile Japan Israel
Score 366 565 413 571 488
US 13% 74.00% 7% 4% 2%
47.58 418.1 28.91 22.84 9.76
This of course if very bad news for multiculturalists--but it's
fantastic news for Whites, which is the ONLY thing that counts anyway
in this putative Christian nation.
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