World Schools Review

World Schools Review World Schools Review provides students, parents, teachers, principals/directors and members of the community a wide range of services.

World Schools Review PTY Limited (WSR) is an Australian registered business (ABN 92 166 648 844) that commenced operations in 2014. World Schools Review (www.worldschoolsreview.org) was founded with the central mission of communicating accurate information about schools from around the world through an innovative and user-friendly website offering a range of valuable services to students, parents,

teachers, schools and members of the community. These services include:
•registered users (teachers, parents and students) are able to review schools, principals and directors, by using a template with ten questions that generates a score and pie graph out of 100 points;
•registered users can read reviews and commentary about schools, principals and directors;
•school marketing teams, principals and directors can respond to all reviews and commentary that is pertinent to them;
•schools and educational institutions can advertise and market their range of services through a variety of innovative advertising formats including multi-media presentations;
•schools and educational institutions can advertise employment vacancies using a variety of options;
•teachers can submit their resumes, covering letters and associated documentation if they wish to respond to an advertised employment vacancy;
•registered users can maintain professional documentation such as resumes, photographs and important digital items in an electronic briefcase;
•registered users can converse via a live chatting facility and enter several chat rooms pertinent to their interests;
•registered users can publish material in a variety of forums and use social networks such as Facebook and Twitter;
•registered users can learn about a variety of international study tours;
•businesses and educational institutions can take advantage of several advertising packages designed to promote their products and services. As a company we are continually seeking to improve each of these services to the highest standard. We envision adding additional services based on feedback from stakeholders. The long term vision for World Schools Review is to be serving the needs of stakeholders in most countries throughout the world. This will be facilitated by offering our website in many languages other than English. Our expected expansion is outlined below. Each country will have a Chief Operating Officer (COO) appointed. He or she may appoint their own staff to assist with the growth and development of business in their own region. First Phase Expansion: Australia, New Zealand, Thailand, China, Burma, Malaysia, The Philippines, Singapore and Hong Kong. Secondary Phase Expansion: USA, Canada, England, Scotland, Wales, Ireland, India, Sri Lanka and Oceania countries. Third Phase Expansion: Japan, Korea, Taiwan, Hong Kong, Macau, Indonesia, Vietnam, Laos, Cambodia, Sri Lanka and South Africa. Fourth Phase Expansion: Western Europe countries and Israel. Fifth Phase Expansion: Eastern Europe countries including Russia. Sixth Phase Expansion: South American countries. Seventh Phase Expansion: Central American countries. Eight Phase Expansion: Arab Gulf Countries. Ninth Phase Expansion: African countries. Tenth Phase Expansion: Central and West Asian countries. The personnel model operating at WSR is described below. Board of Directors

The pinnacle of the corporate hierarchy of WSR is its Board of Directors. This Board for the first four years of operations, from 2014 – 2017, will consist of the following members, each holding one vote: President, Chief Executive Officer, one Chief Operation Officer and one Chief Marketing Officer. If the business grows rapidly then the structure of the board of directors may be expanded to include additional voting members. The Board of Directors is responsible for selecting and hiring the uppermost tiers of management that run and direct operations. Meetings for the Board of Directors will be held once a month. Non-voting employees may be invited to participate in board meetings. President

The President for WSR works very closely in conjunction with the CEO. He or she fulfills several roles that include being the chairperson of the Board of Directors; promoting global connections with institutional bodies; overseeing IT, financial and communications. He or she is ultimately responsible for overseeing expansion, research and raising funds for expansion. Chief Executive Officer (CEO)

The CEO for WSR oversees the general direction of the business and is ultimately responsible for hiring and managing employees, determining which products and services to offer, providing direct assistance to COO’s. He or she is a member of the Board of Directors. Chief Operating Officer (COO)

The Chief Operating Officer is an integral member of the management team. He or she may also be appointed to the Board of Directors. The COO is in charge of managing the overall day-to-day operations in a regional location, for example, China or Thailand. They provide the CEO with executive support and help with top-level decision-making, including hiring, managing budgets and formulating work-flow processes and procedures. They extensively liaise with stakeholders

Chief Marketing Officer (CMO)

The Chief Marketing Officers are in charge of developing and implementing marketing strategies and tactics in a regional location, for example, Bangkok in Thailand or Shanghai in China. A CMO uses research to pinpoint the target markets, manages marketing promotion, liaise with stakeholders and strongly promote the range of services offered on the website. A CMO will also oversee branding and social media efforts. They will meet meet marketing teams of schools and educational institutions and interact with local businesses and attend community functions. Chief Communications Officer (CCO)

Chief Communications Officers are primarily are involved with administrating the website and closely coordinating with the website developers about modifications and advancements. Chief Financial Officer (CFO)

The CFO manages the financial affairs of WSR. Our employees uphold four core values for conducting business and all related activities. These govern all employees and are integral in how we have developed our website and how we will expand our business, providing a valuable set of services for all stakeholders involved in educating students from all around the world.
•Our business environment promotes a sense of unity through the character traits of resilience, empathy, creative problem solving and pursuing high standards in all that we undertake.
•Our business environment believes in sharing information, working collaboratively, enjoying achievements and promoting the personal strengths of all employees.
•Our business welcomes problems and complexities to be overcome. We facilitate a creative thinking environment, full of optimism, positive energy and seeking original solutions that are quickly implemented.
•We believe that all employees are entitled to share in the financial windfall of the company and have genuine opportunities of earning high incomes based on their personal efforts and contributions.

Think Carefully and Ask Questions – Pollution in ChinaThere are now over one hundred international schools and education...
26/04/2014

Think Carefully and Ask Questions – Pollution in China
There are now over one hundred international schools and educational institutions catering mainly for foreign students in China. These places of learning are scattered in numerous cities. Some have been establish for a relatively long period of time, although most have have recently opened. This is due to the rapid development of second tier cities, many with populations exceeding five million people.

A really important consideration for parent of children and also teachers considering employment in China is pollution.

Without being an alarmist, the pollution situation in China is really serious and has huge local, national and global implications. Quite often, parents of children and teachers seeking employment in China are largely unaware of the factual situation regarding pollution. In some cities, particularly in Northern China, weeks can past without being able to see the sunshine. It is no exaggeration to say that many cities are almost permanently under a pall of toxic smog. The China Daily (April 15/2014) reported that residents in Beijing and most parts of Northern China were advised to stay indoors due to excessive pollution.

How is some factual information regarding the current situation of pollution in China. Needless to say, when you attend a job interview or get around to signing an employment contract, it is unlikely that you will be given solid data about the pollution situation throughout China.

Recently Greenpeace China released the summary of its 2013 survey of Chinese air quality. This report has been fully endorsed by the World Health Organisation and acknowledged by the Chinese Government.

Of the many findings in the report, perhaps the most disturbing was of the 74 cities reviewed, none of them met the World Health Organization’s recommendations for particulate matter (an example is soot from the burning of coal) of 2.5 micrometers or less (PM2.5). In 2012, the Chinese Ministry of Environmental Protection established an annual standard of 35 micrograms per cubic meter for PM2.5. The WHO recommends a maximum of 10 micrograms per cubic meter, and the U.S. Environmental Protection Agency standard is 12.

By recording the micrograms per cubic meter for PM2.5, an air quality index (AQI) calculation is formulated. The table below defines the health implications for different AQI recordings.

AQI Air Pollution Level Health Implications
0 - 50 Good Air quality is considered satisfactory, and air pollution poses little or no risk

51 -100 Moderate Air quality is acceptable; however, for some pollutants there may be a moderate health concern for a very small number of people who are unusually sensitive to air pollution.

101-150 Unhealthy for Sensitive Groups Members of sensitive groups may experience health effects. The general public is not likely to be affected.

151-200 Unhealthy Everyone may begin to experience health effects; members of sensitive groups may experience more serious health effects.

201-300 Very Unhealthy Health warnings of emergency conditions. The entire population is more likely to be affected.

300+ Hazardous Health alert: everyone may experience more serious health effects.

The worst polluted province is Hebei. Seven of its cities measured over 3 times the Chinese standard for PM2.5. The worst city of all was Xingtai in southern Hebei. It averaged 155.2 micrograms per cubic meter.

Beijing, often the focus of media attention with numerous international schools and educational institutions, finished 13th, with an average of 90.1, behind Xi’an and Tianjin among big cities, and just ahead of Wuhan and Chengdu.

Overall, northern China is much more polluted than southern China. Each of the top 13 most polluted cities were north of the Huai River, a traditional dividing line located in Henan.
Southern coastal cities are the least polluted. Each of Guangdong’s cities ranked among the 20 least polluted cities, Both of Fuzhou’s cities, Fujian and Xiamen, met China’s standards, averaging 33.2 and 31.3 respectively. Finally, Haikou, on the topical island of Hainan, south of Guangdong, was the least polluted of all, averaging 25.6 micrograms per cubic meter. Although Haikou has relatively low pollution, it still exceeds the standards set by the World Health Organisation.

The 74 cities in the report were chosen because they are among the first to implement new air quality standards put in place by the Ministry of Environmental Protection. There are literally hundreds of other cities, particularly in the industrial north that have not yet implemented the new air quality standards. Almost all of these cities are heavily polluted and there is growing evidence that there level of pollution is excessively dangerous.

Compounding the problem of the terrible quality of air, an official report issued by the Ministry of Environmental Protection and the Ministry of Land and Resources (China Daily, 18/4/2014) outlined that almost 20% of all arable farming land is contaminated as an outcome of the particles contained in the air, combined with the excessive usage of chemicals used for fertilizers and run off from factories. Much of this land is under cultivation and the produce, such fruits, vegetables and dairy products, are sold throughout markets all over China. Furthermore, the official report stated the following findings using Chinese standards, which are more generous than those used in Western countries.
• 16.1% of mainland soil contaminated (11.2% slightly, 2.3% mildly, moderately 1.5%, 1.1% heavily)
• 19.4% of farmland contaminated (13.7 slightly, 2.8% mildly, 1.8% moderately, 1.1% heavily)
• 10% of woodland contaminated (5.9% slightly, 1.6% mildly, 1.2% moderately, 1.3 heavily)
• 10.4% of grassland contaminated (7.6% slightly, 1.2% mildly, 0.9% moderately, 0.7% heavily)
• 11.4% of unused land contaminated (8.4% slightly, 1.1% mildly, 0.9% moderately, 1.0% heavily)

To investigate further air quality index of various cities in China, go to this website http://aqicn.org/map/china/
The editor advises all parents and teachers to independently research the pollution levels of any cities that they may be visiting or contemplating for long term accommodation.

The top 20 worst polluted cities are as follows:
Ranking City Province Average Annual PM2.5 Measure Highest PM2.5 Measure
1 Xingtai Hebei 155.2 688
2 Shijiazhuang Hebei 148.5 676
3 Baoding Hebei 127.9 675
4 Handan Hebei 127.8 662
5 Hengshui Hebei 120.6 712
6 Tangshan Hebei 114.2 497
7 Jinan Shandong 114.0 490
8 Langfang Hebei 113.8 772
9 Xi’an Shaanxi 104.2 598
10 Zhengzhou Henan 102.4 422
11 Tianjin Tianjin 95.6 394
12 Cangzhou Hebei 93.6 380
13 Beijing Beijing 90.1 646
14 Wuhan Hubei 88.7 339
15 Chengdu Sichuan 86.3 374
16 Wulumuqi Xinjiang 85.2 387
17 Hefei Anhui 84.9 383
18 Taizhou Jiangsu 80.9 474
19 Taizhou Jiangsu 80.8 513
20 Changsha Hunan 79.1 325

Other notable cities:
24 Nanjing Jiangsu 75.3 312
47 Qingdao Shandong 61.7 280
48 Shanghai Shanghai 60.7 421
55 GuangzhouGuangdong52.5 159
57 Dalian Liaoning 50.7 224

The 10 least polluted cities:
Ranking City Province Average Annual PM2.5 Measure Highest PM2.5 Measure
1 Haikou Hainan 25.6 130
2 Lasha Tibet 26.0 101
3 Xiamen Fujian 31.3 89
4 Danshan Zhejiang 32.1 353
5 Fuzhou Fujian 33.2 112
6 Kunming Yunnan 35.5 123
7 Huizhou Guangdong37.2 121
8 Zhuhai Guangdong37.9 157
9 Shenzhen Guangdong39.7 131
10 ZhangjiakouHebei 43.1 471

Beijing Air Pollution: PM2.5, PM10 Real-time Air Quality Index (AQI)

07/03/2014

Many thanks to Michael for being the first person to endorse our website. It is much appreciated.

07/03/2014

Please ask your children or the children of your friends to review their own school. If you are a parent, please feel free to review your child or children's school.

07/03/2014

Today - Friday 7th March, our website - World Schools Review finally went live. All the team is really excited about this development. Please come and review our website using the domain name www.worldschoolsreview.org

02/03/2014

Special congratulations to my good friend Angus for turning 50 on the 2nd of March, 2014.

02/03/2014

Our website will be going live on Wednesday 5th March. This is a very exciting development in our young company.

23/02/2014

Our World Schools Website will be going live in about one week. Stay tuned for fruther updates about this exciting development.

The Future – Two Additional Years of High SchoolingA thought-provoking article recently appeared in Time Magazine (Febru...
23/02/2014

The Future – Two Additional Years of High Schooling
A thought-provoking article recently appeared in Time Magazine (February 24, 2014) about the future of high schooling in America. It should be of real interest to all stakeholders involved in education. The overall thrust and message of the article suggested that a revolution has started taking place in the way American kids are being educated in low-socio economic suburbs and that these exciting changes will permeate rapidly throughout all 52 states and promote change throughout the rest of the world during the next decade.
So what has actually happened that has educational stakeholders so excited? In summary, three innovate and alternative models of high schooling have popped up in various American cities during the past five years.
1) P-Tech Schools – students attend high school for an additional two years earning an associate degree with a strong focus on mathematics, science and technology.
2) Early College Entry Schools – students simultaneously earn a high school graduation and also credit in nominated college/university courses.
3) National Academy Foundation Schools (NAF) – students pursue specialized career orientated courses of learning focusing on hospitality, engineering, health or other high demand sectors. Whist they are studying at school, they connect with employers through internships.
Sarah E. Goode STEM Academy (fully funded by IBM) http://goodestemacademy.org/index.jsp may well represent the future of global high schooling. STEM – stands for skills, technology, engineering and mathematics. Students attending this academy undertake an extra two years of high schooling and in return are guaranteed a job with IMB upon graduation. It is a win/win situation for everybody. Graduating young adults have immediate employment security and enter the work force on salaries around the base line figure of about $42 000 per year. IMB in return is able to immediately draw upon highly qualified graduates to fill its middle tier vacancies, thus enabling it to sustain its growth projections and generate even higher dividends for its shareholders.
So what do students actually study during their additional two years of study? The answer is that they study a number of courses designed with the guidance of IMB senior managers that focus very strongly on technology, engineering and mathematics, and of equal importance, communication skills with an emphasis on the ability to work with colleagues in an environment of designing, collaboration, innovation and creativity. Students are frequently placed in real working environments and are challenged to overcome a wide variety of problems that they encounter, thus preparing them when they become full-time paid employees.
High tech companies such as IBM, Apple and Microsoft have been experiencing critical shortages of qualified graduates to fill their middle tier management positions for the past decade. This generated considerable debate, angst and brainstorming sessions, and eventually senior executives of some blue chip IT companies formulated a solution based on economic pragmatism – in essence to build their own educational institutions to overcome middle-tier personnel shortages.
Several of the philosophical foundations of the P-Tech model of schooling include being non-selective, charging low tuition fees and reaching out to students living in low socio-economic locations. Initial indicators of success are highly encouraging, particularly with regard to reaching out to students from low socio-economic backgrounds and providing them a pathway for obtaining positions paying high salaries. Of considerable interest is that most P-Tech schools have been purposely built in distinctly low socio-economic areas of cities such as Chicago and New York. No wonder the P-Tech model of schooling has politicians on each side of government itching to take credit and boost their reputations and electability.
At the current time there are just eight P-Tech schools operating in America, although there are plans to open another eighteen by the end of 2014 and a further eleven throughout 2015. Each P-Tech school is fully or considerably funded using the business model pioneered by IMB.
Of course the operation of eight schools with a handful of new P-Tech schools coming in fruition during the next two years represents a drop in the ocean in terms of the enormity of catering for every high school student in America. No one model can possibly serve the diverse needs of all stakeholders: students, parents, teachers, school administrators and cooperate business. Other alternative models need to work in tandem with P-Tech schools to address current and future employment needs and sustain innovation and market leadership.
Currently two such alternative models of high schooling are growing in popularity and indeed have a much bigger market share of studying students than P-Tech schools.
One of these models consist of about 400 NAP schools across many geographic regions of America. These schools have less of a mathematical and technology focus and more of a focus specializing in into hospitality, advertising and the health sectors. Students undertake internship studies with employers. Once again there is a real connection between the market place and real world skills. Strong connections are also made with the corporate world whilst students are studying and these serve them well when applying for employment after graduating.
The other model in place and growing popular allows students to acquire credit for undertaking first year college courses whilst still studying at conventional high schools. One appealing benefit is that it helps reduce college tuition fees for students who successfully pass college courses whilst still a high school student.
President Obama recently visited Brooklyn Heights High School (one of the new P-Tech schools) and also made strong reference to it in his State of the Union address. He reiterated the need for Americans (the world) to radically remodel high school structures in order to address the needs of the present and future; for Americans to not only remain competitive but to become the market leader in industries with strong engineering, mathematical and technology requirements. Leaders from all industrialized countries must also be echoing these same lofty ambitions.
So what are the implications for the future? Serious issues exist regarding costing, infrastructure building, agreement on syllabus and of course staffing.
Of particular intrigue does a 9 – 14 P-Tech model of high schooling redefine our common notions of childhood? Having twenty year old ‘children’ in school will present a unique set of challenges for all stakeholders involved in what may be revolutionary times in American education, leading to universal change.
To learn more about P-Tech schools, have a look at these website links:
1) Official website for P-Tech education
www.ptechnyc.org/site/default.aspx?PageID=1
2) New York Times Report about President Obama’s visit to Brooklyn High School
http://www.nytimes.com/2013/10/26/nyregion/obama-visits-brooklyn-high-school.html?_r=0

These words, spoken by President Barack Obama, are presented as a challenge to communities to embrace both the complexities and possibilities that accompany being a student in the...

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