Surprise surprise..Abhisit Vejjajiva's Son "Fails" Military Draft Medical Exam
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107
Michelle Obama Embraces Therapy and a New Chapter in Life
That's more than enough when dealing with you lot, buddy. In fact, it's an overkill. -
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Overflowing the Swamp: Promises Made, Facts Deleted
For many its a sick obsession. They have to much invested in hate of a ex democrat, who exposed the deep rot , in the media & intel agencies. -
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US senators attempt to ban Trump's 'profoundly corrupt' crypto schemes
Another example of trump family corruption -
28
Tensions Between Nuclear Rivals Soar as Pakistan Warns of Possible War with India
How can the US afford a military, nuclear weapons, space exploration etc when it has homeless and starving people. What benefits were there to the US by sending someone to the moon? I think it can be argued that the NASA programme has brought immense benefits to the US economy in a way that, say, if Russia landed on the moon, would not exist. Much of the India space program is aimed at better communications and better weather forecasting, vital if it wants to be independant of the 3 super powers. Why does the UK need FDI? Its a rich country. It doesn't need American, Japanese, German, Korean money... Why did the UK need American help in 1941. It ran an entire empire, outnumbering Germany. Why does the US need UK help, through the Chagos, Ascension, Menwith Hill etc. When the UK entered India, I believe India, in terms of GDP, was the richest spot on the planet. We robbed it. The UK gives overseas aid for the same reason you pop money in the tin for that Poppy. To derive a benefit. Aid doesn't go to the Indian government. The Indian government funds its space program. Aid, as you call it, goes to Indian companies and NGOs. Given that, and the UK has economic problems, do you believe that government should seize the assets of all charities, and foreign investments into companies, because this is money that the government should be using to fix problems. If there are no charities, then taxes can be raised. Mony to India creates jobs in the UK. Between 2016 and 2021, £2.3 bn went to India. £1bn of that is in investments in business, with a health return on that investment. A lot goes to churches, so nothing to do with the UK government, but maybe you are a atheist or muslim. Others goes to NGOs, which, if you are not sure what that stands for, means Non-Governmental Organisation. In India, these NGOs act to primarily promote British government policies, such as the freedom to train and recruit doctors in India exclusively for the UK. The Indian government's view has been to try and ban foreign interferance in Indian NGOs, but in a lawful manner. British organisations are constantly looking to get around this. But they are using your precious money. Your view, that's been fed to you, is that money goes to India out of generosity. The Indian view is different; they see it as a legacy of colonialism, and the British trying to impose their will on India. The truth, as ever, is somewhere in between. And £2.3bn is about 0.066% of Indian GDP. Its very little, but MPs like to scream how big it is, to makke out the UK matters. The current government is justifying its effective shuttering of the independant school sector, because it will raise £1.5 billion. Which sounds like a very very big number to dimwits, But it will barely cover half a teacher per school. Mere theatre played out to get you angry and agitated, and voting for them. Same as the idiots who believed £350m per week to the NHS. -
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Report Viral Video Highlights Tourist Chaos, Raises Phuket Safety Concerns
By the way also meaning the imported ones -
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Report Survey Reveals English Proficiency Challenges Among Ho Chi Minh City Teachers
Photo: VN Express A comprehensive government survey in Ho Chi Minh City has illuminated a significant proficiency gap in English among public school teachers, uncovering that 31% have skills below the intermediate level. The Department of Education and Training's study, which assessed approximately 50,000 teachers including 4,700 English instructors, found that English proficiency varies considerably across different educational levels and subjects. The survey categorised results into three reliability tiers: reliable, moderately reliable, and data lacking sufficient information. This distinction helps ensure the accuracy of the findings. In the reliable data set, 41% of teachers displayed a B1 level proficiency, characterised by basic language independence, while 31% fell below this benchmark, and 28% achieved the B2 level or higher. Notably, the survey revealed that elementary and secondary school teachers demonstrate similar proficiency levels, with 30-33% below B1, 38-43% at B1, and 27-29% at B2 or above. High school teachers, however, showed stronger proficiency; none reached the C2 level (the highest), yet 45% attained B2 or C1 status. A stark contrast emerged between teachers of English and those of other subjects. While 8% of English teachers possessed C2 proficiency, none of the other subject teachers reached this level. Furthermore, 45% of English teachers were at the C1 level, compared to just 2% of their peers from other specialties. Despite these gaps, the survey results, conducted via an online test over 90 minutes, are not intended for ranking or evaluating teacher performance. Instead, they offer an overview of current English skills, informing the development of training and educational strategies in pursuit of improving the quality of foreign language instruction. The results will guide future educational reforms, including the possible project "Gradually making English the second language in schools." The department plans to facilitate additional training for teachers requiring English proficiency improvement, including self-study options. Those excelling in English might have opportunities to teach other subjects in English, with international study placements offered for further development. Director Nguyen Van Hieu highlighted the department's commitment to supporting teachers in enhancing their language skills, aiming to implement effective training pathways to meet educational reform objectives and foster a bilingual teaching environment. Adapted by ASEAN Now from VN Express 2025-05-08
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