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Education for Citizenship in Times of Global Challenge: IEA International Civic and Citizenship Education Study 2022 International Report
Get PDFThis open access book investigates the ways in which young people around the world are prepared to undertake their roles as citizens. It presents the international results from the third cycle of the study IEA’s International Civic and Citizenship Education Study (ICCS 2022). Based on data from 24 countries or benchmarking participants from Europe, Latin America, and Asia, ICCS 2022 studies contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. It responds to both enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. The study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Further, it contains data that reflects civic-related aspects of recent developments such as students’ perceptions of restrictions in response to national emergencies and their trust in scientists
Infographic: How ethical do the public think educators are?
Get PDFThe annual Ethics Index by the Governance Institute of Australia measures the population’s overall view of how ethical the behaviour of major sectors is. The education sector continues to be perceived as the most ethical sector. Here, we see 2024 results for all 8 sectors, specific occupations within education, and how public perceptions have changed from 2023.https://research.acer.edu.au/teacher_graphics/1233/thumbnail.jp
Building education system resilience in Samoa: Exploring systems, policies and classroom practices
Get PDFThis report presents the findings of research on education system resilience in Samoa during and immediately following the COVID-19 pandemic in order to build a deeper understanding of policies and practices in place, and what lessons can be drawn to support system-wide adjustments to mitigate future school disruptions. Data included case studies of practice, student assessment data and secondary data analysis of the 2018-2021 PILNA surveys for Samoa. The study identified the policies and practices that contribute to the Samoan education system\u27s capacity to respond and recover from crisis and the factors that can drive system resilience, including social, human and economic considerations. Findings relate to resourcing, growth, differentiation, wellbeing, inclusion, collaboration, coordination, leadership, and autonomy. Rather than focusing on gaps in system readiness, this study highlights the strengths and innovations in the education system and considers ways in which policymakers, school leaders, teachers, parents and the community collaborate to support improved teaching and learning. This project formed part of a broader investment by the Australian Department of Foreign Affairs and Trade (DFAT) and New Zealand Ministry of Foreign Affairs (MFAT) and was commissioned in 2020 under a Technical Assistance Facility as part of the Education Sector Support Programme (ESSP). In 2021, support for the research continued under the newly established DFAT-funded Tautua Program
Educators\u27 reflections on competency-based learning: Reflecting 5 years of NEP 2020
No full textThe National Education Policy (NEP) 2020 brought a significant transformation in India’s education system by promoting a more holistic, adaptable, and skills-focused approach to learning, moving beyond rote learning. At the core of this shift is Competency-Based Learning (CBL), which encourages the development of essential skills like critical thinking, creativity, and application of what students learn in real life. To make this shift meaningful, understanding the thought process and perspectives of teachers who operationalise CBL principles is crucial. Their experience and insights can help identify the systemic supports that are necessary to build a strong foundation for teacher and student competencies to thrive as intended. It can also provide actionable inputs for further enhancing the curriculum, guiding education policies, and designing effective professional development programs. This study explored Indian teachers’ perspectives on CBL, 5 years after its introduction through the (NEP) 2020. It also investigated teachers’ awareness and understanding of CBL, their classroom practices, and challenges related to the effective implementation. Using a mixed method design, the study combined analyses of quantitative survey data from 47 teachers across different schools in India and qualitative insights from 11 in-depth interviews
TALIS 2024 Australian Report: The Teaching and Learning International Survey
No full textThe OECD Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers and principals in schools across the world. This report outlines the results of the 2024 survey of Australian teachers under the headings of: teaching for today\u27s world; thriving in teaching; the demands of teaching, developing teacher expertise, teacher leadership and autonomy, professional relationships in schools, and sustaining the teaching profession. Australia’s participation in TALIS 2024 was managed by the Australian Council for Educational Research (ACER)
Enhancing assessment of early childhood learning and development
No full textThis policy brief aims to assist governments and development partners in creating and enhancing assessments of early childhood learning and development to inform the creation of evidence-based policies and practices. It draws on the Global Education Monitoring (GEM) Centre\u27s Monitoring learning in the early years: A review of early childhood assessments to support global monitoring
Infographic: Motivations to write for pleasure
No full textA survey of 115,000 children and young people aged 5-18 from across the UK asked what, if anything, would make them want to write in their free time by giving them a list of 11 suggestions. The results offer insights into possible strategies for your own students.https://research.acer.edu.au/teacher_graphics/1254/thumbnail.jp
Longitudinal Case Studies: Using PAT data to inform teaching and learning
No full textThe ACER Progressive Achievement approach includes PAT assessments that measure what students know, understand, and can do across the domains of Reading, Spelling, Vocabulary, Grammar and Punctuation, Maths, Science, Inquiry and Problem Solving in STEM Contexts, and Critical Reasoning. The results of PAT assessments are available immediately to schools. This helps schools diagnose student needs and implement teaching and learning strategies in a timely manner. If PAT assessments are used at recommended intervals, schools can also see student learning growth over time. This collection of Progressive Achievement Test (PAT) case studies conducted across 2022–2024, demonstrates how PAT assessments are used in a selection of schools to improve teaching and learning. The case studies particularly focus on how schools interpret and use PAT data to inform their own teaching and learning practices, as suited to their context and student cohort
TIMSS 2023 – Infographic: Future PD needs of maths teachers
No full textThe IEA’s Trends in International Mathematics and Science Study (TIMSS) is a global assessment measuring student achievement in years 4 and 8. Teachers from participating schools also complete a questionnaire. Today’s infographic looks at the topics that mathematics teachers reported needing professional development on in the future.https://research.acer.edu.au/teacher_graphics/1258/thumbnail.jp
Student disengagement in Years 7 to 9 in Victoria: A review of recent evidence
No full textThe research reported here was conducted as part of the Reclaiming the Lost Years project, which aims to raise awareness of the need for structural reform in Years 7 to 9 schooling in Victoria, Australia. As an initial research paper within the project, this review adopted a rapid review methodology to review relevant literature and broader evidence about student disengagement in Years 7 to 9 in Victoria. Findings can inform the project’s advocacy for reform and key policy recommendations by defining and measuring student engagement and disengagement, and analysing evidence about rates of student disengagement in Victoria