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What is needed to improve teacher professional development initiatives?
No full textA multi-year, multi-country study in the Indo-Pacific region has identified strategies that can help shape future teacher professional development initiatives
Finding the right AI for the right job – it’s still about the evidence
No full textAustralian schools have a new national framework for using artificial intelligence (AI). With the AI `goldrush’ in full swing, we look at what educators need to know before adopting a new program to support teaching
Strengthening foundational learning in the ASEAN region: A review of promising practices
Full text linkIn the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the United Kingdom have established the Supporting the Advancement of Girls\u27 Education (SAGE) Programme under their ASEAN-UK partnership. This initiative is designed to narrow the development gap between the first six ASEAN members and the four newer member countries (Cambodia, Myanmar, Lao PDR and Viet Nam) and Timor-Leste, by addressing their education priorities within the ASEAN region, specifically focusing on challenges faced by girls and marginalised groups. The SAGE program aims to understand early-grade students\u27 challenges in the ASEAN region, identify effective practices to address these issues and provide practical recommendations to empower students with essential foundational skills for lifelong learning. This report, part of a three-part series, focuses on supporting foundational learning in primary school settings in ASEAN countries. Its objective is to comprehend the challenges faced by the region in promoting foundational learning
Lesson Observation Record Classroom Observation Training Package
Full text linkThis Lesson Observation Record is part of a classroom observation training package developed by the Australian Council of Educational Research to enable those observing early primary classes to make consistent and reliable observations. It is based on a purpose-built classroom observation tool developed to collect data on changes to teaching practice and a training program for local researchers. Observers use the Lesson Observation Record to note their observations
PISA 2022. Assessing creative thinking for a better future
Full text linkCreative thinking was assessed as an innovative domain for the first time in PISA 2022. This report presents the creative thinking results for Australia as a whole, for the Australian states and territories and for the other groups in PISA 2022. It is one of two thematic reports providing additional high-level analysis of Australia\u27s 2022 PISA performance. Differences in results are only reported if tests of statistical significance showed that these were likely to be real differences; that is, differences were unlikely to be caused by chance
The impact of Child Learning Centres on parenting practices and early childhood development: Lessons from the Rumah Anak SIGAP Program 2021-2023
Full text linkResearch in child development demonstrates that early childhood experiences, especially in the first 1,000 days of life, lay the foundation for future growth and development. In Indonesia, however, early childhood education programs traditionally focus on children aged 4-6 years. In response to this concern, Tanoto Foundation, through its Siapkan Generasi Anak Berprestasi (SIGAP) program, seeks to ensure optimal development and school readiness children in Indonesia. One of the key strategies of SIGAP is the establishment of Rumah Anak SIGAP centers, a model of a child development centre that provides parenting training and early stimulation services targeted to children aged 0-3 years. Tanoto Foundation, Australian Council for Educational Research (ACER) Indonesia, and Myriad Research collaborated to evaluate the impact of the Rumah Anak SIGAP Program after 22 months of implementation
Infographic: Teachers needed across the globe by 2030
Full text linkAccording to new research from UNESCO, 44 million additional teachers will be needed globally by 2030 to educate every child. In today’s infographic, we explore the key figures from this research, and share the recruitment targets for replacing attrition in primary and secondary schools.https://research.acer.edu.au/teacher_graphics/1212/thumbnail.jp
Children’s University in Australia and New Zealand: Reach and impact
Full text linkThis report presents a comprehensive overview of the reach and impact of Children’s University in Australia and New Zealand. The Australian Council for Educational Research compiled available evidence to consolidate the evidence of the Children\u27s University outreach program\u27s extent and influence across the Australasian partnership. The independent evaluation synthesises information from existing research, reports, operational data, social media, and other documentation to provide a current snapshot of the Children\u27s University\u27s reach and impact, guided by the following research questions. How is the program underpinned by evidence-based best practice? What is the reach of the program in Australia? What does the available evidence indicate about the impact or potential impact of the program on student outcomes
PISA Capacity Needs Assessment: Tajikistan, Dushanbe
Full text linkThis report presents detailed findings of a Capacity Needs Assessment (CNA) for Tajikistan, carried out to gain information about Tajikistan\u27s capacity assets and needs to implement the Programme for International Student Assessment (PISA) 2025 successfully. It focuses on Tajikistan\u27s National Project Manager and key PISA National Centre roles. The capacity assets and needs are structured into three dimensions: the enabling environment, the organisational level, and the individual level. Questionnaires for each level are included
Addressing the data and education gap in Timor-Leste
No full textACER is supporting Timor-Leste to improve education outcomes by building better national systems to monitor learning.
Timor-Leste has made significant progress towards improving its education system since restoring independence in 2002. However, many primary school students still struggle to meet basic learning outcomes