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New beginnings – introducing the ‘Tuseme: A voice for Internally Displaced and Refugee Children’ project
No full textRefugee and internally displaced communities represent some of the most marginalised groups in the world, facing multiple forms of disadvantage and exclusion that hinder their ability to escape a cycle of poverty and lead economically and socially independent lives. One proven way to break this cycle is through the provision of accessible and affordable quality education
Closing the development gap: understanding the education experience of girls and women
No full textInnovative research by ACER to help combat gender disparities in education in the ASEAN region.
The ASEAN region has some of the greatest disparity in educational outcomes in the world. Generally, gender gaps in education outcomes have closed in the ASEAN region, and in some countries have been reversed. This story of progress is the result of decades of investment in gender equity initiatives.
Challenges persist that constrain girls and women from realising their full potential across the lifespan. Support is needed to enable girls and women to capitalise on their education opportunities
What is the impact of technology on teaching in the Pacific?
No full textACER has led a case study on teachers and technology in the Pacific for the latest regional UNESCO Global Education Monitoring Report
Wellbeing program helps students develop new skills and focus
No full textA program fostering social and emotional skills in hundreds of Australian primary schools could improve students’ focus and their ability to find calm when worried, new research indicates.
It is estimated that half of all mental illnesses experienced by adults emerge before the age of 14, with a recent Australian finding that 1 in 7 children and adolescents had experienced a mental illness in the previous year
Assessment and analytical framework: Standardised Teacher Assessment and Review
Get PDFThe Standardised Teacher Assessment and Review (STAR) assessment framework provide operational definitions and understanding of the key aspects of teacher competencies measured by STAR. It details on how these competencies are measured, enabling necessary decisions related with teacher proficiency. The framework establishes parameters for test development through a principled design approach and defines the scope of content for the assessment instrument organised into four domains and 12 strands. The subsequent sections describe the detailed content related to each domain, ensuring comprehensive coverage and clarity in the assessment process. The robust structure not only supports the integrity of the assessment but also aligns with best practices in educational evaluation. Development of the framework started with a review of the literature, specifically focused on in-service teachers’ professional learning that identified the key elements for inclusion in the assessment. Drawing on the experience of reputed academic leaders and teachers from partner schools, the element list was further refined and distilled to indicate how these elements are aligned with the National Professional Standards for Teachers (NPST). The framework is designed for use by academic school leaders, programme coordinators, subject coordinators, and those who design and implement professional learning opportunities for their teachers
Insights from world-class learning systems
No full textACER Chief Executive Professor Geoff Masters is sharing insights from his latest research in a special Teacher podcast miniseries
Are we preparing girls for a world they cannot change?
No full textInternational studies show that girls are more politically informed and active at school than boys, and more concerned about issues like the environment and equal rights. Despite this, girls show a lack of political ambition. This should concern all of us
Strengthening education in the Pacific
No full textACER is working with partners to improve quality and equity in learning in the Pacific Islands.
Students in the Pacific Islands face challenges to their learning. Recent research has shown that almost half of Year 4 and 6 students are not meeting minimum proficiency levels in reading. Those from disadvantaged backgrounds are at greater risk of lower learning outcomes
PISA 2022 Australia School Questionnaire data [SPSS] [Data set]
No full textThis dataset (SPSS zipped) is a data source for the following reports:
PISA 2022. Reporting Australia’s results. Volume I: Student performance and equity in education
PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristic
PISA Capacity Needs Assessment: Ecuador
Get PDFThis report presents detailed findings of a Capacity Needs Assessment (CNA) for Ecuador, carried out to gain information about Ecuador’s capacity assets and needs to implement the Programme for International Student Assessment (PISA) 2025 successfully. 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