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What factors impact reading literacy in Southeast Asia?
No full textNew study analysing socio-cultural factors confirms that a family’s socio-economic status and parental attitudes towards homework have direct positive effects on reading literacy of primary school students in Southeast Asia
Sustainable Development Goal 4.b in the Pacific – A pilot study for monitoring tertiary education scholarships for development
Get PDFUnited Nations Sustainable Development Goal (SDG) 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. SDG 4 includes 10 targets, of which Target 4.b aims to expand higher education scholarships for developing countries. Target 4.b leverages the benefits of international education to support countries in achieving SDG 4. For host and sending countries, the exchange of students across borders shares the societal benefits produced by tertiary education (knowledge, information, innovation) (Perna et al., 2014). The modality of scholarships broadens access to high-quality tertiary education in areas necessary for locally-led development and provides opportunities for partnership and collaboration to achieve the SDGs. Although SDG 4.b makes clear the objective is to contribute to building human capital and knowledge in low- and middle-income countries, it is not explicit as to which scholarships should be included in measuring the achievement of the target (Balfour, 2016; IIE2016; Antoninis, 2018). In particular, the inclusion or exclusion of providers outside of traditional donors, such as developing countries and non-state actors like corporations and universities, is not explicit in Target 4.b (Balfour, 2016; Antoninis, 2018). The reality is that various stakeholders are implementing international scholarships for developing countries, and the breadth of this contribution to human capital development is unclear. Therefore, the approach to monitoring SDG 4.b in this pilot study aims to include a broad range of stakeholders involved in funding international scholarships. Unlike other monitoring attempts, this study not only focuses on official development assistance (ODA) from developed countries but also specifically includes contributions from developing countries and non-state actors
Lesson 1: Language and Communication lesson video transcript
Get PDFThis video transcript is from a Grade 2 Language and Communication (literacy) lesson in Port Vila, Vanuatu. In this lesson, students revise letter sounds before the teacher introduces a new sound and associated words. The teacher uses French as the primary language of instruction, and Bislama at times. The video is part of a 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. This is the first of 2 videos in the training package
Children’s University: providing an educational passport for aspirations
No full textWhy are options and opportunities in life more visible to some people than others? New research shows one approach to broadening the educational horizons for disadvantaged students is doing just that
Help for educators daunted by students’ poor mental health
No full textA new report finds stressed educators are struggling to respond to students’ mental health and behaviour issues and suggests how the education sector can help meet the challenge
Teacher Development Multi-Year Study Series. Classroom observation training package: using classroom observation to investigate and understand teaching quality
Get PDFThe Australian Council for Educational Research (ACER) has created an open-access classroom observation tool based on research conducted for the Australian Department of Foreign Affairs and Trade’s (DFAT) Teacher Development Multi-Year Study Series, which studied teaching practices in Timor-Leste, Vanuatu and Lao PDR (see https://research.acer.edu.au/eas/). This comprehensive tool is designed to capture various aspects of teaching and learning in the classroom. It aims to help education researchers and practitioners gather evidence of teaching practices, particularly in the early grades of primary education in low- and middle-income countries. The tool is also intended for use by local observers, regardless of their teaching or observation experience, to consistently and reliably make observations
Alumni Voices: Insights from international graduates of UK education
Get PDFThe British Council, in partnership with ACER, designed and developed a survey consisting of an online questionnaire and interviews, to gather information from international alumni systematically and periodically, with the purpose of building a valuable longitudinal dataset. This research report relates only to the first year of the survey. The long-term aim is to conduct this survey annually, for an initial period of five years. The longitudinal survey has the following three overriding objectives: • To gather evidence of the value of international education in the UK. This means value to the UK in terms of long-term relationships, business links, trust and reputation, and value to the student through employability and social capital • To evaluate the Alumni UK programme which is a global network for people from around the world with a UK higher education experience • To support the British Council in exploring longitudinal studies: what works well, what are the challenges, and what can be learnt from this process
Gender barriers to basic digital skills for employment in the ASEAN region: A review of promising practices
Get PDFInvesting in girls’ and women\u27s education can transform the experiences of individuals, as well as shape communities into the future. Girls who are given opportunities to receive an education are more likely to lead productive lives, participate in decision making processes, and shape the trajectories of others. The work of the ASEAN-UK SAGE programme reflects an overarching aim to better understand the challenges facing different types of girls and women in the Association of Southeast Asian Nations (ASEAN) region, identify promising practices that can support girls and women, and create tangible recommendations for those responsible for supporting girls and women\u27s educational trajectories across the lifespan. With 125,000 new users coming onto the Internet every day, the ASEAN digital economy is projected to grow significantly, adding an estimated $1 trillion to regional GDP over the next decade. There is a need to ensure the workforce is suitably equipped to support this economic transformation. Without focused policy and program effort, there is a risk that more marginalised populations, including girls and women, may miss out on developing skills that will be critical in the future labour market, thus contributing to further inequality and disenfranchisement. As part of a three-part series examining ways to support girls, women, and marginalised populations, this report focuses on understanding the current challenges ASEAN countries face in supporting girls and women to develop the basic digital literacy skills required to enter and thrive in the labour market
Global Synthesis Report. Methodology
Get PDFThis is a Methodology Report that provides background and detail of the approach taken by the Australia Awards Global Tracer Facility in developing a synthesis of its eight years of research work for the Department of Foreign Affairs and Trade. Detail about the Australia Awards Global Tracer Facility can be found here
Developing a learning outcome map
No full textThe Sri Aurobindo Society collaborated with ACER India to develop a learning outcome map, aligned with general competencies to establish student learning progression