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Infographic: How valued do teachers feel by society?
Get PDFA recent study analysed TALIS (Teaching and Learning International Survey) 2018 data to examine teachers’ perception of occupational value in 28 OECD countries. The findings show an overwhelming majority feel undervalued in almost all countries. Here, we look at teachers’ perception of their overall occupational value, and drill down into 4 specific aspects.https://research.acer.edu.au/teacher_graphics/1210/thumbnail.jp
Infographic: Comparing the length of primary school breaks by country
Get PDFDo you feel like you’re getting enough time off each year? Recent data from the OECD’s Education at a Glace report reveals Australian primary school teachers and students have less time off each year than the majority of OECD countries measured.https://research.acer.edu.au/teacher_graphics/1215/thumbnail.jp
Student assessment in Madhya Pradesh
Get PDFACER will build a student assessment system in Madhya Pradesh as part of Rajya Shiksha Kendra (RSK)’s School Certification Programme. Under this initiative, schools will be certified as gold, silver, and bronze based on their performance. We will develop assessments for students in grades 3, 5, 8, and 10 in schools that meet the qualifying criteria
PISA 2022 Australia School Questionnaire data [SAS] [Data set]
No full textThis dataset (SAS 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
Monitoring learning in the early years. A review of early childhood assessments to support global monitoring
Get PDFSustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. To operationalise this goal, the primary Indicator 4.2.1 sets out to measure the “proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex . The United Nations Children\u27s Fund (UNICEF) is the custodian of SDG Target 4.2. As such, UNICEF has coordinated efforts to develop an assessment that “captures the achievement of key developmental milestones of children between the ages of 24 and 59 months”. This assessment is called the Early Childhood Development Index 2030, or ECDI2030. The ECDI2030 has been in use since March 2020. While the tool provides a quick snapshot for reporting, there is room for improvement, considering the breadth of skills that are developing as children grow. This review of existing ECE assessments has been motivated by the aim of the Global Education Monitoring (GEM) Centre at the Australian Council for Educational Research (ACER) to develop appropriate definitions and to contribute to the objective measurement of skills and attributes in early childhood education. The report reviews a range of assessments, including ECDI2030, with a view to identifying how they can be strengthened. The report is intended to benefit global stakeholders in the SDG 4 agenda, national governments, practitioners, and ultimately, children
ACER’s Mathematics Anxiety and Engagement Strategy (MAES): A framework
Get PDFThe Mathematics Anxiety and Engagement Strategy (MAES) was established by the Australian Council for Educational Research (ACER) in 2018 in response to declining mathematics achievement and participation among Australian students. Findings from the 2022 cycle of the Programme for International Student Assessment (PISA) show that 15-year-old students in Australia had significantly lower levels of mathematical literacy than students in 2003 (De Bortoli et al, 2023). The 2022 results also showed that male students outperformed female students and only 30 percent of students from more disadvantaged backgrounds achieved the National Proficient Standard in mathematics compared to 72 percent of students from more advantaged backgrounds. In 2022, the Australian Mathematical Sciences Institute (AMSI) reported that the number of Australian students enrolling in one or more mathematics subjects in Year 12 was continuing to decline (Wienk, 2022). There was also an increasing gender gap, with AMSI noting that only 38 percent of students enrolled in more-advanced mathematics subjects were female. Other research suggests that belief in mathematical ability may be a key factor influencing female students’ decision to enrol in upper secondary STEM subjects (Watt et al, 2017). These findings highlight that improving mathematics engagement could be a key lever to addressing gender equity in STEM and to addressing socioeconomic disadvantage. The aim in developing MAES was to help counter declining mathematics achievement and participation by identifying and removing significant barriers to students’ positive engagement with mathematics. MAES uses an innovative, multidisciplinary approach that is informed by research in education, psychology, and neuroscience. Namely, MAES offers key research findings in a format that is useable for educators and policymakers. To guide the direction of MAES, an Advisory Board was established that includes academics and education stakeholders from around Australia
Understanding how education scholarships are distributed in the Pacific
No full textA new interactive dashboard aims to increase awareness of tertiary education scholarships distribution in the Pacific and improve SDG 4.b monitoring
EdTech for learning outcomes and impact: A comprehensive approach
Get PDFA precise estimation of learners\u27 abilities is the first and foremost step in personalized learning including EdTech solutions. Predictive analytic techniques such as Item Response Theory (IRT), Bayesian Knowledge Tracing (BKT), and Performance Factor Analysis (PFA) are established practices to achieve this purpose. However, the complexity, cost, and time involved in calibration, and the challenges in online implementation, have led to the adoption of simpler alternatives such as Elo, machine learning, and artificial intelligence. Nevertheless, the estimation of abilities is just one facet of personalized learning, and designing effective personalized learning experiences is equally essential to guide learners through their unique learning journeys and drive improvement in learning. The research body provides mixed evidence regarding the impact of EdTech on learning outcomes. Designing impactful learning experiences requires a foundation in scientific principles drawn from learning sciences and learning design and a sharp focus on learning progressions. A one-size-fits-all approach is quite unlikely to yield significant learning gains. The importance of robust implementation models cannot be underestimated, as even the best designs can falter if poorly executed. Learning science and design principles not only assist in developing effective EdTech products but also inform professional development programs to ensure the intended usage of the product and services. The objective of this paper is to understand different EdTech models and propose a coherent design and implementation framework to enhance their effectiveness and impact on learning
Supporting out-of-school girls and children and youth from marginalised groups 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. Data shows concerning levels of children and youth not completing lower-secondary and upper-secondary schooling. While primary completion rates hover around 80% in Cambodia, Myanmar, Lao PDR and Timor-Leste, rates fall to just over 50% in lower-secondary. While half of students complete upper secondary in Timor-Leste, only 20-30% in Cambodia, Myanmar and Lao PDR do. Even though girls now remain in the education system for longer, they are less likely to be in employment, further education, or training in the ASEAN region. From the age of 15, women also earn less than men in the seven ASEAN member states for which data are available, impacting on household financial stability and resiliency. Girls also face ongoing risks of forced and early marriage, period poverty, violence and trafficking, female genital mutilation, adolescent pregnancy, and sex-selection before birth. Given the gains made by girls in the region, and the importance of acknowledging that other gender groups can also be vulnerable within ASEAN education systems, this report focuses on two broad groups: out-of-school girls, and children and youth from marginalised groups. Understanding ways to better support the complex needs of these different groups is a key focus of the SAGE initiative. As part of a three-part series examining ways to support girls, women, and other vulnerable and marginalised populations, this report focuses on understanding the current challenges ASEAN countries face in supporting out-of-schoolgirls, and children and youth from marginalised groups and examines effective practices for supporting these underrepresented and hard to reach populations