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Policy brief: Monitoring and evaluating global citizenship education in the Asia-Pacific region
Get PDFGlobal citizenship education is now an important element of curricula, policy, and practice in many diverse nations around the world. Almost a decade ago, education for global citizenship was described as a target under United Nations Sustainable Development Goal 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and assessing GCED in ways that reflect changing local and global conditions for students, teachers, and schools. This new study responds to the need for tools and resources to enact, monitor and assess GCED, particularly in primary schools in the Asia-Pacific region. This policy brief provides recommendations for policymakers and development organisations to inform uptake and quality of GCED education and future policies, practices, and investments
Teacher development multi-year study series. Report highlights. Multi-country report
Get PDFThe global learning crisis is driving a focus on improving learning. Teacher development and improving teaching quality, is therefore at the heart of many education systems’ policies and programs. The Teacher Development Multi-Year Studies were initiated by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to provide evidence on the impact of its investments in teacher development and how they can be more effective. Over 5 years, the Australian Council for Educational Research (ACER) conducted research in 3 countries: Timor-Leste, Vanuatu and Lao People’s Democratic Republic (PDR). The research investigated the extent to which Australian investments in the professional development of teachers have contributed to improved outcomes. It also sought to understand the conditions of success for teacher professional development investments, and how lessons learned can inform future programming. This report highlights how teacher professional learning can work with system and contextual factors to lead to better outcomes. It provides a set of strategies for future thinking related to teacher development investments
Teacher development multi-year study series. Multi-country report
Get PDFThe Teacher Development Multi-Year Studies were initiated by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to provide evidence about the impact of DFAT’s investments in teacher development and how teacher development investments can be more effective. This Multi-Country Report is the culmination of five years of research across three countries, Timor-Leste, Vanuatu and Lao PDR (Laos), involving in-depth interviews, observations and learning assessments. Teacher development is at the heart of many education systems’ policies and programs aiming to improve teaching and student learning. The Multi-Country Report highlights how teacher professional learning can work together with system and contextual factors to lead to better outcomes. It provides a set of strategies for future thinking related to teacher development investments, and highlights how these investments need to be underpinned with sustained investment and robust systems to capture evidence of quality and impact
Teacher development multi-year study series. Report highlights. Vanuatu: Final Report
Get PDFThe Australian Government is supporting the Government of Vanuatu (GoV) through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to introduce new content and pedagogies, better sequence content, and support the use of Bislama or the vernacular in the early grades. Together, these reforms are intended to improve teaching quality and student learning outcomes. The multi-year study was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), to investigate teaching and learning development initiatives in 3 countries: Lao PDR, Timor-Leste and Vanuatu. In Vanuatu, the Education Analytics Service (EAS) is investigating how VESP activities are making a difference to teaching and learning outcomes. The new primary curriculum has been rolled out to schools by year level, starting with Grade 1 in 2016. It is accompanied by the distribution of teaching and learning materials and training. Pedagogical approaches – such as student-centred learning, language transition and classroom-based assessment practices – aim to transform teaching and learning
Identifying effective school-based mental health and wellbeing programs
No full textNew study finds school-based mental health and wellbeing programs have the potential to improve student academic outcomes in low- and middle-income countries
Technical support for a micro-scholarship programme to improve learning: Project brief
Get PDFSri Aurobindo Society (SAS), one of the largest Indian non-government organisations launched the AuroScholar, a micro-scholarship initiative for students in grades 1 to 12 in India. The scholarships are expected to improve student motivation and encourage positive behavioural patterns which are critical for improving engagement in learning, eventually leading to better outcomes. The Australian Council for Educational Research (India) provided technical support in improving the quality of the 10-minute, daily, curriculum-aligned qualifying quiz for the scholarship. Students are awarded a micro-scholarship of INR 50 upon correctly answering 80% questions in each quiz
