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Eight ways to better engage girls in digital technologies education
Get PDFResearch conducted by ACER for CSIRO has identified several factors that could facilitate greater engagement of young women in digital technologies education
Building a Continuity of Learning Framework: What is it and why does it matter?
No full textWhile continuous engagement in quality education is known to significantly impact on life opportunities for young people, learners continue to slip through the cracks and can become disengaged with education. In vulnerable communities, this lack of continuity of learning has a profound impact on learners’ pathways and their future employment choices. This paper reports on an extensive 3-year project undertaken in Australia, in collaboration with the Northern Territory government, to design a Continuity of Learning Framework from Birth-Year 12. This paper will share the framework, its core and enabling dimensions that are intended to support a learner’s engaged and connected learning experience. The presentation also shares the audit tools and templates that assist early childhood, school leaders and teachers to plan for and assess the consistency of a child’s coherent learning journey from birth through to year 12. The paper will also discuss the scope and scale of the research, and the ways in which the Framework was iteratively designed across the NT through a situational analysis and collaborative focus groups and through the alignment of the research to the current policy and practice of the NT government. Drawing on case studies from the pilot undertaken in 2022, the paper will share the broader impact of the Framework and this research on early childhood and school leadership, teacher practice and community and learner engagement
Panel discussion: Strengthening the transitions from early childhood to primary
No full textJoin leaders in early education in a panel discussion about what learning looks like over the first 12 years of life and how Australian education systems are supporting children to have the best start in life. The panel is made up of leading policymakers and the discussion will focus on how the way we monitor learning has changed over time. A key focus will be the current Preschool Reform Agenda and changes in each jurisdiction to monitor the value-add of early childhood programs. There will be opportunities to ask questions about how reforms may affect the practice of educators and the information they communicate to school teachers. Are there ways we can communicate more effectively and ensure all children are on a positive learning trajectory no matter where they start or where they are when they transition into preschool or into school
Infographic: The growing problem of teacher shortages
Get PDFA growing number of school leaders across Australia are reporting problems with unfilled teacher vacancies. The Australian Education Union’s annual ‘State of our Schools Survey’ includes a question for principals on teacher shortages. In the latest survey, 9 out of 10 principals reported experiencing a shortage of teachers in the last year – more than triple the rate in 2015. Find out more in this infographic.https://research.acer.edu.au/teacher_graphics/1200/thumbnail.jp
Infographic: ICT standards for teachers – an international snapshot
Get PDFUNESCO’s Global Education Monitoring Report for 2023 focuses on technology in education. According to the report’s Profiles Enhancing Education Reviews for 211 education systems, 51% have set ICT standards for teachers ‘in a competency framework, teacher training framework, development plan or strategy’. Here is an international snapshot for 2022.https://research.acer.edu.au/teacher_graphics/1201/thumbnail.jp
Teachers sharing their work and expertise
No full textResearch shows that high quality teaching and leadership teams regularly share their skills, knowledge, expertise and best practice. In our latest expert Q&A we talk to Pru Mitchell – Manager of Information Services at the Australian Council for Educational Research – about the different ways to share and tips for getting started
Analysis of early childhood education and learning outcomes in the Pacific
Get PDFThere is strong evidence supporting early childhood education (ECE) programmes as an effective way to support children to have the best start in life, especially for the most disadvantaged children. When high‐quality programmes are established – where quality is assured, and barriers to participation eliminated – large positive effects are observed that are sustained into adulthood. Indeed, substantial positive returns on public investment in ECE programmes are reported. When low‐quality programmes are taken to scale in the market, however, smaller effects or no effects are observed. This is attributed to failure to get quality right. And when quality is too low, children who stand to benefit the most get less or no access at all. The relationship between everyday ECE programmes and learning outcomes is often confounded by selection effects. For example, families with more resources can often bear higher fees, transport costs, and other barriers to choose the highest quality programmes. The more advantaged families tend to make other, non‐ECE, investments in their children’s learning, and therefore family advantage is positively correlated with both ECE attendance and learning outcomes – in this case the effect of ECE programmes are over‐estimated. Conversely, some ECE systems may be organised such that only the most disadvantaged children are prioritised in formal ECE programmes and for the same reason family advantage is now negatively correlated with ECE attendance but positively correlated with learning outcomes – in this case the effect of ECE programmes is under‐estimated, or is even negative! This report explores the impact of ECE programmes in the Pacific region and presents evidence to inform the implementation of the Pacific Regional Education Framework (PacREF), particularly related to the development of monitoring mechanisms for school readiness. Recommendations are also made to support progress towards achieving Sustainable Development Goals (SDG) 4.2.1 and 4.1.1. This report interrogates evidence about effective ECE systems to identify levers to improve everyday programmes at scale. This evidence is compared with systems‐level reporting in the Pacific region – including the United Nations Children’s Fund (UNICEF) Status Report on Early Childhood Care and Education in Pacific Island Countries. Then, using the Pacific Islands Literacy and Numeracy Assessment (PILNA), analysis is conducted to explore the strength of association between ECE participation and school‐age learning outcomes. The analysis focuses on three countries as an initial deep‐dive into student achievement and ECE participation using the PILNA results: Solomon Islands, Tonga and Vanuatu. The results are then synthesised, and recommendations made
PISA Capacity Needs Assessment: Egypt
Get PDFThis report presents detailed findings of a Capacity Needs Assessment (CNA) for Egypt, carried out to gain information about Egypt’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. Based on the experiences of the support programs provided in PISA for Development (PISA-D) and in PISA 2022 through the Country Preparation and Implementation Support partnership option, PISA 2025 offers new participants the Capacity Building and Implementation Support (CBIS) option. CBIS aims at providing new participants with specific and targeted support for their successful implementation of PISA 2025. The CBIS option is implemented by ACER
Learning through play with STEM teachers at Maryville University
No full textACER Senior Research Fellow Rachel Parker gave a keynote presentation to launch a series of STEM playful learning workshops in St Louis in August