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Report Highlights: Evaluation of Australia\u27s investment in teacher development in Lao PDR: Final Report
Get PDFThe Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to rollout the new primary curriculum in schools, starting with Grade 1 (G1) in 2019. Specific teaching practices were introduced, including active learning, student-centred learning approaches, formative assessment, and a phonics approach to teaching reading. New practices were complemented by face-to-face orientation training and grants in BEQUAL target districts to strengthen communities of practice, self-access learning, monitoring visits, and teacher cluster meetings. Part of a multi-year study series, the Education Analytics Service (EAS) investigated how BEQUAL improved teaching quality and student learning outcomes
Spotlight on student engagement. Evaluation of Australia’s investment in teacher development in Lao PDR
Get PDFThe Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the Australian Government commissioned an independent evaluation. Led by the Australian Council for Educational Research, a multi-year study investigated how BEQUAL supported improved teaching quality and student learning. Here we take a closer look at student engagement
Supporting schools’ and teachers’ use of assessment to inform learning of all students
Get PDFIssue 5 of the series Using assessment data in education policy and practice: Examples from the Asia-Pacific documents 4 case studies of promising and effective policies or practices on how education systems can better support teachers and schools in effectively integrating assessment practices in the teaching and learning process, to identify and meaningfully address every learner’s needs. In particular, the case studies show how different tools, approaches and policies help promote and reinforce the use of assessment to support more learner-centred and differentiated approaches to teaching and learning. 1. Using the Progressive Achievement approach to develop data-informed schools by Marc Kralj, Prue Anderson and Greta Rollo is a case study of Our Lady of Visitation School in Adelaide, South Australia. It highlights how teachers and school leaders are using the ACER Progressive Achievement approach to collaboratively analyse and use the results of a standardised diagnostic assessment to improve teaching and learning in mathematics. 2. TaRL in Andhra Pradesh: Using assessment for informed teaching-learning practices by Sahar Bazaz documents the partnership between the civil society organisation Pratham Education Foundation and the government of the State of Andra Pradesh, India to implement an innovative approach to teaching called ‘Teaching at the Right Level’ (TaRL). 3. Teachers’ perceptions of the adoption of standards-based assessment and the use of learning data in Delhi by Ashtamurthy Killimangalam, Priyanka Sharma, Kripa Shankar Upadhyay, Anannya Chakraborty and Preeti Manchanda on the adoption of standards-based assessment by the Delhi Board of School Education (DBSE) with support from the Australian Council for Educational Research (ACER) India, showcases how training teachers and providing support for the use of criterion-based assessment are improving teachers’ capacity to identify and meaningfully describe their students’ learning needs, and to provide adequate feedback in the learning process. 4. Fostering learning through assessment: Aga Khan University Examination Board case study on supporting teachers and students in Pakistan by Shehzad Jeeva, Munira Muhammad Rangwala and Ali Aslam Bijan looks at how examination results are analysed and documented in a School Performance Report to provide meaningful information for improvements in teaching and learning at the school level
Monitoring the competitiveness of the Australia Awards
No full textThe Australia Awards are prestigious international scholarships and short courses funded by the Australian Government to contribute to the achievement of development outcomes and the promotion of prosperity, resilience and stability in partner countries. The closure of Australia’s borders during COVID-19 caused a decline in international student numbers and prompted concerns about Australia’s competitiveness in the global scholarship market. This paper provides a framework and proposed methodology for systematic monitoring of Australia Awards competitiveness to provide DFAT’s Global Education and Scholarships section with data to inform ongoing policy and programming decisions. This paper uses theories of capital as a conceptual framework for examining the underlying values, perceptions and drivers that contribute to scholarship competitiveness. It considers human capital, social capital and cultural capital as constructs aligned with the Australia Awards long-term outcomes, which can be used to inform competitiveness. This research is guided by 2 research questions: What is the global competitiveness of Australia Awards? and How do Australia Awards contribute to influence, leadership and soft power
Reform challenges in school education
Get PDFThe central thesis of this paper has been that the challenges now confronting schools globally will require fundamental reforms of the external frameworks within which schools work. Today’s challenges to better prepare young people for the future and to ensure that every student learns successfully will not be met by simply expecting teachers to change what they do or by making minor adjustments to current curricula, assessment, examination, reporting and credentialling arrangements. Today’s challenges require deep reforms and a willingness to reimagine—in other words, to ‘transform’ existing learning systems. This is essential because the external frameworks within which teachers and students work are such strong determinants of day-to-day practice. Three principles with the potential to guide transformation efforts were outlined. Each principle challenges features of existing learning systems, including a widespread emphasis on passive, reproductive learning at the expense of more holistic student development; an emphasis on timed, lock-step learning at the expense of flexibility in the timing and rate of learning; and an emphasis on grading students on how well they have learnt bodies of taught content at the expense of understanding individual learning needs and monitoring students’ long-term growth. The paper has argued that deep reforms guided by these principles are urgently required if progress is to be made in addressing the two global challenges
Infographic: Secondary students, sex and relationships education
Get PDFThe Australian National Survey of Secondary Students and Sexual Health explores young people’s experiences of sex, relationships, sexual health and school-based Relationships and Sexuality Education. Data from the seventh iteration, involving almost 7,000 participants, have just been released – in this infographic we look at some of the findings.https://research.acer.edu.au/teacher_graphics/1187/thumbnail.jp
Infographic: My second Teacher India alphabet
Get PDFWhat do you need information on? School entrepreneurship programs? Global Citizenship Education? How to use toys to support learning? The second Teacher India alphabet brings you quick links to popular content that you might find useful. Download the PDF for a hyperlinked version.https://research.acer.edu.au/teacher_graphics/1188/thumbnail.jp
Rethinking assessment in response to generative artificial intelligence
Get PDFThe use of decision-making support tools during assessments, such as electronic differential diagnosis in examinations, is just the tip of the iceberg when it comes to how technology is currently changing assessment practice. We have reached a transformative stage in the development of artificial intelligence (AI). We can no longer rely on non-invigilated assessments and submitted ‘artefacts’ to demonstrate student learning and competence. This is bringing many long-term demands on educators, course coordinators and curriculum designers, forcing us to rethink assessment approaches. Going forward, we see an important distinction between ‘assisted’ assessments and ‘unassisted’ assessments. With the recent increase and facilitation of virtual assessment through convenient online platforms, and the new challenge to non-invigilated assessment formats posed by AI, we think the time has come for the ‘rehabilitation’ and re-acceptance of the oral format as a highly valuable and unique form of assessment in medical education. Nevertheless, generative AI need not threaten the validity or trustworthiness of our assessments in either formative or summative contexts. Rather, it can add fidelity and nuance to assisted assessment while facilitating a greater focus and purposefulness to unassisted assessment
Teacher development multi-year study series. Report highlights. Timor-Leste: Final Report
Get PDFThe Australian Government is supporting the Government of Timor-Leste to undertake educational reforms through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA enables the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning to support the implementation of its National Basic Education Curriculum. Under the Teacher Development Multi-Year Study for Timor-Leste, the Education Analytics Service (EAS) is investigating how ALMA is making a difference to teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6, with a focus on improving literacy and numeracy, and reducing student drop out. The Teacher Development Multi-Year Study for Timor-Leste seeks to answer the question: To what extent does this aid investment produce improved teaching quality and improved student learning? This brief report presents highlights from the study\u27s findings
Building a world-class learning system: Insights from some top-performing school systems
Get PDFThe result of a multi-year study, this book explores how five school systems - British Columbia, Estonia, Finland, Hong Kong and South Korea - have been rethinking and reforming their schools systems. It addresses questions including: What policies need to be in place for every child to experience an engaging and supportive learning environment that motivates not only high performance but a desire to keep learning? What do students really need to know and be able to do to thrive in a changing world? How can systems engage in ongoing improvement while also cultivating innovation? The book provides a framework for looking at learning systems comprehensively, with chapters focused on system aspirations; curriculum and assessment; student, teacher, and leader support; and the ecosystem that supports learning