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BERTUMBUH BERKEMBANG: Aktivitas & Lembar Evaluasi—Modul Pelatihan Pendidik PAUD
Get PDFAktivitas & Lembar Evaluasi ini adalah lampiran yang melengkapi Modul Pelatihan Pendidik PAUD dan berisikan penjelasan mengenai teknik asesmen serta beragam aktivitas untuk dipraktikkan di ruang kelas yang akan merangsang minat dan perkembangan anak.https://research.acer.edu.au/indonesia_pp/1003/thumbnail.jp
Understanding early cognitive development: Using PAT Early Years to support student learning
Get PDFThe correlation between early cognitive and psychosocial development is well established. For this reason, some measurement tools, such as UNICEF’s Early Childhood Development Index (ECDI2030), provide a single score as an overall indicator of a child’s development because performing poorly in one area is likely to mean inadequate development across all areas. While these broad indicators can be useful at a system level, understanding children’s development in discrete domain areas is essential for meaningful intervention. This presentation will explore how measurement tools, such as ACER’s Progressive Achievement Tests (PAT) for the Early Years, can be used to support targeted intervention across a range of learning areas. PAT Early Years will be situated within the broader context of ACER’s early learning descriptions of progress, which establish oral language as a foundational skill and highlight the importance of recognising each child’s progress over time regardless of their starting place
BERTUMBUH BERKEMBANG: Modul Pelatihan Pendidik PAUD
Get PDFModul Pendidik PAUD-HI ini memaparkan berbagai aspek perkembangan anak yang dibagi ke dalam indikator pencapaian per kategori umur di 6 area perkembangan yang mengacu kepada Standar Tingkat Pencapaian Perkembangan Anak (STTPA). Pembelajaran inklusi, pembelajaran berbasis bermain, serta cara komunikasi postif juga dijelaskan dalam modul yang disusun khusus untuk pendidik PAUD.
This module written in Indonesian Bahasa has been developed for Early Childhood Educators and describes key aspects of children\u27s development. It is divided into achievement indicators by age in 6 areas of development referred to in the Standard Levels of Achievement of the Development of Children (in Indonesian: STTPA). Creating inclusive and play-based learning environments and using positive communication strategies are also covered. Assessment techniques and a range of learning activities are included to assist educators devise inspiring activities in their own classrooms.https://research.acer.edu.au/indonesia_pp/1001/thumbnail.jp
Explaining students’ attitudes towards a sustainable future: Evidence from SEA-PLM 2019 data
Get PDFThis report, published by the Global Education Monitoring (GEM) Centre, discusses how students’ attitudes towards global issues are now crucial more than ever to build a sustainable world for future generations. The first section describes why students’ attitudes towards school and learning are important and how they are linked to the Educational Prosperity Framework (Willms & Tramonte, 2015). The second section highlights the literature about the key factors which can influence students’ attitudes towards school and learning and how they are related to students’ attitudes towards sustainable development. The third section discusses the methods used for analysing the relationships between these different factors and outcomes, using data from the Southeast Asia Primary Learning Metrics (SEA-PLM) program in 2019. It also explains the rationale for the selection of the key variables. The fourth section presents the main results. The fifth section concludes with some key observations that support the goal of raising the awareness of future generations of their ecological footprints and to strive for a sustainable world
A policy monitoring framework to prepare for, respond to, and recover from education in emergencies
Get PDFThe COVID-19 pandemic has highlighted how widespread emergencies can disrupt national education systems and schooling. To assist policy decision-making and monitoring, a rapid review of over 200 documents relating to education in emergencies (EiE) was conducted, with a specific focus on the COVID-19 pandemic. The purpose of the review is to support policymakers, largely in developing countries, to develop policies that promote education system resiliency with a focus on monitoring those policies. From the analysis and synthesis of evidence a new framework has been produced, which assists policymakers by organising the complexity of relevant concerns. This Policy Monitoring Framework (PMF) identifies three key factors – System, Teaching and learning, and Agents – and corresponding sub-factors, which collectively can be used to inform policy decisions. These factors are superimposed upon an emergency in education Preparedness-Response-Recovery cycle. The Policy Monitoring Framework provides a basis for a Policy Monitoring Tool, which in turn supports the planning of educational reforms and monitoring the status of the education system to build resilience
Infographic: Confidence in schools and other institutions
Get PDFThe Attitudes towards education in Australia report from Australian National University includes data on public confidence in different institutions. Confidence in all institutions has declined since the height of the pandemic, with schools one of those to see a big dip. Find out more in this infographic.https://research.acer.edu.au/teacher_graphics/1204/thumbnail.jp
Policy brief: Investigating school-based programs that support student mental health and psychosocial wellbeing in low- and middle-income countries
Get PDFSchool closures and disruptions to mental health services linked to the COVID-19 pandemic have significantly impacted the lives of children, young people and their families. Now, more than ever, schools are expected to provide emotional and psychosocial support and stability to students, educators and other school staff. Education systems are therefore investing more resources into school-based mental health programs to ensure they can provide the required level of support, in addition to acknowledging the need for social-emotional skill development. The ever-growing number of school-based mental health and wellbeing programs make it challenging to identify programs that are effective. It is even harder to identify school-based mental health programs that go on to demonstrate improved academic outcomes. This policy brief provides recommendations for policymakers and development partners to implement effective school-based mental health and wellbeing programs that also provide evidence on improvements related to learning outcomes. The recommendations are derived from a rapid evidence assessment by the Global Education Monitoring (GEM) Centre, which collates evidence on school-based mental health programs linked to student academic outcomes. This policy brief was funded by the Global Education Monitoring (GEM) Centre, a long-term partnership between ACER and the Australian Government’s Department of Foreign Affairs and Trade
Infographic: My 12th Teacher alphabet
Get PDFWhat do you need information on? Technology in the classroom? Inclusivity? Making the most of your planning time? Music education? The 12th Teacher 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/1207/thumbnail.jp