ACEReSearch
Not a member yet
5049 research outputs found
Sort by
Technology in education: a case study on Lao People\u27s Democratic Republic
Get PDFThis paper was commissioned by the Global Education Monitoring Report as background information for the development of the 2023 Global Education Monitoring (GEM) Report: technology and education, Southeast Asia. Digital technology has the potential to transform learning and offer a solution to persistent challenges in equity of access and quality of learning for all students. COVID-19 has accelerated the adoption of technology to deliver alternative modes of education. It has also put the spotlight on the digital divide that technology creates. This Case Study explores the progress of technology integration in the education sector in Lao PDR in line with its aspirations for a thriving digital economy driven by a digitally-skilled workforce. It explores the current conditions that facilitate or inhibit digitalization of the education sector and considers the impact across the system, sector-wide and school levels. This includes issues relating to digital access, digital literacy of teachers and students, technology infrastructure investments and the regulatory environment. The findings suggest that many of these challenges are not unique to Lao PDR. However, with a clear strategy, political commitment and sustainable resourcing of the education sector, there are opportunities for the Government of Lao PDR and its partners, to set a strong foundation for digitalizing the education system
Technology in education - a tool on whose terms?
No full textACER has contributed an important case study on the use of technology in the Lao PDR education sector for the regional UNESCO GEM Report
School Improvement Tool
Get PDFResearch shows the powerful impact that school leadership teams can have in improving the quality of teaching and learning. Effective leaders create cultures of high expectations, provide clarity about what teachers are to teach and students are to learn, establish strong professional learning communities, and lead ongoing school-wide efforts to improve teaching practices. The School Improvement Tool describes the practices of highly effective schools and school leaders. The SIT assists schools to review and reflect on their strategies to improve the quality of classroom teaching and learning. It supports school-wide conversations – including with families, school governing bodies, local communities, and students themselves – about aspects of current practice, areas for improvement, and evidence that progress is being made
Spotlight on teacher supports. 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 teacher supports
National Assessment Program: ICT Literacy 2022: Technical Report
Get PDFThis report describes the various technical, operational and administrative procedures of the NAP– ICT Literacy 2022 assessment. It should be read in conjunction with the NAP–ICT Literacy 2022 Public Report, which presents a summary of the cognitive and contextual analysis of the data collected in the 2022 cycle. The assessment instrument used in NAP–ICT Literacy 2022 was based on the design principles established for NAP–ICT Literacy 2005, which continued through the assessment cycles in 2008, 2011, 2014 and 2017. The assessment was computer-based and included a broad range of task formats including multiple-choice, short text response, and simulated and authentic software applications. The NAP–ICT Literacy 2022 assessment was based on a nationally representative sample of 636 schools with 9,981 participating students, of which 5,412 were from Year 6 and 4,569 were from Year 10. In addition to the test of ICT knowledge and skills, students were also surveyed about their behaviours and attitudes regarding the use of ICTs at school and outside of school
What is the global competitiveness of Australia Awards? [Infographic]
No full textThis Infographic presents findings from a 2023 study that examined the underlying drivers that contributed to Australia Awards competitiveness and soft-power outcomes in the previous decade. Australia Awards is competitive as a development scholarship. It is valued for its unique characteristics: program quality, consistency in delivery, and meaningful support for disadvantaged students
COVID-19 Education Response Mapping Study: Building Resilience in the Philippines: Readiness, Response, and Recovery
Get PDFThe coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves
Implementing Effective Tiered Interventions in Secondary Schools: Survey of school and support staff
Get PDFAn online survey and a series of interviews were focused on students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum, in schools where most students have these skills. These students are referred to throughout this report as struggling students. The students in scope are likely to struggle to engage in classes without significant differentiation on the part of classroom teachers, and the skill disparity may be so great that differentiating lessons for them is not feasible. The project sought to address 4 questions: What methods and/or assessments do schools use to identify students in this cohort? What frameworks do schools use to make decisions on how to support these students? What supports are provided? What confidence do school leaders and teachers have in the approaches currently used? This report provides an overview of the survey development, administration, and respondent demographics, and looks at the results of the survey for literacy and for numeracy. Additional detail and context provided by interview responses is included in the appropriate sections that discuss survey responses
Bangkit Lebih Kuat
No full textThe outbreak of the Covid-19 pandemic throughout the world in 2020 prompted INOVASI, a partnership program between the Governments of Australia and Indonesia, together with the Ministry of Education, Culture, Research and Technology (Kemendikbudristek), to initiate a situation analysis study of Indonesian students\u27 basic literacy and numeracy learning, as well as the impact of the pandemic on learning. From this study, it was found that there is a gap between learning outcomes and what students should master according to national and international standards. A total of 18,370 early grade students from 612 schools participated in the study which was held in eleven INOVASI partner districts in the provinces of East Java, North Kalimantan, West Nusa Tenggara and East Nusa Tenggara. In addition, eight INOVASI non-partner districts from Jambi, Southeast Sulawesi, South Kalimantan and North Maluku were added. Exploring realities and facts based on data which are then dissected using an appropriate analytical knife, the writing team presents various presentations related to distance learning, vulnerable groups, and post-pandemic recovery that are worth paying attention to. Systematically structured to capture phenomena that occur in teaching and learning activities in schools in a concrete manner, this book provides clear direction for taking the necessary steps to optimize student learning recovery and design the implementation of the school curriculum in Indonesia. This is important because although loss of learning outcomes and learning gaps tend to still occur, this latest study also shows indications of learning recovery