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Bringing learning progressions down to 2-year-olds in reading and mathematics
Get PDFACER’s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER’s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. Educators need to understand what early growth in reading and mathematics looks like in order to foster key skills and concepts at an appropriate level for the child. This ensures a strong foundation for children to make good ongoing progress
The contribution of learning trajectories to enacting the Early Years Learning Framework V2.0
Get PDFThe Early Years Learning Framework for Australia v2.0 (EYLF) guides pedagogy and practice with children aged from birth to 5 years and states that ‘over time, children engage with increasingly complex ideas’. With 5 learning outcomes and 8 principles of practice, this requires educators to be highly skilled in facilitating children’s engagement with increasingly complex ideas. It also assumes that all educators recognise children’s demonstrations of understanding, and know what knowledge (or capabilities) likely preceded this understanding, and what comes next. As a framework, this specific information is missing from the EYLF. Learning trajectories may assist educators to recognise demonstrations of knowledge and capability, and to plan opportunities for differentiated teaching and learning that are within a child’s zone of proximal development. A focus on learning trajectories thus supports formative assessment and planning for learning, as well as reflective practice. This presentation will draw on language and communication to discuss the contribution of learning trajectories to teaching practice and the continuity of learning from birth
Research Conference 2023: Becoming lifelong learners. Proceedings and Program
Get PDFWe know learning in the early years sets the foundations for people’s ongoing academic, cognitive and socio-emotional development. Education across those formative first 12 years is currently segmented, with children often starting fresh in new systems. How can each of us make learning in the early childhood and primary years more effective? Research Conference 2023 will examine research around how we can improve the continuity of learning from birth to 12 years. It will bring together leading international and Australian researchers to provide insights into the best ways to identify, conceptualise, develop and assess these new linkages for learning
National Assessment Program: ICT Literacy 2022: Public report
Get PDFThis public report documents the findings of the sixth National Assessment Program ICT Literacy (NAP–ICT Literacy) assessment cycle. In reporting national key performance measures (KPMs) of Australian students’ ICT literacy, the NAP–ICT Literacy assessment provides a way to monitor progress towards the Alice Springs (Mparntwe) Education Goals for Young Australians. Goal 2 of the Alice Springs (Mparntwe) Education Declaration is that “all young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community” (Education Council 2019, p. 6). The elaboration of this goal highlights the importance of young Australians’ digital and ICT literacy in a rapidly evolving technological landscape and establishes the context and rationale for reporting on student achievement and progress in this area. For NAP–ICT Literacy 2022, ICT literacy is defined as “the ability to use ICT appropriately and safely to access, manage and evaluate information; develop new understandings; apply computational, design and systems thinking to create solutions; communicate and collaborate with others; and engage productively with emerging and future technologies” (ACARA 2020, p. 13). The NAP–ICT Literacy assessment instrument requires students to apply their ICT knowledge within real-world contexts that represent the 4 strands and integrated aspects outlined in the NAP–ICT Literacy Assessment Framework. These are: understanding ICT and digital systems, investigating and planning solutions with ICT, implementing and evaluating digital solutions, and applying safe and ethical protocols and practices when using ICT
Infographic: School leader sources of stress over time
Get PDFThe 12th annual Australian Principal Occupational Health, Safety and Wellbeing Survey shows school leaders are under increasing pressure and stress. Here we share some key insights from the latest (2022) report, and how the top 5 sources of stress for school leaders have evolved over time.https://research.acer.edu.au/teacher_graphics/1189/thumbnail.jp
School-based interventions that support mental health and psychosocial wellbeing in low- and middle-income countries
Get PDFIt is encouraging to see a focus on student mental health increasingly reflected in international education policies. However, the growing number of school-based mental health and wellbeing programs makes it challenging to identify quality interventions that effectively support student mental health, and even harder to identify evidence-based programs that link mental health support to learning. There is also a lack of comprehensive evidence on the effectiveness of mental health and wellbeing interventions in relation to student academic outcomes, particularly in low- and middle-income countries (LMIC). In response to renewed interest in understanding how the education sector can provide effective mental health support in LMIC, this Rapid Evidence Assessment aimed to provide new evidence on mental health programs that support both student wellbeing as well as academic outcomes in LMIC. In particular this review investigated: the effectiveness of school-based interventions that support mental health promotion and psychosocial wellbeing for students aged 5–19 years in LMIC, and the influence of such programs on academic readiness and student academic achievement. This rapid evidence assessment 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: World Teachers’ Day 2023 – Stories of inspirational educators
Get PDFOn this World Teachers\u27 Day, we shine a spotlight on the profession by sharing some quotes from recent release Teacher, Teacher: Stories of Inspirational Educators, published by Affirm Press and edited by Megan Daley.https://research.acer.edu.au/teacher_graphics/1203/thumbnail.jp
International Comparison of Tertiary Education Systems
Get PDFThis report is designed to review high performing tertiary systems internationally (Germany, Norway, the United Kingdom, Korea, Singapore and New Zealand) and compare these systems to Australia. This review highlights best practice in international tertiary education systems as well as system weaknesses by considering the following criteria for each country of interest: Tertiary education system performance, including participation, attainment, labour market outcomes, and public and private returns for tertiary education; The national context, including the shape of the broader education system, and relevant demographic and economic characteristics; The structure of tertiary education systems, including linkages between higher education and vocational education and training; Tertiary education qualifications, types of institutions and admissions requirements; Governance, accreditation and quality assurance; and Funding. The report also includes an investigation of tertiary governance structures and considerations as they relate to the interaction between VET and higher education sectors. Findings from the report are intended to inform the Commonwealth Department of Education’s tertiary education policy and improve understanding of critical attributes demonstrated by high performing tertiary systems to support the work of the Australian Universities Accord panel
Infographic: Wise words on teacher workload
Get PDFOur ninth annual reader survey recently concluded and many of you took the opportunity to let us know you’d like more support on managing teacher workload. You also shared some advice to your fellow educators on this very topic. In this infographic, we share some of those words of wisdom.https://research.acer.edu.au/teacher_graphics/1206/thumbnail.jp
Evaluation of Australia\u27s Investment in Teacher Development in Lao PDR: Summary of the 2019 Baseline Report (Lao version)
Get PDFIn 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is making a difference to the Government of Lao PDR’s ongoing primary education reforms. This study is part of a multi-year series undertaken by DFAT’s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. Key findings from this study include: the need for intensive action on Lao language literacy; targeted teacher training on the new curriculum, with a special emphasis on second language learners; and deepened engagement with school communities to reduce student absenteeism and improve student readiness for school