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COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes: Zambia Report
Get PDFSix African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Zambia. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, during and after the pandemic. In this report on the MILO results for Zambia, sampling outcomes are first provided, including a comparison of key characteristics of the Zambia populations participating in 2019 and 2021 assessments. Next, the learning outcomes in reading and mathematics are presented for Zambia, for boys, girls and for all participants. This report provides the achievement outcomes by explicit strata, showing achievement results by sub-region. Subsequently, the contexts of learning during the COVID-19 pandemic are first presented, including at the national education system level, school level and student level. Finally, the report concludes with a discussion of the outcomes and recommendations for strengthening the resilience of the education system
COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes: Burundi Report
Get PDFSix African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Burundi. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, during and after the pandemic. In this report on the MILO results for Burundi, sampling outcomes are first provided, including a comparison of key characteristics of the Burundi populations participating in 2019 and 2021 assessments. Next, the learning outcomes in reading and mathematics are presented for Burundi, for boys, girls and for all participants. This report provides the achievement outcomes by explicit strata, showing achievement results by sub-region. Subsequently, the contexts of learning during the COVID-19 pandemic are first presented, including at the national education system level, school level and student level. Finally, the report concludes with a discussion of the outcomes and recommendations for strengthening the resilience of the education system
Infographic: Financial education in schools
Get PDFAn Australian survey has found that the vast majority of teachers value financial education, but only 52 per cent had taught it at school, and only 21 per cent in the last year. Find out more about their responses and the finance-related topics that students of different ages would like to learn about in today\u27s infographic.https://research.acer.edu.au/teacher_graphics/1159/thumbnail.jp
Indigenous Science Network Bulletin - February 2022
Get PDFIn this edition we present another collection of items related to First Nations peoples and their science knowledge for a global audience of teachers, scientists and interested community members. We are based in Australia and consequently have a focus on Australian items, but we also have many items from other parts of the world. In this edition, we continue to look at the various definitions and understandings of the relationship between Indigenous Science and Western Science
Fellowships help address key regional challenges by improving stakeholder engagement
No full textACER has examined the use of Australia Awards fellowships to broaden and sustain engagement among the South Pacific region’s five central banks and other key economic and financial stakeholders
Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned
Get PDFThis paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case study data, and key lessons learned about these that could be applied to other contexts and programs. These processes include: design, implementation, and analysis and reporting
Applying a new policy monitoring tool for education in emergencies
Get PDFTwo years on, the COVID-19 pandemic has continued to impact national education systems due to partial or complete closures of schools, or the uncertainty of school closures. To support education policymakers and stakeholders to build resilient education systems, the Global Education Monitoring (GEM) Centre developed two practical policy resources – a Policy Monitoring Framework (PMF) and a Policy Monitoring Tool (PMT). This brief describes how the Policy Monitoring Tool can be used to review existing policies and strategies, identify areas for improvement, monitor changes, and prioritise activities to build education system resilience.
For a complete description of the Policy Monitoring Tool (PMT) referred to in this document, please see Building resilient education systems: A rapid review of the education in emergencies literature
Infographic: From one teacher to another – learning to let go
Get PDFIn our annual Teacher magazine reader survey, we ask you to share one piece of advice with a fellow educator. In this infographic, we share some of the responses we received on the theme of learning to let go.https://research.acer.edu.au/teacher_graphics/1183/thumbnail.jp
Australian General Practice Training Program: National report on the 2022 National Registrar Survey
Get PDFThe Australian General Practice Training National Registrar Survey (AGPT NRS) is an annual, national survey of GP registrars currently training in the AGPT program. It collects information via an online questionnaire about registrar satisfaction, experience and future career plans. It also collects information about registrars’ demographics and training contexts and other aspects of their training experience. This survey is part of the Department of Health and Aged Care’s (the Department) monitoring and quality improvement activities. From June 27 until August 12, 2022, the Australian Council for Educational Research (ACER) administered the AGPT NRS to registrars enrolled in active training on the AGPT program across 11 training regions and 9 regional training organisations (RTOs) in Australia. Over 4,100 registrars were invited to reflect on their recent training experience in Semester One, 2022. 1,103 registrars provided a valid response to the survey, representing an overall response rate of 30 per cent. As this survey went into the field, there was another COVID-19 surge across Australia. GPs continued to play a crucial role in providing advice to their patients on available vaccines and changing rules as well as managing patients with COVID- 19 on top of their already full plates. Registrars were asked to reflect on their overall experience, their experience with their RTO, training facility, and college. Overall, registrars continue to report high levels of satisfaction
Minimum Proficiency Levels Unpacked
Get PDFThis document draws together work from several initiatives to establish Minimum Proficiency Levels (MPLs) for reading and mathematics, for global use in pursuit of the Sustainable Development Goal in Education, SDG 4.1, with a specific focus on indicator 4.1.1. Three educational levels are referred to in this paper as ‘end of lower primary’, ‘end of primary’ and ‘end of lower secondary’. The MPLs are described and elaborated in four ways: nutshell statements; expanded statements; domains, constructs and descriptors; and sample items. A detailed account of the history and evolution of the Minimum Proficiency Levels is provided in Appendix