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Closing the gap of educators’ competence in early childhood education: Lessons learned from Southwest Sumba
No full textThe implementation of early childhood education can be viewed with at least two lenses: equitable access and quality of provision
Provisional Independent Technical Advisory Panel (ITAP): Lessons learned from the Pilot
No full textThis report was prepared at the end of the first phase of the provisional Independent Technical Advisory Panel (ITAP). It draws on six country reviews which were conducted from August to December 2021. Overall, we found the Provisional ITAP has been a well-constructed and efficiently managed process. We believe that the reviews added value to the Global Partnership for Education (GPE) country level process by providing an independent assessment of country status vis-à-vis the GPE 2025 operating model. The ITAP was asked to comment on the country’s self- assessment of progress in the enabling factors and identify/confirm factors which should be given high priority in order to achieve the goal of transformation of the education system. The findings in this report should be regarded as preliminary as they are based on the completion or partial completion of a limited number of countries (6). In addition, it should be borne in mind that this report has been written from the perspective of the ITAP and should be considered alongside the feedback from local education groups (LEGs) in order to assess the value of the reviews
Enabling teachers to support students with disability
No full textNew research identifies evidence gaps in teacher professional development interventions for students with disability in the Asia-Pacific region
Commemorating a leader in educational measurement
No full textA former director of the Australian Council for Educational Research (ACER) will be commemorated at a lecture taking place in a new library space housing his bequeathed collection of educational literature
Infographic: Leaving teaching
Get PDFA new study from Monash University draws upon a 2019 questionnaire of 2444 Australian primary and secondary school teachers, revealing that only 41% of respondents intended to remain in the profession. We look at some of the findings from the analysis in this infographic.https://research.acer.edu.au/teacher_graphics/1166/thumbnail.jp
Australia Awards Exemplary Partnerships: The South Pacific Centre for Central Banking
No full textThe Australia Awards fellowships (2006 to 2018) were a competitive grants program designed to strengthen and deepen partnerships between Australian organisations and counterparts in developing countries through short-term study and professional development activities in priority areas. The fellowships were paused in 2018 and little is known of the long-term impact of this award modality in building and sustaining institutional linkages and partnerships. With the relaunch of the Australian Awards Fellowship program in 2022, the following case study by the Australia Awards Global Tracer Facility (GTF) reflects on an exemplar partnership to identify the factors which enabled its ongoing engagement and contributions to development and cooperation to inform future programming. This case study examines the impact of two fellowships in broadening engagement and sustaining long-term partnerships over time. The report explores the Australia Awards’ role in cultivating institutional connections and people-to-people links between Griffith University and the Reserve Bank of Fiji. This initial partnership acted as a catalyst and led to the establishment of the South Pacific Centre for Central Banking (SPCCB), dedicated to improving the institutional capacity of central banks in the Pacific. This case study examines the use of Australia Awards fellowships by Griffith University to broaden and sustain engagement among the region’s five Pacific central banks and other key economic and financial stakeholders. The findings of this case study demonstrate the importance of embedding partnership principles in future Australia Awards fellowship iterations to enhance the long-term program outcomes at both the alumni and organisational levels
Teacher development multi-year study series. Report highlights. Vanuatu: Interim report 2
Get PDFThe Teacher Development Multi-Year Study for Vanuatu seeks to answer the question: To what extent does Australia’s aid investment produce improved teaching quality and improved student learning? The 3 specific questions are: 1. To what extent has the investment improved teaching quality in Vanuatu? 2. To what extent has the investment in teacher training and mentoring supported effective implementation of Vanuatu’s new curriculum? 3. To what extent have teacher training and support activities led to improved learning outcomes? The study adopts a mixed methods approach using qualitative case study data and quantitative student assessment data from the Vanuatu Standardised Test of Achievement (VANSTA) and the Pacific Islands Literacy and Numeracy Assessment (PILNA)
Teacher development multi-year study series. Vanuatu: Interim report 2
Get PDFThe Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes
Infographic: How well are Australian schools teaching students about menstrual health?
Get PDFFindings from a cross-sectional survey looking into young Australian women’s experiences of menstruation and dysmenorrhea indicate the need for better menstrual health education in Australian schools. Find out more about the survey responses in relation to menstrual health in Australian Health and Physical Education in today’s infographic.https://research.acer.edu.au/teacher_graphics/1173/thumbnail.jp
Using PAT data to inform teaching and learning
Get PDFACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how PAT data ‘champions’ support staff across a primary and secondary school. Finally, we address and discuss the question many schools ask when using their data – ‘What does a year’s growth look like?