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Measuring critical reasoning: an essential 21st century skill
No full textA new PAT assessment will measure a hard-to-capture skill: critical reasoning
Alumni Case Study—Insights into short course capacity building
No full textThe Short Course modality of the Australia Awards provides customised professional development of senior to mid-level international participants in areas of strategic importance that complement Australia’s development priorities and diplomatic efforts at bilateral, regional and multilateral levels. Two main modalities exist in this space, Australia Awards Fellowships (currently not being used) and Australia Award Short Courses. Short course modalities are designed to quickly develop and enhance skills and knowledge of professionals working in a specific field or sector to meet identified capacity gaps in priority development areas. Courses typically include theory-based workshop activities and resources, industry specific site visits and benchmarking, cultural exchange activities, and networking opportunities with Australia experts and institutions. This case study by the Australia Awards Global Tracer Facility (GTF) explores the impact of the use of fellowships as a mechanism for delivery of short courses, on alumni knowledge, skills and post-award networks, and their ability to drive change and contribute to the targeted development gaps
Equity issues in social and emotional development
No full textAn ACER-led international survey reveals significant differences in the social and emotional skills of advantaged and disadvantaged students
Early Childhood Development: Practitioner level
Get PDFThis Practitioner level module is designed to inform staff members about issues to consider when engaging with international and domestic partners on early childhood development (ECD). It covers the case for ECD, the process of policy development and how development partners can assist government partners to expand and enhance ECD. In the context of COVID-19 and at all times, ECD is a critical priority. It is recommended that staff complete the Early Childhood Development: Foundation Level module as background information to this Practitioner level module
Vanuatu: Policy insights from a multi-year teaching and learning study series
Get PDFThe Australian Government is supporting significant education reforms in Vanuatu. This policy note summarises findings on primary school teacher practice and student learning outcomes, during the first phase of major curriculum changes. Key findings include the need for consistent investment in ongoing professional learning given that new content and pedagogies require significant change and learning for teachers and other education actors. In addition, better engagement with school communities builds understanding of the reforms and encourages greater parental involvement in education. Part of a multi-year study, the Education Analytics Service is investigating how the Vanuatu Education Support Program (VESP) is making a difference to the Government of Vanuatu’s ongoing primary education reforms. The study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu
Teachers Report Card 2021: Teachers’ perceptions of education and their profession
Get PDFTeachers play a central role in the development of Australia’s young people. It is essential that their voices are heard by those who make and decide policy, and by others who influence their learning and development. The NEiTA-ACE Teachers Report Card 2021is based on a survey of amplifying the voices of teachers on the state of education and on their profession
Exploring the global mobility of Australia Awards alumni
No full textA new case study explores the extent to which alumni of Australian development scholarships move away from their home countries after completing their award, and their subsequent contributions and outcomes
Reviewing professional development programs on inclusive teaching and learning
Get PDFThe Global Education Monitoring (GEM) Centre is conducting a review of in-service professional development programs that help teachers in low- and middle-income countries in the Asia-Pacific region build their competencies in inclusive education of children with disabilities. A scoping review aims to identify in-service professional learning programs assisting already practising teachers with the inclusion of students with disabilities in low- and middle income countries in the Asia-Pacific region
Australian General Practice Training Program: National report on the 2020 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’s (the Department) monitoring and quality improvement activities. From October 12 to December 9, 2020, 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 nine regional training organisations in Australia. Registrars were asked to reflect on their overall experience, their experience with their regional training organisation (RTO), training facility, and college. Overall, registrars continue to report high levels of satisfaction
Exploring excellence in Indigenous education in Queensland secondary schools
Get PDFIn the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities