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Describing growth in early reading skills
No full textA presentation at Research Conference 2021 will demonstrate how the identification of essential skills and concepts in the curriculum might assist all students to make excellent progress in their learning
Australia: PISA Australia—Excellence and Equity?
Get PDFAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage
Remote Education Responses to COVID-19 in the Indo-Pacific Region. Document review
Get PDFMany countries have shifted to remote learning during the COVID-19 pandemic. However, much of the existing research focuses on fully online learning in high income contexts, with very few studies considering the mechanisms that support remote learning in low- and middle-income countries. A document review of the grey literature provides some insights into the ways that countries outside the OECD are ensuring continuity in the supply of education services. Online education, International education, Teaching effectiveness, Organisational effectivenessThe review reveals a diversity of mechanisms have been used to provide educational access. In some contexts, existing online content has been provided free, while others have offered interactive online classes, where teachers are required to prepare content. Traditional TV or radio broadcasting is also being utilised to ensure learning continues, especially for vulnerable children or those who do not have access to resources
Snapshots issue 13: What do Australian 15-year-olds think about reading?
Get PDFThe most recent OECD Programme for International Student Assessment (PISA) survey enables educators, policy makers and the wider community to compare Australian students with each other, as well as with their counterparts across the world. PISA measures the extent to which 15-year-old students near the end of compulsory education have acquired the knowledge and skills that young adults need to meet the challenges of the future. This Snapshot examines aspects of reading focusing on 15-year-olds’ attitudes towards reading and how they have changed between 2000, 2009 and 2018. Do students enjoy reading? How often do they read for enjoyment and what are the similarities and differences in reading enjoyment by different groups; sex, Indigenous background and socioeconomic background
PROTOCOL: Teacher professional development for disability inclusion in low- and middle-income Asia-Pacific countries: An evidence and gap map
Get PDFAccording to prior research, teacher readiness and capability are key contributors for successful transition towards disability inclusive education, yet in-service teacher professional development for disability inclusion remains an under-researched area. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for disability inclusion focused teacher professional development (TPD) in low-to-middle-income-countries (LMICs) in the Asia-Pacific region. As such, it will illustrate different levels of evidence for TPD interventions as well as where there is no evidence (i.e., gaps). In other words, the EGM can make agencies aware where they might be operating in an area that is evidence-free or evidence-weak so they can take up interventions that are evidence-based or collect evidence for the intervention they are presently supporting. Thus, the ultimate goal for the EGM is to assist funders and implementing agencies when making decisions as to how to support LMICs in the region to reach their aim of developing quality teachers for the global inclusive education agenda target Sustainable Development Goal (SDG 4.c)
School-Based Mental Health Promotion and Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and Evidence
Get PDFLimited empirical evidence is available regarding the uptake and effectiveness of school-based mental health and wellbeing programs implemented in Australian schools. This study aimed to characterise the delivery of programs in primary (elementary) schools across New South Wales, Australia, and to assess this information against published ratings of program effectiveness. Delivery of programs in four health-promoting domains—creating a positive school community; teaching social and emotional skills; engaging the parent community; and supporting students experiencing mental health difficulties—were reported by 597 school principals/leaders via online survey. Although three quarters of principals reported implementing at least one program, many of these programs were supported by little or no evidence of effectiveness. There was also variability in the use of evidence-based programs across the four domains. Findings indicate a need to provide educators with improved support to identify, implement, and evaluate effective evidenced-based programs that promote student mental health
A new policy tool to help build resilient education systems
No full textA new Education in Emergencies Policy Monitoring Tool developed by the GEM Centre will support education policymakers to prioritise their activities at national, regional and local levels to build resilient education systems
GEM Centre: Pathways to impact
Get PDFThe Global Education Monitoring (GEM) Centre is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). While supporting education monitoring initiatives around the world, the GEM Centre has a strategic focus on improving learning in the Indo-Pacific region and provides technical support to enable monitoring of progress towards United Nations Sustainable Development Goal (SDG) 4 by 2030
End-line evaluation Zambian Girls 2030 Program (2016-2018). Final evaluation report
Get PDFThe Realising My Potential Programme (2016–2018) programme was implemented in Northern and Southern Provinces targeting four districts in each province: Mungwi, Luwingu, Mbala and Mpulungu in the Northern Province and Pemba, Sinazongwe, Namwala and Monze in the Southern province. The focus of the programme was to empower girls through career and skills mentoring, guidance, entrepreneurship skills development, financial literacy education and an internship opportunity, and to provide girls with the professional training and networks to succeed. Restless Development was the implementing partner, and financial and technical assistance and guidance were provided by Ministry of General Education and UNICEF. The Australian Council for Educational Research (ACER) was contracted by UNICEF to conduct an end line evaluation of the Zambian Girls 2030 Programme. This report was prepared by ACER for the Zambia Country Office of the United Nations Children’s Fund (UNICEF) and the Ministry of General Education. ACER has conducted this study in association with Ipsos Zambia, which was tasked with the collection of quantitative and qualitative data
Indigenous Science Network Bulletin - May 2021
Get PDFIn this edition of the bulletin, we present another collection of items and stories related to First Nations peoples and their science. Another of the stories in this issue looks at the creation and use of fish traps across Australia (not coincidentally a fish trap is pictured on our header; they are wonderful examples of Indigenous technology and science knowledge working together). Contents include: A fairer education system could help unlock children\u27s strengths and pride in their identity by Jesse King