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Australia Awards Alumni Global Tracer Survey 2020
No full textThis report details the findings of the 2020 Global Tracer Survey of alumni from the Australia Awards and predecessor development scholarships. The research was undertaken by the Australia Awards Global Tracer Facility (GTF), which is managed by the Australian Council for Educational Research (ACER). The survey was administered online in November and December 2020 to alumni from 106 countries who had studied in Australia as part of a scholarship or fellowship. More than 6,200 alumni participated (a 25.9 per cent response rate), and among this group were alumni who completed their award during the 1980s through to alumni who completed their award in the 2010s. These responses provide insight into contributions alumni have made using the knowledge and skills gained while on award in Australia, connections and partnerships with Australians, as well as their views of Australia and Australian expertise
Teacher leadership during COVID-19
Get PDFTeachers have led from the front to help students cope with the pandemic. Ashok Pandey discusses the findings from a recent study undertaken with support from his school
Infographic: Learning about other countries and cultures
Get PDFWhat opportunities do school students have to learn about other cultures, perspectives, and global events? Students participating in PISA 2018 were asked 10 questions about the different learning activities they are exposed to. Today’s infographic looks at the OECD average results.https://research.acer.edu.au/teacher_graphics/1131/thumbnail.jp
Infographic: Student attitudes towards Australian Indigenous cultures
Get PDFIn Australia, one of the aims of civics and citizenship education is to develop understanding and appreciation of Indigenous histories and cultures. This infographic looks at students’ attitudes towards Aboriginal and Torres Strait Islander cultures, traditions and peoples.https://research.acer.edu.au/teacher_graphics/1132/thumbnail.jp
Courting Controversy: The Purpose of Education
No full textIs our education system failing to create a cohesive and equitable society and a prosperous economy? Presented by: Jan Owen AM Hon DLitt, Co-Founder & Principal, Adaptability Q; Co-Chair/Convenor, Learning Creates Australia; Co-Founder & Chair, Be Well Professor Pascale Quester, Vice-Chancellor and President, Swinburne University of Technology Hayley McQuire, Co-Founder and Director, National Indigenous Youth Education Coalition Sara Caplan, Deputy Chair, National Youth Employment Body Advisory Board Moderated by Mr Anthony Mackay AM, FACE, President & CEO of the National Center on Education and the Economy, Washington D
Fighting a pandemic with Australian-made skills
No full textNew research shows Australia Awards alumni have made significant contributions to the COVID-19 response during the first 12 months of the pandemic
Evidencing creativity and curiosity in IB schools
Get PDFThere is growing recognition of the importance of learners gaining transversal or 21st-century attributes in order to thrive in the contemporary world. This poses a number of challenges for educators. First, to what extent are transversal attributes innate, or do they include a combination of traits and skills? Second, what can teachers do to help nurture these attributes in learners? Third, how can the existence or strengthening of attributes be recognised? In this paper, we draw on work that we are doing for the International Baccalaureate Organisation to define conceptual frameworks for creativity and curiosity. Our goal is to enable learners to evidence achievement in each of these attributes, and for teachers to be able to recognise it. The frameworks draw on extensive scholarly literature to define the core components of both curiosity and creativity and the skills that are inherent in each one. This is the first step towards the development of a ‘transversal résumé’ that will allow learner achievement to be recorded. This includes a focus on the extent to which schools and teachers can provide learners with opportunities to gain, practice or enhance the skills that contribute to transversal attributes and a scaffold that enables learners to reflect on the extent to which they have evidenced creativity or curiosity in sustained pieces of work. The paper raises some key questions that have arisen as we have grappled with both conceptual and practical issues in this project. These provide valuable insights into the nurturing of transversal attributes, and the implications for educational professionals
Making excellent progress in early reading: How can the identification of essential skills and concepts help?
Get PDFThe ability to read and understand text is fundamental to full participation in modern adult life (Olson, 1977; Elwert, 2001). It is essential to educational progress across domains, but increased literacy levels are also linked to positive outcomes in terms of employment and health. Given its critical role both in the facilitation of learning in all domains, and in many aspects of life beyond school, it is imperative that we give students the best possible chance to develop their reading skills. This paper uses early reading as a case study for examining how the identification and explication of essential skills and concepts might assist all students to make excellent progress
Teaching and Learning International Survey
Get PDFThe Teaching and Learning International Survey (TALIS) gathers data about school teaching environments from teachers and school leaders, in close to 50 countries in its most recent cycle. TALIS is a tool to assist educational reformers to improve the quality of teaching. TALIS data is based on the opinions, perceptions, beliefs and accounts of teachers and school leaders, as reported by them in a self-completion questionnaire. This publication, presents an overview of TALIS and covers its origins and context, purpose, measurement objectives, background information collection, target population and sampling methodology, assessment administration, reporting and dissemination and influence
Building a more resilient education system in Samoa
No full textA new Australian partnership will help Samoa review remote learning strategies implemented as a result of COVID-19 school closures