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Snapshots issue 14: What are the occupational aspirations of Australian 15-year-olds?
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. As students near the end of their secondary schooling, they will be considering their educational choices and their future occupations. This Snapshot examines Australian students’ occupational aspirations and the roles they expect to be engaged in when they are around 30 years of age. It explores how expectations differ by gender and socioeconomic background, and reports changes to the top 10 most cited occupations since the first PISA assessment in 2000
Building resilient education systems: A rapid review of the education in emergencies literature
Get PDFThe COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which 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), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and magnifying disparities in learning outcomes
Infographic: Issues hindering school instruction
Get PDFIn the Southeast Asia Primary Learning Metrics (SEA-PLM) 2019 assessment programme, school principals were asked about issues that hindered their school’s capacity to provide instruction. This infographic shows the proportions of children in the six SEA-PLM 2019 countries who attended a school where the principal reported each issue hindered school capacity to a \u27large\u27 or \u27moderate\u27 extent.https://research.acer.edu.au/teacher_graphics/1144/thumbnail.jp
Infographic: Indigenous students experiencing racial discrimination at school
Get PDFData collected from Aboriginal and Torres Strait Islander children aged between 10 and 15 years old highlights the prevalence of racism and racial discrimination experienced by young people. Here, we share their responses to seven statements relating to self-reported experiences of direct racial discrimination in a school setting.https://research.acer.edu.au/teacher_graphics/1151/thumbnail.jp
Reflections on the Development of the IEA Civic and Citizenship Education Studies
Get PDFThis chapter discusses the content, design, and methods of the three IEA studies of civic and citizenship education. It focuses on the changes made between each of these studies and the contexts for this learning area. The IEA Civic Education Study (CIVED) in 1999 was developed soon after the transition to democracy in many participating countries; threats to civil society in the early 2000s such as terrorism influenced the International Civic and Citizenship Education Study (ICCS) in 2009. The design of ICCS in 2016 responded to the increasing importance of social media in civic engagement, the growth in awareness of global and environmental issues, as well as the recognition of school as a context for social interaction. Starting in 2009 ICCS studies have implemented regional modules including questions covering topics of specific interest in Asia, Europe, and Latin America. Changes were made in the design, which make it difficult to compare results across time. Examples are the introduction of rotated booklets for the civic knowledge test or the change in the sampling strategy for the teachers. The selection of item material in each study followed an exhaustive process of reviews and discussions among IEA country representatives (as well as experts and international committee members)
A new policy tool to help build resilient education systems
No full textAn 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
Monitoring progress towards the SDGs
No full textThe Global Education Monitoring (GEM) Centre is providing technical support to enable global, regional and national education stakeholders to monitor their progress towards United Nations Sustainable Development Goal (SDG) 4, quality education for all
Building an evidence base for effective remote education in the Indo-Pacific
No full textLessons learned from the ASPIRE pilot program will inform remote education and future learning continuity in the Indo-Pacific
Theory vs reality in early childhood education and care
No full textIn a recently published book that translates high-quality, peer-reviewed research into everyday practice for early childhood educators, ACER Senior Research Fellow Dr Dan Cloney explores the issues that currently prevent all children from getting the best start in life
Measuring the impact of a girls education program in Zambia
Get PDFThe Zambian Girls 2030: Realizing My Potential program was initiated in 2016 through a partnership between the Ministry of General Education (MoGE) and UNICEF. The program aims to ensure better educational and employment outcomes for Zambian girls through various educational interventions at the secondary school level. The ACER evaluation will shed light on the results achieved against the targeted objectives and the potential for expansion of the program