The Southeast Asia Primary Learning Metrics Program,
2021
Australian Council for Educational Research (ACER)
The Southeast Asia Primary Learning Metrics Program, Australian Council For Educational Research
Assessment GEMS
The Southeast Asia Primary Learning Metrics Program (SEA-PLM) is a regional assessment of Grade 5 students in six Southeast Asian countries. SEA-PLM was initiated in 2012 by the Southeast Asian Ministers of Education Association (SEAMEO) and the United Nations Children’s Fund (UNICEF). The first main cycle of SEA-PLM was implemented in 2019, with future cycles intended. All member countries of SEAMEO can choose to participate in SEA-PLM. The first six participating countries were: Cambodia, Lao PDR, Malaysia, Myanmar, Philippines and Viet Nam. SEA-PLM measures curricula and cross-curricula knowledge, skills and understanding in the domains of mathematics, reading, writing and global …
The Acquisition Of Dental Competencies And Clinical Skills: Perceptions From Students, Faculty, Practicing Dentists And Industry Professionals In The Dominican Republic,
2021
Western Michigan University
The Acquisition Of Dental Competencies And Clinical Skills: Perceptions From Students, Faculty, Practicing Dentists And Industry Professionals In The Dominican Republic, Laura Virginia Reyes Alardo
Dissertations
The Dominican healthcare system faces many challenges, and dental education is not an exception. The lack of competencies established for dentistry is one of the most critical challenges that dentistry faces. There is no way to guarantee that all dentists receive the same quality education with no standards and lack of competencies. Previous research has revealed that the competencies achieved by dental students determine the way such students develop their professional practice in the future as dental graduates (Alcota, De Gauna, & González, 2016). However, there is a lack of shared language observed in dental education around the world. Not …
Citizen-Led Assessments: A Model For Evidence-Based Advocacy And Action To Improve Learning,
2021
ASER Centre
Citizen-Led Assessments: A Model For Evidence-Based Advocacy And Action To Improve Learning, Suman Bhattacharjea, Sehar Saeed, Rajib Timalsina, Syeed Ahamed
Assessment and Reporting
Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, …
The Attributes Of Mathematics Learning Which Ghanaian Senior High School Students Value,
2021
University of Cape Coast
The Attributes Of Mathematics Learning Which Ghanaian Senior High School Students Value, Ernest Kofi Davis, Wee Tiong Seah, Nathaniel Howard, Eric Magnus Wilmot
Journal of Global Education and Research
Valuing constitutes an important aspect of mathematics pedagogy and hence student learning outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high school students in this country in West Africa valued in their study of mathematics. The data collected were analyzed using principal component analysis. The results suggest that Ghanaian senior high school students found connections, understanding, fluency, learning technologies, feedback, instructional materials, open-endedness and problem-solving important in their mathematics learning. Implications of the findings for curriculum delivery in mathematics and future research opportunities are also discussed.
Refugee Higher Education And Participatory Action Research Methods: Lessons Learned From The Field,
2021
The Graduate Center, City University of New York
Refugee Higher Education And Participatory Action Research Methods: Lessons Learned From The Field, Hadas Yanay
Dissertations, Theses, and Capstone Projects
Refugee access to higher education is devastatingly low. Recognizing the complex barriers facing refugee learners, global educational initiatives are innovating flexible learning models which promote blended online and in-person learning modalities. This article describes the implementation of a five month, online-based internship pilot offered to 21 refugee participants in qualitative and quantitative research methods, through a participatory action research (PAR) framework in five different countries -- Malawi, Kenya, South Africa, Rwanda, and Lebanon. The internship is part of the Global Education Movement (GEM), which brings refugees accredited online college degree and career development opportunities. Through direct engagement, observation of the …
Activities And Role Of School Counselors In West Virginia: A Comparison To A National Sample,
2021
University of Massachusetts, Amherst
Activities And Role Of School Counselors In West Virginia: A Comparison To A National Sample, Lijuan He, Barb Brady, John C. Carey
Journal of School-Based Counseling Policy and Evaluation
A national study of school counselor role and professional activities (Fan et al., 2019) was replicated using a West Virginia (WV) school counselor sample to determine if WV’s unique context and state policies would reflect a difference in how counselors perceive their roles and conduct professional practices. The comparison between WV sample and its national counterparts showed that school counselors grade level is robustly related to professional practice, with high school counselors demonstrating different levels of work focus than middle and elementary counselors. The WV sample did not demonstrate any practically significant differences from the previously collected national U.S. sample …
An Interview With Dr. Trish Hatch: An Advocate For School Counseling Policy,
2021
University of Florida
An Interview With Dr. Trish Hatch: An Advocate For School Counseling Policy, Jan L. Gay
Journal of School-Based Counseling Policy and Evaluation
Dr. Trish Hatch has served as a leader in school counselor policy and advocacy for over 30 years. As a co-author of the ASCA National Model, Dr. Hatch has worked tirelessly to establish school-based policies to promote the profession of school counseling at the district, state, and federal levels. This interview serves to provide readers with insight on the importance of advocacy and understanding how to navigate political systems to affect policies that influence the profession of school counseling.
A Review Of Program Evaluation In School Counseling: Improving Comprehensive And Developmental Programs,
2021
Clemson University
A Review Of Program Evaluation In School Counseling: Improving Comprehensive And Developmental Programs, Amanda D. Rumsey
Journal of School-Based Counseling Policy and Evaluation
This book review includes a detailed overview and discussion of Michael S. Trevisan and John C. Carey’s book: Program Evaluation in School Counseling: Improving Comprehensive and Developmental Programs, New York, NY: Routledge, 132 pages, $124.00 (hardcover), ISBN 9781138346574. The review includes strengths and potential issues regarding the text’s value and uses in graduate programs and school counseling practice. Overall, the book is a great resource and would be helpful knowledge for anyone working in the context of school counseling.
Investigating The Impact Of Learning Through Play At School,
2021
Australian Council for Educational Research (ACER)
Investigating The Impact Of Learning Through Play At School
International Developments
Learning Through Play at School is a pioneering research study that investigates how playful approaches to teaching and learning are applied in the classroom. The four-year study provides an opportunity to expand understanding of learning through play at school in Ukraine and the impact on teachers and students.
Measuring The Impact Of A Girls Education Program In Zambia,
2021
Australian Council for Educational Research (ACER)
Measuring The Impact Of A Girls Education Program In Zambia
International Developments
The 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.
Nepal Shifts To The Testing Of Higher Order Skills,
2021
Australian Council for Educational Research (ACER)
Nepal Shifts To The Testing Of Higher Order Skills
International Developments
An overhaul of the examination system in Nepal focuses on standardisation of exams and assessing higher order thinking skills at the end of basic education.
Seeking Universal Education: From Singapore’S Educational Success,
2021
The University of San Francisco
Seeking Universal Education: From Singapore’S Educational Success, Gulnar Rzayeva
Master's Projects and Capstones
According to the Universal Declaration of Human Rights, education is considered a fundamental human right. However, this right is not accessible for every child. Not all education systems are capable of providing quality education. There are various reasons behind this issue. Based on the OECD and PISA records, Singapore has a successful education system with multiple ethnicities and religions. This study intends to discover some characteristics of Singapore's education system and the feasibility of achieving similar success in other practices. In the methodology part, based on a literature review on the education policy and the education system of Singapore, content …
Reviewing Professional Development Programs On Inclusive Teaching And Learning,
2021
Australian Council for Educational Research (ACER)
Reviewing Professional Development Programs On Inclusive Teaching And Learning
International Developments
The 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.
Improving Learning Outcomes Through Teacher Development,
2021
Australian Council for Educational Research (ACER)
Improving Learning Outcomes Through Teacher Development
International Developments
The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned ACER to conduct the Teacher Development Multi-Year Series, a long-term, multi-country study to determine the extent to which Australian investments improve teaching quality and student learning. Countries involved include Timor-Leste, the three-year study focuses on Apoio Lideransa liuhusi Mentoria no Aprendizajen (ALMA) as part of the Australia-Timor-Leste Partnership for Human Development) - previously known as the Professional Learning Program; Lao PDR; and the Vanuatu Education Sector Program (VESP).
A Needs-Based Early Childhood Care And Development Model,
2021
Australian Council for Educational Research (ACER)
A Needs-Based Early Childhood Care And Development Model
International Developments
ACER Indonesia is partnering with the William and Lily Foundation and Adaro Bangun Negeri Foundation on a two year project which promises to improve the learning and development outcomes of Indonesian children in early childhood and development centres. This project will focus on Early Childhood Education and Development (ECED) centres or Pendidikan Anak Usia Dini (PAUDs) in 12 villages. These villages have been selected because their teachers have not received mandatory training from the government and many children have delayed physical development, or stunting.
Acer And Unicef Partner In Assessment And Evaluation,
2021
Australian Council for Educational Research (ACER)
Acer And Unicef Partner In Assessment And Evaluation
International Developments
In 2020, ACER signed two significant Long-Term Agreements (LTA) with UNICEF. One involves design, implementation and reporting on large-scale national and regional learning assessments in the Asia-Pacific region and the other covers technical assistance in the evaluation of education programs and interventions in countries under UNICEF’s Eastern and Southern Africa Regional Office (ESARO) and Regional Office for South Asia (ROSA).
Uncovering Learning Inequities In Southeast Asia,
2021
Australian Council for Educational Research (ACER)
Uncovering Learning Inequities In Southeast Asia
International Developments
Results released from the Southeast Asia Primary Learning Metrics (SEAPLM) 2019 show alarming inequities in learning outcomes for children. While some students are excelling, others are falling far behind and are unlikely to catch up. Without foundational skills in reading, mathematics and writing, these students are likely to be disadvantaged well into their adult lives.
Building Partnerships In Remote Education During Covid-19,
2021
Australian Council for Educational Research (ACER)
Building Partnerships In Remote Education During Covid-19
International Developments
Australian Strategic Partnerships in Remote Education (ASPIRE) connects Australian experience and expertise in remote education with partners in the Indo-Pacific region to provide learning continuity, access and equity, in particular for disadvantaged students. Managed by ACER on behalf of the Australian Government’s Department of Foreign Affairs and Trade (DFAT), ASPIRE aims to contribute to immediate and long-term educational and economic benefits for the Indo-Pacific region.
Monitoring Progress Towards The Sdgs,
2021
ACER
Monitoring Progress Towards The Sdgs, Ursula Schwantner, Juliette F. Mendelovits, Maurice Walker
International Developments
Measuring where students are at in their learning is critical for determining whether the world is on track to meet Sustainable Development Goal (SDG) 4. ACER’s contribution to SDG 4 is spearheaded through the work of the GEM Centre, a long-term partnership with the Australian Government's Department of Foreign Affairs and Trade (DFAT). At the core of the GEM Centre's contribution is the development of technically sound and internationally comparable learning metrics that enable education stakeholders to align assessment systems with global SDG monitoring and reporting.
International Developments (No.10) 2021,
2021
Australian Council for Educational Research (ACER)
International Developments (No.10) 2021
International Developments
This issue of International Developments summarises the research evidence gathered through the work of the Australian Council for Educational Research (ACER) and the impact of specific projects around the globe.
