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Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report, Yung Nietschke, Anna Dabrowski Phd, Aris Huang, Jeaniene Spink
Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report, Yung Nietschke, Anna Dabrowski Phd, Aris Huang, Jeaniene Spink
Education Analytics Service
In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is …
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Education Analytics Service
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to rollout the new primary curriculum in schools, starting with Grade 1 (G1) in 2019. Specific teaching practices were introduced, including active learning, student-centred learning approaches, formative assessment, and a phonics approach to teaching reading. New practices were complemented by face-to-face orientation training and grants in BEQUAL target districts to strengthen communities of …
Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Education Analytics Service
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report (Lao Version), Australian Council For Educational Research (Acer)
Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report (Lao Version), Australian Council For Educational Research (Acer)
Education Analytics Service
In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is …
Policy Brief: Teacher Professional Development For Students With Disability In The Asia-Pacific, Syeda Kashfee Ahmed, Anannya Chakraborty
Policy Brief: Teacher Professional Development For Students With Disability In The Asia-Pacific, Syeda Kashfee Ahmed, Anannya Chakraborty
Global education monitoring
Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international …
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research
Education Analytics Service
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …
Teacher Development Multi-Year Study Series. Report Highlights. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Teacher Development Multi-Year Study Series. Report Highlights. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Education Analytics Service
The Australian Government is supporting the Government of Timor-Leste to undertake educational reforms through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA enables the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning to support the implementation of its National Basic Education Curriculum. Under the Teacher Development Multi-Year Study for Timor-Leste, the Education Analytics Service (EAS) is investigating how ALMA is making a difference to teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6, with a focus on improving …
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr (Lao Version), Australian Council For Educational Research
Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr (Lao Version), Australian Council For Educational Research
Education Analytics Service
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report (Lao Version), Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report (Lao Version), Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer
Education Analytics Service
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to rollout the new primary curriculum in schools, starting with Grade 1 (G1) in 2019. Specific teaching practices were introduced, including active learning, student-centred learning approaches, formative assessment, and a phonics approach to teaching reading. New practices were complemented by face-to-face orientation training and grants in BEQUAL target districts to strengthen communities of …
Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik, Kris Sundarsagar
Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik, Kris Sundarsagar
Assessment and Reporting
In the Asia‐Pacific region, around one‐third of the children who are out‐of‐school have a disability and given that teacher readiness and capability are key contributors for inclusive education, it is high time for a mapping of disability inclusive teacher professional development (TPD) interventions in this region. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for in‐service TPD focussing on education for the inclusion of students with a disability in low‐ and middle‐income countries (LMICs) in the Asia‐Pacific region. A broad range of bibliographic databases and repositories were searched electronically to identify the …
Report Highlights: Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson, Jessica Thompson
Report Highlights: Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson, Jessica Thompson
Education Analytics Service
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT’s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu.
Teacher Development Multi-Year Study Series. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Teacher Development Multi-Year Study Series. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong
Education Analytics Service
The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 …
Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson, Jessica Thompson
Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson, Jessica Thompson
Education Analytics Service
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for …
Protocol: Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Petra Lietz, Amit Kaushik, Budiarti Rahayu, David Armstrong, Kris Sundarsagar
Protocol: Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Petra Lietz, Amit Kaushik, Budiarti Rahayu, David Armstrong, Kris Sundarsagar
Assessment and Reporting
According 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 …
Online Training On Formative Assessment For Early Language, Literacy, And Numeracy (Elln) In The Philippines: Final Report, Rti International
Online Training On Formative Assessment For Early Language, Literacy, And Numeracy (Elln) In The Philippines: Final Report, Rti International
Teacher education
This report describes findings and lessons learned from an online teacher training course in the Philippines. "Becoming a Learning Detective" is a 5-day online course that focuses on the design and use of formative assessment to improve literacy and numeracy outcomes in Kindergarten to Grade 3 (K–3) classrooms. The emphasis is on classroom-based assessment strategies that are embedded within daily teaching and learning experiences, involving an active partnership between teacher and students. The course brings together asynchronous and synchronous elements, as well as whole group, small group, and individual learning experiences. The course was implemented for the first time among …
Vanuatu: Policy Insights From A Multi-Year Teaching And Learning Study Series, Elizabeth Cassity, Debbie Wong
Vanuatu: Policy Insights From A Multi-Year Teaching And Learning Study Series, Elizabeth Cassity, Debbie Wong
Education Analytics Service
The 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 …
Timss 2019 Australia. Volume Ii: School And Classroom Contexts For Learning, Sue Thomson, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O'Grady, Marina Schmid
Timss 2019 Australia. Volume Ii: School And Classroom Contexts For Learning, Sue Thomson, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O'Grady, Marina Schmid
TIMSS 2019
This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, …
Timor-Leste: Policy Insights From A Multi-Year Teaching And Learning Study Series, Jennie Chainey, Elizabeth Cassity
Timor-Leste: Policy Insights From A Multi-Year Teaching And Learning Study Series, Jennie Chainey, Elizabeth Cassity
Education Analytics Service
The Australian Government is supporting significant education reforms in Timor-Leste. This policy note summarises findings on primary school teacher practice and student learning outcomes during the phased introduction of major curriculum changes. Key areas identified for action include the need to promote inclusive classroom practices and address capacity gaps in this area. In addition, establish measures to ensure effective school leadership and school practices continue once the Apoiu Lideransa liuhosi Mentoria no Aprendizajen (ALMA) program support ceases or there are institutional changes. Part of a multi-year study, the Education Analytics Service is investigating how ALMA is making a difference to …
Teacher Development Multi-Year Study Series. Vanuatu: Interim Report 1, Elizabeth Cassity, Jacqueline Cheng, Debbie Wong
Teacher Development Multi-Year Study Series. Vanuatu: Interim Report 1, Elizabeth Cassity, Jacqueline Cheng, Debbie Wong
Education Analytics Service
The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how …
Teacher Development Multi-Year Studies. Emerging Themes: Challenges And Enablers, Debbie Wong, Elizabeth Cassity
Teacher Development Multi-Year Studies. Emerging Themes: Challenges And Enablers, Debbie Wong, Elizabeth Cassity
Education Analytics Service
The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves …
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Early Childhood Education
The present publication documents the achievements and lessons learned from the first phase of the Survey of Teachers in Pre-primary Education (STEPP) project, implemented by UNESCO from 2016 to 2019, with the participation of seven countries, namely, the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo, and Viet Nam. It is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel …
Principal Instructional Leadership For Teacher Participation In Professional Development: Evidence From Japan, Singapore, And South Korea, Taeyeon Kim, Youngjun Lee
Principal Instructional Leadership For Teacher Participation In Professional Development: Evidence From Japan, Singapore, And South Korea, Taeyeon Kim, Youngjun Lee
Department of Educational Administration: Faculty Publications
We investigated the relationship between principal instructional leadership and teacher participation in multiple types of professional development in Japan, Singapore, and South Korea. Using the Teaching and Learning International Survey dataset of 2013, we employed two-level logistic regression models to estimate the rigorous effects of principal instructional leadership that were separated out from teacher-level effects. We found that the influence of principal instructional leadership on teachers’ participation in professional development varied across types of learning activities and countries. Our analysis suggests that principal instructional leadership can influence teachers’ participation in mentoring, mentoring, peer observation, and coaching compared to the other …
The Teaching And Learning International Survey 2018. Australian Report Volume 1: Teachers And School Leaders As Lifelong Learners, Sue Thomson, Kylie Hillman
The Teaching And Learning International Survey 2018. Australian Report Volume 1: Teachers And School Leaders As Lifelong Learners, Sue Thomson, Kylie Hillman
OECD Teaching and Learning International Survey (TALIS)
The OECD Teaching and Learning International Survey (TALIS) collects internationally comparable data on the learning environment and the working conditions of teachers and principals in schools across the world. The results of the survey continue to provide valid, timely and comparable information from the perspective of school practitioners to help countries review and define policies for developing a high-quality teaching profession. Australia’s participation in TALIS 2018 was managed by the Australian Council for Educational Research (ACER). A total of 6603 teachers and 453 principals from a representative sample of primary and secondary schools across Australia participated in TALIS 2018. This …
Investing In Teachers, Australian Department Of Foreign Affairs And Trade Office Of Development Effectiveness, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Investing In Teachers, Australian Department Of Foreign Affairs And Trade Office Of Development Effectiveness, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs
Teacher education
This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …