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Full-Text Articles in Education
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 …
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 …
Teacher Development Multi-Year Studies. Using Case Studies To Investigate And Understand Teaching Quality And Student Learning: Initial Lessons Learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, Hilary Hollingsworth
Teacher Development Multi-Year Studies. Using Case Studies To Investigate And Understand Teaching Quality And Student Learning: Initial Lessons Learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, Hilary Hollingsworth
Education Analytics Service
This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report case …
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 …
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 …
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 …
What Impact? Professional Learning In Timor Leste, Adeola Capel
What Impact? Professional Learning In Timor Leste, Adeola Capel
International Developments
ACER’s work in Timor Leste is seeking to identify the impact of professional learning and mentoring on student learning outcomes over time, as Adeola Capel explains.
Teacher Development Multi-Year Studies: Conceptual Framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, Jacqueline Cheng
Teacher Development Multi-Year Studies: Conceptual Framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, Jacqueline Cheng
Teacher education
The purpose of this conceptual framework for DFAT’s teacher development multi-year study series is to improve the following elements across the series: clarity on the purpose of the series; consistency in terminology and methodology; connections to give the ability to draw common conclusions and explain differences; communication to create a shared understanding of the series and each stakeholder’s role and responsibility, and to use internal and external means to engage strategically and disseminate findings. To date, Timor-Leste, Vanuatu and Laos have committed to undertake multi-year studies of their teacher development investments.
Supporting Teacher Development : Literature Review, Kate Reid, Elizabeth Kleinhenz
Supporting Teacher Development : Literature Review, Kate Reid, Elizabeth Kleinhenz
Teacher education
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies, pre-service education and training, in-service professional development, and school-based support. As far as possible, the review highlights practices that demonstrate effectiveness.
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 …