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Full-Text Articles in Education
Investigating The Impact Of Learning Through Play At School
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
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.
Reviewing Professional Development Programs On Inclusive Teaching And Learning
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
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
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
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
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
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, Ursula Schwantner, Juliette F. Mendelovits, Maurice Walker
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
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.
Improving Learning For All, Geoff N. Masters
Improving Learning For All, Geoff N. Masters
International Developments
Improving learning has become a global priority thanks to the United Nations and its Sustainable Development Goal 4. Challenges may vary according to country context but the aim is universal: to provide the best education possible within each local system. Geoff Masters explains.
International Developments (No.9) 2019
International Developments (No.9) 2019
International Developments
In this issue of International Developments, we summarise the research evidence gathered through the work of the Australian Council for Educational Research (ACER) and the impact our projects make around the globe.
Improving Girls’ Education In Malawi, Sally Robertson
Improving Girls’ Education In Malawi, Sally Robertson
International Developments
A holistic and collaborative evidence-based approach is needed to address educational gender disparities in Malawi, as Sally Robertson explains.
International Developments (No.8) 2018
International Developments (No.8) 2018
International Developments
In this issue of International Developments we investigate a synthesis of research evidence that identifies the impact of interventions that offer high value in meeting education’s greatest challenges in development contexts. We explore how ACER’s school assessments are playing a part in supporting improvements in teaching and learning, and we examine the benefits of a program to collect evidence of education quality for governments, schools, communities and students in the Pacific region. This issue of International Developments also looks at ACER’s work with partners across South Asia to ensure inclusive and quality education for all, the development of a ‘road …
Waging Peace For Colombia’S Youth: Countering The Attack On Education, Phil Price
Waging Peace For Colombia’S Youth: Countering The Attack On Education, Phil Price
Human Rights & Human Welfare
After nearly five decades of internal armed conflict, Colombia’s children and education system remain firmly under siege. Boys and girls as young as thirteen are pulled out of classrooms and thrown into battlefields. Teachers routinely disappear and/or are subjected to extrajudicial executions. Guerillas, paramilitaries, and the Colombian army all utilize school buildings as posts for their combatants. School zones have become littered with landmines. Child displacement and poverty have reached epidemic levels. In direct contradiction with the Rome Statute and the Colombian Ministry of Defense Directive 30743, the Colombian government is guilty of war crimes by employing children as spies …