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Full-Text Articles in Education
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.
Current International Projects
Current International Projects
International Developments
This article provides an overview of the international projects the Australian Council for Educational Research (ACER) is involved in.
Large-Scale Assessments In The Context Of Developing Countries, Ursula Schwantner
Large-Scale Assessments In The Context Of Developing Countries, Ursula Schwantner
International Developments
A new analysis of assessments around the world identifies how best to operate large-scale assessments in developing countries.
Improving Student Learning In Mali, Petra Lietz
Improving Student Learning In Mali, Petra Lietz
International Developments
ACER has been working over the past two years to help develop an internal monitoring and evaluation system in Mali.
In Africa, Many Are In School But Not Learning, Ursula Schwantner
In Africa, Many Are In School But Not Learning, Ursula Schwantner
International Developments
ACER analysis for UNICEF examines the major impediments to children’s learning as a considerable proportion of students in Eastern and Southern African schools do not reach expected basic learning benchmarks in numeracy and literacy.
Girls’ Primary And Secondary Education In Malawi: Sector Review: Final Report, Sally Robertson, Elizabeth Cassity, Esthery Kunkwenzu
Girls’ Primary And Secondary Education In Malawi: Sector Review: Final Report, Sally Robertson, Elizabeth Cassity, Esthery Kunkwenzu
Monitoring Learning
Enhancing girls’ access to high-quality education is a global priority that is articulated in the Sustainable Development Goals (SDGs). It is also a national priority in Malawi. The Australian Council for Educational Research (ACER) was contracted by UNICEF, to conduct an education sector review of girls’ primary and secondary education in Malawi. The review aimed to: outline the current context and challenges relating to girls’ education in Malawi; identify the key factors contributing to gender inequalities in educational access and outcomes; provide an overview of the policies and strategies currently in place to enhance girls’ education; provide recommendations to help …