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Gem Centre: Completion Report For Phase 2 Funding, 2017–2020, Australian Council For Educational Research
Gem Centre: Completion Report For Phase 2 Funding, 2017–2020, Australian Council For Educational Research
Monitoring Learning
In 2014, the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) established a partnership under the Global Education Monitoring Centre. Since then, there have been two funding periods: Phase 1 from 2014–2017 and Phase 2 from 2017–2020. Phase 3 will cover 2020–2023. This report documents the completion of Phase 2 funding and describes the shared priorities of DFAT and ACER through the GEM Centre, followed by the objectives and key outcomes of the work program during this period. The outcomes and lessons learned, together with findings from the GEM Centre mid-term …
Gem Centre: Pathways To Impact, Australian Council For Educational Research
Gem Centre: Pathways To Impact, Australian Council For Educational Research
Global education monitoring
The Global Education Monitoring (GEM) Centre is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). While supporting education monitoring initiatives around the world, the GEM Centre has a strategic focus on improving learning in the Indo-Pacific region and provides technical support to enable monitoring of progress towards United Nations Sustainable Development Goal (SDG) 4 by 2030.
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 …
Enhancing The National Assessment System To Improve Learning Outcomes In Bhutan: Case Study 2020-2021, Anu Radha Sharma, Anannya Chakraborty, Arjun Kumar Gurung
Enhancing The National Assessment System To Improve Learning Outcomes In Bhutan: Case Study 2020-2021, Anu Radha Sharma, Anannya Chakraborty, Arjun Kumar Gurung
Assessment and Reporting
To measure the efficacy of school sector interventions, Bhutan Council for School Examinations and Assessment (BCSEA) partnered with Australian Council for Educational Research (India) to strengthen its National Education Assessment (NEA) for obtaining evidence on learning, monitoring the progress of learning outcomes, understanding associations between context and achievement, and differences in achievement between groups. Eventually, the assessment reform will support measuring learning at the key stages of grades 3, 6, and 9. This case study report presents an overview of this project.