International and Comparative Education Commons^™

Infografik: Efektivitas Pembelajaran Jarak Jauh Selama Covid-19, Jo Earp

Teacher Southeast Asia

McKinsey melakukan survei kepada guru-guru di seluruh dunia mengenai pandangan mereka terkait efektivitas dari pembelajaran jarak jauh yang terjadi selama penutupan sekolah akibat COVID-19. Penasaran bagaimana kira-kira skor rata-rata di setiap negara? Cari tahu hasil survei dalam infografik.

Pisa 2018: Australia In Focus Number 1: Academic Resilience Among Australian Students, Sue Thomson

OECD Programme for International Student Assessment (PISA) Australia

Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike …

Timss 2019 Australian Year 4 And Year 8 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady

TIMSS 2019

This is a data source for the report TIMSS 2019 Australia. Volume I: Student performance. This dataset is available for download as a zipped file https://research.acer.edu.au/context/timss_2019/article/1002/type/native/viewcontent.

Early Childhood Development: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

This Practitioner level module is designed to inform staff members about issues to consider when engaging with international and domestic partners on early childhood development (ECD). It covers the case for ECD, the process of policy development and how development partners can assist government partners to expand and enhance ECD. In the context of COVID-19 and at all times, ECD is a critical priority. It is recommended that staff complete the Early Childhood Development: Foundation Level module as background information to this Practitioner level module.

Early Childhood Development: Foundation Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide foundation level introductory information about the importance and scope of early childhood development. It provides a foundation to engage with this topic and to apply advice from staff with operational or expert levels of knowledge in education. On successful completion you will gain the ability to apply practical knowledge of early childhood development to make valuable contributions to the field.

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 …

Education In Conflict-Affected And/Or Fragile States: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information about the importance of education in conflict-affected and/or fragile situations. This includes understanding and defining fragility and conflict, education’s relationship to fragility and conflict, and critical links with other sectors. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education. On successful completion you will be able to be an informed participant in forums related to education in conflict-affected and/or fragile situations.

Education In Conflict-Affected And/Or Fragile States: Foundation Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information about the importance of education in conflict-affected and/or fragile situations. This includes understanding and defining fragility and conflict, education’s relationship to fragility and conflict, and critical links with other sectors. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education. On successful completion you will be able to be an informed participant in forums related to education in conflict-affected and/or fragile situations.

Global Tracer Facility Longitudinal Global Tracer Survey 2021 (Year 6) - Survey Instrument, Australia Awards Global Tracer Facility

Australia Awards Global Tracer Facility

This survey instrument for the Year 6 Global Tracer Facility (GTF) Global Tracer Survey 2021 outlines the survey sections, area of focus, type of question and response options.

The research report based on findings collected using this instrument can be read in this report Alumni Growth: Tracking Australia Awards Alumni Over Five Years, Longitudinal Tracer Survey 2021.

Flexible Strategies For Ensuring Quality Learning Outcomes In Education In Emergencies, Pina Tarricone, Ian Teo, Kemran Mestan, Kris Sundarsagar, Ashtamurthy Killimangalam, Nordin Abd Razak

International Education Research

The COVID-19 pandemic has interrupted schooling for students globally and challenged how policy-makers might respond and recover from this protracted emergency. In collaboration with NEQMAP, the GEM Centre has conducted a rapid review of policy and practice documents for 14 countries, and an online survey with policy-makers in 7 of them to identify the types of flexible learning strategies that were implemented over the course of this pandemic. An education in emergencies Policy Monitoring Framework was used both to guide the analysis of documents and survey data, and to provide the basis for reporting findings. The range of flexible learning …

Understanding Competency Based Learning For Reading Literacy, Sri Aurobindo Society, Australian Council For Educational Research (Acer)

ACER India

Competency-based learning, unlike curriculum-based learning, emphasizes a student-centred approach to education. It is heavily driven by experience and discovery rather than lecture and memorization. The focus of competency-based learning is on what students understand and how they apply what they learn in real-life situations rather than what they remember. This learning framework for reading literacy is an effort to introduce competency-based learning to classroom teaching and learning in India to prepare Indian students for the rapidly changing future. It provides resources that can be used by schools and teachers for supporting secondary school students to acquire reading literacy and is …

Understanding Competency Based Learning For Mathematical Literacy, Sri Aurobindo Society, Australian Council For Educational Research (Acer)

ACER India

Competency-based learning, unlike curriculum-based learning, emphasizes a student-centred approach to education. It is heavily driven by experience and discovery rather than lecture and memorization. The focus of competency-based learning is on what students understand and how they apply what they learn in real-life situations rather than what they remember. This learning framework for mathematical literacy is an effort to introduce competency-based learning to classroom teaching and learning in India to prepare Indian students for the rapidly changing future. It provides resources that can be used by schools and teachers for supporting secondary school students to acquire mathematical literacy and problem-solving …

Understanding Competency Based Learning For Scientific Literacy, Sri Aurobindo Society, Australian Council For Educational Research (Acer)

ACER India

Competency-based learning, unlike curriculum-based learning, emphasizes a student-centred approach to education. It is heavily driven by experience and discovery rather than lecture and memorization. The focus of competency-based learning is on what students understand and how they apply what they learn in real-life situations rather than what they remember. This learning framework for scientific literacy is an effort to introduce competency-based learning to classroom teaching and learning in India to prepare Indian students for the rapidly changing future. It provides resources that can be used by schools and teachers for supporting secondary school students to acquire scientific literacy and problem-solving …

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.

Marginalisation: Practitioner Level, Australian Council For Educational Research (Acer)

Education Analytics Service

This Practitioner level module is designed to ensure staff members who engage with and lead policy dialogue with international and domestic partners understand the patterns of marginalisation in education and the policies, strategies and structures that can be put in place at the national, school and community level to reduce marginalisation. It is recommended that staff complete the Marginalisation: Foundation level module as background information to this Practitioner level module.

Lao Pdr: Policy Insights From A Multi-Year Teaching And Learning Study Series, Debbie Wong, Hilary Hollingsworth

Education Analytics Service

The Australian Government is supporting significant education reforms in Lao PDR. This policy note summarises baseline findings on primary school teacher practice and student learning outcomes, at a point just prior to major curriculum changes. Key findings include the need for intensive action on Lao language literacy, targeted teacher training on the new curriculum with a special emphasis on second language learners, and deepened engagement with school communities to reduce student absenteeism and improve student readiness for school. Part of a multi-year study series, the Education Analytics Service is investigating how the Basic Education Quality and Access in Laos program …

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 …

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 …

Marginalisation: Foundation Level, Australian Council For Educational Research (Acer)

Education Analytics Service

The purpose of this module is to provide introductory information about the key characteristics and strategies to reducing marginalisation. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in combatting marginalisation. On successful completion you will be able to be an informed participant in forums related to marginalisation.

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.

Australia: Pisa Australia—Excellence And Equity?, Sue Thomson

OECD Programme for International Student Assessment (PISA) Australia

Australia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a …

Timss 2019 Australia. Volume I: Student Performance, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady

TIMSS 2019

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement …

Timss 2019 Australia Highlights, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady

TIMSS 2019

Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the …

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 …

Infografik: Bagaimana Pencapaian Murid Di Asiinfografik: Bagaimana Pencapaian Murid Di Asia Tenggara Dalam Pisa 2018a Tenggara Dalam Pisa 2018, Jo Earp

Teacher Southeast Asia

Infografik ini memberikan suatu gambaran global mengenai negara dengan tingkat capaian tertinggi dan terendah di PISA 2018 dalam membaca, matematika, dan sains, serta perbandingannya dengan skor dari murid-murid di Indonesia, Malaysia, Singapura, Brunei, Thailand, dan Filipina.

Pisa 2018: Reporting Australia’S Results. Volume Ii Student And School Characteristics: Data Tables [Excel] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid

OECD Programme for International Student Assessment (PISA) Australia

The Zipped Excel file provides the data in tabular format that was used to prepare the figures presented in the report: PISA 2018: Reporting Australia’s Results. Volume II Student and School Characteristics. The data covers the constructs reported in the report.

Pisa 2018: Reporting Australia’S Results. Volume Ii Student And School Characteristics, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid

OECD Programme for International Student Assessment (PISA) Australia

The Programme for International Student Assessment (PISA) is an international study that measures the knowledge and skills of 15-year-old students and how prepared they are to use these to meet real-life opportunities and challenges. Volume II is an examination of Australia’s PISA results in relation to student and school background characteristics, and how these are related to student performance. Each chapter focuses on different indicators that cover the school community, the school learning environment, students’ attitudes and beliefs, and the role teachers play in shaping students’ learning. Together, the different indicators of student and school life provide an illustration of …

Infografis: Keamanan Online Anak Di Asia Tenggara, Jo Earp

Teacher Southeast Asia

Belum lama ini telah terbit hasil sebuah survei mengenai cyber safety dari 145.426 anak dan remaja, yang dilakukan selama lebih dari tiga tahun dengan responden dari 30 negara berbeda. Berikut ini beberapa hasil penemuan yang sifatnya global, serta ranking negara-negara Asia Tenggara dalam hal bimbingan dan edukasi.

The Teaching And Learning International Survey 2018. Australian Report Volume 2: Teachers And School Leaders As Valued Professionals, 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. TALIS 2018 is the third cycle of TALIS, and Australia has participated in each cycle. In Australia, a nationally representative sample of 4,000 teachers and principals from 200 lower secondary schools was randomly selected to participate in the study. Findings from TALIS 2018 in Australia are reported in two volumes. The first volume, Teachers and School Leaders as Lifelong Learners, published in November 2019, explored teaching practices, the changing contexts for …

Pisa 2018: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid

OECD Programme for International Student Assessment (PISA) Australia

The Programme for International Student Assessment (PISA) 2018 is the seventh cycle of PISA since it was first conducted in 2000 and measures students’ skills in the core areas of reading literacy, mathematical literacy and scientific literacy. Since PISA 2012, financial literacy has been included as an additional optional assessment that accompanies the core assessments. In Australia, the financial literacy assessment is funded by the Australian Securities and Investment Commission. This report presents the results for the third assessment of financial literacy and focuses on the measurement of financial literacy for Australia as a whole and for different demographic groups, …