The Southeast Asia Primary Learning Metrics Program

The Southeast Asia Primary Learning Metrics Program (SEA-PLM) is a regional assessment of Grade 5 students in six Southeast Asian countries. SEA-PLM was initiated in 2012 by the Southeast Asian Ministers of Education Association (SEAMEO) and the United Nations Children’s Fund (UNICEF). The first main cycle of SEA-PLM was implemented in 2019, with future cycles intended. All member countries of SEAMEO can choose to participate in SEA-PLM. The first six participating countries were: Cambodia, Lao PDR, Malaysia, Myanmar, Philippines and Viet Nam. SEA-PLM measures curricula and cross-curricula knowledge, skills and understanding in the domains of mathematics, reading, writing and global citizenship

A brief guide to Australian universities (Preliminary draft)

This 1946 Bulletin was compiled primarily for the guidance of overseas students wishing to study at Australian universities. For the six Australian universities at that time (Sydney, Melbourne, Queensland, Adelaide, Western Australia, and Tasmania - plus New England University College and Canberra University College) the bulletin provides an overview of university administration, admission requirements, living conditions, residential facilities, general expenses and care of student health. It outlines fees and scholarships available, a summary of courses and subjects of study, and information about social life and student societies. Statistics include teaching staff, student enrolments, fees for courses and for residential colleges, plus approximate living expenses. It concludes with a table indicating the number of teaching and research staff in each department

1946 term dates : primary and secondary schools in the Australian states : numbers of pupils involved.

This 1945 bulletin was compiled by the Australian Council for Educational Research based on Australian state Education Gazettes to show the dates each of the three school terms by state and level of schooling. It estimated the numbers of pupils affected for each type of school in each state. Term dates for Private Schools were not available, and assumed to show great variation even in any one State

Pairwise comparison method: Concept note

The paper sets out several approaches, both statistical and non-statistical, by which jurisdictions may choose to link their assessments to the global standards for reporting. One of these, the Pairwise Comparison Method (PCM), was first set out in Lazendic (2019). This concept note provides further details on the PCM and the work that has taken place since 2019 to enable the approach to be operationalised. The PCM relies on the Learning Progression Scales (LPSs) for reading and mathematics, developed by the Australian Council for Educational Research (ACER). A full description of the development of the scales is provided in the section Technical Note on the construction of the Learning Progression Scales, but in essence they are robust, statistical ordering of items drawn from a range of different assessments that was developed using a pairwise comparison approach

Science in the early years: Exploring mixtures. Educator resource

This activity is suitable for preschoolers to investigate the behaviour of two common household products (oil and water). The emphasis is on supporting children to develop their inquiry skills to describe what they observe when trying to mix these liquids. Preschoolers should be given the opportunity to communicate (describe and explain) their observations. The activity can be extended to Foundation, Year 1 and Year 2 students who should be encouraged to predict what will happen, communicate (explain) why some of the liquids used do not mix, as well as to describe the changes they observe when mixing materials. All children can complete an extension activity by adding detergent to explore the effect it has

Pacific Islands Literacy and Numeracy Assessment

The overall purpose of Pacific Islands Literacy and Numeracy Assessment (PILNA) is to support the improvement of education outcomes of students in the Pacific Island countries. It does this by generating cognitive and contextual data to monitor learning outcome, as well as facilitating ongoing collaborative efforts. PILNA measures the numeracy and literacy achievement of students at the end of Year 4 and Year 6. PILNA also supports participating countries to achieve Sustainable Development Goals. Specifically, SDG 4.1, which aims to have ‘all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes\u27

System-Wide Analysis of Assessment Practices (SWAAP): Concept note

This note is concerned with the development of a process to analyse how assessment practices are integrated into education systems in order for assessment outcomes to be useful for evidence based decision making throughout the system. It examines the quality of learning assessment and the extent to which it is embedded into an education system and acts as an effective contributor to the improvement of learning outcomes. The process is referred to as the System-Wide Analysis of Assessment Practices (SWAAP). The primary objective of SWAAP is to support education systems to develop national assessment strategies that generate meaningful data and assist the systems with the improvement of learning outcomes

GEM Centre: Pathways to impact

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

Engineering education

In 1946 Mr K. S. Lennie, of Sydney Technical College conducted a survey of opinion on Professional Engineering Education in Australia. He submitted a questionnaire to 200 representative individuals concerned with engineering including graduate and non-graduate engineers, senior and junior engineers, university and technical college teachers, and industrialists, government and private, representing both civil and mechanical engineering. Replies were received from 41% of those approached, and from an analysis of those replies the conclusions were reached which are presented in this bulletin

Teaching and Learning International Survey

The Teaching and Learning International Survey (TALIS) gathers data about school teaching environments from teachers and school leaders, in close to 50 countries in its most recent cycle. TALIS is a tool to assist educational reformers to improve the quality of teaching. TALIS data is based on the opinions, perceptions, beliefs and accounts of teachers and school leaders, as reported by them in a self-completion questionnaire. This publication, presents an overview of TALIS and covers its origins and context, purpose, measurement objectives, background information collection, target population and sampling methodology, assessment administration, reporting and dissemination and influence