Measuring learning : why we need to learn together

One of the keys to increasing the quality and comparability of learning measures is cooperation within the international community to develop common benchmarks to measure learning outcomes, argues Jeaniene Spink

Beyond letters and numbers: the COVID-19 pandemic and foundational literacy and numeracy in Indonesia

In 2020, with the COVID-19 pandemic spreading across Indonesia and around the world, INOVASI (the Innovation for Indonesia’s School Children) and the Indonesian Ministry of Education, Culture, Research and Technology (MoECRT) initiated a study of foundational literacy and numeracy learning by Indonesian students and the impact of the pandemic on this learning. The Australian Council for Educational Research (ACER) provided technical support. The study developed descriptions of literacy and numeracy achievement levels, referencing both global proficiency frameworks and Indonesia’s curriculum and assessment standards. Student results were benchmarked against descriptors of skills for the Global Proficiency Framework (GPF) Minimum Proficiency Levels (MPLs)

Evaluation of Australia\u27s Investment in Teacher Development in Lao PDR: Summary of the 2019 Baseline Report

In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is making a difference to the Government of Lao PDR’s ongoing primary education reforms. This study is part of a multi-year series undertaken by DFAT’s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. Key findings from this study 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

Investing in teachers

This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher education and training will result in better teaching and learning in schools. A significant limitation, acknowledged in this evaluation report, is insufficient attention to measuring learning outcomes. Follow-on evaluations involving the Office of Development Effectiveness are expected to help fill this gap

Validation of the Myanmar Teacher Competency Standards Framework (TCSF) Final Report

This final report provides background to the four domains of the Myanmar Teacher Competency Standards Framework (TCSF), and the validation study design, stages and methods which sought to answer the focus question: Does the TCSF describe effective teaching in Myanmar? The study included expert review, a teacher survey and case studies of teaching practice in a sample of effective teachers. The report presents key findings and next steps from validation of the TCSF to implementation

Education, reconstruction and state building in Afghanistan

Since the December 2001 Bonn Agreement, Afghanistan has adopted a new constitution, held democratic elections and established a nationalarmy. Education, however, has been treated as merelyan ‘add on’ to the process of nation building

Measuring learning: Why we need to work together

One of the keys to increasing the quality and comparability of learning measures is cooperation within the international community, argues Jeaniene Spink

Teacher education and professional development in Afghanistan

Jeaniene Spin

Curriculum audit informs development of a regional assessment framework

The results of an audit of curriculum materials of 11 ASEAN countries has informed the development of a regional assessment framework. This framework outlines what skills and expertise the Southeast Asia Primary Learning Metric (SEA-PLM) will measure to help governments understand learning achievement in their school

Super synthesis: Evidence of what works in education for development

A synthesis of research evidence identifies the impact of interventions that offer high value in meeting education’s greatest challenges in development contexts, as Jeaniene Spink explains