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

Supporting out-of-school girls and children and youth from marginalised groups in the ASEAN region: A review of promising practices

Investing in girls’ and women\u27s education can transform the experiences of individuals, as well as shape communities into the future. Girls who are given opportunities to receive an education are more likely to lead productive lives, participate in decision making processes, and shape the trajectories of others. The work of the ASEAN-UK SAGE programme reflects an overarching aim to better understand the challenges facing different types of girls and women in the Association of Southeast Asian Nations (ASEAN) region, identify promising practices that can support girls and women, and create tangible recommendations for those responsible for supporting girls and women\u27s educational trajectories across the lifespan. Data shows concerning levels of children and youth not completing lower-secondary and upper-secondary schooling. While primary completion rates hover around 80% in Cambodia, Myanmar, Lao PDR and Timor-Leste, rates fall to just over 50% in lower-secondary. While half of students complete upper secondary in Timor-Leste, only 20-30% in Cambodia, Myanmar and Lao PDR do. Even though girls now remain in the education system for longer, they are less likely to be in employment, further education, or training in the ASEAN region. From the age of 15, women also earn less than men in the seven ASEAN member states for which data are available, impacting on household financial stability and resiliency. Girls also face ongoing risks of forced and early marriage, period poverty, violence and trafficking, female genital mutilation, adolescent pregnancy, and sex-selection before birth. Given the gains made by girls in the region, and the importance of acknowledging that other gender groups can also be vulnerable within ASEAN education systems, this report focuses on two broad groups: out-of-school girls, and children and youth from marginalised groups. Understanding ways to better support the complex needs of these different groups is a key focus of the SAGE initiative. As part of a three-part series examining ways to support girls, women, and other vulnerable and marginalised populations, this report focuses on understanding the current challenges ASEAN countries face in supporting out-of-schoolgirls, and children and youth from marginalised groups and examines effective practices for supporting these underrepresented and hard to reach populations

Strengthening foundational learning in the ASEAN region: A review of promising practices

In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the United Kingdom have established the Supporting the Advancement of Girls\u27 Education (SAGE) Programme under their ASEAN-UK partnership. This initiative is designed to narrow the development gap between the first six ASEAN members and the four newer member countries (Cambodia, Myanmar, Lao PDR and Viet Nam) and Timor-Leste, by addressing their education priorities within the ASEAN region, specifically focusing on challenges faced by girls and marginalised groups. The SAGE program aims to understand early-grade students\u27 challenges in the ASEAN region, identify effective practices to address these issues and provide practical recommendations to empower students with essential foundational skills for lifelong learning. This report, part of a three-part series, focuses on supporting foundational learning in primary school settings in ASEAN countries. Its objective is to comprehend the challenges faced by the region in promoting foundational learning

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

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