ACER’s education and development research program focuses on conducting and supporting research that aims to improve student learning in the development context.
Our research
Over 80 years ACER has built a strong reputation as a provider of reliable support and expertise to education policy makers and professional practitioners in Australia and internationally. Our research is concerned with building evidence on how student learning can be improved. ACER is well placed to bring an academically rigorous and research-based orientation to the post 2015 Sustainable Development Goals focus on measuring learning outcomes. Much of our research work is utilised directly by commissioning organisations, although some reports are made available in the public domain.
Improving children’s education in Eastern and Southern Africa Region
2014−2015
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Zimbabwe Early Learning Assessment – Phase One and Two (ZELA)
2012–2015
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Student Learning Outcomes in Primary Education in PDR Laos
2014−2015
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Our projects
Our projects provide targeted support for education initiatives and strategies within the development sector. We provide collective education expertise in research methodologies, participatory development, sustainable capacity development, policy analysis, program design, monitoring and evaluation, and information management and resourcing models across a range of focus areas.
Education Analytics Service (EAS)
2016–2019
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Teacher Absenteeism in Indonesia
2014−2015
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Philippines Early Childhood Care and Development Longitudinal Study
2014–2018
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Research Developments
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[rd] Research DevelopmentsRegister as an ACER Associate
ACER is actively seeking professional partnerships with international researchers and consultants with expertise in a range of education quality improvement related areas. ACER international professional associates typically have more than five years of international experience, working at senior government level with partners such as DFAT, DFID, the EU, UNICEF, UNESCO, USAID, World Bank or other development agencies. If you are interested in joining a global internationally recognised community of education experts and researchers, we invite you to complete our online survey.
Education Analytics Service (EAS)
2016–2019
Australian Department of Foreign Affairs and Trade (DFAT), Cardno Emerging Markets (Cardno)
ACER in collaboration with Cardno is providing a program of analytical work and professional development to support DFAT’s large portfolio of global, regional and bilateral education investments. ACER via the EAS will contribute to the areas of early childhood development, learning for all, universal participation and skills for prosperity. The EAS initiative improves the extent and quality of evidence and expertise used by DFAT to inform its education policy and programs. The delivery of all activities, products and services is informed by DFAT's Strategy for Australia’s Aid Investments in Education.
What we do
- Assessment
- Curriculum Analysis
- Teacher Education
- Early and Basic Education
- School-based Reform
- Higher and Vocational Education
- Capacity Building
Where we work
Global
Teacher Absenteeism in Indonesia
2014−2015
SMERU Research Institute, Indonesian Education Sector Analytical and Capacity Development Partnership (ACDP), the Government of Indonesia, the Australian Government, the European Union and the Asian Development Bank
In this large-scale research project for ACDP, ACER studied the rates and determinants of teacher absenteeism in Indonesia primary and junior secondary schools. The study sought to provide reliable, valid, nationally representative, and up-to-date information on the rates and determinants of teacher absenteeism in Indonesian primary and junior secondary schools. The aim was to inform and contribute to developing and implementing effective policies, strategies, financing and systems to increase teachers’ attendance in schools and classrooms to acceptable levels to ensure the quality of student learning.
ACER was responsible for leading the sample design, instrument development, data analysis and report writing in conjunction with SMERU Research Institute. In addition, the study examined how schools are dealing with teacher absence and assessed the impact of teacher absenteeism on students. Existing policies and programs were also analysed to ascertain the extent they are related to teacher attendance in schools and classrooms.
What we do
- Teacher Education
Where we work
Southeast Asia: Indonesia
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Philippines Early Childhood Care and Development Longitudinal Study
2014–2018
UNICEF, Southeast Asian Ministers of Education Organization Regional Centre for Educational Innovation and Technology (SEAMEO INNOTECH), Assessment, Curriculum and Technology Research Centre (ACTRC), University of Melbourne, University of the Philippines
The ECCD Longitudinal Study assesses a cohort of children annually across the first three years of schooling to measure their social and emotional skills such as sociability, cooperation, resilience and empathy, as well as their literacy and mathematics knowledge and skills. The study uses seven instruments, five of which were designed by ACER. The aim is to provide evidence that will guide implementation of the Early Years Act and the Enhanced Basic Education Act particularly in enriching curriculum development, instruction and teacher development in early years (ECCD to Grade 3).
What we do
Early and Basic Education
Where we work
Southeast Asia: Philippines
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Improving children’s education in Eastern and Southern Africa Region
2014−2015
UNICEF Eastern and Southern Africa Region (ESAR)
ACER took stock and compared existing student assessments in the region, focusing on students in primary education. The study consists of three research components. The first provides an overview and comparative analysis of the existing assessments of student learning outcomes in literacy and numeracy in primary education in the region. The second considers the characteristics of children experiencing limited learning outcomes (LLOs) in the domains of literacy and numeracy, including trends in achievement over time. The third looks at effective country-level practices in the ESA region that could improve learning outcomes in the literacy and numeracy of disadvantaged children in primary education. The study concludes with a macro theory of change drawing on the evidence in the study.
What we do
- Assessment
- Early and Basic Education
Where we work
Africa: Kenya, Zimbabwe [23 countries]
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Zimbabwe Early Learning Assessment – Phase One and Two (ZELA)
2012–2015
UNICEF, Zimbabwe School Examinations Council (ZimSEC)
In 2011-2012 ACER worked with ZimSEC to monitor and evaluate effects of the UNICEF-managed Education Development Fund (formerly the Educational Transitional Fund). Findings from this work informed Phase Two (2012-2015) where ACER provided technical expertise to conduct annual early learning assessments of Grade 3 students in 500 schools in Zimbabwe, and assisted ZimSEC in strengthening and enhancing the quality and sustainability of the assessment. Specifically ACER has worked with ZimSEC to develop skills in areas such as School-Based Assessment and Item Response Theory, assessment-focused software; processes related to assessment frameworks, test design and sampling; and the analysis and reporting of annual ZELA monitoring cycles. ACER also conducted an Impact Evaluation to measure the impact and effectiveness of investments and learning materials supplied through ETF/EDF. ZELA has received significant international recognition in 2015, being included in the UNESCO UIS International Catalogue of Learning Assessments and in the 2015 UNESCO Global Monitoring Report Education for All 2000-2015.
What we do
- Assessment
- Early and Basic Education
Where we work
Africa: Zimbabwe
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Student Learning Outcomes in Primary Education in PDR Laos
2014−2015
UNICEF, PDR Laos Ministry of Education and Sports (MoES), Vientiane College
ACER conducted a Situational Analysis of student learning outcomes within primary education in PDR Laos to inform the first stage of MoES plans for curriculum reform. The project involved a substantial desk review of existing research and teaching materials to identify challenges in delivering primary curriculum in PDR, and the variables that impact on students’ learning achievements. The research team analysed the existing student learning outcomes framework and designed a draft revision process. This project drew heavily on participatory consultation methods where the researchers worked closely with a variety of stakeholders, including curriculum developers, curriculum users and development partners, through face-to-face interviews and workshop sessions. This project also involved capacity development for MoES staff on primary learning outcomes, their use in the development of curriculum, textbooks, teachers’ materials and student learning assessment, how outcomes have been developed in other countries’ contexts and models of good practice in similar contexts. The findings and recommendations from this research will contribute to the revision of instructional materials as well as the assessment system that is appropriate for local contexts.
What we do
- Curriculum Analysis
- Early and Basic Education
- School-based Reform
Where we work
Southeast Asia: PDR Laos
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UKFIET 2015 Conference Symposium (pp. 3-19)
