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 90 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.
Baseline Study for the Modelling of Universal Pre-primary Education in the District of Bogor, West Java Province, Indonesia
2018
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Midline Study for the Modelling of Universal Pre-primary Education in the District of Bogor, West Java Province, Indonesia
2019
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ADB AKSI Technical Assistance 2019-2020
2020
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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.
Scottish National Standardised Assessments (SNSA)
2017
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Education Analytics Service (EAS)
2016–2019
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Teacher Absenteeism in Indonesia
2014−2015
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News and expert insights on educational research and developments around the world.
Discover more articlesRegister 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.
Scottish National Standardised Assessments (SNSA)
2017
Scottish Government
What we do
The Scottish Government (SG) commissioned ACER to develop and deliver the Scottish National Standardised Assessments (SNSA) as part of the National Improvement Framework and launched in August 2017. More than half a million assessments have been completed by children and young people in P1, P4, P7 and S3 since then.
The information gathered from the SNSA provides teachers in Scotland with diagnostic information on aspects of reading, writing and numeracy to support the teacher’s assessment of children’s progress and to plan next steps in learning.
The SNSA complement the assessment information gathered from everyday learning situations, and through observation and interaction with children and young people.
The SNSA were introduced to provide teachers with additional, consistent evidence to use when making their professional judgement on whether a child or young person has met a Curriculum for Excellence (CfE) level. The SNSA also provide information at a class, school and local authority level, which can be used for improvement purposes. The SNSA is not a ‘High Stakes’ assessments, the approach taken by the SNSA is formative and based around next steps in learning.
The assessments are designed to accommodate the needs of children and young people who require additional support.
The SNSA platform aims to be as user-friendly as possible with provided training & help materials for teachers allowing for best results. Any questions and queries about the SNSA and its platform are handled by the service desk throughout the school year.
SNSA National report for academic year 2017 to 2018 (PDF)
Find out more about SNSA here: https://standardisedassessment.gov.scot/
Where we work
Scotland
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 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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Baseline Study for the Modelling of Universal Pre-primary Education in the District of Bogor, West Java Province, Indonesia
2018
UNICEF and the IKEA Foundation
The ACER team gathered secondary data on Early Childhood Development (ECD) at the district and national levels to benchmark study results. Data were collected from various government departments, including the statistics bureau, with the list of secondary data required for this study developed prior the data collection.
The goal of this study is to design a monitoring and evaluation framework, and conduct baseline, midline and end-line evaluation studies for the modelling of quality ECD services with an additional focus on universal pre-primary education in Bogor District, West Java Province, Indonesia.
The children and a parent/main caregiver participated in a survey on child development and parenting practices. The teacher and/or school principal participated in a learning quality assessment and a training needs assessment. Community members (village/community leaker, head of PKK, midwives and Posyandu cadre) were surveyed on their understanding and support of ECD and their roles and responsibilities in relation to ECD. ACER proposes using some measures from MELQO (Measuring Early Learning Quality and Outcomes). The first module, Measure of Development and Early Learning (MODEL), is for child development assessment. The second module, Measure of Early Learning Environment (MELE) is for learning quality assessments.
What we do
- Early and Basic Education
Where we work
Southeast Asia: Indonesia
Midline Study for the Modelling of Universal Pre-primary Education in the District of Bogor, West Java Province, Indonesia
2019
UNICEF and the IKEA Foundation
ACER gathered secondary data on early childhood development (ECD) at the district and national levels to benchmark study results. The data are collected from various government departments, including the statistics bureau, with the list of secondary data required for this study developed prior to the data collection.
The goal of this study is to design a monitoring and evaluation framework, and conduct baseline, midline, and endline evaluation studies for the modelling of quality ECD services with an additional focus on universal pre-primary education in Bogor District, West Java, Indonesia.
The children and a parent/main caregiver participated in a survey on child development and parenting practices. The teacher and/or school principal participated in a learning quality assessment and a training needs assessment. Community members (village/community leaker, head of PKK, midwives and Posyandu cadre) were surveyed on their understanding and support of ECD and their roles and responsibilities in relation to ECD. ACER proposes using some measures from MELQO (Measuring Early Learning Quality and Outcomes). The first module, Measure of Development and Early Learning (MODEL), is for child development assessment. The second module, Measure of Early Learning Environment (MELE) is for learning quality assessments.
What we do
- Early and Basic Education
Where we work
Southeast Asia: Indonesia
ADB AKSI Technical Assistance 2019-2020
2020
ACER Indonesia, Asian Development Bank
ACER is providing technical assistance (TA) support for the Asian Development Bank's (ADB) Advanced Knowledge and Skills for Sustainable Growth (AKSI) loan project that started in early 2019. AKSI aims to bolster healthier economic growth through the provision of skills and knowledge to Indonesia’s higher education sector. To achieve this, the AKSI technical assistance project will further improve access, quality, and relevance at the University of Malikussaleh, University of Jambi, University of Riau, and Indonesia University for Education.
The AKSI technical assistance project has four target results. The first and the second are to create policy documents that will inform policymaking at the ministerial level. The third is to support communication and knowledge management at the four universities, particularly during the formation of Centers of Excellence (CoE). As the loan project and the CoEs are in their early stages, the support will aim to build the foundation of future communication and knowledge practices. The fourth result is to build capacity to introduce best practices in the use of tracer studies, implemening the new accreditation mechanism and in the development and establishment of CoEs. As each university differs in its current capacity and aims, the capacity development activities may vary in terms of type and content.
What we do
- Capacity building
- Higher and vocational education
Where we work
Southeast Asia: Indonesia
