What is the Centre for Global Education Monitoring?

The Centre for Global Education Monitoring supports the monitoring of educational outcomes worldwide. It is essential that data be collected and used to inform policy aimed at improving educational progress for all learners.

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Centre for Global Education Monitoring

System strengthening

ACER supports education systems in their aim to improve learning through capacity development and through high quality assessment and reporting programs adapted to specific contexts and requirements.

Education 2030

Education 2030

ACER is advocating for the development of tools and methodologies that will enable countries to have control over monitoring their learning, while still allowing them to report results internationally.

Reviews and analysis

Reviews and analysis

ACER has reviewed existing national, regional and international learning assessments, currently focusing on assessments of student learning outcomes in reading, mathematics and science.

Assessment GEMS

The Assessment GEMS series highlights important research topics of the GEM Centre, and provide a good insight into areas related to GEM.

Find all Assessment GEMS on the Documents page, using the quick search function or sorting by Type.


Monitoring Trends in Educational Growth: Class 3 proficiency in Afghanistan 2015-16

Class 3 proficiency in Afghanistan 2015-16 : Outcomes of a learning assessment of mathematical and reading literacy

The MTEG program assessed around 5000 Class 3 students in 15 provinces of Afghanistan in 2015-2016 in reading and mathematical literacy using a tablet-based assessment. This report provides information on Class 3 achievement and describes the growth in mathematical and reading literacy between Class 3 and Class 6.”

Learning progressions as an inclusive solution to global education monitoring

Learning progressions as an inclusive solution to global education monitoring

This short paper describes how the development of global learning progressions provides an innovative solution, to balance the need for flexibility and consistency in global monitoring of learning.

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