Publication Date



International programs, Developing countries, Literacy education, Numeracy, Large scale assessment, Educational innovation, Educational quality, Data collection, Reporting (Student achievement), Monitoring (Assessment), Information dissemination, Test results, Cooperation, Evidence based practice, Case studies, Year 4, Year 6, Primary education


This publication is the first in a series of topical case studies to investigate strategies, practices and approaches that have been implemented in the Asia-Pacific region to support better use of assessment data in education policymaking and educational practice.

Series Editors: Ursula Schwantner (ACER), Petra Lietz (ACER), Ramya Vivekanandan (UNESCO Bangkok) and Tserennadmid Nyamkhuu (UNESCO Bangkok)


This case study examines the Pacific Islands Literacy and Numeracy Assessment (PILNA), which has developed as a regional model designed to enable the negotiation of a high degree of consensus among the participating countries. Commitment to a collaborative approach pervades all aspects of PILNA, from governance, operation and development through to data sharing, reporting and dissemination of results. The efforts undertaken to reach consensus, enhanced transparency and public dissemination of results have stimulated countries in the region to investigate how data on student learning outcomes may be used and shared in a common endeavour to improve the standards of education in the Pacific Islands.

Place of Publication

Melbourne and Bangkok


Australian Council for Educational Research (ACER) and UNESCO



Geographic Subject

Asia, Pacific region