The global learning crisis has highlighted the urgent need to improve the quality of education, which has only become more acute with COVID-19 disruptions across the Indo-Pacific region and worldwide. The Education Analytics Service (EAS) was established in 2016 as a mechanism for the Australian Government's Department of Foreign Affairs and Trade (DFAT) to access specialist expertise to build staff capability in the education sector, and to boost efforts to respond to demand from country programs.

Teacher development multi-year study series

This multi-year study series, commissioned by DFAT, investigates teacher development initiatives in Timor-Leste, Vanuatu and the Lao People's Democratic Republic. Each country, with support from DFAT, is undertaking curriculum reform and implementing programs to support teachers to improve teaching quality through adopting new pedagogical approaches. The aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?

Multi-country reports

• Teacher development multi-year study series. Report highlights. Multi-country report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity & Payal Goundar
• Teacher development multi-year study series. Multi-country report, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity & Payal Goundar

Timor-Leste

• Teacher Development Multi-Year Study Series. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, & Debbie Wong
• Teacher development multi-year study series. Report highlights. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, & Debbie Wong
• Teacher development multi-year study series: Timor-Leste: Interim report 2, Elizabeth Cassity & Jennie Chainey
• Teacher development multi-year study series: Timor-Leste: Interim report 1, Elizabeth Cassity, Jennie Chainey, & Sheldon Rothman
• Timor-Leste: Policy insights from a multi-year teaching and learning study series, Jennie Chainey & Elizabeth Cassity
• Improving teaching quality and effectiveness in Timor-Leste, Elizabeth Cassity & Jennie Chainey
• Monitoring the impact of education investments in Timor-Leste, Jennie Chainey

Vanuatu

• Teacher development multi-year study series. Report highlights. Vanuatu: Final Report, Elizabeth Cassity, Debbie Wong, Jevelin Wendiady & Jennie Chainey
• Teacher development multi-year study series. Vanuatu: Final Report, Elizabeth Cassity, Debbie Wong, Jevelin Wendiady & Jennie Chainey
• Teacher development multi-year study series. Report highlights. Vanuatu: Final Report (Bislama version), Elizabeth Cassity, Debbie Wong, Jevelin Wendiady & Jennie Chainey
• Teacher development multi-year study series. Report highlights. Vanuatu: Interim report 2, Elizabeth Cassity, Jennie Chainey, Jacqueline Cheng & Debbie Wong
• Teacher development multi-year study series. Vanuatu: Interim report 2, Elizabeth Cassity, Jennie Chainey, Jacqueline Cheng & Debbie Wong
• Teacher development multi-year study series: Vanuatu: Interim report 1, Elizabeth Cassity, Jacqueline Cheng & Debbie Wong
• Vanuatu: Policy insights from a multi-year teaching and learning study series, Elizabeth Cassity & Debbie Wong

Lao People's Democratic Republic

• Report Highlights: Evaluation of Australia’s investment in teacher development in Lao PDR: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar & Agnes Mercer
• Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Final report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar & Agnes Mercer
• Report Highlights: Evaluation of Australia’s investment in teacher development in Lao PDR: Final Report (Lao version), Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar & Agnes Mercer
• Spotlight on student engagement. Evaluation of Australia’s investment in teacher development in Lao PDR, Australian Council for Educational Research
• Spotlight on student engagement. Evaluation of Australia’s investment in teacher development in Lao PDR (Lao version), Australian Council for Educational Research
• Spotlight on teacher supports. Evaluation of Australia’s investment in teacher development in Lao PDR, Australian Council for Educational Research
• Spotlight on teacher supports. Evaluation of Australia’s investment in teacher development in Lao PDR (Lao version), Australian Council for Educational Research
• Report Highlights: Evaluation of Australia’s investment in teacher development in Lao PDR: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson & Jessica Thompson
• Report Highlights: Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1 (Lao version), Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson & Jessica Thompson
• Evaluation of Australia’s Investment in Teacher Development in Lao PDR: Summary of the 2019 Baseline Report, Australian Council for Educational Research
• Evaluation of Australia’s Investment in Teacher Development in Lao PDR: Summary of the 2019 Baseline Report (Lao version), Australian Council for Educational Research
• Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson & Jessica Thompson
• Teacher development multi-year study series: Evaluation of Australia’s investment in teacher development in Lao PDR: Baseline report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Paul R. Weldon, Louise Ockwell, Renee Kwong, & Clare Ozolins
• Australia's investment in teacher development in Lao PDR: Baseline results, Australian Council for Educational Research (ACER)
• Lao PDR: Policy insights from a multi-year teaching and learning study series, Debbie Wong & Hilary Hollingsworth
• Investing in teacher development: Building an evidence base in Lao PDR, Hilary Hollingsworth & Debbie Wong

Supporting Resources

EAS seeks to expand learning and understanding about teacher development in the Indo-Pacific region and has created a series of supporting resources to inform the study series and future research.

• Classroom observation training package: using classroom observation to investigate and understand teaching quality, Debbie Wong, Hilary Hollingsworth, Elizabeth Cassity & Adelola Monty
• Codebook, Hilary Hollingsworth, Debbie Wong & Elizabeth Cassity
• Lesson observation record, Hilary Hollingsworth, Debbie Wong & Elizabeth Cassity
• Lesson 1: Language and Communication video transcript, Australian Council for Educational Research
• Lesson 2: Grade 2 Language and Communication lesson video transcript, Australian Council for Educational Research
• Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers, Aris Huang, Debbie Wong, Elizabeth Cassity & Jennie Chainey
• Teacher development multi-year studies. Emerging themes: Challenges and enablers, Debbie Wong & Elizabeth Cassity
• Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned, Hilary Hollingsworth & Debbie Wong
• Teacher development multi-year studies. Using case studies to investigate and understand teaching quality and student learning: Initial lessons learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, & Hilary Hollingsworth
• Teacher development multi-year studies. Insights on the challenges of data availability for measuring and reporting on student learning outcomes, Elizabeth Cassity & Debbie Wong
• Investment in teacher development overseas: are we making a difference?
• Improving learning outcomes through teacher development
• Evaluating Australia’s investment in teachers in developing countries, Debbie Wong
• Teacher development multi-year studies: Conceptual framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, & Jacqueline Cheng
• What works best in education for development: a Super synthesis of the evidence, Jeaniene Spink, Elizabeth Cassity, & Adam Rorris

Learning and Development modules

As part of EAS, ACER developed a series of learning and development (L&D) modules to build and enhance the capabilities of DFAT staff working in the education sector. The 20 modules reflect the latest Australian and international thinking in education for development. Each module has two levels – foundation and practitioner.

	Module	Foundation level	Practitioner level
1	Basic Education	Foundation level	Practitioner level
2	Early Childhood Development	Foundation level	Practitioner level
3	Technical and Vocational Education and Training	Foundation level	Practitioner level
4	Higher Education	Foundation level	Practitioner level
5	Disability-Inclusive Education	Foundation level	Practitioner level
6	Learning Assessment	Foundation level	Practitioner level
7	Education Financing	Foundation level	Practitioner level
8	Country or Region-Specific Analysis	Foundation level	Practitioner level
9	Education Sector Interconnections	Foundation level	Practitioner level
10	Education Sector Workforce Planning	Foundation level	Practitioner level
11	Education for Development - Priority Setting	Foundation level	Practitioner level
12	The Role of Key Stakeholders in Education and Aid Effectiveness	Foundation level	Practitioner level
13	Education in Emergencies	Foundation level	Practitioner level
14	Marginalisation	Foundation Level	Practitioner level
15	Education in Conflict-Affected and/or Fragile States	Foundation level	Practitioner level
16	Education infrastructure	Foundation level	Practitioner level
17	Education Sector Interconnections	Foundation level	Practitioner level
18	Education Pathways	Foundation level	Practitioner level
19	Monitoring & Evaluation	Foundation level	Practitioner level
20	The Australian Education System	Foundation level	Practitioner level

 

photo: @DFAT