Global education monitoring

Global education monitoring

 

Quality education is critical to ensuring that every child develops the knowledge, skills and attributes they need to succeed in life. That’s why the Global Education Monitoring (GEM) Centre conducts research to enable education systems to measure where learners are at and to monitor learning progress.

A long-term partnership between ACER and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), the GEM Centre aims to ensure that education policies, practices and investments are influenced by high-quality evidence. The GEM Centre develops methods and tools for countries around the world to monitor progress towards achieving United Nations Sustainable Development Goal (SDG) 4 in education by 2030. Additional research provides evidence on key education themes for improving learning.

Global SDG 4 monitoring and reporting

Education system strengthening

Equity and inclusion

Early childhood education and development

Education in emergencies 

Student and teacher mental health and wellbeing 

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Submissions from 2024

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Pairwise Comparison Method Toolkit. A toolkit for countries to measure global learning outcomes., United Nations Educational, Scientific and Cultural Organization (UNESCO) and Australian Council for Educational Research (ACER)

Submissions from 2023

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Policy brief: Teacher professional development for students with disability in the Asia-Pacific, Syeda Kashfee Ahmed and Anannya Chakraborty

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Equity and equality in learning in Asia-Pacific: What do results from large-scale assessments tell us? Gender in focus policy brief, Syeda Kashfee Ahmed, Anna Dabrowski, Jacqueline Cheng, Victoria Klimova, and Isabella McCallum

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Policy brief: Investigating school-based programs that support student mental health and psychosocial wellbeing in low- and middle-income countries, Syeda Kashfee Ahmed, Anna Dabrowski, and Katherine Dix

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School-based interventions that support mental health and psychosocial wellbeing in low- and middle-income countries, Syeda Kashfee Ahmed, Anna Dabrowski, Katherine Dix, and Toby Carslake

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Explaining students’ attitudes towards a sustainable future: Evidence from SEA-PLM 2019 data, Syeda Kashfee Ahmed and Petra Lietz

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Policy brief: Monitoring and evaluating global citizenship education in the Asia-Pacific region, Payal Goundar and Rachel Parker

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Mid-term evaluation report (final): Global Education Monitoring (GEM) Centre Phase 3, Valerie Haugen

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Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region, Rachel Parker, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular

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Summary report. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region, Rachel Parker, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular

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Supporting schools’ and teachers’ use of assessment to inform learning of all students, Ursula Schwantner and Soumaya Maghnouj

Submissions from 2022

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The role of international large-scale assessments (ILSAs) in economically developing countries, Syeda Kashfee Ahmed, Michelle Belisle, Elizabeth Cassity, Tim Friedman, Petra Lietz (ed), and Jeaniene Spink

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Teacher professional development for disability inclusion in low- and middle-income Asia-Pacific countries: An evidence and gap map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik, and Kris Sundarsagar

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Pairwise comparison method: Concept note, Australian Council for Educational Research

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International Standard Setting Exercise, Australian Council for Educational Research (ACER)

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Minimum Proficiency Levels Unpacked, Australian Council for Educational Research (ACER)

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Applying a new policy monitoring tool for education in emergencies, Pina Tarricone, Kemran Mestan, and Ian Teo

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Learning recovery and addressing the learning crisis in the Asia Pacific: Policy brief, Pina Tarricone, Kemran Mestan, Ian Teo, and Yung Nietschke

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Learning recovery and addressing the learning crisis: Technical paper, Pina Tarricone, Kemran Mestan, Ian Teo, and Yung Nietschke

Submissions from 2021

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GEM Centre: Completion report for Phase 2 funding, 2017–2020, Australian Council for Educational Research

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GEM Centre: Pathways to impact, Australian Council for Educational Research

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Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning, Suman Bhattacharjea, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed

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Developing strategic plans for an aligned approach to 21st century skills integration, Claire Scoular and Ian Teo

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Building resilient education systems: A rapid review of the education in emergencies literature, Pina Tarricone, Kemran Mestan, and Ian Teo

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Flexible strategies for ensuring quality learning outcomes in education in emergencies, Pina Tarricone, Ian Teo, Kemran Mestan, Kris Sundarsagar, Ashtamurthy Killimangalam, and Nordin Abd Razak