International cooperation, International programs, Educational assessment, Monitoring (Assessment), Early childhood education, Developing countries, School improvement
In this issue of International Developments we explore collaborative efforts by ACER and the UNESCO Institute for Statistics to develop a global scale that benchmarks student performance in reading and mathematics against a common measure. This project aims to support global efforts to meet the fourth goal of the United Nations Sustainable Development Goals – to ensure inclusive and quality education for all and promote lifelong learning – by 2030. We also report on analysis of assessments around the world to identify how best to operate large-scale assessments in developing countries. This issue of International Developments also looks at ACER’s work on the development of an internal monitoring and evaluation system of citizen-led assessment in Mali; research investigating preschool education for children in the Philippines; an audit of the curriculum materials of 11 Southeast Asian countries to inform the development of a regional assessment framework; analysis for UNICEF of the major impediments to children’s learning in Eastern and Southern African schools; and research on the relationship between school-related factors and achievement outcomes for students in Afghanistan.
(2017, October 30). International Developments (no.7) 2017. International Developments. 7(7) https://research.acer.edu.au/intdev/vol7/iss7/1
Copyright Australian Council for Educational Research 2017
Place of Publication
Australian Council for Educational Research (ACER)
Afghanistan, Africa, Mali, Philippines, Southeast Asia