| Title | Author | Year | Add to Folder |
2001 census of population and housing : how Australia takes a census.
(ABS Catalogue n. 2903.0)
CALL NUMBER: ABS 2903.0 (Online) More info Fulltext
| | n/a |
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Title: 2001 census of population and housing : how Australia takes a census.
Series: (ABS Catalogue n. 2903.0)
Author(s): Australian Bureau of Statistics (ABS)
Published: [Canberra] : Australian Bureau of Statistics (ABS) : c2000
ISBN: 0642477426 |0642231435
Abstract: Information about issues relating to the Census, such as history, collection, products and uses of census data.
URL (open access) : http://www.abs.gov.au/ausstats/abs@.nsf/cat/2903.0
Call Number : ABS 2903.0 (Online)
Record No: 122169 from Cunningham Library Catalogue
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Information privacy policy.
CALL NUMBER: ONLINE RESOURCE More info Fulltext
| | n/a |
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Title: Information privacy policy.
Author(s): Victoria. Dept of Education and Training
Published: Melbourne : Department of Education and Training : n.d.
Abstract: The policy supports the Department’s need to collect information and the right of the individual to privacy. It ensures that the Department can collect personal and health information necessary for its services and functions, while recognising the right of individuals to have their information handled in ways that they would reasonably expect and in ways that protect the privacy of their personal and health information. [p.2]
URL (archived) : http://pandora.nla.gov.au/tep/62789
Call Number : ONLINE RESOURCE
Record No: 135492 from Cunningham Library Catalogue
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Parent Engagement Project Phase 1: Data Audit of Parent Engagement Information.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Neill, Erica
Wade, Catherine
Petrovic, Zvezdana
Shackleton, Fiona | n/a |
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Title: Parent Engagement Project Phase 1: Data Audit of Parent Engagement Information.
Author(s): Neill, Erica | Wade, Catherine | Petrovic, Zvezdana | Shackleton, Fiona | Parenting Research Centre
Published: East Melbourne Vic : Parenting Research Centre : March 2016
Abstract: The Parenting Research Centre (PRC) was commissioned by the Australian Research Alliance for Children and Youth (ARACY) to assist in the development of a nationally consistent approach to measuring and monitoring parent engagement (PE). The PRC are supporting ARACY by conducting a data audit of large-scale representative PE data in Australia. The report outlines how this data might be used in its current form, and how surveys might be adapted, in order to understand patterns in PE practice and to track changes over time. [Publisher summary, ed]
URL (open access) : https://www.aracy.org.au/documents/item/635
URL (archived) : https://web.archive.org/web/20200205011907/https://www.aracy.org.au/documents/item/635
Call Number : Online Resource
Record No: 367273 from Cunningham Library Catalogue
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PISA 2018 Results : Are Students Ready to Thrive in an Interconnected World : (Volume VI).
CALL NUMBER: Online Resource More info Fulltext
| | n/a |
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Title: PISA 2018 Results : Are Students Ready to Thrive in an Interconnected World : (Volume VI).
Author(s): Organisation for Economic Co-operation and Development
Published: Paris : OECD : 2020
ISBN: 9789264893719 (PDF)
ISSN: 1990-8539
<b>ISSN (online) :</b> 1996-3777<br /><b>DOI : </b> 10.1787/d5f68679-en<br />Abstract: Students today live in a complex, interconnected, diverse and rapidly changing world. Economic, social, cultural, digital, demographic, environmental and epidemiological forces are shaping young people's lives. This complex environment presents both opportunities and challenges. Students should not only be able to navigate this complex environment – they should benefit from it. In its 2018 cycle of data collection among 15-year-old students, the Programme for International Student Assessment (PISA) assessed the global competences needed to live in our interconnected and changing world. Global competence is defined as a multidimensional capacity that encompasses the ability to: 1) examine issues of local, global and cultural significance; 2) understand and appreciate the perspectives and worldviews of others; 3) engage in open, appropriate and effective interactions across cultures; and 4) take action for collective well-being and sustainable development. The PISA 2018 global competence assessment relied on two instruments: 1) a cognitive test focused on the cognitive aspects, including knowledge and cognitive skills; and 2) a set of questionnaire items collecting self-reported information from students, parents, teachers and school principals. The questionnaire covers students' attitudes, knowledge and skills, learning opportunities at school, the existence of a dedicated curriculum and information from schools, teachers and parents on activities to promote global competence. [Publisher summary, ed]
<b>URL (conditional access) : </b> https://www.oecd-ilibrary.org/deliver/d5f68679-en.pdf?itemId=%2Fcontent%2Fpublication%2Fd5f68679-en&mimeType=pdf<br />Record No: 367966 from Cunningham Library Catalogue
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Co-design for student success.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Dollinger, Mollie
D'Angelo, Belinda | 2020 |
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Title: Co-design for student success.
Author(s): Dollinger, Mollie | D'Angelo, Belinda | National Centre for Student Equity in Higher Education (NCSEHE)
Published: Bentley WA : National Centre for Student Equity in Higher Education (NCSEHE) : February 2020
Abstract: This introductory handbook defines the guiding principles of co-designing with students, their supporters, and other members of the community as a method to assist in addressing challenging issues in educational environments. The handbook also includes best practice recommendations based on the recent literature on co-design. These principles and strategies will be presented generically so they can be applied across a range of diverse contexts. The method of co-design is structured to explore users' ideas and perspectives that may otherwise be untapped through traditional data collection such as surveys and questionnaires. Through the various techniques and approaches to co-design, there is flexibility for participants to pursue avenues that arise organically through collaboration. [Introduction, ed]
URL (open access) : https://www.ncsehe.edu.au/wp-content/uploads/2020/03/CoDesignHandbook_FINAL.pdf
URL (archived) : https://web.archive.org/web/20200406100101/https://www.ncsehe.edu.au/wp-content/uploads/2020/03/CoDesignHandbook_FINAL.pdf
Call Number : Online Resource
Record No: 367416 from Cunningham Library Catalogue
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Key Data.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2020 |
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Title: Key Data.
Author(s): Tasmania. Dept of Education
Published: Hobart : Tasmania. Dept of Education : March 2020
Abstract: The effective management and use of data is a key strategic priority for the Department, as it enables us to identify student need and measure success at an individual student, program, school and whole-of-system level. This is critical to improving educational outcomes for Tasmania, ensuring that resources are distributed according to student need; and programs and policies are developed and implemented appropriately to suit the requirements of all our students. We are committed to continuing to manage our data in the most effective way possible, and most importantly, to reflect, review, plan and implement initiatives across the state; including professional learning and resource support. The Department of Education (DoE) is progressing action, in line with the Tasmanian Government's Open Data policy, to add to the data sets be published in the Key Data Set 2020 and beyond. In 2020, the impact of COVID-19 resulted in a delay on the delivery of the Key Data Set 2020. COVID-19 has also impacted a number of the key data sets through either delaying the availability of data or impacting the data itself. [Publisher summary, ed]
URL (open access) : https://publicdocumentcentre.education.tas.gov.au/Documents/Key%20Data%202019-20.pdf
URL (archived) : https://web.archive.org/web/20200701234008/https://publicdocumentcentre.education.tas.gov.au/Documents/Key%20Data%202019-20.pdf
Call Number : Online Resource
Record No: 367660 from Cunningham Library Catalogue
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National Assessment Program Civics and Citizenship 2019 : Technical report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| O'Malley, Kate
Kwong, Renee
Fraillon, Julian
Fallas, Jorge
Murphy, Martin
Nixon, Judy
Lee, Eunjung
Macaskill, Greg
Mogul, Vernon | 2020 |
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Title: National Assessment Program Civics and Citizenship 2019 : Technical report.
Author(s): O'Malley, Kate | Kwong, Renee | Fraillon, Julian | Fallas, Jorge | Murphy, Martin | Nixon, Judy | Lee, Eunjung | Macaskill, Greg | Mogul, Vernon | Australian Curriculum, Assessment and Reporting Authority (ACARA)
Published: Sydney : Australian Curriculum, Assessment and Reporting Authority (ACARA) : June 2020
Abstract: This report describes the procedures and processes involved in the conduct of the National Assessment Program – Civics and Citizenship (NAP – CC) 2019. The report is divided into chapters covering: the assessment framework, item development, test design, scoring student responses, the student questionnaire, student background information, sampling and weighting, data collection procedures and data management, and scaling procedures. Also included is an extensive collection of tables and figures. [Abstract]
URL (open access) : https://nap.edu.au/docs/default-source/default-document-library/20210121-nap-cc-2019-technical-report.pdf
URL (archived) : https://web.archive.org/web/20210122113624/https://nap.edu.au/docs/default-source/default-document-library/20210121-nap-cc-2019-technical-report.pdf
Record No: 368181 from Cunningham Library Catalogue
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Understanding the return on investment from TVET : a practical guide.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2020 |
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Title: Understanding the return on investment from TVET : a practical guide.
Author(s): National Centre for Vocational Education Research (Australia) (NCVER)
Published: Adelaide : National Centre for Vocational Education Research (Australia) (NCVER) : April 2020
ISBN: 9789231002854 (PDF)
Abstract: This Guide presents an analytic framework that summarizes some of the main elements and issues that need to be considered in measuring return on investment (ROI). This includes establishing the scope, context and purpose for measuring ROI, adopting guiding principles, identifying costs, benefits and factors that impact on ROI, and approaches to data collection and analysis. The Guide introduces a framework that looks at the ROI equation from a range of perspectives – including economic and social dimensions – and for different stakeholders, including individuals, businesses and societies. The Guide presents relevant ROI indicators and measures drawn from the existing international research. Finally, it provides guidelines to planning and collecting ROI data, along with a set of practical pro forma resources and case studies to assist the reader. [Publisher summary, ed]
URL (open access) : https://www.ncver.edu.au/__data/assets/pdf_file/0050/9659777/ROI-TVET-Practical-Guide.pdf
URL (archived) : https://web.archive.org/web/20200409071916/https://www.ncver.edu.au/__data/assets/pdf_file/0050/9659777/ROI-TVET-Practical-Guide.pdf
Call Number : Online Resource
Record No: 367429 from Cunningham Library Catalogue
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2018 Employer Satisfaction Survey : Methodological Report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Compton, Shane
Vickers, Natasha
Challice, Graham
Phillips, Ben | 2019 |
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Title: 2018 Employer Satisfaction Survey : Methodological Report.
Author(s): Challice, Graham | Compton, Shane | Phillips, Ben | Vickers, Natasha | Social Research Centre
Published: Melbourne : Social Research Centre : January 2019
Abstract: This methodological report describes the data collection, data processing and reporting aspects of the 2018 Employer Satisfaction Survey (ESS, 'the survey'), conducted on behalf of the Australian Government Department of Education and Training ('the department') by the Social Research Centre. This report is organised into the following sections: Section 1 introduces the survey background, objectives and provides a general overview, Section 2 describes the survey sample, including details of participating universities, Section 3 documents the survey design and procedures for conducting the study, Section 4 outlines the questionnaire development phase and provides an overview of changes from the previous iteration including institution specific items, Section 5 describes the data processing procedures, Section 6 presents the various deliverables, Section 7 documents the final dispositions and response rates and Section 8 presents an analysis of response. The ESS is a component of the Quality Indicators for Learning and Teaching (QILT) suite of surveys, commissioned by the department. The ESS is the newest and most innovative component of the QILT program , it is the first national survey in Australia that directly links the experiences of graduates to the views of their direct supervisors. Data from the ESS are used to better understand the needs of businesses and how well higher education is equipping graduates for the workforce. [Introduction, ed]
URL (open access) : https://www.qilt.edu.au/docs/default-source/ess/ess-2018/2018-ess-methodological-report.pdf
URL (archived) : https://web.archive.org/web/20190305230834/https://www.qilt.edu.au/docs/default-source/ess/ess-2018/2018-ess-methodological-report.pdf
Call Number : Online Resource
Record No: 366566 from Cunningham Library Catalogue
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Learner facing analytics : analysis of student perspectives.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| West, Deborah
Searle, Bill
Vanderlelie, Jessica
Toohey, Danny
Luzeckyj, Ann
Bell, Kevin | 2019 |
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Title: Learner facing analytics : analysis of student perspectives.
Author(s): Charles Darwin University | Flinders University | Innovative Research Universities | La Trobe University | Murdoch University | Western Sydney University
Published: Bundoora Vic : Innovative Research Universities : October 2019
ISBN: 9780646810058 (PDF)
Abstract: This report is the result of a two-year student-focused project that aimed to: explore student understandings and concerns in relation to learning analytics gather student input on the types of learning analytics reports, dashboards and tools that will be most useful in supporting student success develop a series of principles to guide institutions in the creation of student-facing dashboards identify the processes and training required to support students and staff to make sense of the data presented in dashboards and improve student success. A core component of this work was a survey of 2017 students across the IRU and focus group participation from 34 students (also from across the IRU network). Recommendations: Universities are explicit about the data they are collecting, how it is going to be used and for what purpose when seeking informed consent from students. Students are reminded at least once per year about data that is being collected. Universities focus on developing student-facing dashboards related to: the provision of additional services or materials related to study (regardless of student grades); showing progression through subject material; providing information on how students might change their study habits to improve final grades. Universities exhibit caution when providing dashboards which include data that compares a student's progress with others in their class or cohort. Students are provided with the option to turn dashboards and push notifications triggered by learning analytics on and off and advised of any consequences regarding these actions. 6. Universities exhibit caution when collecting 'academic' and 'non-academic' data and using it to trigger student support services. [Executive summary, ed]
URL (open access) : https://www.iru.edu.au/wp-content/uploads/2019/10/Learner-Facing-Analytics-final-report-Oct-19.pdf
URL (archived) : https://web.archive.org/web/20191022015252/https://www.iru.edu.au/wp-content/uploads/2019/10/Learner-Facing-Analytics-final-report-Oct-19.pdf
Call Number : Online Resource
Record No: 367074 from Cunningham Library Catalogue
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NCCD 2020 Guidelines
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2019 |
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Title: NCCD 2020 Guidelines
Author(s): Education Council
Published: Melbourne : Education Council : November 2019
ISBN: 9781742004969 (PDF)
Abstract: Guidelines are approved by the Education Council, Joint Working Group to Provide Advice on Reform for Students with Disability (Joint Working Group) and the Australian Government Minister for Education (the Minister), and published annually. The Guidelines specify which students approved authorities for schools must report on in 2020 for the NCCD, for the purposes of section 58A of the Regulation, the information that approved authorities for schools must provide to the national collection agency (the Australian Government Department of Education (the department) in 2020 in relation to those students, for the purposes of section 58A of the Regulation; the day by which that information must be provided to the department, for the purposes of subsection 52(3A) of the Regulation. [Publisher summary]
URL (open access) : https://www.nccd.edu.au/sites/default/files/2020_nccd_guidelines_accessible_final.pdf
URL (archived) : https://web.archive.org/web/20200114111627/https://www.nccd.edu.au/sites/default/files/2020_nccd_guidelines.pdf
Call Number : Online Resource
Record No: 367251 from Cunningham Library Catalogue
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Pacific Islands Literacy & Numeracy Assessment 2018 : Regional Report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2019 |
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Title: Pacific Islands Literacy & Numeracy Assessment 2018 : Regional Report.
Author(s): Australian Council for Educational Research (ACER)
Published: Suva Fiji : Pacific Community (SPC) : 2019
ISBN: 9789820012011 (PDF)
Abstract: The Pacific Islands Literacy and Numeracy Assessment (PILNA) was developed by SPC's Educational Quality & Assessment Programme (EQAP) to provide a snapshot of how Pacific youth are faring in the skills essential to progress through school and life - reading, writing, numbers, operations, measurements and data. The 2018 assessment is the third to be conducted since 2012, and covers Year 4 and Year 6 students from across 15 Pacific Island countries: Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Palau, Papua New Guinea, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu. Findings include growth in both literacy and numeracy over the three PILNA cycles; a significant gap exists between boys and girls in numeracy and literacy. It is clear from the data that Pacific girls' ability to understand numeracy and literacy concepts far outpaces that of boys, a trend that has been visible in all three PILNA reports; and there is ongoing challenge of critical thinking and problem solving skills. [Abstract]
URL (open access) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1032&context=ar_misc
URL (archived) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1032&context=ar_misc
Call Number : Online Resource
Record No: 367102 from Cunningham Library Catalogue
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Practice Paper : Measuring children and young people's sense of identity and culture.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Renshaw, Lauren | 2019 |
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Title: Practice Paper : Measuring children and young people's sense of identity and culture.
Author(s): Renshaw, Lauren | Australian Research Alliance for Children and Youth (ARACY) | Australian Research Alliance for Children and Youth (ARACY)
Published: Canberra : Australian Research Alliance for Children and Youth (ARACY) : 2019
Abstract: This paper provides resources to support a report prepared by ARACY for the Australian Government Department of Social Services entitled, A Positive Sense of Identity and Culture. It summarises: why, when and how to measure children and young people's sense of identity and culture.
URL (open access) : https://www.aracy.org.au/publications-resources/command/download_file/id/398/filename/Practice_Paper_2_-_Measuring_children_and_young_people's_sense_of_identity.pdf
URL (archived) : https://web.archive.org/web/20190911004426/https://www.aracy.org.au/publications-resources/command/download_file/id/398/filename/Practice_Paper_2_-_Measuring_children_and_young_people's_sense_of_identity.pdf
Call Number : Online Resource
Record No: 366981 from Cunningham Library Catalogue
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Early pathways to school learning : lessons from the NT data linkage study : summary findings.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Silburn, Sven
Guthridge, Steven
McKenzie, John
Su, Jiunn-Yih
He, Vincent
Haste, Sharon | 2018 |
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Title: Early pathways to school learning : lessons from the NT data linkage study : summary findings.
Author(s): Guthridge, Steven | Haste, Sharon | He, Vincent | McKenzie, John | Silburn, Sven | Su, Jiunn-Yih | Menzies Centre for Child Development and Education | Menzies Centre for Child Development and Education
Published: Casuarina NT : Menzies Centre for Child Development and Education : September 2018
Abstract: This document summarises selected findings from the Northern Territory (NT) Data Linkage Study which are reported in full detail in the research monograph Early Pathways to School Learning: Lessons from the NT Data Linkage Study. [Introduction]
URL (open access) : https://www.menzies.edu.au/icms_docs/293936_Early_Pathways_to_School_Learning_%E2%80%93_Lessons_from_the_NT_data_linkage_study_-_Summary.pdf
URL (archived) : https://web.archive.org/web/20181009215722/https://www.menzies.edu.au/icms_docs/293936_Early_Pathways_to_School_Learning_%E2%80%93_Lessons_from_the_NT_data_linkage_study_-_Summary.pdf
Call Number : Online Resource
Record No: 366175 from Cunningham Library Catalogue
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Evidence-informed teaching : self-assessment tool for teachers.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Stoll, Louise
Greany, Toby
Coldwell, Mike
Higgins, Steve
Brown, Chris
Maxwell, Bronwen
Stiell, Bernadette
Willis, Ben
Burns, Helen | 2018 |
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Title: Evidence-informed teaching : self-assessment tool for teachers.
Author(s): Stoll, Louise | Greany, Toby | Coldwell, Mike | Higgins, Steve | Brown, Chris | Maxwell, Bronwen | Stiell, Bernadette | Willis, Ben | Burns, Helen | Chartered College of Teaching
Published: London : Chartered College of Teaching : January 2018
Abstract: This tool for teachers is a product of the data collection and analysis, including interviews with 82 teachers, carried out as part of a DfE-funded study Evidence-informed teaching: an evaluation of progress in England (Coldwell et al, 2017). It is designed to help teachers evaluate and consider their levels of interaction with evidence in terms of awareness, engagement and use; and illustrate, based on real examples and quotes, what different levels of interaction look like in more or less evidence-informed schools. It is jointly published with The Chartered College of Teachers and is freely available for download on its website. [Publisher summary, ed]
URL (open access) : https://discovery.ucl.ac.uk/id/eprint/10042947/8/Stoll_Evidence-informed%20teaching%20self-assessment%20tool%20for%20teachers.pdf
URL (archived) : https://web.archive.org/web/20210202235516/https://discovery.ucl.ac.uk/id/eprint/10042947/8/Stoll_Evidence-informed%20teaching%20self-assessment%20tool%20for%20teachers.pdf
Record No: 368189 from Cunningham Library Catalogue
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Initial teacher education : data report 2018.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2018 |
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Title: Initial teacher education : data report 2018.
Author(s): Australian Institute for Teaching and School Leadership (AITSL)
Published: Melbourne : Australian Institute for Teaching and School Leadership (AITSL) : 2018
ISBN: 9781925192568 (PDF)
Abstract: This is the sixth edition of the Initial teacher education: data report. Over the past six years, the report has presented the available data on initial teacher education (ITE) in a single resource. The Initial teacher education: data report 2018 brings together a range of data about ITE applicants, students and graduates collected by the Australian Government that are publicly available or available upon request as customised data. Due to the timing associated with public release, mostly 2016 data are used in this report. This report aims to inform ongoing research and policy development by providing data about ITE in an easily accessible single resource. By highlighting, describing and analysing data specific to teacher education in Australia, the report also contributes to the broader public discussion of issues related to ITE. An initial teacher education program is a higher education program that is accredited to meet the qualification requirements for registration as a school teacher in Australia. Other education-related programs that do not lead to registration as a school teacher are also available. A Master of Education Curriculum Studies, for example, might be undertaken to extend a registered practising teacher’s education knowledge. [Introduction and Background, ed]
URL (open access) : https://www.aitsl.edu.au/docs/default-source/research-evidence/ite-data-report/2018/ite-data-report-2018.pdf?sfvrsn=e0b6f33c_2
URL (archived) : http://web.archive.org/web/20190325234120/https://www.aitsl.edu.au/docs/default-source/research-evidence/ite-data-report/2018/ite-data-report-2018.pdf?sfvrsn=e0b6f33c_2
Call Number : Online Resource
Record No: 366342 from Cunningham Library Catalogue
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Launch of the SDG 4 Data Digest : Data to Nurture Learning.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2018 |
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Title: Launch of the SDG 4 Data Digest : Data to Nurture Learning.
Author(s): Unesco | Unesco Institute for Statistics
Published: Quebec Canada : Unesco : 2018
ISBN: 9789291892303 (PDF)
Abstract: The UNESCO Institute for Statistics (UIS) is launching the SDG 4 Data Digest 2018: Data to Nurture Learning, which demonstrates how data can contribute to improve learning, as ministers and policymakers gather at the Global Education Meeting in Brussels to take stock of progress towards Sustainable Development Goal 4 (SDG 4) on quality education for all. [Abstract]
URL (open access) : http://uis.unesco.org/en/news/launch-sdg-4-data-digest-data-nurture-learning
URL (archived) : https://web.archive.org/web/20181205124002/http://uis.unesco.org/sites/default/files/documents/sdg4-data-digest-data-nurture-learning-2018-en.pdf
Call Number : Online Resource
Record No: 366337 from Cunningham Library Catalogue
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Promotion of the profession.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Bahr, Nan
Graham, Anne
Ferreira, Jo-Anne
Lloyd, Margaret
Waters, Richard | 2018 |
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Title: Promotion of the profession.
Author(s): Bahr, Nan | Graham, Anne | Ferreira, Jo-Anne | Lloyd, Margaret | Waters, Richard | Southern Cross University. School of Education
Published: Bilinga QLD : Southern Cross University. School of Education : April 2018
Abstract: The purpose of this report is to provide an analysis of the elements of influence underpinning public perceptions of teachers and teaching to support guidance and recommendations for promotion of the teaching profession in Queensland. A scoping review methodology was used to gather data. The research questions for this project included: Why does the teaching profession need promoting? How might promotion best be achieved? By addressing which potential audiences? When and how? Which range of activities are most effective for the promotion of teachers and teaching? By whom should messaging or activities be undertaken? What role can various stakeholders most effectively play in promoting the profession? [Executive summary, ed]
URL (open access) : https://www.qct.edu.au/pdf/Promotion_TPQ.pdf
URL (archived) : https://web.archive.org/web/20200205083834/https://www.qct.edu.au/pdf/Promotion_TPQ.pdf
Call Number : Online Resource
Record No: 367317 from Cunningham Library Catalogue
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Use of data from 21st century skills assessments: Issues and key principles.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Vista, Alvin
Kim, Helyn
Care, Esther | 2018 |
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Title: Use of data from 21st century skills assessments: Issues and key principles.
Author(s): Vista, Alvin | Kim, Helyn | Care, Esther | Brookings Institution | Brookings Institution
Published: Washington DC USA : Brookings Institution Centre for Universal Education : October 2018
Abstract: This report looks at how data from 21st century skills assessment can be used and interpreted to inform teaching and learning. It provides guidance on how data from 21st century skills assessment can be used and interpreted in terms of learning outcomes to inform teaching and learning. It puts forth recommendations applicable and to the current state of assessing 21st century skills to enhance learning outcomes, and anticipating the future of assessment. It discusses the purposes of collecting student achievement data associated with 21st century skills, and how these data are currently used in various contexts and the challenges associated with each. Key principles for effective data use specific to major stakeholders are provided. Beginning with a discussion of what demarcates 20th and 21st century skills in the context of assessment, the main purposes are roughly dichotomized across formative and summative types of assessment. With the learning goals of education shifting to include a broader range of skills, the challenge globally is how to support students in developing these skills. [Abstract]
URL (open access) : https://www.brookings.edu/wp-content/uploads/2018/10/EffectiveUse-Vista-Kim-Care-10-2018-FINALforwebsite.pdf
URL (archived) : https://web.archive.org/web/20181208045911/https://www.brookings.edu/wp-content/uploads/2018/10/EffectiveUse-Vista-Kim-Care-10-2018-FINALforwebsite.pdf
Call Number : Online Resource
Record No: 366334 from Cunningham Library Catalogue
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Wellbeing and engagement collection : South Australia.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2018 |
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Title: Wellbeing and engagement collection : South Australia.
Author(s): South Australia. Dept of Education and Child Development
Published: Adelaide : South Australia. Dept of Education and Child Development : May 2018
Abstract: The words wellbeing, engagement, character strengths, resilience, positive education, the General Capabilities, social and emotional skills are often used interchangeably. These terms each refer to a broad set of skills that help people succeed at school and later in adulthood. Since 2013, schools across the education system have been working to measure wellbeing and engagement for middle years students. The number of schools participating in the collection of this data has steadily grown and in 2017, 9 in 10 public schools participated. This data collection aligns with a growing evidence base about the value of 21st Century skills for workplaces and communities in the future (what people know, how people perceive the environment and how they learn new skills). [Introduction, ed]
URL (open access) : https://www.education.sa.gov.au/sites/g/files/net691/f/2017-wellbeing-engagement-survey-report.pdf
URL (archived) : https://web.archive.org/web/20180528054813/https://www.education.sa.gov.au/sites/g/files/net691/f/2017-wellbeing-engagement-survey-report.pdf
Call Number : Online Resource
Record No: 365932 from Cunningham Library Catalogue
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Achieving target 4.b of the Sustainable Development Goals : a study of best practices for monitoring data on scholarship recipients from developing countries.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2017 |
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Title: Achieving target 4.b of the Sustainable Development Goals : a study of best practices for monitoring data on scholarship recipients from developing countries.
Author(s): Institute of International Education (IIE) | Unesco
Published: Paris : Institute of International Education (IIE) : 2017
Abstract: This paper has been developed as part of a pilot study commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to understand current country-level practices for monitoring data on scholarship recipients from developing countries. Based on surveys and interviews, the paper describes how scholarship programs in five developed countries (Australia, Canada, France, Germany and the United Kingdom) designed to benefit students from developing countries collect, manage and use the data pertaining to the recipients. The goal of the study is to collect information that informs the achievement of the Target 4.b of the Sustainable Development Goals (SDGs) and to identify data collection and reporting best practices that can be adopted by other developed countries that provide similar scholarships to citizens of the developing world. [Author abstract]
URL (open access) : https://unesdoc.unesco.org/ark:/48223/pf0000259583.locale=en
URL (archived) : https://web.archive.org/web/20200310034907/https://unesdoc.unesco.org/ark:/48223/pf0000259583.locale=en
Call Number : Online Resource
Record No: 367370 from Cunningham Library Catalogue
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Australian vocational education and training statistics : apprentices and trainees 2017 : June quarter.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2017 |
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Title: Australian vocational education and training statistics : apprentices and trainees 2017 : June quarter.
Author(s): National Centre for Vocational Education Research (Australia) (NCVER)
Published: Adelaide : National Centre for Vocational Education Research (Australia) (NCVER) : 2017
ISSN: 1440-0359
Abstract: This publication presents estimates of apprentice and trainee activity in Australia for the June quarter 2017. The figures in this publication are derived from the National Apprentice and Trainee Collection no.93 (June 2017 estimates). The most recent figures in this publication are estimated (that is, for training activity from the September quarter 2015 to the June quarter 2017). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are the actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the September quarter 2017 for seasonally adjusted and smoothed commencements at the national level for trades and non-trades occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory. [Introduction, ed]
URL (open access) : https://www.ncver.edu.au/__data/assets/pdf_file/0033/1395195/Apprentices-and-trainees-2017-June-quarter.pdf
URL (archived) : https://www.ncver.edu.au/__data/assets/pdf_file/0033/1395195/Apprentices-and-trainees-2017-June-quarter.pdf
Call Number : Online Resource
Record No: 364848 from Cunningham Library Catalogue
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The BERA/SAGE handbook of educational research.
CALL NUMBER: 370.72 BER More info
| Wyse, Dominic (ed)
Selwyn, Neil (ed)
Smith, Emma (ed)
Suter, Larry E. (ed) | 2017 |
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Title: The BERA/SAGE handbook of educational research.
Author(s): Aguja, Socorro Echevarria | Beneito-Montagut, Roser | Berry, Amanda | Bielick, Stacey | Bleckman, Johanna Davidson | Brown, Chris | Brydon-Miller, Mary | Calderwood, Lisa | Campe, Shannon | Collins, Kathleen M. T. | Davis, Susila | Davis-Kean, Pamela | Delamont, Sara | Denner, Jill | Eynon, Rebecca | Farrimond, Hannah | Ferrara, Lyndsie N. | Freie, Carrie | Goldstein, Harvey | Gomm, Roger | Gorard, Stephen | Gosen, Myrte | Hafner, Christoph | Hardman, Frank | Hardman, Jan | Hildebrand, David | Jager, Justin | Jekielek, Susan M. | Johnson, R. Burke | Jose, Paul E. | Kawulich, Barbara B. | Kelly, Sean | Koole, Tom | Lyle, Jared | Marland, Joshua J. | Marsh, Erica | Marvasti, Amir | Maxwell, Joseph A. | McCoach, D. Betsy | McCulloch, Gary | Menter, Ian | Mewburn, Inger | Nelson, Mark Evan | Newton, Sarah D. | Oliver, Sandy | Onwuegbuzie, Anthony J. | Peng, Chao-Ying Joanne | Pigott Terri | Prudente, Maricar S. | Rasmussen, Mary Lou | Rickinson, Mark | Sammons, Pamela | Schreiber, James B. | Scott, David | Selwyn, Neil (ed) | Sireci, Stephen G. | Smith, Emma (ed) | Solano-Flores, Guillermo | Steedle, Jeffrey T. | Stefurak, Tres | Sullivan, Alice | Suter, Larry E. (ed) | Szabo, Agnes | Taylor, Monica | Thomson, Pat | Thornberg, Robert | Tight, Malcolm | Torgerson, Carole J. | Torgerson, David | Tripney, Janice | Tymms, Peter | Umarji, Rujuta | West, Jerry | White, Patrick | Wyse, Dominic (ed) | de Waal, Cornelis |
Published: London : Sage : 2017
ISBN: 9781473918917
Abstract: The British Educational Research Association (BERA) has worked with SAGE to develop a high quality research methods handbook for students studying education and related areas. The book is published in two volumes and over 1,000 pages. The contributions are listed thematically in six parts, progressing from a background to research enquiry, through planning research, approaches or design, acquiring data, analysis and lastly reporting, disseminating and evaluation. Over 50 authors are included, many highly eminent in their fields. This handbook makes a valuable and authoritative contribution to the research endeavour for all those working or studying in the field of education. [Publisher website, ed]
Call Number : 370.72 BER
Record No: 363931 from Cunningham Library Catalogue
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Improving work placement for international students, their supervisors and other stakeholders : final report 2016.
CALL NUMBER: 378.0160994 IMP More info Fulltext
| Barton, Georgina
Hartwig, Kay
Cain, Melissa | 2017 |
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Title: Improving work placement for international students, their supervisors and other stakeholders : final report 2016.
Author(s): Barton, Georgina | Cain, Melissa | Hartwig, Kay |
Published: Canberra : Australian Department of Education and Training : 2017
ISBN: 9781760510480 (print ed)
<b>ISBN:</b> 9781760510497 (PDF) | 9781760510503 (DOCX)<br />Abstract: Report from the WISP project which endeavoured to improve work placement components of study programs for international students in Australia. In particular the researchers: identified current procedures and practices in relation to work-placement and associated assessment for international students in the discipline areas of Business, Education, Engineering, and Health in participating institutions; identified and explored challenges, concerns and successes for international students, their mentors (i.e. those people who are responsible for assessing and working with students during their placement) and coordinators (i.e. those people responsible for the coordination of placements, at both universities and workplaces) prior to, during and after the students leave; and developed and applied a working model of effective practice around internationalisation, work-place socialisation and reflection. The model provided a theoretical and evidence-based foundation in the development of support materials for current and prospective international students, their supervisors, coordinators and relevant university staff. Six universities participated in the project. [p.iii, ed]
URL (open access) : https://ltr.edu.au/resources/ID14_3837_Barton_and_Hartwig_Report_2017_0.pdf
Call Number : 378.0160994 IMP
Record No: 364380 from Cunningham Library Catalogue
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Minimising skills wastage : maximising the health of skilled migrant groups.
(BCEC research report ; no.8/17)
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Cameron, Roslyn
Dantas, Jaya
Farivar, Farveh
Strauss, Penelope | 2017 |
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Title: Minimising skills wastage : maximising the health of skilled migrant groups.
Series: (BCEC research report ; no.8/17)
Author(s): Cameron, Roslyn | Dantas, Jaya | Farivar, Farveh | Strauss, Penelope | Curtin University. Curtin Bankwest Economics Centre
Published: Perth : Curtin University : November 2017
Abstract: Skilled migration is a key element in Australia’s strategy to address major human capital issues and imperatives, however underutilisation and atrophy of professional migrant skills remains a critical problem. The proposed project aimed to identify barriers and innovative strategies for ensuring utilisation of professional migrants’ skills and to investigate the links between workforce participation and health. The research used a sequential exploratory mixed methods design comprising both qualitative and quantitative data collection methods across three research phases. Phase 1: Examined literature on skilled migration in Australia, Canada and New Zealand. An analysis of Census data and data from the Department of Immigration and Border Protection was also undertaken. Phase 2: Thirteen semi-structured interviews were conducted with key stakeholders working in government, policy, industry representation and community based services. The findings from phase 2 of the study informed the development of the quantitative online survey. Phase 3: 508 skilled migrants responded to an online survey and 14 were then interviewed. [Abstract]
URL (open access) : http://bcec.edu.au/assets/BCEC-Minimising-Skills-Wastage-Maximising-Health-of-Skilled-Migrants-Report.pdf
URL (archived) : https://web.archive.org/web/20180129235930/http://bcec.edu.au/assets/BCEC-Minimising-Skills-Wastage-Maximising-Health-of-Skilled-Migrants-Report.pdf
Call Number : Online Resource
Record No: 365511 from Cunningham Library Catalogue
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Queensland teachers report : statistical data, trends and forecasts 2016.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2017 |
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Title: Queensland teachers report : statistical data, trends and forecasts 2016.
Author(s): Queensland College of Teachers
Published: Brisbane : Queensland College of Teachers : 2017
Abstract: This report was compiled using a rich repository of registration data held by the QCT on Queensland teachers. This data dates back to 1995 when registration data was first captured electronically and pertains to the registration life span of over 155,000 Queensland teachers. This report looks at three aspects of QCT data : Queensland's registered teachers – registration status, age, gender and qualifications; Queensland's registered teachers – distribution within the state; and Registration patterns. [Introduction]
URL (open access) : http://qct.edu.au/pdf/QLDTeachersReport2016.pdf
URL (archived) : http://nla.gov.au/nla.arc-164031-20170822-1336-qct.edu.au/pdf/QLDTeachersReport2016.pdf
Call Number : Online Resource
Record No: 364685 from Cunningham Library Catalogue
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Victorian teacher supply and demand report 2014 and 2015.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2017 |
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Title: Victorian teacher supply and demand report 2014 and 2015.
Author(s): Victoria. Dept of Education and Training
Published: Melbourne : Victoria. Dept of Education and Training : March 2017
ISBN: 978075940799
Abstract: Since 2001, Vic DET has produced a regular Teacher Supply and Demand report providing a comprehensive cross sectoral picture of the Victorian teacher workforce. This Teacher Supply and Demand Report provides information about the Victorian teaching workforce in the 2014 and 2015 calendar years. This report is the eleventh edition of the series and provides an updated picture from the previous 2012-2013 Teacher Supply and Demand Report. The scope of this report comprises the following focus areas : The current composition of the Victorian early childhood teaching workforce, particularly in government-funded kindergarten programs, The current composition of the Victorian school teaching workforce across government, Catholic and Independent sectors, Factors driving teacher supply, Factors driving teacher demand and Forecasting and matching future teacher supply and demand. This report contains several data sources and areas of analysis which were not included in previous editions of the Teacher Supply and Demand Report. The new additions to this report are the use of Recruitment Online (ROL), which collects data about all vacancies and applications at Victorian government schools, analysis about cessation in the Victorian government teaching workforce and the Beyond Graduation Survey (BGS), which provides information about the pathways of graduates three years after graduation. In addition, geospatial mapping techniques have been used to analyse the distribution of the Victorian government teaching workforce by local government area (LGA) and area. [Executive summary, ed]
URL (open access) : http://www.education.vic.gov.au/Documents/about/careers/teaching/TeacherSupplyDemandRpt.pdf
URL (archived) : https://web.archive.org/web/20160328090444/http://www.education.vic.gov.au/Documents/about/careers/teaching/TeacherSupplyDemandRpt.pdf
Call Number : Online Resource
Record No: 364516 from Cunningham Library Catalogue
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Education data : harnessing the potential : Mitchell Institute submission to the Productivity Commission Inquiry into the National Education Evidence Base.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| | 2016 |
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Title: Education data : harnessing the potential : Mitchell Institute submission to the Productivity Commission Inquiry into the National Education Evidence Base.
Author(s): Victoria University. Mitchell Institute for Health and Education Policy
Published: Melbourne : Mitchell Institute : May 2016
Abstract: This paper outlines the Mitchell Institute's contribution to the Australian Productivity Commission's Inquiry into the National Education Evidence Base. It identifies two overarching priorities for enhancing the Evidence Base: enhanced capacity for data linkage (especially the ability to track young people’s outcomes from early childhood to tertiary education); and explicit strategies for improved data analysis, dissemination and use. The Mitchell Institute’s four core recommendations stem from early childhood to tertiary education: A National Early Childhood Data Strategy that progressively strengthens the quality and consistency of administrative data, accelerating data linkage, addresses knowledge gaps through a policy-relevant research agenda, and a coordinating agency to drive data analysis, dissemination and use; A tertiary education dataset that integrates university and vocational education sectors, and tracks pathways into and out of tertiary education; A teacher workforce dataset that addresses current gaps, especially around the impact of initial teacher education; and The introduction of nationally consistent wellbeing and engagement measures in the middle years (as young people transition from primary to high school), and a plan to begin measuring a broader set of core skills and capabilities, beyond literacy and numeracy. [Executive summary, ed]
URL (open access) : http://www.mitchellinstitute.org.au/wp-content/uploads/2016/06/Education-data_harnessing-the-potential.pdf
URL (archived) : http://nla.gov.au/nla.arc-153111-20160718-0002-www.mitchellinstitute.org.au/wp-content/uploads/2016/06/Education-data_harnessing-the-potential.pdf
Call Number : ONLINE RESOURCE
Record No: 363856 from Cunningham Library Catalogue
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Higher Education Standards Panel consultation : Transparency of Higher Education Admissions Processes : response from the Australian Council for Educational Research.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Edwards, Daniel
Jackel, Brad | 2016 |
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Title: Higher Education Standards Panel consultation : Transparency of Higher Education Admissions Processes : response from the Australian Council for Educational Research.
Author(s): Edwqrds, Daniel | Jackel, Brad | Australian Council for Educational Research (ACER) | Australian Council for Educational Research (ACER)
Published: Melbourne : Australian Council for Educational Research (ACER) : May 2016
Abstract: This document has been prepared by the Australian Council for Educational Research (ACER) in response to the Higher Education Standards Panel’s Consultation on the Transparency of Higher Education Admissions Processes. In developing the document, ACER has drawn on previous experience working in admissions research and admissions testing, and on discussions over time with universities in Australia as a result of this work relating to the issues of relevance to this consultation. This document explores four key areas identified by ACER as critical to improving the admissions processes of higher education providers in Australia. In developing this document, the authors have approached ‘transparency’ as a concept manifesting two specific ideals in relation to the issues of the consultation. They see transparency in admissions as both a means of ensuring public and stakeholder confidence in the quality of processes for enrolling students as well as a tool that can be used by providers to clearly articulate their academic expectations of students who are admitted for study. [ACEReSearch]
URL (open access) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1052&context=higher_education
URL (archived) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1052&context=higher_education
Call Number : ONLINE RESOURCE
Record No: 363929 from Cunningham Library Catalogue
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Making education count for development : data collection and availability in six PISA for Development Countries.
(OECD Education iLibrary)
CALL NUMBER: Online Resource More info Fulltext
| | 2016 |
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Title: Making education count for development : data collection and availability in six PISA for Development Countries.
Series: (OECD Education iLibrary)
Author(s):
Published: Paris : OECD : 2016
ISBN: 9789264255449 (PDF)
<b>DOI : </b> 10.1787/9789264255449-en<br />Abstract: This report reviews the collection, availability and quality of system-level data and metadata on education from countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. PISA for Development aims to increase low income countries' use of PISA assessments for monitoring progress towards national goals for improving education and for analysing the factors associated with student learning outcomes, particularly among poor and marginalised populations. The project also helps track progress towards the international education targets defined in the Education 2030 Framework for Action, which the international community adopted in 2015 as the strategy for achieving the Education Sustainable Development Goal (SDG). The report suggests technically sound and viable options for improving data quality, completeness and international comparability in the six countries that are reviewed. It also provides insights into overcoming some of the challenges common to countries that participate in PISA for Development and to other middle income and low income countries. [Publisher summary]
<b>URL (conditional access) : </b> https://doi.org/10.1787/9789264255449-en<br />Call Number : Online Resource
Record No: 364556 from Cunningham Library Catalogue
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National education evidence base : inquiry report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2016 |
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Title: National education evidence base : inquiry report.
Author(s): Australia. Productivity Commission
Published: Canberra : Australia. Productivity Commission : December 2016
ISBN: 9781740376037
ISSN: 1447-1329
<b>ISSN (online) :</b> 1447-1337<br />Abstract: The Commission was asked to provide advice on the national approach to collecting and using data for early childhood education and care and schools to improve Australia's educational outcomes. In undertaking this inquiry, the Commission used evidence from Australia and overseas to report on and make recommendations about the following. The information required to provide a comprehensive evidence base to inform policy development in early childhood and school education now and in the future. Current data holdings and potential additional information, including how that information might add value to the existing evidence base. Existing or potential barriers to sharing or accessing data, and how these can be overcome. The role that technology and mobile devices can play in the scope, quality and timeliness of data collection and reporting. The costs and benefits of options for improvements to the national education evidence base. This report is about seeking ways to address the challenge of what data to collect and how to use it to support the generation of evidence about what works best in education, and the application of this evidence to inform decision making. [Publisher summary]
URL (open access) : http://www.pc.gov.au/inquiries/completed/education-evidence/report/education-evidence.pdf
URL (archived) : http://webarchive.nla.gov.au/gov/20170817075042/http://www.pc.gov.au/inquiries/completed/education-evidence/report/education-evidence.pdf
Call Number : Online Resource
Record No: 364606 from Cunningham Library Catalogue
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National education Evidence base : productivity commission draft report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2016 |
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Title: National education Evidence base : productivity commission draft report.
Author(s): Australia. Productivity Commission
Published: Canberra : Australia. Productivity Commission : September 2016
Abstract: While a significant amount of data is currently collected on students, schools and the workforce, data reported nationally is more limited and often inconsistent. Valuable data is also collected outside schools, including in early childhood education and care. Improved access and greater ability to link and analyse national data could enhance the quality and scope of national education evidence that can be used to monitor educational outcomes and inform policy development and evaluation. Through consultation with states and territories, education authorities and other key stakeholders, this Inquiry will help to identify current investment in national data collection and education evidence, opportunities to collectively invest further, and how we can improve the effectiveness of our investment through a more streamlined, comprehensive and collaborative national approach. Improving the collection and management of education data in Australia will assist to create a more robust national education evidence base for effective policy and program development to meet the national education objectives and lift the national productivity. This draft report invites written submissions before the release of the final report. [Overview, ed]
URL (open access) : http://www.pc.gov.au/inquiries/current/education-evidence/draft/education-evidence-draft.pdf
URL (archived) : http://webarchive.nla.gov.au/gov/20161017074111/http://www.pc.gov.au/inquiries/current/education-evidence/draft/education-evidence-draft.pdf
Call Number : Online Resource
Record No: 364114 from Cunningham Library Catalogue
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National education evidence base : productivity commission issues paper.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2016 |
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Title: National education evidence base : productivity commission issues paper.
Author(s): Australia. Productivity Commission
Published: Canberra : Australia. Productivity Commission : April 2016
Abstract: The Productivity Commission was asked by the Australian Government to undertake an inquiry into the further development of the national evidence base for school and early childhood education. Improved access and greater ability to link and analyse national data could enhance the quality and scope of national education evidence that can be used to monitor educational outcomes and inform policy development and evaluation. Improving the collection and management of education data in Australia will assist in creating a more robust national education evidence base for effective policy and program development to meet the national education objectives and lift national productivity. This issues paper was released to assist participants in preparing submissions. It outlines a range of issues about which the Commission seeks information. The terms of reference ask the Commission to report and make recommendations about factors that inhibit access to, and consistency of, education-relevant data to support analysis and evidence- based policy development. The main considerations discussed in this issues paper involve: data sharing (institutional, governance, capacity issues); privacy (confidentiality, data security issues); data comparability across jurisdictions (consistency, definitions and gaps); data capture, processing and management (technological adaptation); technology (scope to improve data collection and dissemination); and research capacity (skills, resourcing, infrastructure). [Contents, ed]
URL (open access) : http://www.pc.gov.au/inquiries/current/education-evidence/issues/education-evidence-issues.pdf
URL (archived) : https://web.archive.org/web/20170602053643/http://www.pc.gov.au/inquiries/completed/education-evidence/issues/education-evidence-issues.pdf
Call Number : Online Resource
Record No: 363550 from Cunningham Library Catalogue
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Pacific Islands Literacy and Numeracy Assessment : collaboration and innovation in reporting and dissemination.
(Using assessment data in education policy and practice: examples from the Asia Pacific ; issue 1)
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Belisle, Michelle
Cassity, Elizabeth
Kacilala, Ratieli
Seniloli, Mere T.
Taoi, Torika | 2016 |
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Title: Pacific Islands Literacy and Numeracy Assessment : collaboration and innovation in reporting and dissemination.
Series: (Using assessment data in education policy and practice: examples from the Asia Pacific ; issue 1)
Author(s): Belisle, Michelle | Cassity, Elizabeth | Kacilala, Ratieli | Seniloli, Mere T. | Taoi, Torika | Australian Council for Educational Research (ACER) | Australian Council for Educational Research (ACER)
Published: MelbourneBangkok : Australian Council for Educational Research (ACER)UNESCO : December 2016
ISBN: 9781742864501
Abstract: A range of stakeholders have identified, as a shared educational goal, the improvement of literacy and numeracy achievement in Pacific Islands countries. Geographically, the Pacific Islands region is one of the largest in the world, and hosts diverse populations and resources. Nevertheless, many countries in the region have identified literacy and numeracy as a common educational challenge. Within this context, the Pacific Islands Literacy and Numeracy Assessment (PILNA) provides data on the literacy and numeracy outcomes of students in 13 Pacific Islands countries who have completed Year 4 and Year 6. PILNA has developed as a consensual model. It facilitates discussion and requires that decisions be made cooperatively. Decisions are subject to the joint approval of regional and country participants. The model enables participating members to reach consensus in providing knowledge and data on student learning outcomes. As such, decisions about reporting and dissemination are made collaboratively, in a group environment – no individual determines how reports are to be written and disseminated. This case study explores PILNA’s collaborative and innovative model of reporting and disseminating data to a range of educational stakeholders, including senior policymakers, administrators, teachers, parents and communities. Importantly, it explores the public dissemination of results in the second cycle of PILNA in 2015, and focuses on the implementation of a process that enabled greater transparency in the reporting of data. The case study begins with background information on PILNA and on the commitment of Pacific Islands governments to support it as an assessment of regional learning outcomes. The case study then discusses the operation of the PILNA model, which is a collaborative process for regional data sharing, reporting and dissemination. The case study proceeds to explore the process of dissemination endorsed by the PILNA Steering Committee. In particular, it discusses a three-stage strategy for further dissemination and use of PILNA results by participating countries. The case study concludes with a brief evaluation of the significance of PILNA’s collaborative approach to reporting and dissemination. [ACEReSearch]
URL (open access) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1023&context=ar_misc
URL (archived) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1023&context=ar_misc
Call Number : ONLINE RESOURCE
Record No: 364153 from Cunningham Library Catalogue
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Parent Engagement Project Phase 3 : Ways Forward in Data Collection.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Neill, Erica
Wade, Catherine
Shackleton, Fiona | 2016 |
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Title: Parent Engagement Project Phase 3 : Ways Forward in Data Collection.
Author(s): Neill, Erica | Wade, Catherine | Shackleton, Fiona | Parenting Research Centre
Published: East Melbourne Vic : Parenting Research Centre : March 2016
Abstract: Parent engagement (PE) describes the role that parents play in influencing their children's educational aspirations and learning outcomes. The Parenting Research Centre (PRC) was commissioned by the Australian Research Alliance for Children and Youth (ARACY) to assist in the development of a nationally consistent approach to measuring and monitoring parent engagement. The work was made up of three phases: (1) a data audit ; (2) a needs assessment ; and (3) this final report which brings together the findings and conclusions from phases 1 and 2, and makes recommendations about ways forward in the collection and use of data on PE in children's learning in Australia. In the data audit phase, we identified 19 large scale, representative PE data sets or surveys in Australia. We described their strengths and weaknesses in terms of how they could contribute to a nationally consistent approach to PE measurement. We presented a range of options for using available PE data in its current form, or adapting it, in order to understand patterns in PE and to track changes overtime. [Executive summary, ed]
URL (open access) : https://www.aracy.org.au/documents/item/637
URL (archived) : https://web.archive.org/web/20200205012644/https://www.aracy.org.au/documents/item/637
Call Number : Online Resource
Record No: 367274 from Cunningham Library Catalogue
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Quarterly reporting of government-funded activity to the 2015 National VET Provider Collection.
(NCVER technical paper)
(TD/TNC ; 125.11)
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Foley, Paul | 2016 |
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Title: Quarterly reporting of government-funded activity to the 2015 National VET Provider Collection.
Series: (NCVER technical paper)(TD/TNC ; 125.11)
Author(s): Foley, Paul | National Centre for Vocational Education Research (Australia) (NCVER) | National Centre for Vocational Education Research (Australia) (NCVER)
Published: Adelaide : NCVER : October 2016
ISBN: 9781925173635
Abstract: The topic of more frequent and timely vocational education and training (VET) data has been an issue of interest for a number of years. Since 2015, the National Centre for Vocational Education Research (NCVER) has collected and reported data on government-funded students and courses on a quarterly basis. These quarterly data submissions are cumulative and allow additional data to be reported and corrections made to previously submitted data. The first year of quarterly reporting has provided a useful insight into how training activity is reported by the different jurisdictions over a calendar year. This paper presents the results of some initial analysis of that data using the reporting scope that was in place for 2015 reporting, broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers. [VOCED].
URL (open access) : https://www.ncver.edu.au/__data/assets/pdf_file/0017/61424/2886-Quarterly-reporting-of-government-funded-activity.pdf
URL (archived) : https://www.ncver.edu.au/__data/assets/pdf_file/0017/61424/2886-Quarterly-reporting-of-government-funded-activity.pdf
Call Number : ONLINE RESOURCE
Record No: 364086 from Cunningham Library Catalogue
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Supporting a New Generation : Development and Transfer of Pedagogical Content Knowledge in Tertiary Chemistry : Final Report.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Schultz, Madeleine
Lawrie, Gwen | 2016 |
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Title: Supporting a New Generation : Development and Transfer of Pedagogical Content Knowledge in Tertiary Chemistry : Final Report.
Author(s): Schultz, Madeleine | Lawrie, Gwen | Australia. Office for Learning and Teaching | Queensland University of Technology | University of Queensland
Published: Sydney : Office for Learning and Teaching : 2016
ISBN: 9781760287801 (PDF) |9781760287818 (DOCX)
<b>ISBN:</b> 9781760287795 (print ed)<br />Abstract: Pedagogical content knowledge (PCK) encompasses carefully selected analogies, examples, explanations and demonstrations used by a teacher to make a topic comprehensible to students. It includes an understanding of what makes the big ideas difficult to grasp, along with an awareness of common misconceptions. PCK is developed by teachers through practitioner experience, and an extensive body of work has enabled articulation, documentation and dissemination of PCK at the secondary level. However, PCK has received less attention at the tertiary level. New academic staff in Australia are highly trained in their disciplines but typically lack experience teaching. This project will develop a framework for the transfer of PCK from excellent teachers to junior staff and will implement activities to boost development of PCK by new staff. Accelerating the acquisition of PCK will improve teaching and therefore the learning outcomes of students. The project is based in chemistry, however the outcomes are transferrable to other disciplines.
URL (open access) : https://ltr.edu.au/resources/SD14_3737_Schultz_Final_Report_2016.pdf
https://ltr.edu.au/resources/SD14_3737_Schultz_Final_Report_2016.docx
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Record No: 365340 from Cunningham Library Catalogue
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2014 University Experience Survey national report.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| | 2015 |
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Title: 2014 University Experience Survey national report.
Author(s): Graduate Careers Australia (GCA) | Social Research Centre
Published: [s.l.] : Graduate Careers Australia (GCA)Social Research Centre : March 2015
ISBN: 9781743615089
Abstract: This report presents an overview of the 2014 University Experience Survey (UES), including the conduct and administration of the survey, and key results based on the national UES data file, which consists of 108,322 responses from 99,112 students representing 40 higher education institutions. All statistics relating to UES focus areas and their constituent items reflect the percentage of students who indicated that they were satisfied with their higher education experience. The UES focus areas relate to skills development, learner engagement, teaching quality, student support and learning resources. Selected statistics are presented with 90 per cent confidence intervals to demonstrate the variability of estimates due to sampling variation. Summary statistics on the reasons why students considered leaving their current university are also shown. Supplementary analyses and additional materials are presented in appendices and referenced in the body of the report. [Overview of this report, ed]
URL (open access) : https://docs.education.gov.au/system/files/doc/other/ues14_report_final_access2a.pdf
URL (archived) : http://webarchive.nla.gov.au/gov/20151021075732/https://docs.education.gov.au/system/files/doc/other/ues14_report_final_access2a.pdf
Call Number : ONLINE RESOURCE
Record No: 362461 from Cunningham Library Catalogue
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Australian Child Wellbeing project : technical report.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Lietz, Petra
O'Grady, Elizabeth
Tobin, Mollie
Murphy, Martin
Macaskill, Greg
Redmond, Gerry
Dix, Katherine
Thomson, Sue | 2015 |
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Title: Australian Child Wellbeing project : technical report.
Author(s): Dix, Katherine | Lietz, Petra | Macaskill, Greg | Murphy, Martin | O'Grady, Elizabeth | Redmond, Gerry | Thomson, Sue | Tobin, Mollie | Australian Council for Educational Research (ACER) | Australian Council for Educational Research (ACER) | Flinders University
Published: Camberwell, Vic : Australian Council for Educational Research (ACER) : December 2015
Abstract: The Australian Child Wellbeing Project (ACWP) was conducted from 2012 – 2015 using a mixed-methods, child-centred approach. Young people’s perspectives were used to inform a nationally representative survey of children’s wellbeing in the middle years. The aims of the ACWP survey were to benchmark child wellbeing in Australia and to provide useful information for services that promote young people’s healthy development. A final outcome of this project was to make the extensive ACWP database publically available in order to provide further opportunity to exploit the rich data and improve understanding. Accordingly, this technical report consolidates the research conducted by ACER during the three-year study. It provides supporting information about technical aspects of the main survey and its resulting reports, and for facilitating secondary data analyses of the ACWP database. Specifically, it details issues related to survey design, implementation and data analysis. Results from the ACWP main survey are not reported in the technical report, but are presented in the final report. This technical report and data user guide contains an overview of the design, sampling, and data collection activities of the ACWP main study conducted in 2014. In addition, it reports the technical aspects of the first and second stage statistical and thematic analyses presented in the ACWP Final Report, along with guidelines about using the ACWP database. [ACEReSearch]
URL (open access) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=well_being
URL (archived) : https://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=well_being
Call Number : Online Resource
Record No: 363925 from Cunningham Library Catalogue
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Big data in education : an international perspective.
(Seminar series / Centre for Strategic Education ; n.244)
CALL NUMBER: Serials CEN SS n.244 More info
| Hassell, Robert
DeVelle, Sacha | 2015 |
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Title: Big data in education : an international perspective.
Series: (Seminar series / Centre for Strategic Education ; n.244)
Author(s): Hassell, Robert | DeVelle, Sacha | Centre for Strategic Education (CSE)
Published: East Melbourne Vic : Centre for Strategic Education (CSE) : May 2015
ISBN: 9781921823695
ISSN: 1838-8558
Abstract: The authors report on research they originally undertook for AISNSW, exploring how schools in Finland, Singapore, Japan and Ontario use data to inform improvements in student learning. These jurisdictions have regularly outperformed Australia in their results for PISA and other international assessments. The authors address: the types of data schools collect in the different jurisdictions and their explicit improvement agenda; how ‘big education data’ is used by schools; the future of data use, including ‘big data in education’; and exemplars of effective data use in schools. They identify implications emerging from their research and recommend future actions that are relevant for educational decision makers in the Australian context. [Publisher website]
Call Number : Serials CEN SS n.244
Record No: 362547 from Cunningham Library Catalogue
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A Blueprint for initial teacher education and teacher workforce data.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2015 |
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Title: A Blueprint for initial teacher education and teacher workforce data.
Author(s): Victoria University. Centre for International Research on Education Systems
Published: Melbourne : Victoria University. Centre for International Research on Education Systems : December 2015
Abstract: In 2015, the Australian Government Department of Education and Training (the Department) in conjunction with the Australian Institute for Teaching and School Leadership (AITSL) contracted the Mitchell Institute for Health and Education Policy (The Mitchell Institute) and the Centre for International Research on Education Systems (CIRES) to develop a Blueprint for ITE and teacher workforce data. The purpose of the project was to identify the types of data that could be collected to assist planning, research and evaluation for ITE and for the teacher workforce. The project had three components: develop a Data Framework for ITE and teacher workforce data to inform policy development and workforce planning; map data in the Framework to currently or previously available collections to identify data gaps; and develop a Blueprint for implementing the Data framework in Australia. This project builds on previous work undertaken to collect teaching workforce data, including the National Teaching Workforce Dataset (2012), Staff in Australia's Schools survey collections (2007, 2010, 2013), the Longitudinal Teacher Education and Workforce Study (2013), the Productivity Commission's Schools Workforce report (2012) and AITSL's Annual ITE data report (AITSL 2014). [Executive summary, ed]
URL (open access) : https://www.aitsl.edu.au/docs/default-source/default-document-library/blueprint_ite_teacher_workforce_full_report.pdf
URL (archived) : https://web.archive.org/web/20190410054636/https://www.aitsl.edu.au/docs/default-source/default-document-library/blueprint_ite_teacher_workforce_full_report.pdf?sfvrsn=c3dceb3c_0
Call Number : Online Resource
Record No: 366921 from Cunningham Library Catalogue
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Delivery of VET offshore by public providers, 2014.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| | 2015 |
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Title: Delivery of VET offshore by public providers, 2014.
Author(s): Australia. Dept of Education and Training (DET) | National Centre for Vocational Education Research (Australia) (NCVER)
Published: Adelaide : National Centre for Vocational Education Research (Australia) (NCVER) : 2015
ISBN: 9781760285319 (PDF)
Abstract: This report aims to define, quantify and characterise Australian vocational education and training (VET) programs delivered offshore during 2014 by public VET providers. It provides statistical information about the providers active overseas, the programs they delivered and the students who enrolled in those programs. This report also includes data from previous offshore public VET collections, between 2003 and 2014. In 2014, 51 Australian public providers of VET were identified and approached by the National Centre for Vocational Education Research (NCVER) to participate in the collection of data relating to 2014 offshore VET delivery. The number of public providers was reduced by six from the previous year’s collection, the result of institute mergers. Additionally, four providers who delivered programs offshore in 2013 ceased delivery for 2014, and two providers who did not deliver offshore in 2013 did in 2014. In 2014, 33 public providers were involved in offshore VET delivery. Data were collected at the aggregate level for each offshore VET program. In 2014, the category of bridging and enabling courses not identified by level was introduced as a new level of education. In the current report, this is included in the ‘other’ option for level of education. [Context]
URL (open access) : https://internationaleducation.gov.au/research/TransnationalEducationData/Documents/NCVER_Offshore_2014_final_report.PDF
URL (archived) : http://webarchive.nla.gov.au/gov/20161017040417/https://internationaleducation.gov.au/research/TransnationalEducationData/Documents/NCVER_Offshore_2014_final_report.PDF
Call Number : Online Resource
Record No: 364307 from Cunningham Library Catalogue
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Developing a Culturally Appropriate Data Quality Framework for Aboriginal and Torres Strait Islander Higher Education Statistics : Discussion Paper.
CALL NUMBER: ONLINE RESOURCE More info Fulltext
| Wilks, Judith
Drew, Neil
Wilson, Katie | 2015 |
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Title: Developing a Culturally Appropriate Data Quality Framework for Aboriginal and Torres Strait Islander Higher Education Statistics : Discussion Paper.
Author(s): Crook, Carolyn | Drew, Neil | Gorring, Bruce | Henderson Yates, Lyn | Kennedy, Gillian | Kinnane, Steve | Wilks, Judith | Wilson, Katie | Australia. Office for Learning and Teaching | Southern Cross University | University of Notre Dame Australia.
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 0994187912 |9780994187918
Abstract: Discussion paper from a project that addressed a key gap in Aboriginal and Torres Strait Islander higher education research and development - Improving Aboriginal and Torres Strait Islander peoples' higher education access and outcomes under the Innovation and Development Program (2013). The project researched the persistent and problematic nature of data and statistics pertaining to Aboriginal and Torres Strait Islander peoples, in particular in relation to their participation in higher education. A culturally relevant Data Quality Framework was produced in consultation with sector representatives.
URL (open access) : https://ltr.edu.au/resources/SD13_2799_Drew_Discussion_Paper.pdf
Call Number : ONLINE RESOURCE
Record No: 365675 from Cunningham Library Catalogue
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Developing a Culturally Appropriate Data Quality Framework for Aboriginal and Torres Strait Islander Higher Education Statistics : Final Report.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Wilks, Judith
Drew, Neil | 2015 |
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Title: Developing a Culturally Appropriate Data Quality Framework for Aboriginal and Torres Strait Islander Higher Education Statistics : Final Report.
Author(s): Crook, Carolyn | Drew, Neil | Gorring, Bruce | Henderson Yates, Lyn | Kennedy, Gillian | Kinnane, Steve | Wilks, Judith | Wilson, Katie | Australia. Office for Learning and Teaching | Southern Cross University | University of Notre Dame Australia.
Published: Sydney : Office for Learning and Teaching : 2015
ISBN: 9781760282967 (PDF) |9781760282974 (DOCX)
<b>ISBN:</b> 9781760282981 (print ed)<br />Abstract: Final report from a project that addressed a key gap in Aboriginal and Torres Strait Islander higher education research and development - Improving Aboriginal and Torres Strait Islander peoples' higher education access and outcomes under the Innovation and Development Program (2013). The project researched the persistent and problematic nature of data and statistics pertaining to Aboriginal and Torres Strait Islander peoples, in particular in relation to their participation in higher education. A culturally relevant Data Quality Framework was produced in consultation with sector representatives.
URL (open access) : https://ltr.edu.au/resources/SD13_2799_Drew_Report.doc
https://ltr.edu.au/resources/SD13_2799_Drew_Report.pdf
Call Number : ONLINE RESOURCE
Record No: 365296 from Cunningham Library Catalogue
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Development of a national education and training data standards strategy and implementation plan.
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| | 2015 |
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Title: Development of a national education and training data standards strategy and implementation plan.
Author(s): Haikerwal, Mukesh C. (board chair) | Australian Institute of Health and Welfare
Published: Canberra : Australian Institute of Health and Welfare : 2015
ISBN: 9781742497310 (PDF)
<b>ISBN:</b> 9781742497327 (print ed)<br />Abstract: The Australian Institute of Health and Welfare developed a national data standards strategy and implementation plan to enhance the comparability, quality and coherence of information across the Australian education and training sectors, including early childhood education, school education, vocational education and training (VET) and higher education. This project report summarises the activities and process undertaken over 12 months from October 2013 to develop the strategy and implementation plan. [NLA Australian Government Web Archive]
URL (open access) : https://www.aihw.gov.au/getmedia/04f99910-be3d-4ae9-89ec-e6b18587922e/18693.pdf.aspx?inline=true
URL (archived) : http://webarchive.nla.gov.au/gov/20151020073943/http://www.aihw.gov.au/publication-detail/?id=60129551063
Call Number : ONLINE RESOURCE
Record No: 362570 from Cunningham Library Catalogue
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MissingSchool 2015 : full report : school connection for seriously sick kids: who are they, how do we know what works, and whose job is it?
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Stafford, Neil
Gilmour, Megan
Meyers, Gina
Neil, Cathy
Hopkins, Liza | 2015 |
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Title: MissingSchool 2015 : full report : school connection for seriously sick kids: who are they, how do we know what works, and whose job is it?
Author(s): Stafford, Neil | Gilmour, Megan | Neil, Cathy | Hopkins, Liza | Australian Research Alliance for Children and Youth (ARACY) | Missing School Inc
Published: [Canberra] : Australian Research Alliance for Children and Youth (ARACY) : 2015
ISBN: 9781921352751
Abstract: This report is one of a series examining current evidence, policies and approaches for supporting the education of students who experience school absences because of significant illness or injury. This report provides an audit of the data available on the number of these students, the types of significant illnesses and injuries which lead to non-negligible school absence, and the number of school days lost. It presents the audit findings and highlights gaps in data collection. [Libraries Australia]
URL (open access) : http://web.archive.org/web/20160304005540/http://www.aracy.org.au/publications-resources/command/download_file/id/277/filename/School-connection-for-seriously-sick-kids-full-report-web.pdf
URL (archived) : http://nla.gov.au/nla.arc-62639-20151116-0923-www.aracy.org.au/publications-resources/command/download_file/id/277/filename/School-connection-for-seriously-sick-kids-full-report-web.pdf
Call Number : ONLINE RESOURCE
Record No: 363165 from Cunningham Library Catalogue
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A new approach : reforming teacher education.
CALL NUMBER: Online Resource More info Fulltext
| Roberts-Hull, K.
Jensen, B.
Cooper, S. | 2015 |
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Title: A new approach : reforming teacher education.
Author(s): Cooper, S | Jensen, B | Roberts-Hull, K | Learning First | Learning First
Published: Melbourne : Learning First : March 2015
Abstract: Increasing the effectiveness of teachers is the key to improving our sch ools , but most systems around the world have only recently focused reform efforts on transforming initial teacher education. The ways in which candidates are prepared to be teachers have a critical influence on what teachers can do and what their students l earn, yet very few countries have an effective system for educating teachers. Many programs lack proven practices and are a long way behind the best . For governments, initial teacher education (ITE) reform is very difficult, partly because the teacher edu cation pathway is complex and not easily controlled. Most ITE programs are housed in autonomous universities, and generally governments do not have direct control over how t hese programs prepare teacher s . Yet governments do exercise great influence over t wo other dimensions of the teacher education system: the funding of universities and the hiring of teachers into public school systems. I mproving ITE requires an underst anding that reform is needed to influence t eacher employers (states, districts, and schools) as well as ITE providers. Learning First is working with policy makers in a number of systems around the world on improving teacher education. Concerns of declining quality in ITE are widespread across the globe and all are looking for a way forward. A framework is needed that identifies the reform options available, their impact in different forms and contexts, and the governance structures that optimise the impact of reforms. Such a framework is particular ly important in ITE, which regularly crosses federal, state and local boundaries and is subject to intervention from all three levels. The aim of improving ITE is to give beginning teachers better skills to increase student learning. Currently, teachers f eel underprepared for the realities of teaching because they often do not graduate with the necessary content knowledge and pedagogical skills. The challenge is to develop the mix of reforms so all actors in the system are working toge ther to achieve this object ive. [Introduction, ed]
URL (archived) : http://web.archive.org/web/20150824055047/http://static1.squarespace.com/static/531fd05ee4b00a4fbb7b1c67/t/55150cf0e4b0932ce9c67096/1427442928401/A+new+approach.pdf
Call Number : Online Resource
Record No: 362256 from Cunningham Library Catalogue
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Quantitative report : baseline evaluation of the Early Years Learning Framework (EYLF).
CALL NUMBER: ONLINE RESOURCE More info Fulltext Fulltext
| Fleer, Marilyn
Shah, Chandra
Peers, Chris | 2015 |
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Title: Quantitative report : baseline evaluation of the Early Years Learning Framework (EYLF).
Author(s): Fleer, Marilyn | Peers, Chris | Shah, Chandra | Australia. Dept of Education, Employment and Workplace Relations (DEEWR) | Monash University | Monash University
Published: [s.l.] : Australia. Dept of Education, Employment and Workplace Relations (DEEWR) : 2015
Abstract: The Early Years Learning Framework (EYLF) is part of the Council of Australian Government’s (COAG) reform agenda for early childhood education and care and is a key component of the Australian Government’s National Quality Framework for Early Childhood Education and Care (ECEC). The EYLF underpins universal access to early childhood education and has been incorporated in the National Quality Standard in order to ensure delivery of nationally consistent and quality early childhood education across sectors and jurisdictions. The EYLF describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school. The baseline evaluation project establishes a baseline for assessing the effectiveness of the EYLF in raising quality in early childhood education. This is the initial phase of the evaluation. A quantitative study was conducted across all states and territories of Australia, and included all service types for which the EYLF has been implemented for use i.e., preschools, and long day care and family day care services. It focused on less experienced users of the framework, in order to consider factors that may be delaying or constraining successful fulfilment of Commonwealth outcomes. Of the nearly 3000 centres and preschools with whom initial contact was made, a total of 1495 responses were received.
URL (open access) : https://www.dss.gov.au/sites/default/files/documents/06_2015/baseline_evaluation_of_the_eylf_quantitative_report.pdf
URL (archived) : http://content.webarchive.nla.gov.au/gov/wayback/20150624015117/https://docs.education.gov.au/system/files/doc/other/baseline_evaluation_of_the_eylf_quantitative_report.pdf
Call Number : ONLINE RESOURCE
Record No: 364206 from Cunningham Library Catalogue
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A review of international large scale assessments in education : assessing component skills and collecting contextual data.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Cresswell, John
Schwantner, Ursula
Waters, Charlotte | 2015 |
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Title: A review of international large scale assessments in education : assessing component skills and collecting contextual data.
Author(s): Cresswell, John | Schwantner, Ursula | Waters, Charlotte | Australian Council for Educational Research (ACER) | OECD Development Centre
Published: Paris : OECD : December 2015
ISBN: 9789264248373 (PDF)
ISSN: 1990-8539
<b>ISSN (online) :</b> 1996-3777<br />Abstract: The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about the performance of their education systems and the capacity of their student bodies and in the context of the Education 2030 agenda which emphasises improved learning outcomes. This report has been commissioned by the OECD and the World Bank to inform the development and implementation of PISA-D but it also serves a wider interest in the experiences and lessons from the major international, regional and national large-scale educational assessments. This report reviews the major large-scale learning assessments, including school-based surveys and household-based surveys. It aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will be useful for the OECD and developing countries. For each of the issues discussed, there is a description of the prevailing international situation, followed by a consideration of the issue for developing countries and then a description of the relevance of the issue to PISA-D. A summary of the main characteristics of the reviewed surveys is given in Annex A. [Executive Summary]
URL (open access) : https://www.oecd-ilibrary.org/docserver/9789264248373-en.pdf?expires=1532917514&id=id&accname=ocid54010355&checksum=BAC7060A08C418FC3B7DBCF621D5B011
<b>URL (conditional access) : </b> https://www.oecd-ilibrary.org/docserver/9789264248373-en.pdf?expires=1532917514&id=id&accname=ocid54010355&checksum=BAC7060A08C418FC3B7DBCF621D5B011<br />Call Number : Online Resource
Record No: 363334 from Cunningham Library Catalogue
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Strengthening TVET finance data collections : Overview paper.
CALL NUMBER: Online Resource More info Fulltext Fulltext
| Karmel, Tom | 2015 |
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Title: Strengthening TVET finance data collections : Overview paper.
Author(s): Karmel, Tom | Australia. Dept of Foreign Affairs and Trade
Published: Barton ACT : Australia. Dept of Foreign Affairs and Trade : April 2015
Abstract: This overview paper is based on research undertaken by the Australian Council for Educational Research (ACER) 2012-2014 for the Australian Department of Foreign Affairs and Trade under the research project Research into the Financing of [technical and vocational education and training] TVET in the Pacific and on the various reports produced by ACER over the course of that research. In this paper, [it is] discussed what a regional framework for TVET finance might look like. The contents of the paper are: (1) Introduction; (2) What is TVET?; (3) What kind of TVET finance data need collecting?; (4) TVET finance data currently collected; (5) Implementation. The Appendix contains data compiled by ACER on Samoa, Solomon Islands, Tonga, Fiji and Kiribati. [Publisher summary, ed]
URL (open access) : https://www.dfat.gov.au/sites/default/files/annex-tvet-financing-overview-paper-notional-tvet-finance-data-standard.pdf
URL (archived) : https://web.archive.org/web/20201013000256/https://www.dfat.gov.au/sites/default/files/annex-tvet-financing-overview-paper-notional-tvet-finance-data-standard.pdf
Record No: 367944 from Cunningham Library Catalogue
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