News & Events – Resources Hub

There is good reason to send children to school. Students tend to learn less when they are not in regular class, and new data from Australian teachers show this is likely to have been the case during the COVID-19 lockdowns. In one survey of more than 5,000 teachers in NSW, only 35 per cent were confident their students were learning well in remote learning. In disadvantaged schools, only 15 per cent of teachers felt assured of student ...

Should Australia’s declining scores on the world’s largest assessment of reading literacy, mathematics and science be sending shock waves through our education community? Or do we simply need to become better listeners to what the OECD’s Programme for International Student Assessment (PISA) is telling us? This seminar paper of Peter Adams published by CSE provides an overview of what PISA is and what we should be looking for.

The COVID-19 pandemic has caused both unprecedented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. Yong Zhao and Jim Watterson argue in this paper for the changes we need from curriculum to how we teach to where and when we teach.

Rethinking assessment in education: the case for change is the second publication in the CSE Leading Education Series. Written by Bill Lucas, the publication argues for a paradigm shift in our understanding about how best to create assessment systems that use more effective ways of evidencing the full range of student progress.

This Discussion Paper offers a unique practitioner perspective on quality research use. It presents educators' views on using research well in terms of key characteristics and connections to the Quality Use of Research Evidence Framework. It outlines considerations for teachers, school leaders, system leaders, researchers, and research organisations in relation to increasing and improving the quality use of research in schools.

Too many young Australians still complete their formal school education without the knowledge, skills, attitudes and dispositions they need to navigate the transition from school to further education, training, or employment. In recent times, there have been numerous reviews, studies and reports from Australia and internationally looking at policy and practice for school to work transition and, more broadly, the way young people (and others) ...

Between May 2020 and January 2021, the Center for Universal Education at Brookings, together with its Family Engagement in Education Network project collaborators, surveyed close to 25,000 parents across 10 countries on families’ beliefs, motivations, and sources of information with respect to their children’s education. This brief shares the insights and key takeaways.

In 2020, the Center for Curriculum Redesign (CCR), in collaboration with the Brookings Institution, unveiled a landmark report and website describing how 22 jurisdictions did or did not cover the education of Competencies. This Discussion Paper is intended
to advance the imperative for multidimensional assessments of countries’ competencies.

This discussion paper from Learning Creates Australia presents themes and insights from a short research project exploring the changing nature of the relationship between employers and young people in Australia.

This paper takes an in depth look at each of the 10 Hopes for Change - capturing insights, evidence, trends and challenges associated with each one - and highlights “spotlight” initiatives and innovations in the UK and around the world which build the case for how each Hope could be realised.