Responding to recent discussion in Australia, this paper examines the evidence regarding qualifications for early childhood educators working with 0-to-2 year-olds. It looks at what defines quality early childhood education for very young children, best practice pedagogy, what the literature tells us about teacher qualifications for this age group, and the qualification levels for working with 0-to-2 year-olds that apply in other countries.
In 2013, CESE developed a new measure of school socio-economic status, the Family Occupation and Education Index (FOEI), to be used as the basis of the equity loading for socio-economic background in the department’s new Resource Allocation Model. This technical report details the methodology used for the construction of FOEI in 2013.
A report prepared by CESE for the Australian Government Department of Education examining the efficacy of the various proxy measures of limited English language proficiency of the EAL/D students.
Download the LBOTE report (PDF, 500kB).
This inaugural edition of the biennial 2014 State of Education report (PDF, 4MB) brings together a wealth of data, information and commentary about the full spectrum of education in NSW. It reports on activities and outcomes in early childhood education, school education, vocational education and training and higher education. It acknowledges and reports on the complex mix of government and non-government educational service providers in all four of these sectors.
This second edition of the biennial State of Education in NSW 2016 report (PDF, 2MB) brings together a wealth of data, information and commentary across the whole education spectrum in NSW.
The report provides a recap of policy context, and covers outcomes in early childhood education, school education, vocational education and training and higher education for both government and non-government service providers. For each of the four sectors, the report highlights what is going well and where there is room for improvement.
Visit the 2016 State of Education website for an interactive view of the report's main highlights.
Identifying high performing schools is an important step in developing the evidence base about “what works” to
improve educational outcomes for students.
In inclusive early childhood education and care services, children with and without disability learn and play alongside one another. The provision of inclusive services is widely supported on human rights grounds and on the basis that all children should have access to high-quality preschool programs.
Given the increasing importance of STEM in education, enrolments in calculus mathematics for the HSC have dropped over the last 15 years. Why aren't students studying higher level maths? (PDF, 1.2MB) looks at whether there is an ATAR scaling advantage for non-calculus mathematics over calculus mathematics and whether that provides a reason for the dropping enrolments.
The explainer summarises the research in relation to effective remote learning and highlights key considerations for learning in the face of COVID-19.
The snapshots were produced when the majority of students in NSW were learning from home in order to provide examples of how learning could be continued from home. A number of common themes emerged across the snapshot schools, including:
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During the development of the 2013 Family Occupation and Education Index (FOEI), CESE commissioned the National Institute for Applied Statistics Research Australia (NIASRA) at the University of Wollongong to review and validate the methodology underpinning FOEI.
This report from NIASRA discusses the technical issues associated with missing data and the regression modelling underpinning FOEI, and recommends the statistical methods to deal with these issues.
A forthcoming CESE technical report will further detail the methodology used for the construction of FOEI in 2013.
High-quality teaching is the greatest in-school influence on student engagement and outcomes. Given current concerns about Australia’s declining performance on international assessments, particularly when compared with high-performing Asian and other countries, there is significant interest in the contribution that high-quality teaching can make to improving educational results.
A presentation and paper by David Figlio, Director, Insitute for Policy Research at Northwestern University.
While the existing literature makes clear that there appears to be a permanent effect of poor neonatal health on socioeconomic and health outcomes, it is important for a variety of policy reasons to know how poor neonatal health affects child development, and whether there are public policies that might act to remediate the negative relationship between early poor health and later-life outcomes.
On 20 August 2013, CESE presented findings from two recent CESE analyses.
Findings of the EAL/D study can also be found in the Learning Curve, Assessing English language proficiency.
In 2012, the department conducted a trial of the EAL/D learning progression, which was developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA) to support the implementation of the Australian curriculum.
The trial shows very encouraging results. Teachers report the new instrument as easy to use for making reliable judgements of English language proficiency, and it can be used in place of the current NSW English as a second language (ESL) three phase tool. This improved method of assessing English language ability will enable better targeting of support and funding to assist the development of students' English language proficiency.
Existing measures to identify aptitude of students learning English as an additional language or dialect vary significantly among the states and territories. A nationally consistent measure will be important for future national school funding arrangements.
The NSW trial suggests that the EAL/D learning progression is suitable for use in NSW government schools for the purpose of allocating ESL funding to schools.