Global learning crisis
It is well documented that there is a global learning crisis, especially among the world’s most vulnerable and disadvantaged children.
children, adolescents and youth are unable to access formal education.
children and adolescents aren’t achieving minimum proficiency levels in reading and maths.
primary school students in East and Southeast Asia doesn’t meet minimum proficiency levels in reading and maths.
Drawing on global standards and experience, ACER works alongside national governments and agencies, and actively participates in programs, to ensure that education reform is responding to policy priorities and local needs.
Global approach, local impact
Committed to the UN Sustainable Development Goals
Our work supports global efforts to achieve Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
ACER Research Repository
ACEReSearch repository contains ACER’s research available in digital form, including reports, working papers, conference papers, and more.
Our international priorities
Getting the foundations right in the early years
A child’s education from birth to eight years is fundamental to their future development. Our work centres on ensuring that all children – no matter their background – have access to quality education that supports them to become lifelong learners.
Improving teaching and learning
In order to improve student learning, support for teachers is critical. Working with partner governments, we use evidence to design policies and systems that enhance teaching and professional learning so that teachers can improve what is happening in their classrooms.
Building better systems to support student learning
We are focused on the use of student learning results to address the equity challenge. We gather the evidence needed to improve education systems and work alongside partners to design and implement student assessment systems at a regional, national and school level.
Working alongside partners
ACER is a recognised partner in all areas of large-scale assessment for the United Nations Children’s Fund (UNICEF) in the Asia-Pacific region and we are an official partner of the United Nations Educational, Scientific and Cultural Organization (UNESCO).
- Aga Khan Foundation (AKF)
- Asian Development Bank (ADB)
- Australian Government’s Department of Foreign Affairs and Trade (DFAT)
- British Council
- Department for International Development (DFID)
- Global Partnership for Education (GPE)
- Network for Education Quality Monitoring in the Asia-Pacific (NEQMAP)
- Organisation for Economic Co-operation and Development (OECD)
- Pacific Educational Quality Assessment Programme (EQAP)
- People's Action for Learning Network (PAL Network)
- Porticus
- Secretariat of the Pacific Community (SPC)
- Southeast Asian Ministers of Education Organization (SEAMEO)
- United Nations Children’s Fund (UNICEF)
- United Nations Educational, Scientific and Cultural Organization (UNESCO)
- VVOB
- World Bank
Our people
Our staff have decades of experience developing and implementing research projects in low- and middle-income countries.
Discover more about our work in developing contexts
Global Education Monitoring (GEM) Centre
We work collaboratively with global, regional and national stakeholders to enable education systems to measure where learners are at and monitor their progress.
Join us and make a difference
Register as an ACER Associate
ACER invites professional partnerships with international researchers and consultants with expertise in a range of education quality improvement related areas.
Working with ACER
Want to become part of a team of committed professionals who are experts in their fields and work collaboratively across Australian and international projects?
Strengthening Regional Education Assessment Project (PILNA)
2015–2023
Australian Department of Foreign Affairs and Trade (DFAT), Secretariat of the Pacific Community (SPC), Educational Quality and Assessment Programme (EQAP), Pacific Ministries of Education
The Secretariat of the Pacific Community (SPC) engaged ACER to provide technical support to the Educational Quality and Assessment Programme (EQAP) to plan, administer and conclude all areas of work under the Strengthening Regional Education Assessment project. This program has two key tasks: The development and administration of PILNA for data collection in 2015 across at least 13 countries and for Years 4 and 6; and, the development of a long term programme of regional assessment for the Pacific to collect valid and reliable trend data. ACER supported EQAP with data analysis including IRT analysis and developing individual reports for the 13 countries participating in PILNA; a Regional report for PILNA and a report for the Small Island States (a sub-grouping of the region's smallest five countries). All activities have contributed to the capacity of EQAP to plan, analyse and write up results for a major regional assessment.
What we do
- Assessment
- Capacity Building
Where we work
Pacific: Cook Islands, Fiji, FSM, Kiribati, Niue, Palau, Papua New Guinea, Marshall Islands, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu.
Education Analytics Service (EAS)
2016–2023
Australian Department of Foreign Affairs and Trade (DFAT), Cardno Emerging Markets (Cardno)
ACER in collaboration with Cardno is providing a program of analytical work and professional development to support DFAT’s large portfolio of global, regional and bilateral education investments. ACER via the EAS will contribute to the areas of early childhood development, learning for all, universal participation and skills for prosperity. The EAS initiative improves the extent and quality of evidence and expertise used by DFAT to inform its education policy and programs. The delivery of all activities, products and services is informed by DFAT's Strategy for Australia’s Aid Investments in Education.
What we do
- Assessment
- Curriculum Analysis
- Teacher Education
- Early and Basic Education
- School-based Reform
- Higher and Vocational Education
- Capacity Building
Where we work
Global
Southeast Asia Primary Learning Metrics (SEA-PLM)
2014–2021
UNICEF, Southeast Asian Ministers of Education Organization (SEAMEO)
ACER is providing technical support for the Southeast Asia Primary Learning Metrics (SEA-PLM) project. This innovative program which covers all countries in the ASEAN region is led by SEAMEO and UNICEF and implemented by the in-country government supported technical teams. The program aims to measure Grade 5 student abilities in reading, writing, mathematics and global citizenship and establish a common approach to assessing learning outcomes of Grade 5 students across the region. SEA-PLM will contribute towards improving and redefining learning outcomes by providing culturally appropriate metrics and thereby towards a more equitable and meaningful education for all children across the region.
SEA-PLM is being designed so that it can link to other international assessments as well as form part of the work towards the development of the Global Learning Metrics being championed by the UNESCO Institute of Statistics as part of its mandate to measure progress against the Sustainable Development Goals.
What we do
- Assessment
- Early and Basic Education
- Capacity Building
Where we work
Southeast Asia: Brunei, Cambodia, Laos, Malaysia, Myanmar, Philippines, Vietnam
More links
Revitalising Early Childhood Care and Development in Southwest Sumba
2020-2023
ACER Indonesia, William and Lily Foundation, Adaro Foundation
William-Lily Foundation (WLF) and Yayasan Adaro Bangun Negeri (YABN) commissioned ACER Indonesia to conduct a pilot program supporting community-based services in early childhood care and development (ECCD) in South-West Sumba, East Nusa Tenggara Province, from 2020–2023. The program targets 12 ECD centres in 12 villages with high stunting cases, where teachers and health cadres have not attended or completed the mandatory training, and have not received any interventions by other organisations, including the government. ACER Indonesia's approach models a full cycle of evidence-based practice, designing and redeveloping the capacity development programs for early childhood development personnel (including teachers, health cadres, and parenting education cadres) based on the formative studies conducted in the first part of the program.
What we do
- Teacher Education
- Early and Basic Education
- Capacity Building
Where we work
Southeast Asia: Indonesia
Philippines Early Childhood Care and Development Longitudinal Study
2014–2020
UNICEF, Southeast Asian Ministers of Education Organization Regional Centre for Educational Innovation and Technology (SEAMEO INNOTECH), Assessment, Curriculum and Technology Research Centre (ACTRC), University of Melbourne, University of the Philippines
The ECCD Longitudinal Study assesses a cohort of children annually across the first three years of schooling to measure their social and emotional skills such as sociability, cooperation, resilience and empathy, as well as their literacy and mathematics knowledge and skills. The study uses seven instruments, five of which were designed by ACER. The aim is to provide evidence that will guide implementation of the Early Years Act and the Enhanced Basic Education Act particularly in enriching curriculum development, instruction and teacher development in the early years (ECCD to Grade 3).
What we do
Early and Basic Education
Where we work
Southeast Asia: Philippines
More links
Sector mapping of girls’ Education in Malawi
2016
UNICEF, Malawi Ministry of Education Science and Technology (MoEST)
Supported by UNICEF, ACER is conducting an overall education sector review of girls’ education in Malawi, focusing on basic and secondary education. It involves undertaking a situational analysis via desktop research and consultation with state and non-state stakeholders, to identify and document who is doing what in girls’ education. The objective of this research is to gain insights to inform future government planning and guide priorities for girls’ education in the country.
What we do
- Early and Basic Education
Where we work
Africa: Malawi