The Australian unified national system for higher education was established in 1988 for a range of reasons, but its essence was a solution to resolve a funding problem. This publication provides a detailed analysis of the current problems and issues, and examines opportunities to move...

This report sets out the Productivity Commission's Review of the National Agreement for Skills and Workforce Development (NASWD). Its key messages are that the NAWSD should be replaced with a new principles based agreement, and there is manifest capacity for governments to get a better...

This paper reviews the state of school funding in Australia, bringing together research from international comparisons based on OECD data sources, Australian school-level data, international research literature, and policy documents. It explores how and why the persistent increases in school funding in Australia have failed...

This report explores the origins and consequences of New Zealand’s adherence to child-centred education. It contrasts the scientific consensus about how children learn with the different and, in many ways, contradictory advice given to educators and policymakers. It exposes how parts of the research community...

The COVID-19 pandemic has resulted in an unprecedented disruption to schools and learners in England. This research identifies three areas where the pandemic has the potential to open up new conversations about the future of schooling in England.

The SVA Bright Spots Schools Connection is a Collaborative Leadership Development Network (CLDN) launched in 2014 by Social Ventures Australia. A review of international literature, presented in this report, shows that in recent decades, collaboration has become a priority in schooling and education reform across...

Reducing the number of vocational qualifications available is a current or recent priority area of many VET systems internationally, but what is the best way to achieve this and is there anything that needs to be considered? Focusing on cases studies on New Zealand, England...

This working paper identifies OECD countries’ interests in digital innovation in education by analysing their policy papers on digital education.

This independent review of NAPLAN, commissioned by New South Wales, Victoria, Queensland and the ACT, recommends an overhaul of the national standardised assessment to ensure that it meets the needs of schools, parents and students now and into the future.

This paper summarises the evidence for how best to improve children and young persons’ literacy development in Aotearoa New Zealand. There is an urgent need to have acceptable equity and excellence outcomes for all our students. Among 15 year-olds, literacy achievement levels have been dropping...