Public authorities across the OECD have started to reflect on how to embed the quality assurance (QA) of digital education into their existing QA frameworks for higher education. This working paper aims to assist policy-makers as they seek to adapt their higher education QA systems...
The coronavirus pandemic created unprecedented challenges for the vocational education and training (VET) sector. This report, the second of two, presents insights into the experiences of registered training organisations (RTOs) that transitioned to online delivery in response to the pandemic and describes how their experiences...
Home-based learning due to pandemic-induced school closures is the greatest educational disruption impacting on school systems in recent history. This research adds to the evidence base by not only assessing whether students’ learning may have been impacted during home-based learning, but also why students may...
This is the first of two reports which examine how the VET sector initially responded to COVID-19 through the increased use of online training delivery and begins to explore possible implications this might have on future training delivery modes.
This research finds that online work placements benefit students from disadvantaged backgrounds, if their diversity and strengths are recognised through meaningful work and professional connections.
Pillar 3 report: what can be done to maximise educational outcomes for children and young people experiencing disadvantage?
In response to COVID-19, most of the world’s student population was impacted by transitions to remote learning. This report presents evidence-based options for action to inform policy and programmatic solutions.
Preserving democratic values and reinforcing trust in public institutions relies on having well-informed citizens. This paper argues that students must develop autonomous and advanced reading skills, that include the ability to navigate ambiguity, and triangulate and validate viewpoints.
This chronology provides an overview of key opening and closing dates for Victorian primary and secondary schools between March 2020 and February 2021, in response to the impact of the COVID-19 pandemic.
Smart, successful, strong: the case for investing in adolescent girls' education in aid and COVID-19 response and recovery
This report shines a light on the impact of COVID-19 on adolescent girls in South-East Asia and the Pacific and their experiences of accessing secondary education over the last twelve months.
Effective delivery methods and teaching strategies for child sexual abuse prevention: a rapid evidence check
This rapid evidence check presents the current state of child sexual abuse (CSA) prevention programs, reviewing their utility and effectiveness for CSA prevention education for children. It includes recommendations about the design and delivery of programs for pre-schoolers and children in the early primary school...
The report sets out the Council’s methodology for analysing digital connectivity and adoption across key sectors of the economy, and priorities for its initial program of work, including supporting economic recovery from the impact of COVID-19.
This report is the result of a five-month higher education initiative to understand the response to COVID-19 and explore the future of digital learning and teaching.
School closures during the COVID-19 pandemic temporarily shifted schooling from the classroom to the home. This paper provides an insight into parents’ perspectives of this experience of home-based learning. The research shows parents have a wide range of views on how, how often, and how...
This working paper identifies OECD countries’ interests in digital innovation in education by analysing their policy papers on digital education.
Examination into the use of apps and web‐based learning tools in Victorian government primary schools
This examination involved collecting information from the Department of Education (DET) and four government primary schools to understand how digital learning tools are being used from Prep to Year 6. Schools are obliged to consider privacy when selecting digital learning tools. However, this report finds...
Following the coronavirus (COVID-19) outbreak, most higher education institutions across the OECD decided to close their campuses. This policy brief outlines possible short-term and long-term solutions for organising student examinations online in the context of campus closures and social distancing measures.
The health and safety of teachers and their families must be a priority, as they try and balance the different demands at work and home. This fact sheet explores the importance of recognition, acknowledgement and support during the COVID-19 pandemic.
Research evidence from before the pandemic suggests that despite a number of policy commitments and initiatives at local and national levels, there has only been limited progress in moving towards inclusive education and that children and young people with disability often fare poorly in the...
In response to identified gaps in online safety education, eSafety undertook research to support the development of a framework for online safety education in Australian schools, from K-12. This report focuses on the rapid review of evidence to assess current understandings of best practice in...
This paper responds to a request for advice on the differential learning outcomes for online versus in-class education; factors that moderate the relative effectiveness; and distinct implications for students in metropolitan, remote, rural and Indigenous communities.
During the current period of home-based self-isolation, those without the ability to effectively and affordably access and use digital technologies will find it immediately and increasingly difficult to participate in contemporary economic, social, cultural and civic life.
In addressing key considerations and making decisions, tertiary education providers should continue to act in the best interests of, and minimise adverse impacts to students, while maintaining the quality of learning.
This article asks whether Australian school students are sufficiently digitally literate and confident to effectively transition to online learning and whether teachers have demonstrated the capacity to use digital technologies in their teaching and learning practice to facilitate this transition.
This paper serves as an introduction to Ithaka S+R's methodological approach, walks through the phases of work in the Community College Libraries & Academic Support for Student Success (CCLASSS) project to illustrate in practice the steps involved, and suggests how others can adapt this process...