The OECD's Programme for International Student Assessment (PISA) measures how well 15-year-olds are prepared to use their skills and knowledge to meet real-life challenges. This infographic gives a global snapshot of the highest and lowest performing countries from PISA 2018 in reading, mathematics and science, and how they compare with students’ scores in Indonesia, Malaysia, Singapore, Brunei, Thailand and the Philippines.
Results of a cyber safety survey of 145 426 children and adolescents, conducted over three years with respondents from 30 different countries, have recently been released. Here are some of the global findings, and where participating countries in Southeast Asia ranked in guidance and education.
Worrying analysis shows at least one-third of the world’s schoolchildren have been unable to access remote learning programs put in place to provide continuity of education as schools close their doors during the COVID-19 pandemic.
Educators from Southeast Asia have made an impact in the USD $1 million Global Teacher Prize, with five representatives from the region making it onto the coveted top 50 shortlist for 2020.
At Pakuranga College in Auckland, New Zealand, gathering data and using evidence-based resources is the basis of their professional development. Here, Deputy Principal Larraine Barton shares how a Teacher magazine podcast informed part of the beginner teacher program at the school.
In these uncertain times, how do teachers support students to make sense of the coronavirus pandemic and give them the tools to navigate the challenges we may be faced with? In today’s article, Professor Peter O’Connor from the University of Auckland suggests arts-based approaches to building resilience in students in times of disaster.
The Alfa Omega School in Indonesia is an example of architects working alongside the local community to come up with a functional facility that’s also easy on the eye, and the environment.
Teachers in Indonesia are highly valued and well respected by members of the public, according to an international report.
Developing the expertise of teaching and supporting staff is a key element in improving outcomes for all students. This school has moved away from a ‘one-size-fits-all’ approach to staff professional development, and is now exploring creative opportunities to allow teachers to have a voice in how they develop as professionals.
School leadership is a complex role, and leading a small school can present its own challenges. Experienced school leader Alasdair Maclean has spent his career in small schools. Reflecting on what he’s learned, he tells Teacher that building productive relationships is crucial.