Australian Council for

Educational Research
Profile
 What is ACER
▪ An independent, international educational research organisation
▪ Non-government, not-for-profit organisation
▪ Established in 1930
▪ Provides comprehensive research and evaluation services
▪ 400 staff worldwide with more than 150 dedicated research staff
▪ Office in 5 countries (Australia, United Arab Emirates, India, United
Kingdom, and Indonesia)
ACER Mission
“to create and promote knowledge and tools that can be
used to improve learning across the lifespan. We belief in
the importance of ongoing, lifelong learning, both for the
fulfilment of individuals and for the well-being of society”
ACER Research Focus
School Education
Higher Education
Vocational, Adult, and Workplace Education
Indigenous Education
Early Childhood Education
 ACER Centres
Centre for Tracks progress in the provision and quality of schooling through the systematic and
Global strategic collection of data on educational outcomes, and factors that influence these.
Aims to support improved policies, programs and practices in education and
Education
ultimately improved educational progress for all learners.
Monitoring

Centre for Promoting new thinking of the role and purpose of assessment. Creating new
Assessment metrics for assessing and monitoring the development of 21st-century skills and
attribute. Investigating and applying new technologies to the collection of
Reform and richer and more useful information about student learning.
Innovation

Centre for Promotes the interconnection between research, policy and practice. Investigates
Education the impact of policy and practice to meet learners’ needs and improve learning
outcomes. Examines ways research can be informed by the perspectives of policy
Policy and makers and practitioners
Practice

Undertakes research to better understand learning processes and the conditions that
Centre for support successful learning. Research focuses on the role of motivation and attitudes
Science of in learning, self-esteem, learning difficulties and special needs, student
Learning disengagement, and the impact of contextual factors on learning success.
 Where
we work
Partnership
Global Partnership

• Provides capacity building programs through

development agencies such as DFAT, DFID, the
World Bank, APEC, OECD, UNICEF and UNESCO.
• Investigating learning data in Kenya
• Tracing the impact of early childhood care and
development in the Philippines
• Australia Awards – global tracer facility
• South East Asia Primary Learning Metric
• Understanding the university student experience
in Japan
• Programme for International Student Assessment

and others
Partnership
In Indonesia

Research on Quality of education in Madrasah, funded under

the Australia-Indonesia Basic Education Program (AIBEP)

Provides expert policy and practice advice to Ministry of

Education and Culture through Education Sector Analytical
and Capacity Development Partnership (ACDP) - funded
projects:
• Teacher Absenteeism in Indonesia
• Evaluation of ICT in Education in Papua
• Evaluation of the Principal Preparation Program
• Support to the Assessment Centre (Puspendik) for
Improvements to the National Exams, the Indonesia
National Assessment Program (INAP) and School Level
Assessment.
• Developing strategy for quality pre-primary education for all
and parenting education for ECCE
• Curriculum reform
ACDP033
Developing strategy for quality pre-primary education for all and
parenting education for ECCE

Study found that early childhood development (ECD) is the most important developmental
phase of a human lifespan and that preventive early childhood care and education (ECCE)
programs have sustainable, long-term effects on the development of human capital. Most
disadvantaged children experience the most dramatic gains from ECCE programs, but they
are least likely to be enrolled.

Indonesia has already made significant progress towards achieving ECE targets. However,
there are still problems including on the quality of ECE centres, student enrolment to ECE
centres, and parenting education. MoEC is developing agenda to address these problems,
with goal to achieve pre-primary education for all 2030
ACDP033
Developing strategy for quality pre-primary education for all and
parenting education for ECCE

The purpose of this study is to contribute towards the development of evidence-based policy and strategy for
the provision of affordable, sustainable, well-coordinated, high quality, and equitable Early Childhood Care and
Education (ECCE) services, particularly for marginalized populations. The study is specifically aimed to to
support the following two key Ministry of Education and Culture (MoEC) initiatives:
- to develop a Road Map for a one year “Quality Pre-Primary Education for All” (pre-primary PAUD) program
throughout Indonesia
- develop a supporting program of “Quality Parenting Education” for parents and caregivers of children of 0 to
6 years of age that can provide communities with the necessary knowledge, attitudes, and skills to support
children’s growth, protection, and development

The output of this study are:

- Case study report to 6 sub-districts in Jambi City, Banyuwangi District, and Kupang District
- Critical Review of literature
- Three policy briefs on Innovative PAUD Practice, Parenting Education, and Phased Approach for Pre-Primary
Education for All
- Policy Options and Road Map to achieve Pre-Primary Education for All
ACER Indonesia Activities
Conference
Public Lecture
Workshop
ACER Foundation
Contact us

Jakarta Office
Jl. Hang Lekir VIII No. 18, Kebayoran Baru 12120
+62 21 2930 5886
Indonesia@acer.edu.au
www.acer.edu.au
Thank you