Global Reach

We believe in the role education plays in developing the capacity of an individual which in turn develops the capacity of the nation and the world.

Explore the global reach of our academic staff and students below.

shaping minds, shaping the world gap
Austria, Belgium, Bulgaria, England, Estonia, Italy, Scotland, Slovenia and Spain
In 2016, Professor John Polesel, Associate Professor Shelley Gillis and Dr Gosia Klatt from the Graduate School’s Centre for Vocational and Educational Policy were part of a successful bid for Horizon 2020 funding to conduct a major four-year international study of lifelong learning and policy interventions in adult education markets.
Brazil, Canada, Chile, China, Cyprus, Finland, Germany, Greece, Ireland, Israel, Kenya, Mexico, New Zealand, Norway, Portugal, Puerto Rico, South Africa, Spain, Sweden, Turkey, UK, USA
Since inception in 2001, the International Successful School Principalship Project has researched the work of successful principals, producing more than 100 case studies, and nearly as many papers, book chapters and books. The project was founded by Associate Professor David Gurr and Associate Professor Lawrie Drysdale, who were later joined by Dr Helen Goode.
Brazil, Canada, China, Costa Rica, England, Ireland, Israel, Malaysia, Mexico, New Zealand, Norway, Scotland, Sweden, Turkey
Associate professors Lawrie Drysdale and David Gurr, and Dr Helen Goode are part of the The International School Leadership Development Network, which conducts empirical research on leadership for social justice and in high-need schools. An edited book is due for publication in 2017.
Cambodia, Fiji
Youth Research Centre Professor Helen Cahill leads the UNESCO and United Nations Girls Education Initiative (Asia-Pacific Region focus) project: Design of Protect Respect: Preventing gender-based violence in schools, classroom program for early secondary students and associated teacher training.
Canada, France, Germany, Hong Kong, Malaysia, New Zealand, Singapore, Netherlands, Philippines, UK, USA
As Director of Publications for the International Drama/theatre and Education Association, Dr Richard Sallis led a comprehensive publications review in 2016 to identify significant theatre education texts produced by Arts subject associations. The review aims to improve resources for association members and inform future policy making.
Chile, China, Czech Republic, Finland, France, Germany, Japan, USA
The International Centre for Classroom Research is leading the Lexicon study, an ARC Discovery project that identifies pedagogical terms in non-English speaking classrooms, in order to expand our understanding of classroom practice.
Chile, China, England, Germany, Ireland, Israel, Malaysia, New Zealand, Netherlands, Norway, Scotland, Singapore, Sweden, Switzerland, Taiwan, Thailand, USA, Vietnam
Associate professors Lawrie Drysdale and David Gurr and Dr Helen Goode are members of the Asia Leadership Roundtable, a group of educational scholars brought together on an annual basis by the Asia Pacific Centre for Leadership and Change.
Of the Graduate School’s 511 international coursework students, the country most represented in 2016 was China, followed by Singapore, New Zealand, the USA and Malaysia. Professor Cao Yiming of Beijing Normal University is a collaborator on four projects led by Professor David Clarke, Director of the International Centre for Classroom Research including the Lexicon Project, the Learner’s Perspective Study, the Social Essentials of Learning Project and the Learning from Lessons project.
China, Czech Republic, Germany, Israel, Japan, Korea, New Zealand, Norway, Philippines, Portugal, Singapore, South Africa, Sweden, USA
Based in the International Centre for Classroom Research, the Learner’s Perspective Study, led by Professor David Clarke and Ms Carmel Mesiti, has been running for 16 years, documenting ‘well taught’ mathematics classes. It has published five books and a large number of refereed journal articles and conference proceedings publications.
China, Czech Republic, Finland, Germany, Japan, Spain, USA
Using the Graduate School’s Science of Learning Research Classroom, the Social Essentials of Learning Project studies student problem solving and collaborative learning. Based in the International Centre for Classroom Research, this project is led by Professor David Clarke, Associate Professor Wee Tiong Seah and Dr Man Ching Esther Chan. In 2016 a network of international researchers reviewed the existing literature on the Social Essentials of Learning and an ARC Discovery Project grant was awarded to fund the continuation of this project between the University of Melbourne and Beijing Normal University.
China, England, Finland, Hong Kong, Korea, Singapore
Professor Collette Tayler is our Lead Researcher in the first International Comparison of Early Childhood Education and Care systems in a decade. The project, A comparative study of early childhood education in selected high-performing countries, led by Professor Sharon L Kagan at Columbia University NYC, investigates what contributes to the quality, equitable distribution, and sustainability of EC services for young children in any country.
China, Finland, Israel
Led by the International Centre for Classroom Research, the Alignment Project is investigating how cultural settings and good practice combine to produce learning outcomes in mathematics and science.
China, Germany, Portugal, USA
Funded by the Spencer Foundation (USA) and ARC, the International Centre for Classroom Research’s Learning from Lessons Project, examines teacher selective attention as a key determinant of what a teacher might learn from teaching a lesson. Portugal and USA were involved in 2016, with collaboration to continue with Germany and China in 2017 thanks to new ARC Discovery Project funding.
China, Hong Kong, India, Thailand
Master of Teaching and Master of Education students undertake placements in these countries as part of the capstone subject Teaching and Learning in an International School.
Columbia, Peru
Ms Claire Scoular from the Assessment Research Centre has been working with the Foundation for Higher Education and Development (Fedesarrollo), Colombia, to support the implementation of a 21st century skills assessment program in Latin America
Costa Rica
The Assessment Research Centre has been working with the Fundación Omar Dengo to support the implementation of a testing program in Costa Rica to investigate student achievement in 21st century skills.
Denmark, Italy, UK
Master of Education Policy (International) students undertook placement in these European countries as part of the elective subject Education Policy: International Study.
East Asia, Pacific Islands
Professor Joseph Lo Bianco has been working with UNESCO on a series of training programs for public officials on language policy and planning, especially for indigenous populations.
Hong Kong, India, Malaysia, Mongolia, Philippines, Republic of Korea, Thailand, Vietnam
The Assessment Curriculum and Technology Research Centre’s Associate Professor Esther Care and Dr Rebekah Luo coordinated the UNESCO Assessment of Transversal Competencies in the Asia-Pacific study, which is researching assessment practices associated with transversal competencies (otherwise known as 21st century skills) across nine Asia-Pacific countries. The set of recommendations will inform future directions in the region.
Dr Suzanne Rice and Ms Megan Collins delivered a Clinical Teaching and Learning workshop to teachers from Indonesia.
India, Myanmar, Thailand
Master of Teaching teacher candidates have undertaken placements in these countries as part of
Professor Joseph Lo Bianco has been working with UNICEF to deliver a series of facilitated dialogues on resolving conflicts in language and literacy education under the Malaysian Government’s National Unity project. The Centre for Vocational and Educational Policy runs the Malaysian Student Tracer Study which analyses data from school leaver destination surveys in two districts of Malaysia. The project aims to inform future policy reforms relating to education, training and the labour market in Malaysia.
Malaysia, Myanmar, Thailand
Professor Joseph Lo Bianco has been working with UNICEF on country specific projects on language policy and peacebuilding in three South East Asian countries, in which language issues are a source of tension.
Professor Joseph Lo Bianco leads the writing of a peacebuilding national language policy in Myanmar, working with UNICEF.
Professor Lyn Yates and colleagues are working on a joint project with professors Peter Maasen and Monika Nerland from the University of Oslo to bring together two major higher education projects, Knowledge Building Across School and University (MGSE) and Horizontal Governance and Learning Dynamics in Higher Education. This will form a book titled, Reconfiguring Knowledge for the Purposes of Higher Education.
The Assessment Research Centre, in partnership with the University of the Philippines established the Assessment Curriculum and Technology Research Centre to support the reform of the Philippine education system. The Centre is supported by the Australian Government under Australian Aid. It completed a three year Longitudinal Study of Learning Achievement in the Autonomous Region in Muslim Mindanao (LearnARMM) designed to track and analyse the learning achievement of students in alternative delivery model schools in rural and remote areas. The Assessment Curriculum and Technology Research Centre is contributing to testing, fieldwork and data analysis for a UNICEF longitudinal study conducted by ACER on the effects of early childhood care and development programs on the learning experience and performance young children in rural and remote areas of the Philippines.
Professor Joseph Lo Bianco has been revising the Thai national curriculum to support multicultural perspectives, by scaling up bilingual education in the southern Malay-speaking provinces and including minority language recognition national language policy.
The Centre for Program Evaluation is being funded by the UK Education Endowment Foundation to work with industry partners Ai-Media and Nesta on the Making Teaching and Learning Visible project, which produces real-time transcripts of lessons, and a teacher dashboard with a detailed analysis of each lesson.
New Zealand
Of the Graduate School’s 150 international research students, the country most represented in 2016 was New Zealand followed by Vietnam, the USA China and Singapore.
The Assessment and Teaching of 21st Century Skills Massive Open Online Course involved participants from 170 countries.