Staff Directory

Dr Rachel Outhred

Position:

Senior Research Fellow 

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Division:

International Development 

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Location:

Melbourne 

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Qualifications:

Cert I French Language Institute of Languages, DipBus, DipTrain&Ass Workright, GradDipEd Adelaide, BA Creative Arts Wesley, MA International Development, PhD Public Policy & Management Flinders

 

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Dr Rachel Outhred is a Senior Research Fellow within the International Development program at the Australian Council for Educational Research. Rachel has a particular interest in evaluations of education programs that address issues of both access and quality for disadvantaged groups. She has undertaken a wide range of research and in-country work in Australia, the UK and Africa.

Within Australia Rachel was Project Manager for the University of South Australia’s Mapping Aspirations and Achievement project funded by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). In the UK, Rachel was Curriculum Development Officer at Roehampton University’s Crucible, Centre for Excellence in Human Rights Education and during this time she was also listed as a Deployable Civilian Expert with the UK’s Department for International Development, Foreign and Commonwealth Office and Ministry of Defence in the areas of governance. Rachel has conducted a number of evaluations of educational programs in Africa, including within Tanzania, Ghana and Zimbabwe.

Rachel is Project Director for the DEEWR funded Evaluation of Closing the Gap: Intensive Literacy and Numeracy Programs for Indigenous Students. This program evaluates the impacts that 22 projects have had on student outcomes, identifies approaches that have a better chance of success in various school community contexts and identifies schools that are undertaking exemplar activity in relation to improving Indigenous student literacy and/or numeracy.

Rachel is Project Director for the UNICEF Zimbabwe Early Learning Assessment Program. The Early Learning Assessment Program is a four year program, comprising of two phases. The aim of the first phase is to support and enhance national capacity within Zimbabwe to review, reform, and re-orientate the current system of student assessment. The second phase of the program evaluates whether UNICEF’s Education Transition Fund (ETF) program has had the desired effects on children, their caregivers, schools and the education sector in general and identifies the extent to which changes are attributable to the ETF program interventions.

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