The global learning crisis has highlighted the urgent need to improve the quality of education, which has only become more acute with COVID-19 disruptions across the Indo-Pacific and worldwide. This multi-year study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Timor-Leste, Vanuatu and Lao People’s Democratic Republic. Each country, with support from DFAT, is currently undertaking its own curriculum reform and implementing programs to support teachers to improve teaching quality through adopting new pedagogical approaches. The overall aim of each study in this series is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?

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Submissions from 2021

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Teacher Development Multi-Year Study Series: Evaluation of Australia’s Investment in Teacher Development in Lao PDR: Baseline Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Paul R. Weldon, Louise Ockwell, Renee Kwong, and Clare Ozolins

Submissions from 2020

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Teacher Development Multi-Year Study Series: Timor Leste Interim Report 2: Final, Elizabeth Cassity and Jennie Chainey

Submissions from 2019

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Teacher Development Multi-Year Study Series: Timor Leste: Interim Report 1, Elizabeth Cassity, Jennie Chainey, and Sheldon Rothman

Submissions from 2017

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Teacher Development Multi-Year Studies: Conceptual framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, and Jacqueline Cheng

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What Works Best in Education for Development: a Super Synthesis of the Evidence, Jeaniene Spink, Elizabeth Cassity, and Adam Rorris