Teaching innovations, Developing countries, Educational change, Teaching effectiveness, Professional development, Outcomes of education, Primary school curriculum, Multimethod techniques
The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
Cassity, E., Cheng, J., & Wong, D. (2021). Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-672-7
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Place of Publication
Australian Council for Educational Research (ACER)
Pacific region, Vanuatu