Developing countries, Educational change, Teaching effectiveness, Professional development, Equal education, School community relationship, Language policy, Outcomes of education, Primary school curriculum, Multimethod techniques
The Australian Government is supporting significant education reforms in Vanuatu. This policy note summarises findings on primary school teacher practice and student learning outcomes, during the first phase of major curriculum changes. Key findings include the need for consistent investment in ongoing professional learning given that new content and pedagogies require significant change and learning for teachers and other education actors. In addition, better engagement with school communities builds understanding of the reforms and encourages greater parental involvement in education. Part of a multi-year study, the Education Analytics Service is investigating how the Vanuatu Education Support Program (VESP) is making a difference to the Government of Vanuatu’s ongoing primary education reforms. The study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu.
Cassity, E. & Wong, D. (2021). Vanuatu: Policy insights from a multi-year teaching and learning study series. Australian Council for Educational Research. https://research.acer.edu.au/eas/43
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Copyright The Commonwealth of Australia, represented by the Department of Foreign Affairs and Trade 2021
Place of Publication
Australian Council for Educational Research (ACER)
Pacific region, Vanuatu