Education Analytics Service

Publication Date



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.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Place of Publication

Camberwell, Australia


Australian Council for Educational Research (ACER)



Geographic Subject

Pacific region, Vanuatu


Article Location