Education Analytics Service
International aid, Return on investment, Teaching effectiveness, Curriculum implementation, Outcomes of education, Primary education, Multimethod techniques
The Teacher Development Multi-Year Study for Vanuatu seeks to answer the question: To what extent does Australia’s aid investment produce improved teaching quality and improved student learning? The 3 specific questions are: 1. To what extent has the investment improved teaching quality in Vanuatu? 2. To what extent has the investment in teacher training and mentoring supported effective implementation of Vanuatu’s new curriculum? 3. To what extent have teacher training and support activities led to improved learning outcomes? The study adopts a mixed methods approach using qualitative case study data and quantitative student assessment data from the Vanuatu Standardised Test of Achievement (VANSTA) and the Pacific Islands Literacy and Numeracy Assessment (PILNA).
Cassity, Elizabeth; Chainey, Jennie; Cheng, Jacqueline; and Wong, Debbie, "Teacher development multi-year study series. Report highlights. Vanuatu: Interim report 2" (2022).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright The Commonwealth of Australia, represented by the Department of Foreign Affairs and Trade 2022
Place of Publication
Australian Council for Educational Research
Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, International and Comparative Education Commons