Education Analytics Service

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Curriculum development, Language policy, Inservice teacher education, Return on investment, Program evaluation, Teacher effectiveness, Academic achievement, Literacy, Numeracy, Multimethod techniques, Primary education, Lower secondary years, International aid, Vanuatu


The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.

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

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Melbourne, Australia


Australian Council for Educational Research




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