Relevant bibliographies by topics / Student-centred learning

Academic literature on the topic 'Student-centred learning'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Student-centred learning"

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Rachman, Rose. "Student centred learning." Practice 1, no. 2 (June 1987): 173–89. http://dx.doi.org/10.1080/09503158708416841.

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Boyapati, Ed. "Learning: Student-centred vs teacher-centred." Korean Journal of Chemical Engineering 17, no. 3 (May 2000): 365–67. http://dx.doi.org/10.1007/bf02699054.

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Bailey, Patrick D. "Should 'teacher centred teaching' replace 'student centred learning'?" Chem. Educ. Res. Pract. 9, no. 1 (2008): 70–74. http://dx.doi.org/10.1039/b801308j.

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Leach, C. K., B. Tanner, and R. O. Jenkins. "Student-Centred Learning in Biotechnology." Biotechnology & Biotechnological Equipment 8, no. 3 (January 1994): 99–104. http://dx.doi.org/10.1080/13102818.1994.10818797.

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Kadam, Pratik R., Umesh K. Gaikwad, and Preeti D. Bhamre. "Student Centred Learning Using Student’s Learning Style." Journal of Engineering Education Transformations 34 (January 31, 2021): 391. http://dx.doi.org/10.16920/jeet/2021/v34i0/157185.

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CRISAN-TAUSAN, Liana. "FOSTERING ACADEMIC MOTIVATION FROM A STUDENT-CENTRED PERSPECTIVE." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 227–37. http://dx.doi.org/10.24250/jpe/2/2022/lct.

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The fostering of the academic motivation of pupils/students by the teachers should represent one of the fundamental and permanent objectives of the instructive-educational activity, all the more so since motivation is assigned the second place in the hierarchy of importance of academic success factors, right after academic intelligence ( D. Ausubel, F. Robinson, 1981). The quality of the results of the learning activity and the student's academic adaptation are also conditioned by the degree and type of motivation that supports the learning activity. From the set of variables that determine the students' academic motivation, the school can influence or control, through the instructive-educational activity, only the factors that pertain to its own domain: the interactions between pupils/students and teachers; the interactions between pupils/students and other pupils/students; selecting, processing, and adapting the content of the educational process, the didactic methods, the assessment methods of academic performance. Considering the importance of strategies to stimulate the motivation for learning in the context of academic performance, we set out to investigate the perception of a group of students from faculties with a technical profile regarding educational practices that favour the development of academic motivation. The research method used is the questionnaire-based survey. To identify the students' perceptions of strategies that contribute to stimulating their academic motivation, we used closed-ended items in a questionnaire.
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Muravyeva, A. A., O. N. Oleynikova, and N. M. Aksyonova. "MULTIPLE DIMENSIONS OF STUDENT-CENTRED LEARNING." University Management: Practice and Analysis 21, no. 3 (2017): 92–99. http://dx.doi.org/10.15826/umpa.2017.03.041.

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Ganeshan, Kathiravelu, Marianne Cherrington, and Nemanja Vukikjevikj. "Experiential Student-Centred Learning and Teaching." Rere Āwhio - The Journal of Applied Research and Practice, no. 1 (2021): 22–33. http://dx.doi.org/10.34074/rere.00103.

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Student-centred learning and teaching (SCLT) is gaining interest internationally in tertiary education institutions. SCLT is an indicator of quality assessment in higher education, and scholars and educators are seeking ways to implement SCLT to boost engagement, participation, agency, and confidence in students. This paper considers some of the practical benefits of SCLT and discusses a unique inter-departmental experiential project, used to augment assessment in an international tertiary campus. Working through stops and starts with conversations and agile pivots presented many perspectives on experiential SCLT approaches. Evidence is mounting that active student learning practices facilitate more meaningful or deeper learning, that is retained longer. The novel contribution of this paper is the experiential link with SCLT paradigms used with diverse, agile student-led teams. With planning and perseverance, exceptional real-life learning can be achieved. Moreover, the underlying capabilities that are developed, support students to be highly employable graduates.
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Taylor, Andrew. "A 'window' on student-centred learning." British Journal of Educational Technology 21, no. 3 (September 1990): 229–30. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00043.x.

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Tangney, Sue. "Student-centred learning: a humanist perspective." Teaching in Higher Education 19, no. 3 (November 21, 2013): 266–75. http://dx.doi.org/10.1080/13562517.2013.860099.

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Dissertations / Theses on the topic "Student-centred learning"

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Sloman-Gower, Anna. "Re-conceptualising student-centred learning." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322152.

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Poyatos, Matas Cristina. "Exploring grammar learning and teaching as a student-centred process /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18762.pdf.

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Khaled, Mélissa. "Learning styles, Personalization, and Learning Management Systems : Towards a Student-Centred LMS Approach." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447989.

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This study investigates existing learning management systems practices, in this case Canvas and Moodle in relation to user personalization and students’ learning styles as both factors are closely contribute to the design of a meaningful learning experience for learners. With the expansion of these teaching tools and methods, it seems crucial to determine to what extent they actually serve the learner and what role is really given to the student using these online platforms. Factors such as instructors’ feedback, peer communication, learning objects and follow-up will be examined. This study is anchored in a Swedish academic setting, and aims to provide a comprehensive overview of learners' needs, expectations, and preferences to benefit educational institutions as well as LMS developers. The goal is to assess how such factors play an essential role in the personalization of learning tools and to suggest that their consideration can lead to the development of more intuitive LMS platforms that do not solely rely on content uploaded by teachers, but that can in turn potentially offer relevant content tailored to each user.
Den här uppsatsen undersöker befintliga praxis för lärande hanteringssystem, i detta fall Canvas och Moodle, i förhållande till användaranpassning och studenternas inlärningsstilar, eftersom båda faktorerna bidrar till utformningen av en meningsfull inlärningsupplevelse för studenterna. På grund av expansionen av dessa undervisningsverktyg verkar det avgörande att bestämma i vilken utsträckning de faktiskt tjänar inläraren och vilken roll studenten verkligen får när hen använder dessa plattformar. Faktorer som lärarnas återkoppling, kommunikation med andra elever, lärandeobjekt och uppföljning kommer att undersökas noggrant. Studien är förankrad i en svensk akademisk miljö och syftar att ge en heltäckande översikt av inlärarnas behov, förväntningar och preferenser. Målet är att förstå hur dessa faktorer spelar en väsentlig roll i personaliseringen av lärverktyg och att föreslå att deras beaktande kan leda till utveckling av mer intuitiva LMS-plattformar som inte enbart förlitar sig på innehåll som laddas upp av lärare, utan som i sin tur potentiellt kan erbjuda relevant innehåll som är skräddarsytt för varje användare.
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Saunders, Daniel M. "Developing student-centred learning within higher education through simulation gaming and innovation." Thesis, University of South Wales, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284892.

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Jasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.

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Ismail, Nashwa. "Egyptian higher education tutors' perceptions of student-centred learning in the online environment." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/405525/.

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It is widely acknowledged that student-centred learning (SCL) gives learners feelings of being appreciated and respected, and thus helps students to be engaged and motivated to learn. SCL is an approach implemented in online learning (OL). This study investigates the role of the tutor, in implementing and facilitating SCL as a positive learning environment in the specific context of OL in Egyptian Higher Education (HE). The study examines tutors’ perceptions of SCL in OL as a concept and the factors that influence these perceptions, the pedagogical approaches they need to successfully implement SCL, and the affordances and challenges of this implementation in the specific context of Egyptian HE. Data for this study was collected from 20 online tutors at two major Egyptian universities in Northern Egypt both in focus groups and in individual semi-structured interviews. This study contributes to the area of research into SCL on matters such as definition of SCL, tutors’ approaches to understanding the concept, and its practical application in OL. The study investigates the pedagogical repertoire tutors need to implement SCL, describes approaches and strategies applied in SCL, and highlights results which can be used to offer support and guidance to tutors in order to facilitate their students' ongoing learning processes, leading to individually tailored and flexible education paths. The study findings indicate that online tutors approach the issue of SCL in OL with reference to four main aspects: prerequisites, challenges, concerns and solutions. The main research findings are that student control and independence are not widely practised in online Egyptian HE. There are many concerns for online tutors when empowering students such as: losing control, losing tutors’ respect and the invisibility of online students for monitoring them. Moreover, the research found that student trust is an issue that needs to be resolved. For tutors, tutor-student trust is a process that requires students’ early preparation to learn how to be responsible. The study found that social collaboration in OL offers promising opportunities for educational reform in Egyptian HE, particularly with respect to problems such as overcrowded classes. Furthermore, tutors acknowledged the importance of Continuing Professional Development (CPD) in gaining the professional and experiential skills that they need to develop their teaching practices. Another finding of this study, referring to the low wages for tutors in Egypt, is that financial incentives have a significant impact on tutors’ feelings that they are invested in and acknowledged by their academic institutions. Consequently, tutors are getting engaged with the learning community and using the utmost abilities to pursue their work.
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Sidwell, Danny K. "Great Expectations: An Exploration of Student Academic Learning Expectations." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/394723.

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Student-centred learning (SCL) within nursing higher education represents a deliberate move away from historically utilised, traditional, behaviourist teaching approaches. The use of SCL is considered beneficial within higher education, with more meaningful, whole-person, and lifelong learning being created. Specifically, within nursing, SCL is positively viewed due to its apparent congruence to patient-centred care. The term is, however, ambiguous, lacking in clarity and definition, thus resulting in confusion about principles and how it is to be accomplished. Yet, there is general agreement that SCL and teaching methods should promote student activity and involvement and take student interests and expectations into account. This study focuses on one aspect of SCL – student expectations of learning – in the context of the teaching of a higher education nursing program that espouses SCL. The aim of this study is to investigate and explore the expectations of students toward their academic learning at the beginning of the first year of an undergraduate university nursing degree. More specifically, two research questions have been asked: 1. What are the expectations of first-year undergraduate nursing students toward their academic learning? 2. Do the expectations of first-year undergraduate nursing students include a preference for SCL? In order to answer these questions, a sequential qualitative-dominant explanatory mixed-method design was utilised, in which the quantitative research phase was used to develop the qualitative phase. A convenience sample of 300 (N = 300) first-year undergraduate nursing students were invited to engage in the project, with 32.66% (n = 98) completing the questionnaire and 3.67% (n = 11) participating in individual face-to-face semi-structured interviews. Questionnaire data were analysed through the latest edition of the Statistical Package for the Social Sciences (SPSS), with qualitative questionnaire data analysed using Leximancer software. Findings from this analysis, combined with information from the literature review, were used to develop a semi-structured interview schedule. The interviews were audio recorded, transcribed verbatim, and analysed based on the six phases of analysis as developed by Braun and Clarke. From the findings of the qualitative data, five key expectations were discovered in relation to students’ university study and academic learning: (1) less support would be provided at university, (2) there would be didactic teaching in tertiary education, (3) personal changes and learning freedom would be required, (4) learning preferences would be catered for by the university, and (5) an occupation-specific degree should include occupation-specific assessment. A sixth expectation was seemingly aligned with SCL (student involvement); however, it was not something explicitly expected or preferred. From these expectations, inferences are made concerning a preference by the students for some level of SCL; however, no explicit mention was made of any forms of pedagogical SCL by the participants within the study. With the university made aware of students’ expectations, educational changes could be made that incorporate these expectations and thus better meet the needs of the incoming first-year cohort. With the embedding of student expectations into a university’s educational focus, SCL may be able to move from the current rhetoric and penetrate education practice. Tailoring of teaching and resources that integrate these expectations and preferences would likely be a clear and practical way in which the university could deliver a model of SCL as indicated within curriculum documentation.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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McMahon, Tim. "Using self- and peer-assessment in post-sixteen education in order to promote autonomy and deep learning : and through this, helping to engender in students the skills essential to political literacy and make the curriculum more concordant with democratic." Thesis, Anglia Ruskin University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389535.

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Tangney, Susan Jean. "An interpretive study of student-centred learning through constructivist, humanist and socio-cultural lenses." Thesis, Open University, 2011. http://oro.open.ac.uk/49153/.

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The notion of student-centred learning is ubiquitous in the pedagogic literature, in learning and teaching statements of universities, and within course documentation. However it is not often defined, and an informal investigation of university staff revealed a variety of conflicting Interpretations. This ambiguity Is problematic for academic developers, and so warranted further Investigation through literature review and interviews with academic staff from the researcher's university. The literature review revealed diversity in understanding, and on examination, ideas were underpinned by a range of perspectives on learning per se. Three different perspectives, namely constructivism, humanism and socio-culturalism were examined for their respective alignment and value in thinking about student-centred learning. Many interpretations were within a constructivist framework, others more aligned with humanist or socio-cultural perspectives. The term student-centred learning was also used in association with contemporary ideas such as employability, widening participation and social justice. A constructivist grounded approach was used to collect data through interviews with lecturers teaching in art and design, and transcripts considered from the three perspectives above. It is argued in the findings that although constructivist interpretations of student-centred learning dominate the literature, other perspectives are also evident in the conceptions and practice of the group interviewed, and incorporation of these offered a more appropriate approach to contemporary issues in higher education, especially in building a partnership approach between lecturers and students. It is suggested that technicist approaches, though often based within constructivism, may have caused the proliferation of a 'slogan' approach to the student-centred learning discourse.
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Zhong, Hua. "The effectiveness of student-centred learning in the development of a new communication curriculum in China." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9102/.

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This study examines the introduction of a new communications key skills course in Chinese vocational education colleges, using a student-centred learning approach. This was established in response to the changing demands of employers in China’s new environment of economic growth and competition. The research explores teachers’ and students’ understanding of key skills and their attitudes to student centred learning, an approach very different to China’s traditional didactic methods. The effects of the new course are examined and barriers to effective implementation are analysed. The research was based on five higher education institutions. Both quantitative and qualitative techniques were used. Three questionnaires were employed, and three of the institutions were singled out for more detailed qualitative analysis. Through a series of case studies, focus groups, interviews and class observations data was gathered to reveal underlying attitudes towards the experiences of the new course. Both teachers and students welcomed the new approach. It was found to facilitate the development of complex communication ‘key skills’, as students were actively involved, working in groups and learning from each other. The role of the teacher changed significantly, from ‘provider of information’ to facilitator of learning. Designing activities and resources to motivate students and meet their learning needs was a new experience for Chinese teachers, as curriculum development and course textbooks had always been provided centrally. Teachers encountered a number of barriers to successful course implementation; these included difficulties in adjusting to the new methods; lack of suitable resources; poor staff development and lack of support from college management. However, both teachers and students noted an increase in students’ confidence and self-awareness resulting from the new course. Students particularly appreciated the benefits that this might bring in terms of their employability as well as their social capabilities. Recommendations are made for the further development of a student-centred learning model for communication course in Chinese vocational colleges.
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Books on the topic "Student-centred learning"

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Conference, SCIP-MESP. Student centred learning. [Coventry?]: SCIP, 1987.

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Race, Phil. Making learning outcomes student-centred. Newcastle-upon-Tyne: University of Northumbria at Newcastle, Materials and Resources Centre for Education and Technology, 1999.

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Brandes, Donna. A guide to student-centred learning. Oxford: Blackwell, 1986.

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Alan, Sutton, ed. A practical approach to student centred learning. Pontypridd: University of Glamorgan, 1992.

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E, Kappel Bruce, Frontier College, and Student Centered Individualized Learning Program., eds. It's about learning: A student centred approach to adult learning. Toronto: Frontier College Press, 1988.

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Richmind, M. Jeremy. Some philosophical considerations of the terms active learning and student centred learning. [Birmingham]: [University of Birmingham], 1987.

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Hendron, Margaret. Reflections on student-centred learning in a large class setting. [s.l: The author], 1999.

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Buswell, John, and Nina Becket. Enhancing student-centred learning in business and management, hospitality, leisure, sport, tourism. Newbury [England]: Threshold Press, 2009.

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Bowen, Tim. The pronunciation book: Student-centred activities for pronunciation work. Harlow: Longman, 1992.

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Bowen, Tim. The pronunciation book: Student-centred activities for pronunciation work. Harlow: Longman, 1992.

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Book chapters on the topic "Student-centred learning"

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Geven, Koen, and Angele Attard. "Time for Student-Centred Learning?" In European Higher Education at the Crossroads, 153–72. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3937-6_9.

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Jacobs, George M., and Willy A. Renandya. "Student-Centred Learning in ELT." In English Language Teaching Today, 13–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_2.

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Jacobs, George M., and Hwee Leng Toh-Heng. "Small Steps Towards Student-Centred Learning." In Proceedings of the International Conference on Managing the Asian Century, 55–64. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-61-0_7.

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Lam, Ineke, and Angela Markenhof. "Student-centred Learning in a Telematic Learning Environment." In Networking the Learner, 29–38. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_3.

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Nerland, Monika. "Exploring Student Participation Challenges in Student-Centred Learning Environments." In Higher Education Dynamics, 97–113. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41757-4_6.

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Toffoli, Denyze. "Targeting Student-Centred Language Through Self-Access." In Informal Learning and Institution-wide Language Provision, 97–124. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37876-9_5.

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Canham, Judith. "Patient-Centred, Student-Centred Learning in Community and Primary Care Nursing." In Using Patient Experience in Nurse Education, 149–63. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3_8.

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Tsoi, Madeleine, and Reggie Kwan. "e-Assessment: A Case of Student-Centred Learning." In Communications in Computer and Information Science, 25–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31398-1_3.

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Bergström, Peter, and Stina Årebrand. "The Student-Role in the One-to-One Computing Classroom: Tensions between Teacher-Centred Learning and Student-Centred Learning." In Lecture Notes in Computer Science, 424–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40814-4_33.

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Stead, Rachel, Ralitsa Dimitrova, Avgi Pourgoura, Sarah Roberts, and Sarah West. "Building Knowledge and Learning Communities Using LEGO® in Nursing." In Enhancing Student-Centred Teaching in Higher Education, 77–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35396-4_6.

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Conference papers on the topic "Student-centred learning"

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Rajanen, Dorina, and Mikko Rajanen. "STUDENT-CENTRED DESIGN OF LEARNING DASHBOARDS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1288.

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Camilleri, Mark Anthony, and Adriana Caterina Camilleri. "STUDENT-CENTRED LEARNING THROUGH SERIOUS GAMES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0578.

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Allan, G. W. "Student centred learning of computer project management." In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010071.

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Seppala, Jarmo, and Kuniaki Yajima. "Development of student-centred language learning environment." In 2017 9th International Conference on Information Technology and Electrical Engineering (ICITEE). IEEE, 2017. http://dx.doi.org/10.1109/iciteed.2017.8250433.

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de Quincey, Ed, Chris Briggs, Theocharis Kyriacou, and Richard Waller. "Student Centred Design of a Learning Analytics System." In LAK19: The 9th International Learning Analytics & Knowledge Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3303772.3303793.

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Akhmed-Zaki, Darkhan, Yermek Alimzhanov, and Nurken Mussabayev. "DIGITAL ENHANCEMENT OF STUDENT-CENTRED LEARNING IN UNIVERSITIES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1883.

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Ang, Mei Choo, Kok Weng Ng, Halimah Badioze Zamana, Azlina Ahmad, and Azizah Jaafar. "Enhancing calculus learning via a student-centred web project." In INTERNATIONAL CONFERENCE ON MATHEMATICS, ENGINEERING AND INDUSTRIAL APPLICATIONS 2016 (ICoMEIA2016): Proceedings of the 2nd International Conference on Mathematics, Engineering and Industrial Applications 2016. Author(s), 2016. http://dx.doi.org/10.1063/1.4965221.

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"STUDENT-CENTRED LEARNING: INVESTIGATING THE PROFESSORS' AND STUDENTS' VIEWS." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a53.

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"STUDENT-CENTRED LEARNING: INVESTIGATING THE PROFESSORS' AND STUDENTS' VIEWS." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a73.

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Āriņa, Baiba, Tatjana Koķe, and Nora Jansone-Ratinika. "Representation of the Student-Centred Learning Approach on University Website." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5593.

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The topicality of the change of the educational paradigms in the national and global context forms a necessity and challenge for the higher education system to undergo the dynamic change in moving towards more individualised education process. The student-centred learning (SCL) approach as a topical form of implementation of the educational process conforms to the needs of contemporary society and as such advances growth at both individual as well as institutional level. The University website provides an insight into the implementation of the educational process by representing the mindset, values, and positions of individuals at the University. The aim of the research is to evaluate the representation of SCL approach on the Rīga Stradiņš University (RSU) website, thus offering conclusions and recommendations for its development. The results from the analysis of the descriptions of study programmes confirm that the representation of student-centred approach is taking place, however, it should be improved in such aspects as students’ and lecturers’ relationships, lecturers’ competencies, implementation of the partnership, and the digitalisation of the study process.Keywords: Student-centred learning, university website, representation.
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Reports on the topic "Student-centred learning"

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. 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. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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Abstract:
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.
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