In September/October AsPr Kathleen Heugh was invited by The NGO, Literacy and Adult Basic Education (LABE) to return to Uganda to do a follow-up evaluation on a Second Phase of the Mother-tongue Education Project. Also working with other development agencies, Comic Relief (UK) and Africa Educational Trust (both based in the UK).
This project was based on the final evaluation of a four-year Mother-Tongue Education (MTE) project conducted by Literacy and Adult Basic Education (LABE) in Uganda, supported by Comic Relief (UK) and Africa Educational Trust (AET). The project had been conducted in 240 schools in six districts located in the North Western and Northern regions of Uganda between 2009 and 2013. This is an area which has recently emerged from nearly 30 yeras of civil conflict and war. LABE's contribution has been to assist in the reconstruction of the area via an educational initiative which is aimed at supporting the implementation of the national Primary School Curriculum in the first three years of lower primary, Primary 1, 2 and 3. Until 2006 the curriculum had been delivered through English, even in lower primary. From 2007, the national education authorities, Ministry of Education and Sports (MoES) and the National Curriculum Development Centre (NCDC) have required the curriculum to be implemented through the use of the local language (mother tongue used by most people) of each district.
See final report
AsPr Kathleen Heugh undertook an evaluation of mother tongue education in schools in the North West Nile and Northern Uganda districts for Literacy and Basic Adult Education (LABE), the Africa Educational Trust (AET) and the Ugandan Ministry of Education in July.
See Final Report
Writing Language and Literacy component review of the 20 year review of education & skills development after 20 years of democracy. The intended purpose was to use evidence to reflect on and celebrate the 20 years of democracy and the progress made as a society since 1994, the challenges that remain and how best to address these.
See final review
The IB Diploma Programme, for students aged 16-19, commissioning a series of short research reports from people with expertise and experience of specific issues that will affect the future direction of Diploma Programme courses in group 1(studies in language and literature) and group 2 (language acquisition).
A collaboration of enquiry and exchange of research knowledge in literacy and education in linguistically complex settings.
This project provided professional development to teachers involved in Queensland’s language immersion education programs. The professional development upskilled the knowledge of Content and Language Integrated Learning for teachers through face-to-face sessions.
A review of the assessment instruments and the level of achievement required for an `adequate and inadequate’ ratings which are used in the Languages Other Than English (LOTE) proficiency assessment for Japanese.
AFMLTA has entered into an agreement with the Commonwealth Government represented by and acting through the Department of Education, Employment and Workplace Relations (Commonwealth) to undertake certain research activities in relation to `the National Asian Languages and Studies in Schools Program¿ (NALSSP). The NALSSP seeks to increase opportunities for school students to become familiar with the languages and cultures of our Asian neighbours, namely China, Indonesia, Japan and Korea. AFMLTA has agreed to conduct the Project under the NALSSP. UniSA has been subcontracted to AFMLTA to provide the following services under the leadership of Assoc Prof Angela Scarino: Development of two learning modules focusing on the personal and professional attributes of lead teachers (complementing Australian Curriculum and National Professional Standards for Teachers); 'Investigating Practice' - to strengthen lead language teachers' capabilities to actively review, investigate and implement change in classroom practice using an standards framework within an investigative stance; 'Supporting Mentoring' - to develop the leadership skills of lead language teachers in supporting improvement in classroom teaching practice of colleague teachers; facilitation of a 2-day train-the-trainer program based on the two modules; support the investigations of lead language teacher candidates and revision of the standards to include a leadership dimension.
To provide knowledge and expertise on the CTTC Literacy E-boxes Research & Development Project which involves collaboration between CTTC and DEECD to produce a series of eBook boxes, and provide support to teachers in the uptake of the Learning Federation’s Learning Objects and associated Character Catalogue. The project focuses on the development of basic literacy skills and associated reading and wring capacities in Chinese language classrooms at upper primary (years 5-6) and junior secondary (years 7-9).
The University of South Australia will deliver professional learning services by: providing programs of professional learning to teachers of Chinese, Indonesian and Japanese; being responsible for the design of the programs and their implementation in each language; conducting the programs between July 2011 and April 2012; providing a brief report on each language including teacher evaluations to DECS on program completion; facilitating a workshop in early 2012 for all participants to showcase their work. Each program was: language specific and specific to the profiles of teachers participating in the program; included proficiency in the target language and pedagogy; follow a `short course’ model, supplemented by some work in the participants’ schools. DECS Languages Team, Curriculum Services assisted the University with the selection of participants and managed the allocation of 5 days of TRT for each participant.
Click here to see the project website
The National Statement and Plan for Languages Education in Australian Schools 2005-2008, endorsed by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 2005, provided an overarching framework and long-term directions for languages education in schools. The RCLC has been commissioned to develop an updated draft National Plan for 2009-2012 for consideration by the Languages Education Working Party of MCEECDYA (which has replaced MCEETYA).
This project aims to develop, implement, evaluate and disseminate best practice in international on-line collaboration in remote laboratories. A remote laboratory (RL) is a new computer-based learning environment that allows students to access and perform experiments on real laboratory equipment from a distance via the internet. The project will create a framework for dissemination across the Australian higher education sector which will support student collaborative activities in RLs in a structured way to enable students to develop the intercultural communication skills and the international perspectives sought by their profession.
UniSA partners with MAA to market and deliver the short course - Professional Certificate in Web Accessibility (PCWA). This course aims to develop the expertise of ICT professionals in the principles and techniques of web accessibility in compliance with the W3C Content Accessibility Guidelines (WCAG2.0) and associate Standards.
This project aims to celebrate the lives of centenarians at Resthaven by producing a series of short documentary films for Resthaven through interviews. These documentaries will form part of the assessment for undergraduate students involved in the project. The Researchers will produce at least one research paper from data collected.
Developed by NPSP in 2011 the CANVAS Youth Arts and Events Program is a pilot program designed to engage and showcase the talents of young people aged between 12-25 years of age, through the provision of skill development and special events. This is a short film workshop to be run as part of the Canvas Youth Arts and Events Program.