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What Does SEA-PLM 2019 Tell Us about Child Well-Being and Learning in Six Southeast Asian Countries?
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Játiva, Ximena; Mills, Michelle – UNICEF Office of Research - Innocenti, 2022
The COVID-19 pandemic presented an opportunity for governments across Southeast Asia to reshape their approach to education so that children and adolescents are equipped with the necessary academic and socioemotional skills to live a rewarding life. By providing deeper insight into children's attitudes and values in well-being domains, this report…
Descriptors: Mental Health, Well Being, Family Environment, Parent Participation
Implications for the Child Friendly Schools Policy within Cambodia's Cultural and Primary School Context
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King, Elizabeth – Asia-Pacific Journal of Teacher Education, 2020
This paper examines how culture impacts upon pedagogic practice in Cambodian primary schools. Acknowledging that there is an increasing homogeneity of ideas focusing on constructivist pedagogical approaches as the most effective means of achieving improvements in education quality globally, this study investigates the extent to which the Cambodian…
Descriptors: Foreign Countries, Educational Policy, Primary Education, Cultural Influences
An Analysis of Non-Formal Primary Equivalency Programme Outcomes and Major Factors Affecting Learners' Learning Achievements in Pursat Province and Phnom Penh, Cambodia
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Lang, Sophat – International Review of Education, 2023
In Cambodia, just over four per cent of the population aged 6-14 and two and a half per cent of the population aged 15-24 have never attended school; in addition, dropout also remains an issue. To provide a second chance for these groups, the Cambodian Ministry of Education, Youth and Sport (MoEYS) established an equivalency programme (EP), at…
Descriptors: Foreign Countries, Elementary Education, Nontraditional Education, Out of School Youth
Translating Policy into Practice: Cambodian Primary Schoolteachers' Sense-Making of the Child Friendly Schools Policy
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King, Elizabeth – Compare: A Journal of Comparative and International Education, 2022
This paper explores how a group of Cambodian teachers implemented the Ministry of Education's Child Friendly Schools Policy. It uses the concept of translation to enable a more nuanced understanding of those factors that shaped and influenced how they interacted with and enacted the policy. Using a multi-site case study in three primary schools,…
Descriptors: Elementary School Teachers, School Policy, Foreign Countries, Case Studies
How GPE Supports Teaching and Learning. Policy Brief
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de Chaisemartin, Talia – Global Partnership for Education, 2017
An estimated 274 million primary school children in low and middle income countries are not learning the basic foundational skills necessary to lead productive and healthy lives. The Global Partnership for Education (GPE) is committed to improved and more equitable student outcomes, and has framed this as goal 1 of its strategic plan for…
Descriptors: International Programs, Partnerships in Education, Equal Education, Developing Nations
The Academic Trajectories of Children of Immigrants and Their School Environments
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Han, Wen-Jui – Developmental Psychology, 2008
Data from approximately 14,000 children in the Early Childhood Longitudinal Survey--Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results…
Descriptors: Family Characteristics, Academic Achievement, Foreign Countries, Kindergarten