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It has been argued that successful professional development efforts, especially in assessment-literacy, need to address emotional components and the existence of implicit conceptions in order to raise consciousness and ultimately transform practice (Xu and Brown, 2016: p. 156). Experiential approaches have been shown to be highly effective for adult learning, especially in bringing about and sustaining changes in beliefs and practices. In this paper, I explore the use of an experiential approach in an online language assessment course, describing in depth two formative assessment (FA) activities and the technology tools that were employed. These activities served to (1) develop participants' AL in formative assessment, including online formative assessment; (2) evoke emotions, raise consciousness about conceptions, and prompt a desire for transformation; and (3) bridge the theory-practice gap. This paper offers insights into approaches to FA and teacher development in online settings and seeks to contribute to the growing body of knowledge in the field of assessment education.

The complementary feeding period is a critical stage of child development when micronutrient needs are high and challenging to meet. Understanding if specific micronutrient gaps exist during this period is critical for effective programming. A Comprehensive Nutrient Gap Assessment (CONGA) was conducted in seven countries in Southeast Asia to estimate gaps in micronutrients commonly lacking in the diets of children aged 6–23 months and to establish the certainty of available evidence for each identified gap. Sixty‐eight evidence sources were identified during this analysis, and 310 micronutrient‐specific data points were identified across all seven countries. Data points varied in recency, representativeness and evidence type. The CONGA methodology enabled the estimation of a gap burden rating for each micronutrient in each country, as well as a rating of their evidence certainty. Micronutrient gaps were identified in vitamin D, zinc and iron and a potential gap was identified in calcium during the complementary feeding period in the region. Evidence relevant to intake and deficiency of folate, vitamin B12, thiamine, niacin, vitamin C and vitamin B6 was limited across the region. Proven strategies to address these gaps include increasing the availability and consumption of nutrient‐dense foods, micronutrient supplementation, large‐scale fortification of staple foods and condiments and point‐of‐use fortification through multiple micronutrient powders and fortified speciality foods. More recent data on micronutrient availability, intake and deficiency is urgently needed in Southeast Asia. Key messages: Older infants and young children aged 6–23 months experience micronutrient gaps during the complementary feeding period in Southeast Asia. Synthesis of evidence compiled across seven countries in the region identified gaps in vitamin D, zinc and iron and a potential gap in calcium during this critical period.National nutrition policies and programmes should consider multiple strategies to address these micronutrient gaps.Over half of the data points relevant to nutrient deficiency and intake compiled from the seven countries are over a decade old. More recent data on micronutrient availability, intake and deficiency is urgently needed in Southeast Asia. [ABSTRACT FROM AUTHOR]

In Southeast Asia, the increasing availability of commercially produced complementary foods (CPCF), including dry or instant cereals (CPCF cereals), has been noted, however, concerns exist around their nutrient profile and labelling practices. This 2021 study assessed the nutrient composition, labelling practices, and micronutrient content of CPCF cereals sold in the capital cities of seven Southeast Asian countries: Phnom Penh (Cambodia), Jakarta (Indonesia), Manila (Philippines), Bangkok (Thailand), Vientiane (Lao PDR), Hanoi (Vietnam), and Kuala Lumpur (Malaysia). The study adapted a nutrient profiling model from the WHO Regional Office for Europe to determine the proportion of products suitable for promotion for older infants and young children. Micronutrient content of fortified CPCF cereals was assessed against fortification levels specified in the Codex Alimentarius guideline for formulated complementary foods. Of the 484 products assessed, 184 (38.0%) met all nutrient composition requirements. Around one‐third of CPCF cereals contained added sugars and/or sweeteners (37.2%) and high levels of sodium (28.9%). None of the CPCF cereals met all labelling requirements, primarily due to the presence of inappropriate claims on the labels. Most fortified CPCF cereals contained adequate amounts of critical micronutrients, such as calcium, iron, zinc, vitamin A, and vitamin D. However, rates of fortification varied across the seven countries, and almost a third (30.8%) of CPCF cereals were not fortified with any micronutrients. To support the appropriate promotion of CPCF in the region, Southeast Asian countries need to strengthen and enforce national binding legal measures, including national standards for the composition, labelling, and fortification of CPCF cereals. Key messages: Despite most commercially produced complementary foods (CPCF) cereals available in Southeast Asia met the majority of nutrient composition requirements, a considerable number of products contained added sugars/sweeteners (37.2%) and high levels of sodium (28.9%). Regulations that prohibit the use of added sugars/sweeteners and establish an upper limit for sodium in CPCF cereals are a policy priority in the region.None of the 484 CPCF cereals studied met all labelling requirements. Inappropriate claims were the most common. Three‐quarters of the products failed to meet labelling requirements on the protection and promotion of breastfeeding. National regulations on labelling must be strengthened and enforced to protect against inappropriate marketing of CPCF.Approximately two‐thirds or more of fortified CPCF cereals contained adequate amounts of micronutrients critical for older infants and young children (IYC), such as calcium, iron, zinc, vitamin A and vitamin D. Nonetheless, the fortification of CPCF cereals varied greatly by country, and almost a third (30.8%) of CPCF cereals were not fortified with any micronutrients. This is a missed opportunity to provide essential micronutrients to older IYC in contexts where nutrient‐poor diets are common. Future policies that stipulate mandatory minimum micronutrient levels for CPCF cereals are recommended for the region. [ABSTRACT FROM AUTHOR]

This paper focuses on designing a comprehensibility test and a questionnaire for spoken world Englishes in Brunei, Malaysia, the Philippines and Singapore, and utilizing the test to investigate the comprehension of Burmese, Cambodians, Indonesians, Laotians, Thais and Vietnamese. We reviewed the demarcation of users of English based on Kachru's (1984, 1985) three concentric models within the bloc's context where two circles--Outer Circle and Expanding Circle are present. The findings established a moderate comprehensibility level of Expanding Circle listeners toward the speakers of the Outer Circle. The variations of comprehensibility scores paved way for the exploration of the comprehension scores' possible relationships with language proficiencies, attitudes toward speakers, familiarity of spoken variety, historical origins of languages, and political ambiance between and among ASEAN nations. (Contains 8 tables and 1 figure.) [Work on this paper was partly supported by Prince of Songkla University's Graduate School Grant.]

The predicted widespread use of English as a lingua franca following ASEAN's 2015 integration mushroomed intelligibility studies between and among Asean nationals including Bruneians, Burmese, Cambodians, Filipinos, Indonesians, Laotians, Malaysians, Singaporeans, Thais and Vietnamese. Previous studies regarding ASEAN nationals' intelligibility and/or comprehensibility were reviewed. This paper presents a study of five exposures that relate to the intelligibility and/or comprehensibility within world Englishes speaker-listener paradigm. They are exposures to English through education, work experiences, outside the classroom (non-educational settings), social media, and travel and stay abroad. The Comprehensibility Testing Flowchart was used as the main framework of the study and data analysis. The findings show that there are positive correlations and significances between the five variables and the comprehensibility levels Aseans gained in the comprehensibility test. Questionnaire is appended. (Contains 1 note, 1 figure, and 6 tables.) [Work on this paper was partly supported by Prince of Songkla University's Graduate School Grant.]

The International Code of Marketing of Breast‐milk Substitutes (the Code) adopted by the World Health Assembly (WHA) in 1981 and regularly updated through subsequent WHA resolutions, represents the international policy framework for protecting breastfeeding against inappropriate marketing practices. By March 2016, at least 135 countries had some measures covering provisions of the Code in their legislation. The translation of the International Code into national measures was investigated in the context of the advocacy efforts undertaken by the Alive & Thrive (A&T) initiative with UNICEF and partners. A real‐time evaluation was carried out over 22 months in seven Southeast Asian countries (Cambodia, Indonesia, Lao People's Democratic Republic [Lao PDR], Myanmar, Thailand, Vietnam, and Timor‐Leste) and two African countries (Burkina Faso and Ethiopia). Drivers of policy change and progress were examined. Two theory‐based approaches were used: developmental evaluation and contribution analysis. Data collection methods included participant observation, key informant meetings, in‐depth interviews, reflective practice, and desk review. Overall, countries made significant progress in translating the International Code into national measures and in moving forward throughout the policy cycle. The main driver of policy change was the creation of a strategic group, which engaged key relevant actors and supported the government in the performance of 15 critical tasks, which the analysis reveals is a second driver. Those critical tasks are described in this paper and could help public health advocates to anticipate the stages and challenges of policy change and develop more effective strategies to translate the Code into their legal framework. [ABSTRACT FROM AUTHOR]

Like all organisations, good governance is a fundamental requirement for the responsible and accountable management of universities in general and open universities in particular. This is to ensure that these (open) universities remain relevant to their mission of facilitating unfettered access to higher education for citizens and at the same time continue being reliable contributors to personal and institutional developments, the vital ingredients to maintaining sustained national development. While several studies have, in the past, been conducted on governance of universities, almost all of them have centred around conventional, face-to-face institutions. Not much published literature is in evidence on the governance of Open Universities. This paper, drawing from a study on the governance of a few open universities in Asia, tries to discuss the nature of their challenges, and the lessons that can be drawn from their practices and experience. The study focused on aspects relating to institutional autonomies such as curriculum, budgeting and financial management, admission standards, conferment of qualifications, academic staff appointments, development and promotions and research policies. Our findings indicate that, similar to conventional systems, the state plays a crucial role in many aspects of governance both in publicly funded and privately supported institutions. Recent attempts at governance transformation towards greater institutional autonomies is beginning to show limited changes in some but not all jurisdictions studied.

In a context of rapid economic growth, skills development systems have become increasingly important to countries in Southeast Asia in response to skills gaps generated by changing labour-market conditions. Countries in the region have no alternative but to invest in the development and maintenance of these systems. This paper asserts that in doing so they should recognise the importance of adopting a definition of skills that encompasses cognitive and soft skills as well as technical skills, they should regard as being essential to the development of effective labour market information systems, and they should adopt and institutional frameworks that are adequate to the task of managing complex and effective national skills development systems.

Evaluating the impact of advocacy for policy change presents many challenges. Recent advances in the field of evaluation, such as contribution analysis (CA), offer guidance on how to make credible claims regarding such impact. The purposes of this article are (a) to detail the application of CA to assess the contribution of an advocacy initiative to improve infant and young child feeding policies and (b) to present the emergent theory of change and contribution story of how progress was achieved. An evaluation applying developmental evaluation and CA was conducted on the Alive & Thrive (A&T)–UNICEF initiative in seven Southeast Asian countries to document the extent to which policy objectives were achieved and identify key drivers of policy change. A contribution story was developed based on these experiences. The advocacy approach, which involved a four‐part process, contributed directly to (a) set the agenda of various actors and (b) create a strategic group; and indirectly to (a) set and maintain the issue on the agenda at all stages of the policy cycle, (b) support the government to carry out a set of critical tasks, and (c) extend commitment. All of this helped to achieve progress towards policy change. External influences were at play. The flexibility of A&T allowed key actors to utilize the positive external influences and address some of the negative ones through developing responsive strategies mitigating their effects. The emerging contribution story supports that A&T–UNICEF initiative contributed to the progress achieved in the participating countries. [ABSTRACT FROM AUTHOR]