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INTEGRATING MULTILINGUAL EDUCATION WITH CHILD FRIENDLY SCHOOLS TO DEVELOP AN EVIDENCE-REFERENCED MONITORING SYSTEM.
- Source :
-
FIRE: Forum for International Research in Education . 2019, Vol. 5 Issue 3, p69-83. 15p. - Publication Year :
- 2019
-
Abstract
- The paper focuses on work undertaken in Cambodia to develop a monitoring framework that integrates Multi-lingual Education (MLE) with Child Friendly School (CFS) indicators. I begin by comparing CFS dimensions and indicators in Cambodia with those of the Philippines, and Nepal, and aligning MLE principles, arguments and foci with the CFS framework. I argue that an evidence-referenced system, such as the use of a rubric, is a model for giving meaning to achievement by linking it to evidence of growth or progress and measurement along a developmental continuum. Rather than just monitoring against a summative checklist, an evidence-based system describes the evidence so that progress can be benchmarked, and programs can be improved. Based on analysis of this research, I suggest an approach that could be used to reflect MLE indicators within the CFS framework, using an evidence-based rubric to monitor progress along a developmental continuum. [ABSTRACT FROM AUTHOR]
- Subjects :
- *ELEMENTARY education
*MULTILINGUAL education
*PAPER arts
*SCHOOL children
Subjects
Details
- Language :
- English
- ISSN :
- 23263873
- Volume :
- 5
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- FIRE: Forum for International Research in Education
- Publication Type :
- Academic Journal
- Accession number :
- 141301588
- Full Text :
- https://doi.org/10.32865/fire201953137