Country Initiative Initiative and activity name Year Budget number ($m) Fiji INJ515 Access to Quality Education 2011–17 50 Program Indonesia* INJ648 Education Sector Support Program 2010–16 524 Indonesia INH436 Papua Education Sector 2009–13 8 Development Myanmar INK545 Myanmar Basic Education Portfolio 2012–17 23 Pakistan* INJ061 Gilgit Baltistan Education 2010–15 72 INK420 Development and Improvement Sri Lanka INK50O Transforming School Education 2011–17 49 Project in Sri Lanka INK585 Timor-Leste Education Program 2012–16 21 Appendix 2: Additional detail on concepts The conceptual framework This evaluation used two frameworks to analyse the fit between DFAT’s teacher development investments and international knowledge and experience of what works in supporting quality’ through development’. ‘teacher ‘teacher The framework, shown in Figure 2A, was developed during the evaluability assessment that defined teacher quality and the factors enabling or obstructing it.137 Figure 2A: Evaluability conceptual framework for teacher quality Source: Evaluability assessment: The influence of Australian aid on teacher quality, ODE (Education Resource Facility/Sayed), 2013, p. 11. The framework identified these domains of a quality teacher (that is, what a teacher must have to be able and willing to assist students to learn): which encompasses the knowledge, skills and attitudes teachers acquire Competence, through the process of initial and continuing training. Effective practice, which refers to teacher practices in the classroom that meet the diverse needs of students for learning. Teacher professionalism, which is reflected in commitment to the standards of conduct of the profession and to ongoing professional learning with the aim of developing and exercising professional judgment in carrying out the work of teaching.
Country Initiative number Initiative and activity name Year Budget ($m) Fiji INJ515 Access to Quality Education Program 2011–17 50 Indonesia* INJ648 Education Sector Support Program 2010–16 524 Indonesia INH436 Papua Education Sector Development 2009–13 8 Myanmar INK545 Myanmar Basic Education Portfolio 2012–17 23 Pakistan* INJ061 INK420 Gilgit Baltistan Education Development and Improvement 2010–15 72 Sri Lanka INK50O Transforming School Education Project in Sri Lanka 2011–17 49 INK585 Timor-Leste Education Program 2012–16 21 Appendix 2: Additional detail on concepts The conceptual framework This evaluation used two frameworks to analyse the fit between DFAT’s teacher development investments and international knowledge and experience of what works in supporting ‘teacher quality’ through ‘teacher development’. The framework, shown in Figure 2A, was developed during the evaluability assessment that defined teacher quality and the factors enabling or obstructing it.137 Figure 2A: Evaluability conceptual framework for teacher quality Source: Evaluability assessment: The influence of Australian aid on teacher quality, ODE (Education Resource Facility/Sayed), 2013, p. 11. The framework identified these domains of a quality teacher (that is, what a teacher must have to be able and willing to assist students to learn): Competence, which encompasses the knowledge, skills and attitudes teachers acquire through the process of initial and continuing training. Effective practice, which refers to teacher practices in the classroom that meet the diverse needs of students for learning. Teacher professionalism, which is reflected in commitment to the standards of conduct of the profession and to ongoing professional learning with the aim of developing and exercising professional judgment in carrying out the work of teaching.
teacher-development-evaluation.docx