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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.

There is little research in the developing countries of South East Asia on the effectiveness of bilingual education programmes that use first language instruction for ethnic minority children. This study investigated the effectiveness of a bilingual education programme involving ethnic minority children in Cambodia by comparing their performance in mathematics, Khmer literacy and oral Khmer to their ethnic minority peers whose education is in the national language only. The findings show that students in the bilingual schools performed better in mathematics than their peers in the monolingual schools, but the differences in Khmer literacy and oral Khmer test scores were statistically insignificant. The study suggests that bilingual education using first language instruction could benefit academic development among ethnic minority students in Cambodia, at least in terms of mathematics achievement.

This article explores the concept of interculturalism and its complementary relationship with the Aboriginal Australian idea of "both ways". The need for Aboriginal and non-Aboriginal staff to learn to be intercultural teachers and leaders, as well as the needs of the system to work interculturally to achieve educational outcomes, is emphasised. This article suggests that in order for Aboriginal and non-Aboriginal educational leaders to work within an intercultural world, new leadership capabilities must be learned and acquired. (Contains 4 notes.)

Research investigating the cognitive effect of bilingualism on mathematical learning began just over 25 years ago and has progressed from there, although research focusing on the Asia-Pacific region is still quite limited. This paper presents details about a current project in this area. CARE's Riel Maths research project investigates ethnic minority student achievement in mathematics by testing the hypothesis that ethnic minority students in the early school years who attend bilingual schools where the mother tongue and national language, Khmer, are the languages of instruction, are at an advantage in terms of mathematical growth compared with ethnic minority students attending Khmer language only schools. The Riel Maths Project is a longitudinal panel study with the research being carried out over 4 years, from 2009 to 2012.

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]

There is little research in the developing countries of South East Asia on the effectiveness of bilingual education programmes that use first language instruction for ethnic minority children. This study investigated the effectiveness of a bilingual education programme involving ethnic minority children in Cambodia by comparing their performance in mathematics, Khmer literacy and oral Khmer to their ethnic minority peers whose education is in the national language only. The findings show that students in the bilingual schools performed better in mathematics than their peers in the monolingual schools, but the differences in Khmer literacy and oral Khmer test scores were statistically insignificant. The study suggests that bilingual education using first language instruction could benefit academic development among ethnic minority students in Cambodia, at least in terms of mathematics achievement. [ABSTRACT FROM PUBLISHER]

The article focuses on the Australian Award Fellowship (AAF) program of the Australian Agency for International Development (AusAID) aimed at developing appropriately trained leaders who will be in a position to advance key regional policy issues. It explores the context of the AAF programs and presents an overview of the literature on educational leadership theories from Aboriginal and intercultural perspectives. The significant contribution of the programs on educational leaders is tackled.

This article explores the concept of interculturalism and its complementary relationship with the Aboriginal Australian idea of ‘both ways’. The need for Aboriginal and non-Aboriginal staff to learn to be intercultural teachers and leaders, as well as the needs of the system to work interculturally to achieve educational outcomes, is emphasised. This article suggests that in order for Aboriginal and non-Aboriginal educational leaders to work within an intercultural world, new leadership capabilities must be learned and acquired. [ABSTRACT FROM AUTHOR]

This research reports on an investigation into the changing perspectives of educational leaders from the Asia-Pacific region attending an AusAID-funded Australian Leadership Award Fellowships (ALAF) program hosted by Australian Catholic University's (ACU National) Flagship for Creative and Authentic Leadership (the Flagship). The ALAF program aimed to strengthen the capacity of educational leaders from the Asia-Pacific region to work more effectively in education systems and to better manage the competing demands of governments, education bureaucracies, educational organizations, and funding agencies. The research focused on how the Fellows viewed leadership, and how they viewed themselves as leaders before and at the conclusion of the program. What emerged was a growing interest in intercultural leadership and the concern for sustainable leadership. [ABSTRACT FROM AUTHOR]