title: Exploring the process of educational change in English medium senior secondary school Assessment in Vanuatu

authors: Tarosa, Gayleen Harrison

abstract: Educational change is ongoing. It is generally aimed at improving teaching and learning, but usually comes with challenges. Scholars have devoted a great deal of research to minimise the challenges faced by implementers of change, but there is no one method that fits all situations. A method that works in a particular country may not suit other countries.
Vanuatu has experienced numerous educational changes since attaining political independence in 1980. However, official reports show that educational standards in Vanuatu are declining, which suggests that some recent educational changes may not have contributed to the enhancement of teaching and learning. This is therefore a concern that needs to be addressed.
This study sets out to explore this issue by investigating the process of educational change management in Vanuatu through the experiences, perceptions and expectations of Ministry of Education (MoE) officials, head of schools, and teachers, with specific reference to the change in the English medium senior secondary school assessment process. While a small amount of research has been done on some aspects of educational change in Vanuatu, none had been carried out specifically on the implementation of the recent change to senior school assessment. As well as contextualising the process of educational change within the Vanuatu education system, this study also examined educational change management from a global perspective in order to identify ways to improve such processes for the Vanuatu education system.
The research data for this study were gathered by means of a qualitative case study approach which used individual semi-structured interviews and document analysis. Participants included two Ministry of Education officials, two heads of senior secondary schools and four senior secondary teachers. The heads of schools and teachers included in this study were from urban centre senior secondary schools in Port Vila, Vanuatu. The data were collected within the month of November, 2012 and were analysed using thematic analysis.
The key findings reveal that the participants welcomed the change to the English medium senior secondary school assessment process, as it enables Vanuatu to have its own national certificate at this level. However, the study also identified several factors that appeared to have hindered the implementation process. Hence, participants’ experiences, perceptions, and expectations were used to develop a proposed change management process framework for the Vanuatu education system, and to develop recommendations for improving the implementation of future educational changes in Vanuatu.

text: Exploring the process of educational change in English medium senior secondary school Assessment in Vanuatu Educational change is ongoing. It is generally aimed at improving teaching and learning, but usually comes with challenges. Scholars have devoted a great deal of research to minimise the challenges faced by implementers of change, but there is no one method that fits all situations. A method that works in a particular country may not suit other countries.
Vanuatu has experienced numerous educational changes since attaining political independence in 1980. However, official reports show that educational standards in Vanuatu are declining, which suggests that some recent educational changes may not have contributed to the enhancement of teaching and learning. This is therefore a concern that needs to be addressed.
This study sets out to explore this issue by investigating the process of educational change management in Vanuatu through the experiences, perceptions and expectations of Ministry of Education (MoE) officials, head of schools, and teachers, with specific reference to the change in the English medium senior secondary school assessment process. While a small amount of research has been done on some aspects of educational change in Vanuatu, none had been carried out specifically on the implementation of the recent change to senior school assessment. As well as contextualising the process of educational change within the Vanuatu education system, this study also examined educational change management from a global perspective in order to identify ways to improve such processes for the Vanuatu education system.
The research data for this study were gathered by means of a qualitative case study approach which used individual semi-structured interviews and document analysis. Participants included two Ministry of Education officials, two heads of senior secondary schools and four senior secondary teachers. The heads of schools and teachers included in this study were from urban centre senior secondary schools in Port Vila, Vanuatu. The data were collected within the month of November, 2012 and were analysed using thematic analysis.
The key findings reveal that the participants welcomed the change to the English medium senior secondary school assessment process, as it enables Vanuatu to have its own national certificate at this level. However, the study also identified several factors that appeared to have hindered the implementation process. Hence, participants’ experiences, perceptions, and expectations were used to develop a proposed change management process framework for the Vanuatu education system, and to develop recommendations for improving the implementation of future educational changes in Vanuatu.

year: 2013

title: The economics concepts of sixth and seventh form secondary school students and their teachers

authors: Orere-Clifford, Samuel D.

abstract: The nature of teaching and learning continues to elude educators and researchers despite over half a century of research in teaching and learning. The central problem seems to be how teachers should practise their profession to facilitate student learning. In this regard, there has been several suggestions such as developing certain teacher personality attributes (Ryans, 1960), special teaching behavioural techniques (Rosenshine, 1976a) and the child-centered education of Piaget (1966) and Ausubel (1968).
More recently, studies such as the Learning in Science Project of the University of Waikato (e.g., Osborne, 1981a) have drawn attention to the suggestion that children tend to develop misconceptions about scientific phenomena in the classroom. It is felt this could be due to teachers not tapping and relating new material to children’s previous knowledge and cognitive structures. 
This study sought to examine the suggestions of the Learning in Science Project as described above with regards to Economics. The investigation was therefore aimed at uncovering the Economics ideas Sixth and Seventh Formers generated about certain Economics concepts after lessons. It also investigated the nature of conceptions held by their teachers for the same concepts. 
The method of investigation included both qualitative and quantitative features. A qualitative approach was used to uncover the ideas held by a small sample of students. This was then reduced into a survey format and administered to a large sample of students and teachers.
The findings of the study suggest that Sixth and Seventh Form Economics Students possess conceptions of Economics not generally acceptable to Economists. This substantiates the suggestion of the Learning in Science Project that learners tend to develop misconceptions about phenomena introduced in the classroom. However, the findings of the study also indicate that the teachers of the students also possess misconceptions about Economics concepts. The suggestion is therefore made that students’ misconceptions about Economics concepts may not necessarily be due to teachers not taking students’ past knowledge into account, but to the possibility that teachers may be introducing misconceptions about Economics concepts in the classroom.
The study, therefore, suggests that teaching and learning may be enhanced if teachers take stock of the state of their knowledge of subject matter constantly and also introduce concepts to students in such a way as to retain the meanings of experts.

text: The economics concepts of sixth and seventh form secondary school students and their teachers The nature of teaching and learning continues to elude educators and researchers despite over half a century of research in teaching and learning. The central problem seems to be how teachers should practise their profession to facilitate student learning. In this regard, there has been several suggestions such as developing certain teacher personality attributes (Ryans, 1960), special teaching behavioural techniques (Rosenshine, 1976a) and the child-centered education of Piaget (1966) and Ausubel (1968).
More recently, studies such as the Learning in Science Project of the University of Waikato (e.g., Osborne, 1981a) have drawn attention to the suggestion that children tend to develop misconceptions about scientific phenomena in the classroom. It is felt this could be due to teachers not tapping and relating new material to children’s previous knowledge and cognitive structures. 
This study sought to examine the suggestions of the Learning in Science Project as described above with regards to Economics. The investigation was therefore aimed at uncovering the Economics ideas Sixth and Seventh Formers generated about certain Economics concepts after lessons. It also investigated the nature of conceptions held by their teachers for the same concepts. 
The method of investigation included both qualitative and quantitative features. A qualitative approach was used to uncover the ideas held by a small sample of students. This was then reduced into a survey format and administered to a large sample of students and teachers.
The findings of the study suggest that Sixth and Seventh Form Economics Students possess conceptions of Economics not generally acceptable to Economists. This substantiates the suggestion of the Learning in Science Project that learners tend to develop misconceptions about phenomena introduced in the classroom. However, the findings of the study also indicate that the teachers of the students also possess misconceptions about Economics concepts. The suggestion is therefore made that students’ misconceptions about Economics concepts may not necessarily be due to teachers not taking students’ past knowledge into account, but to the possibility that teachers may be introducing misconceptions about Economics concepts in the classroom.
The study, therefore, suggests that teaching and learning may be enhanced if teachers take stock of the state of their knowledge of subject matter constantly and also introduce concepts to students in such a way as to retain the meanings of experts.

year: 1985

title: Experiencing cultural tourism: Visitors at the Maori Arts and Crafts Institute, New Zealand

authors: Ryan, Chris

subjects: indigenous tourism

abstract: This study reports results derived from semistructured interviews with 40 visitors to the Maori Arts and Crafts Institute in Rotorua, New Zealand. The article discusses briefly the mode of data capture used and adopts an approach of identifying classifications of a primarily functional nature to list reasons why people visit such a site and what it is they seek. In general, visitors reported high levels of satisfaction, yet the cultural component of their experience was primarily reported in terms of the visit being informative and entertaining. Additionally, whereas modest levels of interest in things Maori seemed to motivate visits to other Maori sites, the actual list of other locations being nominated was few in number. The impression results that visits are made to Maori sites because this is a "done thing" when visiting New Zealand, but overall, the level of interest shown by most visitors in indigenous culture is modest.

text: Experiencing cultural tourism: Visitors at the Maori Arts and Crafts Institute, New Zealand This study reports results derived from semistructured interviews with 40 visitors to the Maori Arts and Crafts Institute in Rotorua, New Zealand. The article discusses briefly the mode of data capture used and adopts an approach of identifying classifications of a primarily functional nature to list reasons why people visit such a site and what it is they seek. In general, visitors reported high levels of satisfaction, yet the cultural component of their experience was primarily reported in terms of the visit being informative and entertaining. Additionally, whereas modest levels of interest in things Maori seemed to motivate visits to other Maori sites, the actual list of other locations being nominated was few in number. The impression results that visits are made to Maori sites because this is a "done thing" when visiting New Zealand, but overall, the level of interest shown by most visitors in indigenous culture is modest.

year: 2006