title: Understanding the teacher upgrade programme in Samoa: Contextual challenges for in-service teachers, school principals and Ministry personnel

authors: Esera, Epenese

abstract: This article discusses the challenges involved in Samoa’s teacher upgrade programme. The teacher upgrade initiative came about because of the Samoan Ministry of Education, Sports and Culture’s aim for all in-service primary and secondary teachers to hold a Bachelor of Education degree. However, challenges including time scheduling, teachers’ wider responsibilities, unsupportive school principals, and communication barriers with the National University of Samoa appear to have hindered the programme’s implementation. This study employed a qualitative research approach which incorporated talanoa (rich conversation) as appropriate to the Samoan context. The findings from the talanoa sessions with teachers, principals and Ministry officials, highlight the social, cultural, educational and economic challenges that the teachers encountered on their qualification upgrade journeys. We argue that the challenges between the upgrading teachers, the schools, the National University of Samoa’s Faculty of Education and the Ministry could be being resolved through the Samoan notion of va (relational space) in which stakeholders generate mutual solutions to the challenges they encounter. This article concludes with recommendations for each of the partners involved in the upgrade programme in order to move forward.

text: Understanding the teacher upgrade programme in Samoa: Contextual challenges for in-service teachers, school principals and Ministry personnel This article discusses the challenges involved in Samoa’s teacher upgrade programme. The teacher upgrade initiative came about because of the Samoan Ministry of Education, Sports and Culture’s aim for all in-service primary and secondary teachers to hold a Bachelor of Education degree. However, challenges including time scheduling, teachers’ wider responsibilities, unsupportive school principals, and communication barriers with the National University of Samoa appear to have hindered the programme’s implementation. This study employed a qualitative research approach which incorporated talanoa (rich conversation) as appropriate to the Samoan context. The findings from the talanoa sessions with teachers, principals and Ministry officials, highlight the social, cultural, educational and economic challenges that the teachers encountered on their qualification upgrade journeys. We argue that the challenges between the upgrading teachers, the schools, the National University of Samoa’s Faculty of Education and the Ministry could be being resolved through the Samoan notion of va (relational space) in which stakeholders generate mutual solutions to the challenges they encounter. This article concludes with recommendations for each of the partners involved in the upgrade programme in order to move forward.

year: 2019

title: The value of statistical life and cost-benefit evaluations of landmine clearance in Cambodia

authors: Cameron, Michael Patrick

subjects: benefit-cost analysis

abstract: Development agencies spend approximately US$400 million per year on landmine clearance. Yet many cost-benefit evaluations suggest that landmine clearance is socially wasteful because costs appear to far outweigh social benefits. This paper presents new estimates of the benefits of clearing landmines based on a contingent valuation survey in two provinces in rural Cambodia where we asked respondents questions that elicit their tradeoffs between money and the risk of death from landmine accidents. The estimated Value of a Statistical Life (VSL) is US$0.4 million. In contrast, most previous studies of landmine clearance use foregone income or average GDP per capita, which has a lifetime value of only US$2,000 in Cambodia. Humanitarian landmine clearance emerges as a more attractive rural development policy when appropriate estimates of the VSL are used.

text: The value of statistical life and cost-benefit evaluations of landmine clearance in Cambodia Development agencies spend approximately US$400 million per year on landmine clearance. Yet many cost-benefit evaluations suggest that landmine clearance is socially wasteful because costs appear to far outweigh social benefits. This paper presents new estimates of the benefits of clearing landmines based on a contingent valuation survey in two provinces in rural Cambodia where we asked respondents questions that elicit their tradeoffs between money and the risk of death from landmine accidents. The estimated Value of a Statistical Life (VSL) is US$0.4 million. In contrast, most previous studies of landmine clearance use foregone income or average GDP per capita, which has a lifetime value of only US$2,000 in Cambodia. Humanitarian landmine clearance emerges as a more attractive rural development policy when appropriate estimates of the VSL are used.

year: 2008-03

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners

authors: Diane, Johnson

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09