English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

In determining the purpose of including Multilingual Education (MLE) indicators in a Child Friendly Schools (CFS) monitoring framework, two distinctions need to be made. Is the focus on assessing process, or is it on assessing outcomes? Assessment that focuses on process often includes indicators that assess the participation of children, communities, and teachers in decision-making processes that are facilitated by using languages they speak well. On the other hand, assessment that focuses on outcomes looks more at tangible impacts such as data on changes in enrolment (UNICEF, 2006). Indicators can be both quantitative and qualitative. UNICEF (2006, p. 10) states that often ‘a combination of both process and outcome indicators is needed, with local school committees continually reassessing the indicators themselves to ensure that higher standards are being sought and that friendliness is a dynamic, not fixed, state of being.’  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 checking against a measurement scale, an evidence-based system describes the evidence so that progress can be benchmarked and programs can be improved. The paper focuses on work undertaken in Cambodia to develop a monitoring framework that integrates MLE with CFS. I begin by comparing CFS indicators in Cambodia with those of the Philippines, and Nepal, aligning MLE principles, arguments, and foci with CFS dimensions. I also use an example from the Maldives that shows assessment of CFS indicators using an evidence-based rubric. Based on this analysis, I suggest an approach that could be used to reflect MLE aspects within the CFS indicators, using an evidence-based rubric to monitor progress along a developmental continuum.

Integrating Multilingual Education with Child Friendly Schools to develop an evidence-referenced monitoring system