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

Keywords: Child friendly schools, multilingual education, indicators, evidence-referenced systems, assessment rubrics, non-dominant languages

Abstract

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

Author Biography

Jack Frawley

Jack Frawley is currently Academic Leader at the University of Sydney's National Centre for Cultural Competence. He has a national profile as researcher and writer in the areas of leadership and intercultural studies evidenced by his involvement in significant research and professional projects, consultancies, book chapters, refereed articles, and other publications. He has presented at several national and international conferences and continues to publish on, and participate in, leadership-related research projects. Jack holds Adjunct appointments at the University of Canberra and the Batchelor Institute.

Published
2019-12-20
How to Cite
Frawley, J. (2019). Integrating Multilingual Education with Child Friendly Schools to develop an evidence-referenced monitoring system. FIRE: Forum for International Research in Education, 5(3). https://doi.org/10.32865/fire201953137