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Curriculum and textbook development
Curricula articulate whole-child development and core foundational skills and
knowledge. Textbooks support inquiry, analysis, problem-solving, and social
responsibility.
School-centred curriculum evaluation and textbook development strategy for primary
schools, Bangladesh (2006); inquiry-based social studies curriculum, textbooks, and
teachers' guides for primary schools, Somalia (2003); community-focused curriculum
strategy for primary schools, Nunavut (2000); education technology curriculum and
textbooks for colleges of education, Sri Lanka (1996); adult literacy curriculum,
Canada (1985); English language curriculum, textbooks, and teachers' guides for
junior secondary and teachers' colleges, Nigeria (1983, 1985, 1986).
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Teacher education
Teachers understand their craft, are accountable to their communities,
teach to objectives, and respect diversity among their pupils.
Recommendations for improving in-service and pre-service teacher development, Liberia (2009).
In-service professional development strategy for primary teachers, Bangladesh (2006); training of trainers for
new curriculum, Somalia/Somaliland (2003); national training for teacher-educators on technology in secondary
schools, Sri Lanka (1996); literacy educator certificate program, Canada (1994); college English teacher
training program, Nanjing University, China (1994); primary teacher training and practicum, Government
Teacher's College, Nigeria (1977).
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Education technology and distance learning
Using technology to solve problems of distance,
diversity, and density.
Web-based portfolio development for entry-level employment, Canada (2006);
web-enabled tertiary-education serving remote communities, Nunavut (2002);
education technology in the classroom for secondary schools, Sri Lanka (1996);
multi-media distance education for literacy practitioners, Canada (1994);
televised language instruction, Canada (1993); computer-use in literacy
instruction, Canada (1988).
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Primary and basic education
Adapting universal goals in complex cultural,
situational, and political settings.
Quality improvement for government primary schools, Bangladesh (2006); social
studies in post-conflict setting, Somalia/Somaliland (2003); preparing local
education plans for MDG/EFA goals, Canada/Uganda (2003); strategic planning
for indigenous education, Nunavut (2000); intra-service and in-service training
for Universal Primary Education (UPE), Nigeria (1977).
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Adult literacy and vocational readiness (non-formal)
Upgrade enabling skills to improve effectiveness
of workplace employment training.
Assessment and documentation tool for adults seeking entry-level employment,
Canada (2006); non-formal education to help the very poor participate in civil
society and the economy, Bangladesh (2001); capacity building to provide
literacy/pre-vocational training, Bangladesh (1998); basic education for
adults in workplace, community, and psychiatric rehabilitation programs,
Canada (1985).
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Assessment and evaluation
Assessment, for good or ill, is often teacher's prime window on
curriculum. Evaluation is effective when it involves participants at all stages from
question framing to analysis.
Evaluation of USAID Liberia Teacher Training Program, Liberia (2009); national
assessment of pupil achievement, Bangladesh (2006); participatory evaluation of
Web-enabled tertiary course delivery for indigenous peoples, Nunavut (2002);
mid-term operational review for CIDA/UNICEF girl-child education project, Ghana (1999);
course text on Assessment and Evaluation, Canada (1994); resource guide for Canadian
Adult Achievement Test, Canada (1994); masters thesis on how participation affects
utilization of evaluation findings, Canada (1993); researcher, lecturer on assessment
for English Language Performance Evaluation project, Ghana (1991); formative and
summative evaluation of experimental literacy program, Canada (1988); coordinated
English language assessment activities for teachers' colleges at state level,
Nigeria (1977).
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Institutional development
Increased communication with
decentralized responsibility in each area of work.
Rationalize functions across ministerial, directorate, and
para-governmental institutions (monitoring, assessment, professional development,
teacher training, and curriculum and textbook development), Bangladesh (2006);
document practice and recommending reform for Directorate of Non-Formal Education,
Bangladesh (2001).
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Girls' education
Girls' education as an essential aspect
of quality education.
Educational resources assisting ex-combatants, especially women, to adapt in an
emerging civil society, Liberia (2004); a learning agenda supporting legal and
social equity regardless of gender, Somalia/Somaliland (2003); improved donor
capacity to further gender equity in education, Ghana (1999).
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