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• ForewordAbbreviations and AcronymsPart I COUNTRY PROFILES1. Introduction1.1 Structure of guidebook1.2 Locations of initiatives1.3 Background to country education systems2. Country Profiles2.1 Australia2.2 The Bahamas2.3 Bangladesh2.4 Barbados2.5 Cameroon2.6 Canada2.7 Cook Islands2.8 Dominica2.9 The Gambia2.10 Grenada2.11 Guyana2.12 Jamaica2.13 Kenya2.14 Malawi2.15 Malaysia2.16 Malta2.17 Mauritius2.18 Mozambique2.19 Namibia2.20 Papua New Guinea2.21 Seychelles2.22 Singapore2.23 Solomon Islands2.24 South Africa2.25 Sri Lanka2.26 St Kitts and Nevis2.27 St Lucia2.28 St Vincent and the Grenadines2.29 Uganda2.30 United Kingdom2.31 United Republic of TanzaniaPart II COUNTRY INITIATIVES3. Introduction3.1 Commonwealth country initiatives by focus area3.2 Definitions of focus areas3.3 Methodology4. Country Initiatives4.1 Access to education, through partnerships with the private sector, Cameroon4.2 Apprenticeship scheme, Mauritius4.3 Assessment and recognition of foreign credentials for the teaching profession, Canada4.4 Australian Early Development Index (AEDI), Australia4.5 Better Communication Research Programme, United Kingdom4.6 Bridging the Gap programme, Mauritius4.7 Certificate of Primary Education repeaters project, Mauritius4.8 Child-friendly approach in primary education, Sri Lanka4.9 Closing the gap on indigenous disadvantage, Australia4.10 Developing a national curriculum, Australia4.11 Direct support to schools programme, Mozambique4.12 Early Grade Reading Assessment, The Gambia4.13 Early literacy programme, Mauritius4.14 Eco-schools environmental education programme, Seychelles4.15 EdTech Leadership Cohort, Canada4.16 Education and Training Sector Improvement Programme, Namibia4.17 Education Sector Enhancement Programme, Barbados4.18 Education sector planning for quality outcomes, Bangladesh4.19 Educators' forum on Aboriginal education, Canada4.20 Enhancement programme for primary students, Mauritius4.21 Establishing a national curriculum framework, Dominica4.22 Financial literacy scheme, Jamaica4.23 Free education at all levels, in all areas, St Kitts and Nevis4.24 Green Skills Agreement, Australia4.25 Human Resource, Knowledge and Arts Development Fund, Mauritius4.26 ICT professional development strategy for teachers, Guyana4.27 Improved access to secondary and tertiary education for all learners, Grenada4.28 Improvement of education through the use of ICT, St Vincent and the Grenadines4.29 Improving Cook Islands education – a learning and teaching approach, Cook Islands4.30 Improving numeracy, South Africa4.31 Improving quality of teaching and learning, Malaysia4.32 Improving Reception Year practitioners' professional competence, South Africa4.33 Improving school leadership, United Republic of Tanzania4.34 Increasing the number of participants in community colleges' programmes, Malaysia4.35 In-service training for the grandfathering of directors and caregivers of private daycare and pre-school centres, The Bahamas4.36 Kenya Education Sector Support Programme 2005–2010, Kenya4.37 My School website, Australia4.38 MyUniversity website, Australia4.39 National Assessment Programme, Australia4.40 National Partnership for Improving Teacher Quality, Australia4.41 National policy and strategy for the attainment of core competences in primary education, Malta4.42 National School Nutrition Programme, South Africa4.43 New academies, free schools and university technical colleges, United Kingdom4.44 Non-formal education resource centre, Sri Lanka4.45 Open and distance learning at secondary education, teacher education levels, Malawi4.46 Pan-Canadian Assessment Programme, Canada4.47 Primary Education Review and Implementation, Singapore4.48 Quality assurance of the Tertiary Education Commission, Mauritius4.49 Quality education, improved access, and inclusive education initiative, Cameroon4.50 Quality Enhancement Initiative, Uganda4.51 Recognition of Prior Learning, Mauritius4.52 Roving Caregivers Programme, St Lucia4.53 School health screening programme, South Africa4.54 School Improvement Grant, Malawi4.55 School-based apprenticeships, Australia4.56 Schools as values-based environments for learning and teaching, Seychelles4.57 Second chance programme, Mauritius4.58 Special Bilingual Education Programme (SBEP), Cameroon4.59 Strengthening foundation phase teacher education, South Africa4.60 Support for Disadvantaged Students, Australia4.61 Technical workshop on pan-Canadian Aboriginal data, Canada4.62 Training for untrained teachers (by distance education) in primary schools, Solomon Islands4.63 University strategic planning, Papua New Guinea4.64 Zones d’education prioritaires – ZEP (Education priority areas), MauritiusNotesReferencesMonitoring Form