Building research-based evidence and programming: the case of exploitative child labour in Nepal

Exploltative child labour is a serious issue in many countries across Asia (ILO-IPEC 2013; Johnson 2011; IPEC 2009). Children working in commercial sexual exploltation (CSEC) are among the most vulnerable and marginalised groups in society and face grave risks to their safety, development and well-being. Despite these concerns there remains an absence of rigorous research to inform assessments of the prevalence of children engaged in CSEC. Basic data infrastructure is crucial to effective program planning and monitoring outcomes.link_to_OA_fulltex

Teaching the history threshold learning outcomes to first-year students

Stakeholder ownership and implementation are crucial when applying the Scholarship of Teaching and Learning (SoTL) to the development of curriculum. Threshold Learning Outcomes (TLOs) are a case in point. While they might seem to be triumphs of managerialism over pedagogy, we argue that they can be used to build lecturers’ deep engagement with the teaching of their discipline and thus foster sustainable change. By extending the professional use of TLOs, beyond the stages of agreement, establishment and early dissemination, to the point of implementation, we offer a framework for how to elicit collegial conversations to improve teaching and learning practice in history. First, we combine ‘Decoding the Disciplines’ methods developed by historians at Indiana University. Second, we add key principles of first-year pedagogy, associated with Sally Kift. Third, we link to Threshold Learning Outcomes. The framework is supplemented by a good practice guide that translates our theoretical model into practical strategies in teaching and assessment