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Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms
ARTICLE

, , , University of Amsterdam ; , University of Rwanda, Rwanda

International Journal of Educational Development Volume 67, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies.

Citation

van de Kuilen, H.S., Altinyelken, H.K., Voogt, J.M. & Nzabalirwa, W. (2019). Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms. International Journal of Educational Development, 67(1), 64-72. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from International Journal of Educational Development on June 3, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2019.03.004

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