Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms
ARTICLE
Hester S. van de Kuilen, Hulya Kosar Altinyelken, Joke M. Voogt, University of Amsterdam ; Wenceslas Nzabalirwa, 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 September 28, 2023 from https://www.learntechlib.org/p/208538/.
This record was imported from
International Journal of Educational Development
on June 3, 2019.
International Journal of Educational Development is a publication of Elsevier.
Keywords
References
View References & Citations Map- Abbott, P., Sapsford, R., & Rwirahira, J. (2015). Rwanda’s potential to achieve the millennium development goals for education. Int. J. Educ. Dev., 40, pp. 117-125.
- Altinyelken (2010). Changing Pedagogy. A Comparative Analysis of Reform Efforts in Uganda and Turkey. Dissertation. Amsterdam: University of Amsterdam.
- Altinyelken (2010). Curriculum change in Uganda: teacher perspectives on the new thematic curriculum. Int. J. Educ. Dev., 30, pp. 151-161.
- Altinyelken (2012). A converging pedagogy in the developing world? Insights from Uganda and Turkey. Global Education Policy and International Development: New Agendas, Issues and Policies, pp. 201-221. London: Bloomsbury.
- Altinyelken, H., Moorcroft, S., & van der Draai, H. (2014). The dilemmas and complexities of implementing language-in-education policies: perspectives from urban and rural contexts in Uganda. Int. J. Educ. Dev., 36, pp. 90-99.
- Anderson-Levitt, K. (2008). Globalization and curriculum. The Sage Handbook of Curriculum and Instruction, pp. 349-368. London: Sage.
- Auld, E., & Morris, P. (2014). Comparative education, the’ New Paradigm’ and policy borrowing: constructing knowledge for educational reform. Comp. Educ., 50(2), pp. 129-155.
- Beech, J. (2006). The theme of educational transfer in comparative education: a view over time. Res. Comp. Int. Educ., 1(1), pp. 2-13.
- Brock-Utne, B. (2001). Education for all - in whose language?. Oxf. Rev. Educ., 27(1), pp. 115-134.
- Chisholm, L., & Leyendecker, R. (2008). Curriculum reform in post-1990s sub-Saharan Africa. Int. J. Educ. Dev., 28, pp. 195-201.
- Dale, R. (1999). Specifying globalization effects on national policy: a focus on the mechanisms. J. Educ. Policy, 14(1), pp. 1-17.
- Dolowitz, D., & Marsh, D. (2000). Learning from abroad: the role of policy transfer in contemporary policy-making. Governance, 13(1), pp. 5-24.
- Duffy, T.M., & Cunningham, D.J. (1996). Constructivism: implications. Handbook of Research for Educational Communications and Technology, pp. 170-198. New York: Macmillan.
- East African Community (2014). Draft Harmonised Curriculum Structures and Framework for the East African Community. Arusha: EAC Secretariat.
- Freire, P. (2009). Pedagogy of the oppressed. Race/Etnicity, 2(2), pp. 163-174.
- Gatete, C. (2016). The Rwanda We Want: Towards’ vision 2050’. Kigali: Ministry of Finance and Economic Planning.
- Guthrie, G. (2012). The failure of progressive classroom reform: lessons from the curriculum reform implementation project in Papua New Guinea. Aust. J. Educ., 56(3), pp. 241-256.
- Hardman, F., Abd-Kadir, J., Agg, C., Migwi, J., Ndambuku, J., & Smith, F. (2009). Changing pedagogical practice in Kenyan primary schools: the impact of school-based training. Comp. Educ., 45(1), pp. 65-86.
- Hayman, R. (2007). Are the MDGs enough? Donor perspectives and recipient visions of education and poverty reduction in Rwanda. Int. J. Educ. Dev., 27, pp. 371-382.
- ICAI (2012). DFID’s Education Programmes in Three African Countries. London: Independent Commission for Aid Impact.
- IMF (2017). Rwanda. Country Report No 17/217.
- Jansen, J. (2006). Curriculum Reform in South Africa: a critical analysis of outcomes-based education. Cambridge J. Educ., 28(3), pp. 321-331.
- Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ. Psychol., 41(2), pp. 75-86.
- Marsh, D., & Sharman, J. (2009). Policy diffusion and policy transfer. Policy Stud., 30(3), pp. 269-288.
- May, S., & Aikman, S. (2003). Indiginous Education: addressing current issues and developments. Comp. Educ., 39(2), pp. 139-145.
- MINECOFIN (2000). Vision 2020. Kigali: Ministry of Finance and Economic Planning.
- MINECOFIN (2016). The Rwanda We Want: Towards’ vision 2050’. Kigali: Ministry of Finance and Economic Planning.
- MINEDUC (2017). Education Sector Analysis. Kigali: Ministry of Education..
- Mulumba, M., & Masaazi, F. (2012). Challenges to african development: the medium of instruction in Uganda’s education system. Pedagogy Cult. Soc., 20(3), pp. 435-450.
- NCDC (2013). Lower Secondary Curriculum Assessment and Examination Refomr Program. Kampala: NCDC.
- O’Sullivan, M. (2001). Communicative approaches to teaching english in Namibia: the issue of transfer of western approaches to developing countries. Int. J. Early Years Educ., 9(1), pp. 51-61.
- Perry, L., & Tor, G. (2008). Understanding educational transfer: theoretical perspectives and conceptual frameworks. Prospects, 38, pp. 509-526.
- Philips, D., & Ochs, K. (2003). Processes of Policy Borrowing in Education: some explanatory and analytical devices. Comp. Educ., 39(4), pp. 451-461.
- Philips, D., & Ochs, K. (2004). Researching Policy Borrowing: some methodological problems in comparative education. Br. Educ. Res. J., 30(6), pp. 773-784.
- Rappleye, J. (2006). Theorizing Educational Transfer: toward a conceptual map of the context of cross-national attraction. Res. Comp. Int. Educ., 1(3), pp. 223-240.
- REB (2015). Competence-based curriculum. Kigali: REB.
- REB (2015). English Language Lover Primary Level P1-P3. Kigali: REB..
- Rizvi, F., Lingard, B., & Lavia, J. (2006). Postcolonialism and education: negotiating a contested terrain. Pedagog. Cult. Soc., 14(3), pp. 249-262.
- Schriewer, J. (2003). Globalisation in education: process and discourse. Policy Futures Educ., 1(2), pp. 271-282.
- Schuh, K. (2003). Knowledge construction in the learner-centred classroom. J. Educ. Psychol., 95(2), pp. 426-442.
- Schweisfurth, M. (2011). Learner-centred education in developing countries: from solution to problem?. Int. J. Educ. Dev., 31, pp. 425-432.
- Schweisfurth, M. (2013). Learner-centred education in international perspective. New York: Routledge.
- Steiner-Khamsi, G. (2006). The economics of policy borrowing and lending: a study of late adopters. Oxf. Rev. Educ., 32(5), pp. 665-678.
- Steiner-Khamsi, G. (2014). Cross-national policy borrowing: understanding reception and translation. Asia Pacific J. Educ., 34(2), pp. 153-167.
- Swedlund, H. (2013). From donorship to ownership? Budget support and donor influence in Rwanda and Tanzania. Public Adm. Dev., 33, pp. 357-370.
- Tabulawa, R. (2003). International aid agencies, learner-centred pedagogy and political democratisation: a critique. Comp. Educ., 39(1), pp. 7-26.
- Tabulawa, R. (2013). Teaching and Learning in Context: Why Pedagogical Reforms Fail in Sub-Saharan Africa. Dakar: CODESRIA.
- Tanzania Institute of Education (2010). Curriculum for Ordinary Level Secondary Education. Dar es Salaam: Tanzania Institute of Education.
- Trudell, B. (2016). Language choice and education quality in Eastern and Southern Africa: a review. Comp. Educ., 52(3), pp. 281-293.
- UNESCO - IBE (2017). The Why, What and How of Competency-Based Curriculum Reforms: The Kenyan Experience.
- UNICEF (2014). Annual Report Rwanda. Kigali: UNICEF.
- USAID (2014). Rwanda National Reading and Mathematics Assessment. Kigali: USAID, Education Development Center..
- Vavrus, F., & Bartlett, L. (2012). Comparative pedagogies and epistomological diversity: social and material contexts of teaching in Tanzania. Comp. Educ. Rev., 56(4), pp. 634-658.
- Vavrus, F., Thomas, M., & Bartlett, L. (2011). Ensuring Quality by Attending to Inquiry: Learner-Centred Pedagogy in Sub-Saharan Africa. Addis Ababa: UNESCO.
- Williams, T. (2016). Oriented Towards Action: The Political Economy of Primary Education in Rwanda. Manchester: ESID..
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References