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Comparing stakeholders’ perceptions of the implementation of ‘learner-centred’ pedagogy: the case of Rwanda

Accepted version
Peer-reviewed

Type

Article

Change log

Authors

Kwok, Pui Ki Patricia  ORCID logo  https://orcid.org/0000-0003-3999-3241

Abstract

A successful implementation of educational reform relies not only on teachers, but also systemic support for them, and crucial involvement of multiple stakeholders. This qualitative study explores the implementation of ‘learner-centred’ pedagogy (LCP) in Rwanda. Semi-structured interviews were conducted with three stakeholder groups comprising government officials, teacher trainers and teachers from four ‘schools of excellence’ in Kigali City to understand their perceived enablers and challenges of LCP. While findings around the challenges of LCP implementation echoed the experiences of other low-resource contexts, differences were additionally identified within and/or across stakeholder groups on specific issues. The study argues that if reform visions are to be realised then policymakers need to go beyond addressing internationally known challenges; but also consider the diverse needs and perspectives of all stakeholders.

Description

Keywords

3901 Curriculum and Pedagogy, 39 Education

Journal Title

Comparative Education

Conference Name

Journal ISSN

0305-0068
1360-0486

Volume Title

Publisher

Informa UK Limited
Sponsorship
ESRC (ES/X007278/1)
RC Lee Centenary Scholarships, Hong Kong