Curriculum reform in post-1990s sub-Saharan Africa
ARTICLE
Linda Chisholm, Ramon Leyendecker
International Journal of Educational Development Volume 28, Number 2 ISSN 0738-0593 Publisher: Elsevier Ltd
Abstract
The article uses both primary and secondary sources to examine why learner-centredness, outcomes- and competency-based education and national qualifications frameworks were favourably received at local level in sub-Saharan Africa but have not resulted in widespread change in classroom practice. It argues that they found local favour because they were not entirely new ideas, and were ambiguous enough to be seen as key vehicles for achieving not so much educational, as economic, social and political goals. It suggests that the failure of implementation could lie in expectations that education would lead to transformation without paying necessary attention to implementation and capacity.
Citation
Chisholm, L. & Leyendecker, R. Curriculum reform in post-1990s sub-Saharan Africa. International Journal of Educational Development, 28(2), 195-205. Elsevier Ltd. Retrieved August 9, 2024 from https://www.learntechlib.org/p/195862/.
This record was imported from
International Journal of Educational Development
on January 28, 2019.
International Journal of Educational Development is a publication of Elsevier.
Keywords
Cited By
View References & Citations Map-
Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms
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 Vol. 67, No. 1 (May 2019) pp. 64–72
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.