Active-Learning Pedagogies as a Reform Initiative

This document first describes the call for active-learning pedagogies arising from a range of international organizations during the last 25 years. Then it outlines the key philosophical and theoretical foundations of active-learning pedagogies, which explicitly or, more often, implicitly informed this demand. Next the document discusses the focus and methods of case studies focusing on Cambodia, Egypt, Jordan, Kyrgyzstan, and Malawi. The findings focus on the national and related international policy discussions, the professional development and other approaches employed to promote active-learning pedagogies, and the outcomes of such efforts. The paper ends with a comparative analysis of the cases and a conclusion that situates these findings in the context of other studies and draws out some lessons learned for policy and practice.

The individual case study from Malawi is also available.