Enabling pedagogic reform in the Maldives: implications for translating policy into teacher practice

Biase, Rhonda Di

doi:10.1080/02188791.2019.1603101

Cited by 7 publications

(5 citation statements)

References 33 publications

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“…For example, in Kenya, Kerkhoff et al (2020) and Lattimer and Kelly (2013) reported that teachers demonstrated significant motivation and enthusiasm to push forward the LCP‐related changes. Such teachers expressed a clear desire to try to change their pedagogies (e.g., Di Biase, 2019a in the Maldives; Niesz & Krishnamurthy, 2013 in India; Rogan & Aldous, 2005 in South Africa).…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, nine studies highlighted teacher educators as potential obstacles to LCP implementation, for example due to their lack of experience with learner‐centred approaches (e.g., Barnes et al, 2018 in Ethiopia; Otara et al, 2019 in Rwanda; Rogan & Aldous, 2005 in South Africa), and variability of understandings (e.g., Courtney, 2008 in Cambodia; Msonde & Msonde, 2018 in Tanzania). Finally, seven studies highlighted that there were relatively few opportunities for teachers to collaborate and form communities of practice, especially in isolated schools in which there were limited teachers per subject (e.g., Di Biase, 2019a in the Maldives; Haser & Star, 2009 in Turkey; Lai, 2010 in China).…”

Section: Resultsmentioning

confidence: 99%

“…Studies considered overly heterogeneous students in terms of their age (e.g., Akello & Timmerman, 2018 in Uganda; Mungoo & Moorad, 2015 in Botswana) and academic levels (e.g., Haser & Star, 2009 in Turkey; Koosimile, 2005 in Botswana). Students were sometimes categorised as ‘faster’ and ‘slower’ learners, and it was common for teachers to leave the latter behind (e.g., Barrett, 2007 in Tanzania; Di Biase, 2019a in the Maldives). In addition, some of the students themselves reported frustration at different levels in the same group (e.g., Mungoo & Moorad, 2015 in Botswana; Song, 2015 in Cambodia).…”

Section: Resultsmentioning

confidence: 99%

“…In Malawi, Croft (2002) argued that the participation of school managers in LCP training had enhanced their understanding of and appreciation for LCP, whilst in South Africa, Brodie et al (2002) argued that those schools practising LCP were often led by principals who understood the importance of the educational change. Several other studies indicated that school leaders in relatively successful LCP‐related changes had provided useful resources and encouragement (e.g., Di Biase, 2019a in the Maldives; Msonde & Msonde, 2018 in Tanzania; Sun & Gao, 2019 in China).…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

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This article provides a comprehensive descriptive overview of the implementation of learner‐centred pedagogy (LCP) in low‐ and middle‐income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI‐Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher‐centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ. Rationale for this study Despite the worldwide spread of learner‐centred pedagogy (LCP), we currently lack a comprehensive body of evidence regarding its implementation and outcomes. Why the new findings matter The findings will help educational stakeholders decide whether and how LCP‐related reforms should continue, based on the enablers, constraints, and outcomes of LCP implementation identified in the review. Implications for educational researchers and decision‐makers Firstly, educational researchers will benefit from having a clear summary of existing research which identifies opportunities to further enhance our knowledge; in particular, there is an important gap in the literature in terms of research on the outcomes of LCP implementation over time. Secondly, educational decision‐makers will be better placed to decide (a) the extent to which they should continue to allocate limited resources towards the implementation of LCP‐related reforms; and (b) how they may learn from the cumulative findings of existing case studies to increase the chances of successful implementation.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

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“…The country faces many challenges due to its distinctive geography, dispersed population, and limited resources (Di Biase, 2019). However, it has made impressive gains with regard to access to education (Yamada, Fujikawa, & Pangeni, 2015) and a high rate of reported functional literacy (98% in Dhivehi, 75% in English; National Bureau of Statistics, 2015).…”

Section: Research Contextmentioning

confidence: 99%

First Language Loss and Negative Attitudes Towards Dhivehi Among Young Maldivians: Is the English‐First Educational Policy to Blame?

Mohamed

2020

TESOL Quarterly

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This article focuses on the inequalities of an educational policy that favours English over the national language and the resulting impacts on young people. While the constitution identifies Dhivehi to be the official language of the Maldives, and the National Curriculum recognises both Dhivehi and English as languages of instruction, English has been the dominant language in education for several decades. This English‐first policy was initiated to modernise and develop the small island nation, limiting the space for Dhivehi in the curriculum. Following a sequential explanatory mixed‐methods design, the study investigates three aspects of this dual‐language context. It examines students’ attitudes towards Dhivehi and English, compares their language attainment, and considers the extent to which the curriculum fulfils students’ linguistic needs. The findings indicate that students’ attainment in Dhivehi lags behind their attainment in English and that many students feel inadequate and unprepared for the real‐world demands of both their languages. Furthermore, while young people recognise the uniqueness of Dhivehi and are proud to be affiliated with the language, they have a much higher regard for English because it is viewed as being more useful for their upward mobility. The implications for policy and practice are explored.

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Promoting education for sustainable development in the Maldives: Exploring the link between theory and practice

2021

Self Cite

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This article explores the critical role of education in promoting sustainable development in the Maldives context. It presents the outcomes of a small-scale project, Playing with Solar, implemented in a small island school in collaboration with the island community. Because of the environmental and educational principles embedded in this project, it is presented as one that prioritizes sustainable development, actively engages with the community, and aligns with the key competencies underpinning the Maldives National Curriculum Framework. The Playing with Solar project is an example of transformative pedagogy aligned with sustainable development. By promoting problem-based learning, the project shows how key competencies and pedagogical principles can be operationalized in line with National Curriculum Framework syllabi that promote interdisciplinary learning, in contrast to textbook-based, transmission models of teaching.

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Enabling pedagogic reform in the Maldives: implications for translating policy into teacher practice

Cited by 7 publications

References 33 publications

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

First Language Loss and Negative Attitudes Towards Dhivehi Among Young Maldivians: Is the English‐First Educational Policy to Blame?

Promoting education for sustainable development in the Maldives: Exploring the link between theory and practice

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