at the school level. The chapters on Japan, the Republic of Korea and Viet
Nam emphasize the need for – and difficulty in – involving parents and
communities in learning processes, while the chapter on Kyrgyzstan suggests
that the lack of national ownership of the pedagogical reforms introduced
by external donor agencies may be hindering sustained transformation in
teaching and learning practices in the country. These experiences provide
lessons regarding the necessary conditions for change.
Although various obstacles and challenges stand in the way of pedagogical
reforms, and much more needs to be done, the experiences of these countries
provide evidence that teaching and learning practices are changing at the
school and classroom levels. Such changes have often taken place thanks
to the innovations and efforts of committed individual educators. In the
chapter on Japan, we read about schools whose teachers succeed in linking
learning to daily life experiences by closely collaborating with parents and
the community. In Indonesia, a movement is underway towards using active
learning methods in various subjects and, notably, a scientist is promoting
this method for learning mathematics and science. In Fiji, several teachers
came together and created an association to collaborate on developing
resources that facilitate holistic learning through art. In Viet Nam, a teacher
managed to create a learning environment conducive to active learning and
to support her students in constructing knowledge on their own. Likewise, in
Nepal, teachers who had been trained in innovative learning activities were
actually using these methods in their classrooms. In the Republic of Korea,
teachers in some schools were beginning to use multiple means of assessing
learning, going beyond conventional paper and pencil tests. It is the initiatives
of teachers that generate pedagogical changes, and such teachers must be
systematically supported if countries are to transform teaching and learning.
The experiences of the seven countries make it clear that their governments
and educators are dedicated to transforming teaching and learning, with
the aim of meeting the diverse learning needs within each country and
preparing future generations to effectively contribute to building a peaceful
and sustainable world. Through sharing these countries’ experiences widely,
this book seeks to support such aspirations in the Asia-Pacific region. The
editors hope that it will stimulate policy-makers, educators, parents and
community members across the region to reflect on emerging changes in
teaching and learning, while also encouraging further discussions and actions
towards transforming teaching and learning.