knowledge in the design of learning activities and community practices (John
and La Velle, 2004; Ferdig, 2006; Goodyear and Casey, 2015). Reforms have
also had an effect on teacher education (Peers et al., 2003; Koh et al., 2013;
Laferriere et al., 2006; Michalova et al., 2002; Moon et al., 2003).
This book presents some snapshots of efforts to transform teaching and
learning in schools in seven countries in the Asia-Pacific region: Fiji, Indonesia,
Japan, Kyrgyzstan, Nepal, the Republic of Korea and Viet Nam. These seven
countries represent the diversity of the region. They differ greatly in their
historical experiences, cultural heritage, political and economic systems,
geography, ecology and religious and social beliefs. These differences have
significantly affected their national development and education systems, and
impacted educators’ and learners’ beliefs and practices at the school level.
Despite the considerable differences between them, the seven countries
have made similar pedagogical reform efforts. The governments of all of these
countries have recognized the necessity of ushering in changes in teaching
and learning practices in schools, in view of the need to improve the quality
of education for all. All of the countries have demonstrated awareness of the
global shift taking place in approaches to teaching and learning, moving from
the conventional, teacher-centred transmission approach towards a learner-
centred, participatory one. Furthermore, there is recognition in all of these
countries that assessment formats should shift from summative functions
towards performance-based and formative functions, so as to enhance
learning.
The changing view of education can be seen not only in policy documents
but also among teachers in the seven countries. Interviews with teachers
suggest that many educators share a common repertoire of pedagogical
activities that are considered ‘learner-centred’. The most commonly cited
are project-based activities, problem- and theme-based integrated learning,
experiential learning, and activities that involve action research, debate,
teamwork, group discussions and presentations.
Diagram 1 illustrates the changes taking place in pedagogical approaches
in the Asia-Pacific region, including changes in the goals and content of
learning, changes in learning activities, and changes in assessment formats
and functions.^1
1 ‘Pedagogy’ and ‘pedagogical’ here refer simply to ‘teaching and learning’ rather than a
broader conception of the words (Dysthe and Webler, 2010).