Transforming teaching and learning in Asia and the Pacific: case studies from seven countries; 2015

Diagram 1: Shifts in pedagogical approaches in the Asia-Pacific region

Goals

Contents

Activities

Assessment

From

Uniformity

To

Diversity

The left side of the diagram refers to the conventional approach to teaching
and learning, which puts an emphasis on uniformity of learning objectives,
contents, activities and assessment formats, regardless of the interests and
needs of children. This approach is linked with the reproduction model of
knowledge transmission, which was considered the key to producing a
workforce for the industrial sector.

The right side of the diagram refers to an approach that recognizes that
children have diverse learning needs and which engages learners in a series
of problem- or issue-based learning experiences to enable them to gain the
skills and values required for lifelong learning.

The former is a dependent model of education, whereas the latter is a model
of education for autonomy and independence. In the latter model, learning
processes provide learners with opportunities to develop their potentials, and
learning activities enable students to gain both cognitive and non-cognitive
competencies. Furthermore, under the latter, assessment functions empower
learners to conduct self-directed learning activities, and assessment formats
cover a wide range of skills and achievements.

While it is apparent from the experiences in the seven countries that there
is widespread awareness of the need for changes in teaching and learning
practices, the seven chapters also highlight the fact that pedagogical
transformation is difficult to implement. They note the insufficient capacity of
teachers to implement change effectively, and draw attention to the need for
reforming pre- and in-service teacher training and development. Emphasizing
teachers as the key to transforming pedagogy in schools and classrooms,
some chapters suggest improving the working conditions of teachers, and
others point out the need to provide teachers with systematic support.

The chapters on Fiji and the Republic of Korea point to national examinations
as factors that discourage innovation and change in pedagogical practices