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Africa Knows! It is time to decolonise minds

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Accepted Paper: A01-04. To panel A01.

Title of paper:

Authors:

Hulya Altinyelken (University of Amsterdam);

Mark Hoeksma (Edukans).

Short abstract paper:
Based on interviews with teachers, this paper explores how Active Learning Pedagogy was understood and implemented, and what challenges were experienced in Malawi. The paper discusses the need for moving away from a polarised view of pedagogy (direct instruction against Active Learning).

Long abstract paper:
Addressing the learning crisis in low-income contexts remains a major concern. This paper analyses how a Dutch NGO has attempted to implement active learning and teaching pedagogy (ATL) in secondary schools in Malawi to improve learning outcomes. Based on interviews with teachers and headteachers from five schools, the paper seeks to explore how ATL was understood and implemented, and what challenges were experienced from the perspectives of trained and untrained teachers. The findings reveal that ATL was positively viewed by all participants, as it was considered beneficial for improving students' academic performance and skills development. All participants identified some key implementation challenges, including large classes, lack of materials, the use of English, long distance to school and poverty. The paper underscores the need for moving away from a polarised view of pedagogy (direct instruction against ATL) and conceptualising active learning on a continuum.