Fakultät Humanwissenschaften

Lehrstuhl für Allgemeine Pädagogik

Learner-centered Education (in Sub-Saharan Africa)

Learner-centered education is an approach that shifts the focus of instruction to the communication process between teacher and  learner. The learner is at the center of the teaching and learning process. We understand learner-centered education as a summary to raising students’ social competencies and their self-efficacy.

This homepage introduces our different studies, programs and publications linked to learner-centered education in Subsahara Africa and Europe.  

As part of its strategic plan for quality of education and as a response to the genocide in 1994, the Council of Protestant Churches in Rwanda (CPR) pioneered a learner-centered teaching approach, known as Participatory and Active Pedagogy (PAP). When schools were re-opened in September 1994, they functioned with multiple problems only, some visible (economic, physical, material), but the biggest ones often hidden, silent or suppressed (psychological, moral, psychosomatic). Students and teachers were marked by these problems. There was an extreme need to use teaching methods which would ease the acuity of these problems. A learner-centered approach was considered to be the best choice and a teacher training program in PAP was developed and implemented in 1998.

This program was evaluated by a team from University of Bamberg (then University of Nuremberg: Prof. Dr. Annette Scheunpflug and Susanne Krogull) to evaluate its impact on peace, school coherence, students’ and teachers’ self-concepts and the development of social competencies.

PAP Evaluation Report(448.2 KB)

PAP Abridged Report(254.5 KB)

Krogull, S.; Scheunpflug, A. & Rwambonera, F. (2014). (2.5 MB)Teaching Social Competencies in Post-Conflict Societies. A Contribution to Social Peace and
Learner-Centred Educational Quality.
(2.5 MB)

Krogull, S.; Scheunpflug, A.; Rwambonera & F. Mutabazi, S.(2014). Imyigishirize yubaka ubushobozi mbonezamibanire mu bihe bya nyuma y´amakimbirane. Umusanzu wayo mu guteza imbere umuco w´amahoro n´ireme ry´uburezi.(1.9 MB)

 

 

Learner-centered education is closely linked to educational quality. Numerous studies have shown the close correlation between students’ self-confidence and their academic achievement (Zeinz 2006; Moschner 2001; Hattie 1992; Helmke 1992; Krupitschka 1990). Designing lessons in a way that the lesson contributes to the development or enhancement of positive self-concepts is therefore crucial. Interaction and positive feedback need to be established as everyday methods in class. The Master’s program “Educational Quality in Developing Countries” addresses issues of educational quality while linking them to the specific situation of countries in the Global South and the challenges to be faced in situations of fragility and poverty. “Educational quality” is not only the content of the program, but also shapes the teaching practices, attaching much importance to the methods practiced in class in order for students to experience the influence of positive interaction and feedback in their own learning process.

Presentation Master CPH(2.4 MB)

IMPEQ - Homepage

 

 

Learner-centered education is not only a crucial issue for quality of education but also for students‘ social self-esteem, self-effectiveness and societal peace and coherence. Following the trauma of the genocide, learner-centered education has been systematically introduced in Rwandan Protestant schools in response to the need for peace, social coherence and to improve the quality of education. This book provides an overview of the concepts and experiences from a new Rwandan teacher training program “Participatory and Active Pedagogy”, its educational theory, strategies of implementation, testimonials of teachers involved and the results of an evaluation testing the teachers’ development and curriculum effectiveness on students.

The book is available in English and Kinyarwanda. A French version is soon to be published.

Krogull, S.; Scheunpflug, A. & Rwambonera, F. (2014). (2.5 MB)Teaching Social Competencies in Post-Conflict Societies. A Contribution to Social Peace and
Learner-Centred Educational Quality.
(2.5 MB)

Krogull, S.; Scheunpflug, A.; Rwambonera & F. Mutabazi, S.(2014). Imyigishirize yubaka ubushobozi mbonezamibanire mu bihe bya nyuma y´amakimbirane. Umusanzu wayo mu guteza imbere umuco w´amahoro n´ireme ry´uburezi.(1.9 MB)