Implementing Active Learning Reform in the Maldives: Challenges and Opportunities

Abstract

Many countries are adopting child-centered active learning reforms as they strive to improve the quality of primary education. Consistent challenges can be found in the implementation of similar, global reforms. These issues are discussed here within the following framework: the cultural appropriateness of such reforms; the extent to which active learning is understood and implemented; the inconsistencies between active learning and test-driven assessment; the training and preparation of teachers for the changing pedagogy; and the availability and use of learning resources that support active learning. This article examines these challenges and potential solutions in the Maldivian context.