LCT in Developing, Lower and Middle Income and Developed Countries

Autor/in	Shah, Rajendra Kumar
Titel	LCT in Developing, Lower and Middle Income and Developed Countries
Quelle	In: Shanlax International Journal of Education, 9 (2021) 3, S.110-126 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shah, Rajendra Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-2653
Schlagwörter	Developing Nations; Developed Nations; Student Centered Learning; Student Centered Curriculum; Curriculum Implementation; Educational Policy; Educational History; Educational Research; International Organizations; Educational Innovation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; International organisation; International organisations; International organization; Internationale Organisation; Instructional innovation; Bildungsinnovation
Abstract	LCT has been a recurrent theme in many national educational policies in the global South and has had wide donor support through aid programs and smaller projects and localized innovations. However, the history of the implementation of LCT in different contexts is riddled with stories of failures, grand and small. This article provides an overview of the four major topics-context of LCT, LCT in lower and middle-income countries, LCT in the developing and LCT in the developed countries. The major aim of the article is to explore the status of LCT in underdeveloped, to develop and developed countries. For this purpose, I searched scholarly and online databases (Google Scholar, JStor, Proquest) that focus on LCT and related policies, trends, and issues in various countries. I used search terms associated with the various LCT topics in lower and middle-income countries, LCT in developing countries, and LCT in the developed countries. LCT is a traveling policy that has been endorsed by international agencies, national governments, and local innovators. As a globally traveling policy and practice, prescriptions and innovations regarding LCT are often found in contexts where it is culturally new and where the realities of educational governance and resources for schools have not historically accommodated it. Though there are several successful LCT projects, these are too few compared to the magnitude of the failures of the approach in developing countries. In a number of these countries, attempts at transforming traditional classrooms into LCT classrooms have failed. In a recent analysis of the research on LCT implementation, it was evident that the history of the implementation of LCT in different contexts is riddled with stories of failures, grand and small. Across a wide range of developing country contexts, the reports of tissue rejection as teachers and learners struggle to make the paradigm shift far outnumbered the stories of successful transitions from the pedagogies in place towards LCT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01