Active-learning pedagogies : policies, professional development and classroom practices : a case study of two post-conflict contexts Afghanistan and Somaliland : case study 1 Afghanistan / submitted by Geeta Menon.

Notes Cover title.

“September 5, 2008.”

Summary: Data from a literature review, classroom observations and interviews demonstrates that there is a commitment to pedagogical reform in Afghan classrooms. New techniques are being promoted and introduced in schools, policy has been formed to support this, and NGOs and government actors are attempting a coordinated training package to promote pedagogical reform. However, a closer look at Afghanistan shows that while teachers might be starting to use new techniques in classrooms, the constraints to implementing an active learning approach seem to be winning out. Teachers are at best using active learning techniques on a sporadic basis and more often in NGO trained classrooms (Conclusion).