Policy,pedagogy,and priorities: Exploring stakeholder perspectives on active learning in the Maldives

Challenges of implementing active-learning reform have been reported across a range of countries and include the need for greater attention to contextual factors and practical realities in the reform process. this study investigates how teachers enact active-learning pedagogy within the maldives. using design-based research,it explores—through contextual analysis and pedagogical intervention—the conditions under which active learning can be enacted within the child friendly schools framework. the article presents findings of the contextual-analysis phase,which sought to understand stakeholder priorities in order to inform the intervention phase. the world café,a participatory approach to data collection,reveals the salient features of active learning considered important across the stakeholder groups: the active participation of students,the use of group work,the teacher as facilitator,a friendly classroom environment,and the potential of the reform to be tailored more equally to all students. © 2015,unesco ibe.