Activity 2.5 The justification for LCE as a policy choice – Oluwafunmilayo Olalusi

Priority 1 Ability grouping with individualize teaching according to the needs of each child

The cognition narrative suggests that everyone learns more effectively when lessons build on their capabilities and interests and are based on problem-solving and application rather than pure individual rote learning. There is also an assumption that LCE is more activity oriented and engaging for students, thus prompting more meaningful learning.

 In reality, many good teachers draw on a range of methods in their pedagogical practice, which are suited to the cultural and resource contexts in which they work. So, it is possible to create a flexible set of principles that might be helpful in improving practice everywhere. The principles are intended to be adaptable to all local contexts. They are also intended to take us away from prescriptions about specific learner-centred classroom techniques toward a more holistic and context-sensitive approach.

in contexts where group work was being advocated, teachers sometimes put learners physically into groups but continued to teach from the front. The net effect on learning was that fewer learners could see or hear what was going on. Some teachers, who were not clear on the concept or on their responsibilities, implemented independent learning in ways that left too many decisions to unprepared learners, and classrooms became unfocused and unproductive.

Priority 2 Learners to develop critical thinking

The preparation narrative is increasingly common in national policies. It refers to the need for learners to develop ‘21st century skills’ for life in the ‘knowledge economy’. These include abilities and attributes such as critical thinking, independent research, and flexibility. LCE is believed to support the development of these by reducing the content basis of learning and encouraging independence and collaboration rather than reliance on the teacher and text.

On a more foundational level, children from less educated families are likely to be disadvantaged by LCE. If they are left to choose what they wish to learn, such children will not have access to the ‘powerful knowledge’ that might help to promote social mobility and redress the imbalances that stem from the home environment. Generally, learners are concerned primarily with passing common examinations, and so alternatives may not be perceived as a good use of time.

Priority 3 Learners are free to determine what they want to learn

The emancipatory narrative suggests that by putting more decisions in the hands of learners, learner-centred approaches free them from teacher authoritarianism and from strict curricula that do not reflect their personal needs. By doing this, LCE is believed to protect learners’ rights and develop the skills and attitudes that promote democratic citizenship.  

LCE is actually not suitable for all cultural or resource contexts. In many African cultures, particularly Nigerian culture,  for example, respect for elders is ingrained; in such contexts where children do not question adults or the texts they have written, the critical and independent thinking and questioning attitudes demanded by LCE do not come easily. Moreover, it is difficult for teachers who have not personally experienced such teaching in their own education to know how to approach it. Most teachers are used to teaching knowledge.