Innovative Pedagogical Teaching Methods for Developing Countries: Empowering the Youth for the Future

This informal CPD article ‘Innovative Pedagogical Teaching Methods for Developing Countries: Empowering the Youth for the Future’ was provided by Henry Abanda, Rousseau Higher Institute of Technology, Douala, Cameroon, who are a leading institute of technology dedicated to providing students with a high-quality education in the fields of science, technology and engineering.

Introduction

Developing countries, particularly in Africa, face a unique set of challenges that are often more intricate than those in developed nations. A significant issue is the rapidly expanding youth population, which holds great potential to address societal challenges and foster sustainable development. However, to fully unlock this potential, young people must be equipped with relevant skills. Unfortunately, many universities and educational institutions in these countries continue to rely on Western teaching models, often without adapting them to local contexts or adequately preparing students for the increasingly complex global job market (Altbach, 2007). This disconnect underscores the urgent need to adopt and adapt pedagogical approaches that reflect the specific realities of developing nations while also equipping learners to thrive as global citizens capable of competing on the international stage.

Challenges in the Current Educational Landscape

In the rapidly urbanizing regions of developing countries, such as those in Africa, the pressures for resources and solutions often outstrip the capacity of governments to address them effectively. Graduates face multifaceted challenges, and many find themselves confronted with complex problems upon entering the workforce, whether they remain in their home countries or work abroad in highly competitive environments. However, the current educational systems are often ill-suited to prepare students for these realities (UNESCO, 2022).

A significant issue is the persistent mismatch between university curricula and labour market demands (Jamaludin et al., 2023). The theoretical focus of many programs leaves graduates without the practical skills needed to navigate the workforce effectively. In particular, Technical and Vocational Education and Training (TVET), which should serve as a key pillar for skills development, often lacks relevance to the realities of the workplace (UNESCO, 2022). The current TVET examination systems tend to emphasize theoretical knowledge at the expense of hands-on practical skills, leaving many graduates ill-prepared to address the pressing needs of their societies or compete in an increasingly globalized workforce.

Additionally, the slow pace of infrastructural development in fast-growing urban environments adds complexity. Governments struggle to find swift and effective solutions to pressing issues, leaving graduates to address not only the mounting problems of their cities but also to compete in the global market. These compounded challenges underscore the need for a radical shift in pedagogical strategies to better prepare students for both local and international demands.

Innovative Pedagogical Methods

In response to these challenges, innovative pedagogical methods have emerged, combining various educational approaches to equip students with essential skills for both academic and industrial settings (Sistermans, 2020). Recognizing the need for more contextually relevant education, institutions have integrated three primary teaching methodologies: Objective-Based Learning, Competency-Based Learning, and Problem-Based Learning (PBL).

Objective-Based Learning is centred around clearly defined outcomes, guiding students by measurable goals throughout their educational journey. This approach ensures that students acquire foundational knowledge and skills necessary to succeed in their fields of study.

Competency-Based Learning further enhances this by assessing students' ability to demonstrate mastery of specific skills or competencies. This method moves beyond theoretical knowledge, emphasizing the application of learning in real-world contexts, thus preparing students for the complexities of modern industry.

Problem-Based Learning (PBL) stands at the forefront of these innovative pedagogical strategies. It immerses students in complex real-world problems as a means of fostering deeper learning. Rather than relying on direct instruction, students engage in collaborative, interdisciplinary projects requiring them to research, analyse, and propose solutions to real-life challenges. This approach is particularly valuable in developing countries, where the practical application of knowledge is critical to addressing local and regional problems.

For instance, students might participate in projects such as designing waste-to-energy systems for major cities, addressing both waste management crises and energy shortages. Other projects may involve exploring operational challenges faced by small businesses, encouraging interdisciplinary collaboration and providing practical insights into local issues.

Benefits of Implementing Multiple Pedagogical Approaches

The integration of these teaching methods creates a more inclusive and comprehensive educational environment (Sistermans, 2020). Students benefit from both theoretical and practical learning experiences, gaining the knowledge and skills necessary to navigate the complex demands of the workforce.

Moreover, this combination of pedagogical approaches better prepares students for the challenges of an increasingly globalized job market. By engaging with real-world problems through PBL, students are not only equipped with technical skills but also trained to think critically, solve complex problems, and work collaboratively—skills essential for success in any industry.

Collaboration with academic institutions, both locally and internationally, further enhances the value of these methods. Offering a variety of pedagogical approaches ensures that programs align with the expectations of global partners, preparing students to work in diverse professional environments.

Challenges in Implementing Innovative Pedagogical Approaches

While the benefits of these innovative methods are undeniable, their implementation is not without challenges. Developing PBL exercises and projects requires significant time and resources, and ensuring that the different methods complement one another can be a delicate balancing act (Wells et al., 2009). Additionally, in many developing countries, PBL remains a relatively new concept, and educators may be unfamiliar with its principles and practices, leading to uncertainty or resistance among staff.

Overcoming the Challenges

To address these challenges, institutions have adopted several key strategies. One such strategy is to engage students with projects and exercises that are relevant to their lived experiences. By basing learning activities on real-world problems that students and their families have encountered, the learning process becomes more meaningful and relatable.

Furthermore, Continuing Professional Development (CPD) has been argued as one of the strategies to build educators’ capacities in PBL (Walton, 2014). Regular training sessions led by experienced facilitators and subject-matter experts provide educators with the support needed to familiarize themselves with new teaching methods. This collaborative learning environment, which includes contributions from both staff and students, ensures that educators are well-prepared to implement innovative pedagogical approaches.

Conclusion

The adoption of innovative pedagogical methods is essential for preparing students in developing countries to meet the challenges of both local and global environments. By integrating Objective-Based Learning, Competency-Based Learning, and Problem-Based Learning, educational institutions are not only bridging the gap between education and industry but also empowering students to become active contributors to their societies. While challenges remain, the successful implementation of these methods can be achieved through strategic planning, relevant real-world projects, and continuous training, ultimately creating a more dynamic and relevant learning environment.

We hope this article was helpful. For more information from Rousseau Higher Institute of Technology, please visit their CPD Member Directory page. Alternatively, you can go to the CPD Industry Hubs for more articles, courses and events relevant to your Continuing Professional Development requirements.

References

· Altbach P.G. (2007) Globalization and the University: Realities in an Unequal World. In: Tradition and Transition. The International Imperative in Higher Education, pp.23-48.

· Jamaludin R.B., Hamid A.H.A. and Alias B.S. (2023) Empowering Technical and Vocational Education and Training (TVET). International Journal of Academic Research in Business and Social Sciences, Vol 13(12), pp. 3072–3080.

· Sistermans I.J. (2020) Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, Vol. 21, pp. 683–696.

· UNESCO (2022) Winning the battle for youth employment. [Online] https://dakar.iiep.unesco.org/en/news/winning-battle-youth-employment#:~:text=Ensuring%20the%20training%2Dto%2Dwork,should%20be%20on%20workplace%20training [Accessed on the 12/10/2024]

· Walton J. (2014) Teachers as Expert Learners and Fellow Travelers A Review of Professional Development Practices for Problem-Based Learning. Issues in Teacher Education, Vol. 22(2), pp. 67-92.

· Wells S., Warelow P. and Jackson K. (2009) Problem based learning (PBL): A conundrum. Contemporary Nurse, 33(2), pp. 191–201.