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Teachers and Students of Center for Creative Leadership Bring A-PBL to Africa

The OProSS team introduced to Lesotho and Eswatini a global teaching approach called “Advanced-Project-Based Learning” during their visit to Africa from July 14 to Aug. 19.

This summer vacation, led by Chun-Wei Lin, the chair of Center for Creative Leadership, and Yeneneh Tamirat Negash, an assistant professor from Department of Business Administration, 10 students of Asia University went to Lesotho and Eswatini. They demonstrated Advanced-Project-Based Learning (A-PBL) at Amitofo Care Center (ACC) branches of Africa. Chun-Wei Lin said that when they visited Africa as volunteers last year, they taught students only. But this time, they further implemented this global teaching method A-PBL, hoping that the new method could prevail in Africa.

A-PBL, according to Chin-Fa Tsai, the president of Asia University, enables students to think independently, digest the reflection given by instructors, and attain autodidacticism by displaying the results of their learning. President Chin-Fa Tsai also stated during the flag-granting ceremony that the global popularization of A-PBL is extremely meaningful.

Chun-Wei Lin pointed out that in order to popularize A-PBL, the main target of their service this time was the instructors at ACC. From the first day of their arrival in Africa, 10 students from different departments of Asia University trained those ACC teachers under the leadership of Chun-Wei Lin himself and Yeneneh Tamirat Negash with a designed project of A-PBL.

At ACC in Lesotho and Eswatini, the educational structure is comprised of primary school and high school. Teachers of these grades were asked to design their own lesson plans and teach in class after receiving the A-PBL training. A grade 4 teacher named Mahase created a lesson plan titled “How Basotho Live (Past and Present).” After Mahase’s A-PBL teaching, those G4 students were divided into groups and showed the conclusion of their discussion through performances. Some groups sang songs, and others danced. In this way, students at ACC understand that learning can be interesting.

From Mahase’s perspective, unlike traditional spoon-fed education in which students are forced to absorb everything teachers say, not only does A-PBL facilitate students’ knowledge acquisition but it also allows students to discuss with others and express themselves more.

Chun-Wei Lin, the chair of Center for Creative Leadership, hopes that instructors in Africa could still apply A-PBL in class after they left Lesotho and Eswatini so that their visit is proved worthwhile. Gladly, local African teachers also acknowledge the change brought to their students by A-PBL. In addition to international connection, A-PBL offers more opportunities for students to give their opinions, thereby promoting their learning effects.

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