Khadija Farrukh, Fareeha Shahid
Programmatic Assessment Prototype Design Using Integrated System Thinking And Design Thinking Framework
JPMA. The Journal of the Pakistan Medical Association
many low middleincome countries schools sites crosscultural contact conflict due mismatch learning priorities pedagogical practices used childrens homes encounter school alien nature school learning context contributes several negative outcomes hampers childrens acquisition academic skills limits parents engagement schooling prevents schools benefiting learning resources pedagogical practices available local context prevent many low middleincome countries considering feasibility incorporating local cultural activities school curriculum means bridging cultural divide schools communities serve research aims inform decisions case study stakeholders views towards integration specific indigenous pedagogic tool folktales school settings cameroon central africa qualitative data gathered 20 teachers 15 parents kumbo capital nso kingdom traditional childrearing customs remain strong thematic analysis data revealed parents told children folktales one component indigenous participatory pedagogy designed stimulates cognitive skills enhance moral development among children teachers parents believed many potential importance integrating folktales schools traditional pedagogy schoolteachers professional practice teachers reported used folktales lessons andor pupils free time like parents teachers narrated folktales invited children narrate though parents indicated necessary pattern findings supports conclusion folktales provide invaluable pedagogic values prospects schools formal education general caution exercised attempt generalize findings sample geographical site limited however study suggests folktales may readily available indigenous pedagogic tool high level acceptability among teachers parents effective bridging cultural divide schools communities many low middleincome countries