Abstract
All over the world, international development organizations try to increase professional capacity of local
staff. These attempts are thought to fail because of financial constraints, but this is just part of the story.
Professional development and adult learning theories approach learning from a western perspective,
while many developing societies are organized according to non-western models. This article describes
research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory
could be applied in order to improve learning and support transfer. When local experience and the
cultural influence on learning are acknowledged, learning outcomes are found to improve.
Original language | English |
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Pages (from-to) | 241-251 |
Number of pages | 11 |
Journal | International Journal of Educational Development |
Volume | 32 |
DOIs | |
Publication status | Published - 2012 |