Learner-centered education is not only a crucial issue for quality of education but also for students’ social self-esteem, self-effectiveness and societal peace and coherence. Following the trauma of the genocide, learner-centered education has been systematically introduced in Rwandan protestant schools in response to the need for peace, social coherence and to improve the quality of education. This book provides an overview of the concepts and experiences from a new Rwandan teacher training program “Participatory and active Pedagogy”, its educational theory, strategies of implementation, testimonials of teachers involved and the results of an evaluation testing the teachers’ development and curriculum effectiveness on students.

In diesem Band wird die Frage nach der Identität und dem Profil evangelischer Schulen erstmals in dezidiert globaler Perspektive diskutiert. Dies geschieht im Bewusstsein, dass sich die raumgreifende Globalisierung von Religion in der Gegenwart längst und mit steigender Wahrnehmbarkeit auch in deutschen Klassenzimmern bemerkbar macht.