Dr. Malve von Moellendorff

Educationist, interested in diversity education, social equality, decolonisation and critical pedagogy.

Using critical participatory action research in teacher professional development for competence-based English language teaching in lower secondary schools in Kabale Municipality, Uganda

Teachers are central in implementing new school curricula including teaching practices that support the new approaches. In order to enable and support teachers in changing classroom practices effectively, Teacher Professional Development (TPD) is needed, especially after curriculum reforms like the...

Parental engagement and role construction in the implementation of the competency-based education in selected public primary schools, in Nakuru County, Kenya

Driven by the need to equip learners with practical skills and nurture talent, Kenya introduced the Competency-Based Education (CBE) in 2018, aligning with Vision 2030 and SDG Goal 4. While global evidence highlights the critical role of parental engagement in...

African-German cooperation towards decolonising higher education: CERM-ESA approaches and lessons learnt.

This paper looks into decolonisation as a guiding principle for North-South academic cooperation cowards the United Nations 2030 Agenda on Sustainable Development adopted in 20I5. The purpose is to examine the German Academic Exchange Service (DMD) funded African-German cooperation within...