Category: Education

“In Teaching there is Freedom” – Inspiring the Next Generation of Educators in Rwanda

{In the first few moments stepping onto campus, it is apparent that Bicumbi Teacher Training College, located in Rwamagana District, is not an ordinary secondary school. Built in 1973, the school’s age is invisible beneath pristine landscaping and spotless brick classrooms. Quotes by Socrates on hand-painted signs speckle the courtyards: “I cannot teach anyone anything, I can only make them think.”}

Jean Nizeyimana is an instructor, or “tutor”, at TTC Bicumbi. Married with three young children, he has been educating Rwanda’s next generation of teachers for over ten years. Jean loves teaching, and prides himself on challenging students to demonstrate their knowledge in practical ways in order to distinguish themselves from others. When he is not in the classroom, Jean can be found proudly showcasing his students’ latest creations in the Teacher’s Resource Center (TRC), one of many innovations made possible due to generous support from the Ikea Foundation, UNICEF, and other partners.

Students study the art of teaching for six class periods per day, one of which is spent in the TRC. Jean shows them how to make teaching aids from easily accessible local materials, such as discarded containers of Pringles, rice sacks, empty water bottles, and banana leaves. These materials are used to enhance student engagement and provide visual representations of the theories being communicated. For example, Jean demonstrates how water bottles can be used to convey measurements of volume in a science class. Students can also gain practical classroom experience by modelling their new resources at a nearby primary school.

As a result of dedicated tutors like Jean, students are immediately qualified to enter the workforce as primary school teachers after completing three years at the TTC. Under the leadership of the Ministry of Education, UNICEF Rwanda is proud to support such inspirational leaders who are shaping the young minds of Rwanda.

“In teaching there is freedom,” Jean asserts. “We can get hope from our new generation; we help our country to develop by educating everyone.”

Source : Unicef

June 28, 2017
Thanks to quality pre-primary learning, children aspire to contribute to the development of their country

{Keza is five years old. She is in her last year of pre-primary school at Gasanze School, one of the UNICEF-supported Child-Friendly Schools. She is excited about graduating from pre-primary and speaks happily about her teachers and the variety of toys she finds in class.}

When asked what she dreams to be in the future, Keza responds without hesitation. “I want to be the president when I grow. I am in school to prepare myself for that dream.” Explaining how her lessons help her towards her dream, Keza proudly adds, “my teacher gives me time to play with toys and he teaches us Kinyarwanda and Mathematics. I know a president must know how to read and write and should know how to count well.”

Gasanze School is a beneficiary of the UNICEF CFS model rollout by the Ministry of Education in which over 70 schools were constructed. Most recently, in collaboration with the Adventist Development and Relief Agency, the school has received an addition of a pre-primary section. This initiative is part of the UNICEF pilot model for early learning, supported by Schools for Africa and UK Department for International Development. As a full-fledged primary school from pre-primary, Gasanze School has spacious, aerated classrooms, improved sanitation and hygiene facilities, a well-stocked library, disability-friendly buildings and pathways, and green safe playgrounds. The recently added pre-primary unit has been equipped with child-appropriate furniture and a range of play-based materials to support children’s learning.

Through play, children are able to engage in hands-on activities as they interact with their classmates. This approach enhances innovation and creativity as children are able to play and learn according to individual interests and choices.

Jean Claude Munyeshyaka, Keza’s teacher, says, “When pupils begin their first year of nursery school, they are excited but shy. They are usually unable to speak because they are not with their parents. This is a good time for us to start engaging them until they are able to talk and share their thoughts.” Jean Claude explained that the lessons he teaches his students in nursery prepare them to start primary school with a solid foundation. Jean Claude uses the early learning teaching manual developed by Rwanda Education Board with the support of UNICEF. As part of overall support to the curriculum review process, towards the currently rolled-out competency-based curriculum, UNICEF has collaborated with the Ministry of Education to develop the first ever pre-primary curriculum. Jean Claude has also benefitted from UNICEF-supported national trainings for caregivers on facilitating play-based learning, and continues to benefit from teaching support through the UNICEF-supported school-based mentorship programme aimed at supporting the national school-based mentorship programme implemented by Rwanda Education Board.

Expanding access to pre-primary education is only one of the ways UNICEF and the Government of Rwanda collaborate to create a vibrant new generation with visions like Keza’s. Encouraging children to dream big and plan their future is essential for strengthening Rwanda’s education system. In schools like Keza’s, each student has a personal file, where teachers keep track of a child’s individual interests based their habits during play. This allows teachers to support their students’ passions to achieve their dreams.

Eugenie Mukamurenzi, headmistress at Gasanze, said, “I am happy about our progress impacting quality education. I hope UNICEF will continue to help the Government of Rwanda support our school so we can ensure quality education for the future generation of students.”

Source : UNICEF

June 28, 2017
“Life is all about setting goals” – Josiah’s story

{ “Life is all about setting goals. Without data, we don’t know how things were 15 years ago, and we don’t know how we want to be 15 years from now. This is what I learnt from the discussion on the Millennium and Sustainable Development Goals.”}

Josiah is 13 years old. He likes to study geography in school, and he recently participated in “Reading Data with Children”, a collaborative event between UNICEF and the National Institute of Statistics of Rwanda (NISR), organized as part of Africa Statistics Day. Nowadays, he is a strong advocate for children’s rights at home, at school, and in his community by using the statistics as a tool. At “Reading Data with Children”, Josiah learnt about the great progress Rwanda made towards achieving the Millennium Development Goals. To quote Josiah’s own sentiment, he was “transformed” by reading data.

Every year in November, the African statistical community celebrates Africa Statistics Day to raise public awareness about the importance of statistics in economic and social development. NISR and UNICEF recognize that not only are children the most seriously affected by development, but are also the future leaders and citizens who will have to live with its consequences. Therefore, the two agencies organized “Reading Data with Children” to compliment Africa Statistics Day, inviting children to discuss issues related to children’s rights and using Rwanda’s latest data from the Demographic and Health Survey and the Integrated Household Living Survey. Discussions focused on the most recent socio-economic indicators related to children’s rights, and were followed by a creative painting session to help children visually express issues of equity and relate them to their own lives. To promote inclusiveness, a partnership was established with the National Commission for Children and the National Council of Persons with Disabilities. Data-themed t-shirts were designed to further nurture solidarity and inclusion among the participants.

The Reading Data with Children event turned out to be very successful. About 50 children between 12 and 17 participated, boasting equal rates of girls and boys, including some children with disabilities. Children were fascinated by Rwanda’s Millennium Development Goal achievements, and by reading statistics for the first time. They absorbed key messages quickly, such as the importance of education for girls and the correlation between educated mothers and good healthcare practices.

Without being prompted, one girl reacted quickly when she noticed the graph showing steadily increasing institutional delivery rates in Rwanda. “Some women are still dying during delivery, as they do not have an access to health facilities,” she said. “I know these things are really happening. I think it is the Government’s responsibility to ensure that all women have access to medical services. In the future, I would like to see every mother informed about proper childcare in Rwanda.”

Participants were emphatically voicing their opinions, one after another, both vocally and through sign language. They shared vivid stories about related situations in their own communities. They eloquently requested the Government’s commitment to universal access to education. The children were powerful, vocal, and fearless. Officials present at the event were simultaneously overwhelmed and impressed by the children’s active engagement.

At the Reading Data with Children event, Josiah was fascinated by Rwanda’s human development statistics, which he had never seen before. At the official Africa Statistics Day ceremony, Josiah represented the other participants and presented his analysis to more than 200 people, including high ranking officials from the Board of NISR. He pointed to a colourful map of Rwanda, showing the disparity in stunting rates between districts. “As you can see, many children are suffering from malnutrition in the Western Province,” he began. “It is your responsibility to ensure that every child has a balanced diet.” He presented for 20 minutes with no pause, confident and assertive, empowered by the data he had absorbed.

Two months later, NISR and UNICEF visited Josiah at his home in Kigali. Josiah answered the door, hardly recognizable in his sudden shyness. It was difficult to remember that he had spoken so eloquently at the event; outside of the Reading Data with Children context, he behaved like any other 13 year old boy.

The interview took place in the evening, when Josiah’s father insisted that all family members would be present for the visit. Josiah sat in the living room next to his father and shared his recollections of the Reading Data event. That day, immediately after returning home, Josiah told his parents and siblings, “We need to make sure that we all eat a balanced diet!” His advocacy did not stop there. The following day, he prepared a school report and presented recommendations to his teachers. “I told my teachers that they need to do more research by making the best use of internet and digital information in order to enrich their class,” he said. “I was inspired by the discussion about the rates of Internet access in Rwanda.”

Using the handouts distributed at the Reading Data event, Josiah approached his friends and showed the maps and graphs. “Don’t just wait for others to come and help you by staying home and watching television,” he told them. “We must take care of ourselves first, and next we need to stand up and go help others.” He told them about his presentation at Africa Statistics Day and how children are suffering from malnutrition. Although his stories and handouts were foreign to his classmates, it did not take long for his ideas to spread around his neighbourhood.

Josiah reminded his visitors that the Global Goals are all about real lives after all. Human development, politics, economy and social welfare are often discussed as if they exist in a world of opinion and subjectivity, but how many people can ascribe real meaning to the Goals like Josiah? After speaking with Josiah, it was not difficult to believe that children are truly the future of development; his words were so wise and inspiring, and much more powerful than the perceived ivory tower where adult opinions are manifest.

Adults have a lot to learn from children, from the way they read and interpret data to how they view the world through data, and most importantly, how a 13 year old can be empowered and confident if given the opportunity.

Josiah wants to pursue a career in international development studies. “After graduating from school, I want to work to improve the education, health, and economy of Rwanda, as I realized that we still have many problems,” he said. “No matter how difficult, I will achieve my dreams step by step. After achieving one goal, I will set another, because life is about moving ahead by setting goals.”

Noting the success of Reading Data with Children, NISR proposed that the event should be an official part of the Africa Statistics Day celebration in Rwanda, and requested UNICEF’s continued support in this endeavour. In order to reach more children, NISR also proposed to make statistical discussions an official extracurricular activity in secondary schools .

During the interview, Josiah’s father and mother were listening carefully to everything their son was saying. His father even took notes throughout the interview. As the interview team was leaving, his father whispered that since the Reading Data event, Josiah had changed his eating habits. With a proud smile, his father said, “He eats many more vegetables these days.”

Josiah even asked to see development data from Somalia, stating that he knew children are suffering there, and that he wants to be aware of the comparison. He requested UNICEF and NISR to invite many more children to the next Reading Data event. “I think all Rwandan children deserve an experience like mine.”

Source : UNICEF

June 28, 2017
Dreams come true as dedicated social workers find loving families for orphans in Rwanda

{Back in Nyarugenge district, Peter was an orphan. He was abandoned as a newborn, helpless and dependent, before a small group of nuns discovered him in a garbage bin. The nuns raised him until he was eight years old, when he moved to an orphanage.}

As he grew older, Peter continued to demonstrate what his caretakers could only describe as “challenging” behaviour. Lacking in familial love and positive role models, Peter was violent towards other children, picked fights and bullied children his own age, and had very poor performance in school, consistently ranking as the last in his class.

Initially, his caretakers at the orphanage and the social workforce from the National Commission for Children made several attempts to find him a family, but he would mostly refuse to go. Only once did his caretakers believe they had finally found a family for him, and they excitedly arranged a visit. But only a few hours later, Peter arrived back at the orphanage. He had taken a taxi on his own, telling his caretakers that he preferred the orphanage. “No family can fit me,” he said.

A few years ago, social worker Angelique Mukamana dedicated herself to Peter’s case alongside her colleague Lydia Bigirimana, a child psychologist. Angelique and Lydia work in Nyarugenge District, one of the three districts comprising Kigali City, on child protection cases as part of the Tubarerere mu Muryango programme.

Tubarerere mu Muryango means “let’s raise children in families” in Kinyarwanda, the local language spoken by nearly all Rwandans. Not only does it capture a ubiquitous cultural value – that the pride of most families is their children – but it is also an important Government programme aimed at finding safe homes and loving families for all children in institutional care. Since its inception in 2013, UNICEF has supported this programme, with funding from organisations like Zonta International and the Displaced Children and Orphans Fund of the U.S. Agency for International Development (USAID).

In Nyarugenge District, all children formerly living in institutions have been reintegrated into families. The success of the Tubarerere mu Muryango programme depends on the determination of social workers like Angelique. In addition to facilitating adoptions, Angelique facilitates trainings on positive parenting, teaching families and communities about the importance of a loving and emotionally supportive environment for children. The trainings also seek to promote child participation in decision-making and prevent violence against children, and Angelique has found that adults have begun to seek parenting advice from her and other professionals. Before children are considered to be successfully reintegrated, Angelique follows up with each family on a regular basis for six months to a year, ensuring that the child is safe and happy in their new home.

“Families are learning that with emotional support and a caring environment free of violence, children are capable of developing and accomplishing anything,” Angelique said, “and that they don’t need to live in institutions just because they have some problems.”

Angelique was determined to find a family for Peter. She worked closely with Lydia to find a family with time and patience to devote to him, one with other children who Peter could eventually call brothers and sisters. One of the key components of Angelique’s work was to talk with Peter and listen to his stories, his concerns, and his aspirations. She tried to use this information as the foundational criteria for his family.

Eventually, after careful assessment, Peter’s new family was found. He still gets rough on the playground, but only because he’s playing football or wrestling with his siblings. He has multiple brothers and sisters, and proudly calls his foster parents “Mom” and “Dad.” Peter has even improved at school; recently, he succeeded in his national exams, graduated from primary school, and will enter his first year of secondary school this month.

Angelique smiled when she spoke of Peter. It is children like him who prove that her work within the Tubarerere mu Muryango programme has had a profound effect. She spoke selflessly about the success of efforts like hers, and implored unselfconsciously for increased support so the programme can be strengthened.

Although Angelique’s work is far from finished, it is not difficult to see why she feels fulfilled. “We see such big changes in their lives, even after only three to six months,” she said. “It makes me so proud to see children improving in their new families.”

{ *Note: The name of the child in this story has been changed to protect his identity.}

Source : Unicef

June 28, 2017
“Itetero : Disseminate important messages on health through radio to reach communities in Rwanda”

{Rwanda Broadcasting Agency (RBA) production team for the Itetero children’s radio programme visited Huye District. Itetero means “children’s nurturing space” in Kinyarwanda, Rwanda’s local language.}

“When we create a new episode of Itetero radio programme, we focus on key messages for children and parents – what families need to know about mothers’ health and children’s health,” explains Christine Uwizeye, Itetero producer from RBA.

For the upcoming episode about family interacting with a Community Health Worker (CHW), Christine interviews with Goretti Kayirere, who is serving as a CHW in Kinazi Sector, Huye District, Southern Province.

Goretti has been supporting her community for 16 years. She is a mother of five children and her youngest child is 15 years old. Goretti’s day is divided between her CHW roles and her tasks as a mother at home. But whenever someone from her village calls her, she tries to attend to her neighbours quickly and provide quality follow-up.

“It is voluntary work and I am proud of myself. Sometimes I go to see a mother with a new-born baby in the morning, then I go to see another baby in the afternoon.”

Goretti goes to the health centre in her village to attend meetings, receive training, and to collect medication and communication materials. Since 2013, she has attended many trainings on Rapid SMS system, including how to register and send critical information through RapidSMS.

“The first child I helped as a CHW had malaria. I took her temperature and she showed all the symptoms of malaria. I helped her get necessary treatment and later on she recovered. That experience gave me self-confidence and recognition from my community members. It was only the beginning — there were many more cases when I helped families and children in my community.”

She continues. “When a family moves to another village or district, I also help them by transferring their information through RapidSMS so that they can continue to get attention from their new CHW and health centre.”

RapidSMS technology enabled a community approach to health care in a true sense of the word. It mobilizes a network of 45,000 CHWs to track every pregnant woman and baby. It was introduced by the Government of Rwanda as a pilot project in one district in 2009 with technical and financial support from UNICEF, aiming to reduce the high rate of maternal and new-born mortality as a national development priority. RapidSMS technology enables timely reporting, feedback and quick actions to save lives. The data gathered at the central level are shared with District Hospitals to inform the planning and interventions for health issues at community level.

Today, Goretti is visiting the family of Jeanne d’Amour Kwitonda with the RBA team. Jeanne d’Amour gave birth to her baby girl three weeks ago.

“Goretti visits me often to check how my children are, especially my baby Joie. When I was in labour, I called her and she accompanied me to the health centre. She only left after I delivered the baby and after my mother came to take care of me. I am very thankful,” said Jeanne.

After Joie was born, Goretti sent a message through RapidSMS to record that both mother and child were healthy.

“Now I visit her family to check if everything is going well. I receive timely reminders from health centre through RapidSMS related to health issues, for example, when the baby needs vaccination,” said Goretti. Then, she turned to the mother with an important piece of advice. “Love your children. Care and love also affect children.”

“I advise all parents to get the support they need from CHWs and to seek timely health treatment for their children,” explained Goretti.

The interview with Goretti on how to take care of mothers’ health and children’s health will be broadcast on Radio Rwanda as part of the Itetero programme. Her story and advice will be received by many parents across the country.

June 28, 2017
EALA okays EAC integration syllabus for all schools

{The East African Legislative Assembly (EALA) has unanimously passed a motion to pave the way for an introduction of a regional syllabus on EAC integration process to be used by schools at all levels.}

The EALA members passed the motion that was tabled by Ms Shy-Rose Bhanji (Tanzania) on Thursday evening, directing partner States’ ministers responsible for EAC affairs and education to write and widely distribute materials on the regional integration process in schools at all levels.

Led by House Speaker Dan Kidega, members voted unanimously to pass the motion to kick start its implementation by partner States. Mr Kidega said that each partner State should start implementing the motion.

Supporting the motion, Mr Martin Ngoga (Rwanda) said the regional integration was an important step as the treaty forming the EAC had it at heart, saying the (new) EAC should be people-centred, as it belonged to them and not political leaders, the bureaucrats or a few who were active in some formal activities and businesses.

Mr Ngoga said citizens needed to be thoroughly enlightened about the integration process and its benefits, insisting that the best way to achieve the goal was to come up with the EAC integration syllabus at all levels of education among member countries.

The Speaker said it was only through the regional syllabus that the integration process will be built on a strong, fruitful and sustainable foundation.

Earlier on, Ms Bhanji said that about 65 per cent of the block’s population consisted of young people who knew little about the benefits of unity and integration, hence calling for the need to come up with a comprehensive strategy and process of changing the mindsets of the emerging society, so that they were made aware of the opportunities and benefits to exploit.

“Regional integration will not only improve social-economic wellbeing of regional residents but also largely contribute to the much cherished unity in East Africa,” she said.

She added that the regional syllabus will enhance the EAC integration, given the fact that the process has not been handled comprehensively within partner States.

The outgoing EALA member from Tanzania told the august House that the principles of the Community include provision by partner States of an adequate and appropriate enabling environment, such as conducive policies and basic infrastructure.

She asked the partner States to come up with concerted effort to foster cooperation in education training within the Community. Ms Bhanji was of the view that the EAC integration was such a huge challenge and new to most regional residents, especially the young ones.

For practical reasons, she said 17 years since the re-establishment of the EAC only a small percentage of citizens were fully conversant with the integration agenda. She noted that the percentage related mostly to the business community, the academia and EALA members.

“I’m not saying nothing has been done so far, to educate the general public on the EAC integration process, but only that the impact is not widespread and this is because very little education has been disseminated among the majority of our people,” she explained.

“Given the fact that about 65 per cent of East African population is made up of the young generation, we have to engineer the change of their mindsets in a more systematic manner and that is through the introduction of integration process as a lesson in primary and secondary schools in the bloc,” she added.

She insisted, saying: “When this is done, we can be rest assured that the coming generation will have acquired more and better knowledge about the integration agenda.

Integration is core to the future of East Africans.” Sharpening her argument, she said the benefits of writing a common syllabus were many because the younger generation will be enlightened on the entire concept on EAC integration.

As they grow up, said the EALA member, they will appreciate and understand all the stages of integration, developments, benefits and opportunities. EAC education at lower levels will open the minds to those who will not be able to pursue higher education to opt for small-scale businesses across East Africa.

Source:Daily News

June 3, 2017
UoK positions itself as a centre of academic excellence and quality education in Rwanda

{A member of the Inter University Council of East Africa (IUCEA) and a fully accredited /chartered University by the Government of Rwanda, University of Kigali is one of the leading private higher institutions of learning in Rwanda within the shortest distance from Kigali City Center and its surroundings. The University campus can be accessed easily within a maximum of 10 minutes from the main City Centre.}

UoK started its operations in October, 2013 and acclaims to be the fastest growing university in Rwanda with a student body of more than 4500 students within three years time, enrolled for various undergraduate, post graduate and masters programs. The University has two campuses, one in Kigali, the main campus and the other, a branch in Musanze, Northern Rwanda. It has so far graduated more than 700 students and many more are expected to graduate this year.

The University has three faculties namely, the faculty of Business Management and Economics, the Faculty of Information Technology and Architecture, the Faculty of Law and the School of Post Graduate Studies. In addition, UoK has a School of Accountancy, a Centre for Economic Governance and Leadership and a CISCO Academy and enjoys partnerships with reputable Universities from India, Germany and Kenya. The University has International students from Nigeria, Burundi, Uganda, Kenya, Tanzania, South Sudan and the Democratic Republic of Congo, an indication of its drive towards internationalization and excellence.

The facilities existing at UoK include the state of Art lecture Rooms, computer laboratories, main Library and well equipped administrative offices. With the new upcoming state of the Art building in Kiyovu, Kigali City Centre, UoK is on the course of becoming the only Private University that will have a complex of such kind with modern education facilities in Rwanda and even the region.

Research occupies a central place in the University affairs and receives full support of University promoters. The focus on Research is guided by UoK’s mandate to help Rwandan communities to solve problems that they face and also to inform them the teaching-learning process. The broader research themes include but are not limited to corporate governance and leadership, small and medium enterprises, Entrepreneurship, project planning and management and sustainable development among others.

Early this year, the University organized an “International Conference on Advances in Business and Information Technology & Doctoral Colloquium(ICBITDC, 2017) in collaboration Shri Ram College of Commerce, University of Delhi, India and Namibia University of Science and Technology, Windhoek, Namibia. This will be an annual event of the University bringing together from all over the world academicians, practitioners, policy makers, researchers, and students to brainstorm on contemporary issues in Management, Economics, Public Policy, Administration, Accounting, Information Technology, Finance and other Business related topics. UoK is also in the process of launching an accredited peer reviewed journal with an internationally acclaimed board of editors and reviewers.

Under Graduate Programmes offered: Bachelor of Science ( honors) in Accounting, Bachelor of Science (honors) in Finance, Bachelor of Science (honors) Marketing, Bachelor of Science (honors) in Economics, Bachelors of Science( Honors) in Procurement, Bachelor of Science (Honors) Public Administration & Local Governance, Bachelor of Information Technology (BIT), Bachelor of Education , Bachelor of Law (LLB), Bachelor of Business Information Technology (BBIT) and Bachelor of Computer Science (BCS).

Post Graduate Programmes offered: Master in Business Administration, Master of Science in Finance, Master of Science in Information Technology, Master of Commerce, Master of Arts in Public Administration, Master of Science in Project Management, Master of Science in Human Resource Management, Master of Science in Business Information Technology, Master of Science in Entrepreneurship, Master of Science in Economics, Master in Public Policy and Management, MASTER OF BUSINESS EDUCATION (NEW) AND POST GRADUATE DIPLOMA IN EDUCATION (NEW).UoK School of Accountancy: offers training for professional accounting courses that are high on labour market demand. UoK is currently training professionals from different Government Institutions for the professional accounting professions of ICPAR. The school offers training in ACCA, CIMA, CPA-R, CPA-K, CAT, ATD, CIFA and IPSAS.

For more information and details on enrollment: Tel:0788303385/0788303386, E-mail: universityofkigali@uok.ac.rw, Website: www.uok.ac.rw

June 1, 2017
HEC to assess Gitwe University’s reopening

{The Higher Education Council (HEC) has revealed that 14 members of the Council are set to carry out a forensic audit of Gitwe University before it is re-opened. }

Lectures in some courses including medicine, nursing and laboratory sciences at the University were suspended in March 2017 following MINEDUC assessment which established that there was clear lack of observation of standards with inadequate teachers, poor laboratory and library facilities as well as lack of teaching materials.

A statement released by HEC explains that the move follows a report from the university management that expresses and assures HEC to have implemented recommendations from an earlier audit.

“I am delighted to let you know that a delegation from HEC will visit your institution from 10th to 12th May 2017 to audit and establish how far you have implemented recommendations you were asked to,” reads HEC in a statement replying to Gitwe University.

During a recent HEC meeting with 10 higher learning institutions, and universities whose academic programs were suspended, it was agreed that a university will individually request for an audit for before reopening.

The Executive Director of the Higher Education Council (HEC), Dr. Emmanuel Muvunyi has explained that HEC will discuss with universities found to have implemented between 30% and 40 % of the recommendations on how to implement the remaining components within six months or be definitively closed if they fail to do so.

Some universities that were closed in March 2017 following a report identified their lack of required standards include; Rusizi International University in Rusizi district, Singhad Tehcnical Education Society(STES) in Kicukiro, Mahatma Gandhi University-Rwanda located in Gasabo and Nile Source Polytechnic of Applied Arts based in Huye district.

Others which had some courses suspended include University of Technology and Arts of Byumba (UTAB) inGicumbi district, Open University of Tanzania in Ngoma district, Jomo Kenyatta University of Agriculture and Technology based in Kicukiro, Institut Catholique de Kabgayi (ICK) in Muhangadistrict and Institutd’EnseignementSuperieur de Ruhengeri (INES-Ruhengeri) based in Musanze.

May 5, 2017
Kenya receives Sh8.8bn to boost education

{A Sh8.84 billion grant has been secured to improve and strengthen education in the country.
}

The first tranche of Sh407 million from the Global Partnership for Education will go to 1,357 schools in 27 counties.

The multilateral partnership gives education to children in the world’s poorest nations.

A total of 4,000 schools in all 47 counties will be covered in the four-year project until March 2018 under the World Bank-supervised Kenya primary education development project (Priede).

{{NUMBER OF SCHOOLS}}

In an advertisement in the government newspaper, My.Gov on Tuesday, the schools will have to adhere to management and accountability requirements.

According to the advert, the funding will go to 131 schools in Nakuru County and 120 in Murang’a as will 95 in Homa Bay.

In Taita-Taveta, 93 schools have been singled out in the first phase and 85 in Meru.

Counties with the least schools in the first phase are Tana River, with five, Nairobi and Marsabit (12), Wajir (15) and Samburu (19).

“Each school will receive a grant of $5,000 (Sh500,000) in two tranches,” reads the ad by the Principal Secretary, State Department for Basic Education.

{{LITERACY LEVELS}}

The first tranche will be given out based on the school’s categorisation following findings of the recent school-based risk audit.

In 2016, the government distributed 4.8 million textbooks to more than 20,000 primary schools under the Tusome Project in a bid to improve literacy in Standard One and Two.

According to the ministry, eight firms have been recruited to train 4,000 school teams on school improvement plans.

About 4,000 head teachers and 8,000 boards of management have also been sensitised on teachers performance appraisal development.

Recently, Education Principal Secretary Belio Kipsang said private schools will be included in Tusome and Priede.

“As we prepare to print the second copies of the book of Priede, we want to see how we can work with you and how children in our private schools will benefit from the methodology and contents from the curriculum delivered from these concepts,” said Dr Kipsang at the close of the 20th annual conference for private school managers in Mombasa.

Kenya Private Schools Association chairperson Mutheu Kasanga had complained that private schools had been unfairly left out of the two developments.

Source:Daily Nation

April 21, 2017
Uganda: Makerere expels 15 medical students over fake admission documents

{Makerere University has dismissed 15 students who allegedly forged diploma transcripts to gain admission to the College of Health Sciences.}

Thirteen of those affected are all first-year students of medicine and surgery. Two others were pursuing pharmacy degrees.

On March 9, the academic registrar, Alfred Masikye Namoah, wrote to the affected individuals informing them to appear before an ad hoc committee in the Senate building to defend their diploma transcripts before the university could take action.

“It was discovered that you presented a forged diploma academic transcript for admission on private sponsorship for the 2016/2017 academic year. You are therefore requested to show cause why your admission should not be cancelled by appearing before the ad hoc committee on March 21 without fail,” reads Mr Namoah’s letter.

Sources close to the university but who declined to be named told Daily Monitor that only 11 students appeared before the committee but their defence was weak.

On Wednesday last week, the committee dismissed the students.

The deputy vice chancellor, finance and administration Barnabus Nawangwe confirmed the dismissal saying that the university does not admit students with forged documents.

Prof Nawangwe noted that the victims should not expect any refund from the university because they are criminals.

“If somebody has got entry into the university using fake documents, the matter is not just being dismissed from the university, but it is a criminal offence so they should be in prison because they are criminals,” Prof Nawangwe said. “They are not entitled to any refund because they have been studying and using our facilities yet they were here illegally.”

Charles Ibingira, the principal College of Health Sciences, had earlier informed Daily Monitor that the students had presented fake documents for admission and that the management was working round the clock to ensure the culprits are nailed.

“This time round, we went to the institutions the affected students claimed to have studied and it was discovered they didn’t have their records,” said Prof Ibingira..

According to university regulations, cases of impersonation, falsification of documents, giving false or incomplete information, whenever discovered either at registration or after leads to automatic cancellation of admission and prosecution.

Makerere University has been grappling with the problem of false marks. Recently, officials from the Academic Registrar’s office were suspended following accusations that they altered students’ marks in the university’s data base after pocketing cash.

Source:The East African

April 18, 2017