Category: Education

  • 5,000 school-based mentors, subject-teachers to be trained on new curriculum

    5,000 school-based mentors, subject-teachers to be trained on new curriculum

    The United States Agency for International Development (USAID) is set to support the training of approximately 5,000 school-based mentors and subject teachers on the new basic education curriculum, as well as new instructional materials for P4. The training will be conducted in December and January at Teacher Training Colleges (TTCs) across the country by the Rwanda Education Board (REB) and USAID’s Literacy, Language, and Learning (L3) Initiative, which is implemented by Education Development Center.

    USAID’s L3 Initiative has developed materials to complement the Ministry’s new curriculum in P4. English materials include detailed teacher guides with pre-scripted lessons, stories for teachers to read aloud to students, and books for students to read in class and at home. The math materials also include detailed teachers guides as well as samples of math games and activities teachers can use to engage learners. Instructional materials for P1, P2, and P3 teachers have been produced and implemented by L3 in recent years.

    As part of the L3 activity, TTC tutors and literacy and numeracy advisors from Voluntary Services Overseas will conduct the trainings. Afterward, school-based mentors and school subject leaders will be responsible for providing support to P1-P4 teachers on the new curriculum and, specifically, to P4 teachers on the use of the new P4 materials.

    “REB is eager to enable schools begin implementing the new national competence-based curriculum, and we are pleased that teachers are already being trained to support it,” said REB Director General, Janvier Gasana.

    To date, the USAID-funded L3 activity has distributed more than 7 million teacher guides, story collections, student reading books and 14,000 cell phones loaded with audio lessons to public and government-aided schools nationwide. Approximately 18,000 P1, P2, and P3 teachers have been trained on using L3 materials and the teaching practices they introduce.
    REB Director General, Janvier Gasana

  • Kigali Reading Center shares ‘joy of reading’ in Rwanda

    Kigali Reading Center shares ‘joy of reading’ in Rwanda

    Parfait Gasana, weekend manager of the Yale Visitor Center, went to the United States in May 2005 without knowing a word of English.

    “I was frustrated. No one could understand what I was saying; I was voiceless,” he recalls.

    For a few months, Gasana, then 23, lived as best he could until he met Christine Alexander, founder of the literacy program New Haven Reads. She encouraged him to attend New Haven Reads meetings, and he quickly learned English by reading picture books with the children.

    Ten years later, he is returning the favor.

    An immigrant from Rwanda, Gasana decided he wanted to create a similar program for Rwandan children and founded the Kigali Reading Center in 2014. Now in its second year, the center serves approximately 100 children every week, with a second center scheduled to open by the end of the year.

    Gasana credits the late Alexander and New Haven Reads for his success. After learning English, he graduated from Gateway Community College and earned his B.A. in political science from the University of Connecticut, with a minor in human rights.

    Seeing the impact education had on his life, Gasana decided to return to Rwanda.

    “I thought, ‘What can I do to actually contribute to a sustainable Rwanda, where the devastation of the genocide not only destroyed lives but also human capital?’ Two decades after [the genocide], education is now a priority, but in the years following the genocide it was not, as other issues, such as the delivery of justice, were much more pressing,” he explained.

    The Rwandan genocide occurred over a 100-day period. Gasana was born in 1982 as a refugee in Burundi, as his parents had fled Rwanda a few years earlier. However, his family moved back to Rwanda when Gasana was 11 — a few months before the genocide ended as the pressure for them to leave Burundi mounted.

    Gasana said the instability and political strife made education difficult for many Rwandans, including himself. While the country is still recovering from the genocide, Gasana thinks Rwanda has stabilized and allows for the kind of work he and the center are now doing.

    The center’s mission is to promote English literacy for pre-elementary and elementary schoolchildren through storytelling, a lending library, and one-on-one tutoring. While the center also serves older teenagers and adults, Gasana said the focus is on younger children between the ages of 4 and 13 “to prepare them for school.” With only three full-time paid staff members, the center relies on volunteers to help read to children.

    “Any time that is given to us really is appreciated,” he said. “Some people give 30 minutes a week and others stop by for an hour before they leave the country. All of that is important to continuing the work we do.”

    Although finding volunteers is a challenge for the center, Gasana said the biggest hurdle is raising money to support the center and especially for shipping costs. The center currently has over 6,000 books in Rwanda, mostly donations, with hundreds more in the United States. Gasana and his friends pack suitcases full of books every time they visit Rwanda, he said, but he hopes to shift to a more sustainable model in the future.

    The children also send letters back to donors thanking them for the books; most write that the book they received is the first book they have ever owned. The center also allows children to check out books on an honor system.

    “We tell the children, ‘If you take this book and read it, and then you bring it back, we’ll give you another one.’ The moment we mention that there will be another book given, some kids will go and bring it back within an hour so they can get another one,” Gasana said, laughing.

    Seeing the smiles on the children’s faces when they read a new book makes his work for the Kigali Reading Center so rewarding.

    “You can see there is hope in the eyes of the children just because someone cares,” he said. “I am where I am today because someone cared and helped me realize that I am worth something. These kids are seeing this as well, and they are enjoying it. The center has become like a home for them.”
    Gasana reading to children at the Kigali Reading Center in Rwanda. (Photo courtesy of Parfait Gasana)

  • Kigali learners introduced to statistics basics

    Kigali learners introduced to statistics basics

    The National Institute of Statistics Rwanda (NISR) has offered training to primary and secondary school students between 12 and 17 years old on how the Institute works and its contribution to national development.

    The director of statistics department, Habimana Dominique, has explained that the organized training was meant to bring the attention of children to the processes of data gathering, analysis and how it is used in proper planning for development.
    “We want these children to get acquainted with basic statistics knowledge since they are future leaders,” he said.

    Tresor Manzi, one of the participants says he has acquired knowledge on the big role the institution plays in planning and implementation of policies and strategies.
    “I had a perception that the institution only concerned with census but I have learnt that their activities extend to nationwide research on citizens’ wellbeing and how to plan for their betterment,” he explains.

    Participants were drawn from schools from districts that make up City of Kigali.
    kigali1.jpg

  • UNICEF donates Rwf 240 million worth vehicles to TTCs

    UNICEF donates Rwf 240 million worth vehicles to TTCs

    The United Nations Children Education Fund (UNICEF) has donated six Toyota pickup vehicles worth Rwf 240 million to Teacher Training Colleges (TTC) of Save, Bicumbi, Matimba, Zaza, De la Salle de Byumba and Gacuba.

    While receiving the vehicles, the permanent secretary in the Ministry of Education, Dr. Célestin Ntivuguruzwa expressed gratefulness on behalf of the government of Rwanda to UNICEF for contributing to the building of a good foundation for the education since the benefiting institutions are very prime in the enhancement of skills for future primary school and nursery teachers.

    UNICEF Rwanda’s Deputy Representative, Oliver Petrovic, said the donated vehicles will support the recipient colleges in mobilization and mobility as well as accomplishing various activities in a bid to improve the education of future teachers.

    The State Minister in charge of primary and secondary schools, Olivier Rwamukwaya advised heads of schools that received the vehicles, each valued at Rwf40 million, to put them to good use and contribute to national development.
    imodoka.jpg

  • Govt moves to streamline ICT in education

    Govt moves to streamline ICT in education

    The Ministry of Education will prioritise ICT in the 2016/17 fiscal year budget in line with the implementation of the new competence-based curriculum to make Rwanda a knowledge-based economy by 2020.

    The Minister for Education, Papias Malimba Musafiri, made the remarks in Kigali, yesterday, as he opened a joint review meeting of the education sector performance in the 2014/15 fiscal year.

    “The government of Rwanda believes in the use of ICT as a tool to strengthen education systems, knowledge dissemination, information access and more efficient service provision. With this belief, the ICT in Education Master Plan which is being developed will impact the delivery of education at all levels as it is aligned with Smart Rwanda,” he said.

    The meeting attracted different education sector stakeholders, including the government, civil society and the private sector players.

    “The Ministry is especially working with other ministries in charge of infrastructure and ICT to expand electricity and internet networks to schools across the country. We shall also train teachers in ICT so they can effectively assist students,” Musafiri said.

    He called for concerted efforts to ensure successful implementation of the newly-launched Sustainable Development Goals (SDGs), specifically toward goal 4 which focuses on quality of education.

    Partners in education commended the progress registered and pledged continued support.

    “We have committed £62.5 million (Rwf70 billion) under the Learning-For-All programme running from this year to 2019 to support the implementation of a competence-based curriculum and improve literacy in English and Kinyarwanda languages,” said Dr Paul Atherton, the education adviser at the UK’s Department for International Development (DFID).

    “The ICT-driven education is good but it entails many aspects because having just a computer does not translate into successful learning. We need to work on clear objectives and content to support ICT which is currently the government’s priority to make Rwanda a knowledge-based economy. We are ready to provide technical and expertise support to achieve these targets,” he said.

    2014/15 achievements

    Minister Musafiri said the sector has registered numerous remarkable achievements, specifically the increased enrolment rate from kindergarten to higher learning institutions.

    The number of pupils in kindergarten schools increased from 142,471 in 2013 to 159,291 in 2014 reflecting an increase of 12 per cent.

    Though the enrolment is still low in rural areas, we have increased focus on this education, considering that it is the basis for the future of our children, he said.

    Over 1,600 classrooms and 2,604 latrines for kindergarten and primary schools were constructed in 2014/15 while 12 science laboratories were also constructed for secondary schools.

    The number of trainees in Technical and Vocational Education and Training (TVET) has increased from 83,893 in 2013 to 93,024 in 2014 and 729 out of 4,419 TVET instructors were trained in pedagogical, technical and ICT skills upgrading.

    Adult literacy has also increased to 72.1 per cent in 2014 from 68 per cent in 2012 while primary schools internet connectivity increased by 8 per cent which was beyond the 2014/15 target of 7.7 per cent.

    Minister Musafiri said the government will continue to link TVET to employment needs and enhance quality education to produce competent graduates for the labour market.
    Minister for Education Papias Musafiri (2nd left) opens the workshop yesterday.
    The New Times

  • Going Places: Girls’ Education in Ghana

    Going Places: Girls’ Education in Ghana

    In rural Ghana, bursaries and extra training are helping girls stay in secondary school and shape their futures.

    “Study after study has taught us that there is no tool for development more effective than the education of girls and the empowerment of women,” Kofi Annan, the then UN Secretary General said at a keynote address in 2004.

    Thanks to a huge global push, there are now more girls enrolled in primary school than ever before – almost at parity with boys. When it comes to secondary education, however, girls still lag behind. Poverty is a major cause, with many families unable to afford school fees and encouraging girls to marry early.

    This film follows Zeinab Andan and Nimatu Yakuba, two young women who have benefitted from a scholarship programme designed to enable girls in Ghana to stay on in school.

    Zeinab has now graduated from Tamale Islamic Senior High School in Ghana’s impoverished northern region and is being trained as a youth leader and guide for other students.

    Nimatu is in Zeinab’s class and through her story, we see the strain that a life of poverty puts on a young girl. Her sisters are married, but their husbands have no work. All of this has made her ambitious: she wants to succeed and help her family.

    Dolores Dickson is the country director for Camfed, the agency providing the bursaries. She explains the many challenges for families of keeping girls in school and the impact this intervention has had. She also talks about the entrepreneurship training they offer to school leavers.

    We also meet Ayisha Fuseini, who runs a successful shea butter processing project employing women from her local village and now supplying a range of outlets including The Body Shop.
    girl-child-education-in-ghana.jpg
    ALJAZEERA

  • EA leader lauds Tanzania for investing in higher education

    EA leader lauds Tanzania for investing in higher education

    Speaking after paying a courtesy visit to the Nelson Mandela African Institution of Science and Technology (NM-AIST) recently, Dr Sezibera urged other countries to emulate Tanzania’s example.

    The Secretary General who was accompanied by EAC Principle Education Officer Mr. Aloysius Chebet, and Ms. Alice Maro, EAC Communications Expert said there was urge to develop such an institution.

    “We need such a regional hub where brilliant and great minds of East African sons and daughters can experiment and transform their innovative ideas into real solutions and products for the economic transformation of the region and the continent at large” he said.

    At the occasion, Prof. Burton Mwamila, NN-AIST Vice Chancellor, expressed his gratitude to the Secretary General for taking time off his busy schedule to visit to the Institution.

    Prof. Mwamila gave an overview presentation on NM-AIST to the EAC delegates, and some 150 attendees comprising of NM-AIST faculty staff members and students.

    Further into his speech, the Secretary General talked about alarming numbers of science and engineering graduates in Africa, currently standing at 35 scientists and engineers per million inhabitants.

    He attributed this low figure to the ever-growing brain drain of the well-educated and skilled populations, as well as to the low GDP spending by African governments on Research and Development.

    The Secretary General was taken on a campus tour of NM-AIST where he visited the laboratory complex to further identify areas of collaboration for the two institutions.

    NM-AIST, based in Arusha, Tanzania, is in a network of Pan-African Institutions of Science and Technology located across Sub-Saharan Africa (SSA).

    These instituions which are the proud brainchild of the late President Nelson Mandela, envision training and developing the next generation of African scientists and engineers with a view of impacting on the continent’s development through the application of science, engineering and technology (SET).

    Accredited by the Tanzania Commission for Universities (TCU), NM-AIST currently offers eight Master’s and PhD Programmes in Life Sciences (LiSE); Bio-engineering (BioE); Mathematical and Computer Science and Engineering (MCSE).

    Others are Information and Communication Science and Engineering (ICSE); Materials Science and Engineering (MaSE); Hydrology and Water Resources Engineering (HWRE); Environmental Science and Engineering (EnSE) and Sustainable Energy Science and Engineering (SESE).
    tza.jpg
    DAILY NEWS

  • Forged documents still an issue – Education Board

    Forged documents still an issue – Education Board

    REB deputy director general Emmanuel Muvunyi.
    Emmanuel Muvunyi, deputy director general in charge of examination and accreditation department at Rwanda Education Board (REB), has said that they will never tolerate the crime of forgery.

    He said this during a press conference held at REB on Wednesday.

    The board usually encounters cases of forgery during the application for national exams.

    “We have identified 50 forged applications from candidates with forged documents – bulletins, signatures and stamps – from a certain school. We have also identified 30 applications of private candidates for upper secondary national exam who claim they got certificates from other countries in the region,” he said.

    Muvunyi says that by working with other education boards in the region, REB has been able to track and verify some documents submitted by candidates. He adds that some have been already disqualified, while 300 other suspects are still under investigating. Forging is recognized as a crime in Rwanda.

    REB also unveiled their preparation plans for the national final examinations for primary schools scheduled for November 2 to 5. 168,290 candidates will sit for the exams compared to 88,632 in 2014.

    Secondary school exams will be held from November 11 to 22. For ordinary level, the number of candidates is 86,376 and 42,687 for upper level. There is also an increase compared to the last year’s 45,574 and 22,288 candidates respectively.

    Rwanda Focus

  • EAC develops policy framework on higher education

    EAC develops policy framework on higher education

    Minister of State for East Africa Community Affairs, Shem Bageine
    East African countries are developing a qualification frame work for higher education which will make East Africa a common higher education zone.

    “The regional quality assurance system and qualifications frame work once fully developed, together with their operational instruments, will enable mutual recognition of qualifications among EAC partner states,” said Jessica Alupo, the Minister of Education and Sports in a statement read by Timothy Ssejjoba, a Principal Education Officer at the ministry of education.

    This was during the inauguration ceremony of the newly constructed building of the Inter University Council for East Africa (IUCEA), in Kampala on Tuesday.

    Alupo said that governments in the region are looking forward to IUCEA’s regional higher education policy framework and operational strategy.

    The minister also said Uganda, through the support of the African Development Bank, is set to review its strategic plan for higher education, adding that the regional policy framework will also inform the country’s process as it reviews its plan.

    The frame work which was approved early this year sets a new level for harmonisation of the region’s education.

    Under the common higher education area, all the partner states will recognise academic certificates from universities and higher learning institutions in the region, and students will be able to transfer credits across universities in different countries.

    The qualifications framework for Higher Education was developed by the IUCEA in consultation with regulators of national higher education.

    The IUCEA building which was opened by Shem Bagaine, the State Minister for EAC and costs USD 1.5m (approximately sh5.4b) is the first phase of the project covering an office space of 771 square metres.

    Previously, the council rented its offices at the East African Development Bank building.

    Prof. Mayunga Nkunya, the Council’s Executive Secretary said the construction fund was got from all partner states who contributed USD 500m each (sh1.8b).

    He said phase 2 and 3 will be constructed once resources are available.

    Alupo said in having a home of its own, IUCEA is now in a better position to fulfill its strategic role of promoting internationally comparable higher education standards and systems for sustainable regional development.

    “It is a fact that our initiatives need to do more in order to ably respond to the job market demands and the ever changing dynamics of natural and manmade conditions,” Alupo said.

    Bagaine urged the IUCEA to develop skills that will impart graduates with skills that will make them competitive in the job market.

    The New Vision

  • South Africa Freezes Tuition Fees After Student Protests

    South Africa Freezes Tuition Fees After Student Protests

    south_africa_freeze.jpg
    JOHANNESBURG — President Jacob G. Zuma agreed on Friday to freeze tuition fees at South Africa’s public universities, yielding to widening protests by students who streamed into the capital, Pretoria, by the thousands and protested outside his office.

    In a short televised statement, Mr. Zuma said he had made the decision after meeting with student leaders and top university administrators, but did not elaborate on his thinking. “Government understands the difficulty faced by students from poor households and urges all affected to allow the process to unfold to find long-term solutions in order to ensure access to education by all students,” he said.

    In the largest protest organized by university students this year, thousands from campuses across the country rallied Friday at the Union Buildings, the seat of power in South Africa, chanting and holding signs demanding a freeze on tuition and criticizing Mr. Zuma’s administration.

    Most students protested peacefully. But some started fires and tore parts of a fence around the Union Buildings, hurling rocks at riot police officers and demanding that Mr. Zuma address them directly. The police responded by firing stun grenades and using a water cannon to disperse the crowds, and unfurled barbed wire to prevent protesters from moving inside.

    Students celebrated outside the Union Buildings as they learned about the tuition freeze.

    “I’m so excited,” said Nonsikelelo Nako, 24, a student from the University of South Africa who participated in the march. “We’ve been crying for this. Our struggle at the end of the day became a new freedom for us.”

    Protests have erupted across many of South Africa’s public universities this year, with anger focusing on the deep-rooted economic and racial cleavages remaining a generation after the end of apartheid.

    But in recent days, the protests have spread outside the campuses, as students have leveled their ire directly at the government. Students and police officers clashed outside the Parliament building in Cape Town, and students marched on Wednesday to the headquarters here of the African National Congress, the liberation movement that has governed the country since the end of apartheid in 1994.

    Ramabina Mahapa, 23, president of the University of Cape Town’s student government, said he and others had initially taken their demands about freezing fees to university administrators.

    “We wanted them to put pressure on government,” said Mr. Mahapa before he was scheduled to join a student delegation to meet Mr. Zuma. “Then we quickly realized that their hands were tied and that in fact they were to a certain extent sympathetic towards us. Then our efforts changed and were now directed towards government.”

    Clashes between the police and some students continued even after Mr. Zuma made his announcement, suggesting lingering anger at the government. The protest in the last few days widened to include students who had not participated in previous demonstrations.

    Thando Khumalo, 25, a communications major at the University of Johannesburg, said she first became involved on Wednesday. Ms. Khumalo said she grew angry last week as discussions over the tuition increases were going nowhere. Her parents, who work as teachers, have paid her fees but would struggle to put her younger brother through college, she said.

    “That’s when I realized we’re bring robbed here,” Ms. Kkumalo said after fleeing from the police’s stun guns and water cannon. “That’s when I realized I needed to be part of this.

    “People are struggling to pay for higher education in South Africa,” she added. “It’s become a commodity where only the elites are able to access something that’s able to move us from — let’s say if you come from the middle class — move you up higher so that you can do well for your family.”

    Referring to the post-apartheid nation of opportunity and equality that the African National Congress had pledged to create, she said, “Why are we still struggling after we were promised so much in 1994?”

    Though many South African blacks share deep dissatisfaction with the governing party, there have been few signs so far that the student protests are drawing wide, active support. Unions have expressed solidarity but have yet to offer assistance. Neither have the students received support yet from the vast majority of poor blacks who remain the A.N.C.’s backbone of support.

    The A.N.C. and the country’s two main opposition parties have tried to jump onto the protest movement. But students firmly rejected the overtures.

    After meeting with students on Wednesday, Gwede Mantashe, the group’s secretary general, urged party members to join the march in Pretoria on Thursday. “It should not be seen as a march that is against the A.N.C.,” Mr. Mantashe said.

    But because the organization has nearly single-handedly shaped post-apartheid South Africa, the march on Friday and the yearlong campus protests have amounted to an indictment of it. The A.N.C., especially under Mr. Zuma, has come to be seen as a corrupt political machine more interested in enriching its members than in lifting up the poor blacks who supported it before and after apartheid.

    Though the party’s national standing remains unchallenged, its support has been declining. Party leaders have publicly expressed fears that the A.N.C. might suffer significant losses in next year’s elections in metropolitan areas, home to the kind of educated, middle-class blacks that have been leaving the party.

    Universities, which say they are underfunded by the government, had proposed significant increases. The University of the Witwatersrand, a flash point of the demonstrations, had planned a 10.5 percent increase in tuition for next year. In 2015, tuition at the university ranged from $2,400 to $3,500 for a full year at the undergraduate level.

    Early this week, Blade Nzimande, the minister of higher education, offered to cap increases for 2016 at 6 percent. But students insisted on no increase.

    The New York Times