FEATURED: Nobel Prize-winner endorses RwandaEQUIP model of learning

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Nobel Prize-winning economist Professor Michael Kremer revealed that learning gains from a major study in Africa were among the greatest in international education literature. 

The holistic methodology studied predominantly underpins the Government of Rwanda’s transformative education program – Rwanda Education Quality Improvement Program (RwandaEQUIP); designed to transform learning outcomes across the public school system.


The results show that schools offering a standardised education have the potential to make dramatic learning gains at large. NewGlobe supported schools in Kenya found that children from poor African communities could benefit by 53 percent more learning in their early childhood and primary school years. 


These findings were presented in London at the 2022 Education World Forum.


It found that primary school pupils in NewGlobe-supported schools are almost a year ahead of those who were taught using standard methods after two years. It also shows that 82% (or seven-year-olds in Primary 1) can read a sentence. This compares with 27% of their peers from other schools. According to the World Bank, 90% of Sub-Saharan African 10-year-olds do not meet this benchmark.

“We are proud that an independent study of this size, led by a Nobel-prize winning economist, has found such unequivocal evidence of large learning gains delivered by a methodology that we are currently using in schools across Rwanda, said Clement Uwajeneza, RwandaEQUIP Managing Director.

The study found that this methodology underpinning RwandaEQUIP increases equity.

The most significant gains were made by pupils who started with the lowest levels of learning. Girls made the same leap in learning than boys. This is in contrast to the traditional situation in which girls in Sub-Saharan Africa are always disadvantaged in learning. The study shows that African pupils from less fortunate backgrounds could catch up to their peers from countries with three- to four-times the incomes.

How it works

RwandaEQUIP enables teachers in public schools to leverage the structured competence-based curriculum content for technology-enabled education.

This is combined with proven classroom engagement strategies to improve learning and deliver more interactive, personalised, and feedback-driven instruction. This ensures that all pupils are able to thrive, grow and reach their full potential to be globally competitive and create a better future for their families and Rwandans.

ECD and primary teachers are trained, and then given electronic tablets with carefully designed lessons and assessments. This helps all teachers deliver content in an organized way. To access these teaching guides, every morning, the tablets are connected to the head teacher’s smartphone with a designed system to mark their attendance and departure. I can also see when pupils start and finish their lessons, which helps me track their progress,” said Kezia Kangwera, head teacher at Groupe Scolaire (GS) Muyumbu in Gicumbi district.

Teachers are also adapting to English as a language of instruction. We have been trained through RwandaEQUIP on positive behavioural management strategies that increase pupil confidence and motivate them for class participation. “This allows pupils to achieve their full potential, stay attentive and participate actively during lessons, by engaging them in different fun activities during their breaks or when they would usually get bored,” said Benoit Niyonsenga, a teacher at the same school.

“Previously, teaching was just about spending a lot of time while reading different textbooks and developing examples to use while explaining to pupils. But we have been given tablets which help us save time so that we can focus more on engaging with our pupils,” said Foibe Iracyampa, teacher at GS Rubago. 

“We have been trained on how to care for and engage with the pupils and discipline them without violating their rights,” she added.

All pupils have equal access to the resources they need to succeed. Text books and activity book are available to them with various tasks and activities. This encourages self-preparation in the outside world. 

Benoit Niyonsenga is a teacher at Groupe Scolaire GS Muyumbu. He says that each pupil receives books covering each subject, which they can use to answer quizzes. This saves parents time and money on textbooks.

Pupil and teacher at board

During teacher training, tablets are used by teachers.


Source: rnewtimes

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