Abstract
This paper looks at the transformative pedagogy-changing from Knowledge Based Curriculum (KBC) to Competence Based Curriculum (CBC) in lower secondary schools of Rwanda, which was adapted in 2016 by Rwanda Education Board (REB) through the Ministry of Education. The emphasis of this paper takes bias on financial education that the new competence based curriculum made it compulsory to lower secondary students, which is from senior one to senior three. The government of Rwanda made a significant effort to change the way the curriculum is taught into teaching and learning that equips learners with competent skills, values and attitudes suitable for this 21st century. Financial education involves imparting values, skills and attitudes through teaching and learning that enables the learner to easily visualise viable entrepreneurial decisions in daily life, allocating resources reasonably, making career trajectory quite easy, save for the future, manage available resources in our daily life, and many other areas such as having the culture of paying taxes, preparing business plans that are quite viable and feasible. In this paper, we will explore how the transition is, it is still demanding and little have changed from what ought to be, explore challenges that involves competence based pedagogy. This paper provides a critical review of the pedagogical practice of financial education, with an emphasis on the link between the theoretical practice and the ideal way of teaching and learning financial education. It being theoretical analysis, secondary data were used to analyse the challenges and possible strategies of transforming from theory to practice in the Rwandan schools.
Highlights
According to Rwanda Education Board (REB), O_Level Entrepreneurship Syllabus, 2015, 17 explains a competency based entrepreneurship syllabus “that builds on active and participatory teaching methods as the pedagogical approach
This paper looks at the transformative pedagogy-changing from Knowledge Based Curriculum (KBC) to Competence Based Curriculum (CBC) in lower secondary schools of Rwanda, which was adapted in 2016 by Rwanda Education Board (REB) through the Ministry of Education
This study used a theoretical review, and it relied on review of secondary date and part of primary data to discuss the current practices, challenges and possible strategies to fully apply competence based curriculum pedagogically. 2.1 Theoretical and Philosophical Thought for the Study This theoretical study is founded on the Project Based learning (BPL) which is frequently practised by Buck Institute for Education, (2020) and asserts that Project Based Learning (PBL) as a teaching method in which students learn by actively engaging in real-world and personally meaningful projects
Summary
According to REB, O_Level Entrepreneurship Syllabus, 2015, 17 explains a competency based entrepreneurship syllabus “that builds on active and participatory teaching methods as the pedagogical approach. According to Marx et al, Project-based instruction often has a “driving question encompassing worthwhile content that is anchored in a real-world problem; investigations and art facts that allow students learn concepts, apply information, and represent knowledge in a variety of ways; collaborating among students, teachers, and others in the community so that participants can learn from one another; and use of cognitive tools that help earners represent ideas by using technology”. The aim is for learners to develop new learning experiences, come up with their own notes and solutions, changing the habit of remote learning to gaining skills, values, and attitudes that help in improving our own way of learning and approaching situations slightly different from the old way of doing things
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