Education In Rwanda Research Articles

Use of School Data Management System (SDMS) For Performance of Students in Twelve Years Basic Education in Rwanda

This paper assessed the use of school data management system in performance of students in twelve years basic education in Musanze District. The Research project aimed to achieve the following objectives: to evaluate the DSMS types of financial services in use for the performance of students of 12YBE; to assess the role of SMS academic evaluation in the performance of students of 12YBE; to show how SDMS helps in school infrastructure management for the performance of students of 12YBE; and to ascertain the effects of SDMS personal identification in the performance of students of 12YBE. The research project employed a descriptive survey design, incorporating both quantitative and qualitative methodologies. The target population was 1,130 respondents projecting in education sector Musanze District. In this Research project 339 respondents were sampled from 1,130 teaching staff. This sample was scientifically determined using an appropriate research project formula. The sample size was determined using Slovin’s formula. Stratified random sampling was implemented, wherein strata were established according to the schools. The primary data were collected using questionnaires elaborated for 339 respondents. For validity, the questionnaire was shared with seasoned research project for their inputs which were taken into consideration before piloting the questionnaire and conducting comprehensive data collection. The data analysis encompassed both quantitative and qualitative methods. Quantitative research project involved precise measurement techniques to yield accurate mathematical outcomes. Data were presented in tables and graphs, and quantitative data were analyzed and interpreted using the Statistical Package for Social Sciences (SPSS) software. The findings were done for only 330 respondents as 9 questionnaires were not returned. So, the findings from 330 respondents showed that the use of School Data Management Systems (SDMS) in Rwanda’s 12-Year Basic Education system has demonstrated significant potential to enhance educational practices and improve student outcomes. The comprehensive analysis conducted in this Research project reveals strong correlations between SDMS implementation and various facets of student performance, academic evaluation, infrastructure management, and personal identification. Recommendations have been provided to both SDMS users in schools and MINEDUC to optimize SDMS utilization, ensure sustainable implementation, and foster data-driven decision-making.

Otolaryngology Simulation Curriculum Development and Evaluation for Medical Education in Rwanda.

This study aimed to assess the feasibility and acceptability of a new low-cost otolaryngology simulation training curriculum for medical students in Rwanda. Given the limited access to hands-on training and equipment in low-middle-income countries, building confidence in performing basic otolaryngology skills is vital for all medical students, especially where all graduates initially serve in primary care before specializing. Preintervention and postintervention assessments of simulation training. Conducted at the University of Global Health Equity in Rwanda. The simulation program comprised 3 primary components: (1) a low-cost, moderate-fidelity model for cricothyrotomy and tracheostomy practice, (2) a low-cost, low-fidelity ear model for foreign body and cerumen removal, and a high-fidelity manikin for practicing, (3) epistaxis management, and (4) nasal foreign body removal. Students underwent pretest and posttest assessments measuring their knowledge, experience, perceived skill, and confidence in performing these procedures. A survey collected feedback on the program. A total of 29 medical students participated in the simulation program, integrated into a 1-week otolaryngology "boot camp" preceding a 3-week clerkship rotation. All models were created using basic, locally available materials, at a total cost of $1.02 for cricothyrotomy and $0.20 for foreign body models. Knowledge and perceived confidence increased for all 3 simulations. All students found the simulations useful, enjoyable, and anticipated using these skills in future training. The study's results demonstrated that the low-cost otolaryngology simulation was well-received and enhanced knowledge, interest, and confidence in performing basic otolaryngology skills across all simulations.

Enhancing English Writing Skills Among University of Rwanda Students Through Morning Pages: Case of Gikondo College of Business and Economics, Rwanda

In recent decades, English has become a global lingua franca and has been adopted as the language of education in a number of countries all over the world. Rwanda, a country in Eastern Africa, followed this trend and declared English as the medium of instruction from primary school onwards in 2008. Despite this language-in-education policy, most university graduates in Rwanda have for years displayed limited proficiency in English, specifically low writing skills, which may have been enhanced by the country's linguistic landscape with a long French tradition and the use of Kinyarwanda by the majority of Rwandan citizens. This lack of students’ communication skills in English, the target language, has for long been a real concern for the researchers who are lecturers of English at the University of Rwanda. Therefore, they decided to embark on the current study to investigate whether morning pages would contribute to improving their students' English writing skills. The research was carried out at the College of Business and Economics, Gikondo Campus. It involved third-year students enrolled in the academic year 2023-2024, and it made use of quantitative and qualitative research paradigms. Purposive sampling allowed the researchers to select a sample size of 87 students out of 869. The data were collected through observations, a questionnaire, interviews, and document analysis for the sake of triangulation. For data analysis, quantitative data were processed using the Statistical Package for the Social Sciences (SPSS), whereas qualitative data were grouped into typologies and analysed inductively. The findings revealed that the use of morning pages motivated the students and helped to develop their English writing skills. Hence, the researchers recommended that morning pages be given due consideration and, thus, be introduced in students’ lives at all levels of education in Rwanda.

SCHOOL DROPOUT AND STUDENTS ACADEMIC PERFORMANCE IN PUBLIC TWELVE YEARS BASIC EDUCATION SCHOOLS OF RWANDA

The school dropout rate reduces significantly the school productivity including the students academic performance mostly in twelve years basic education in Rwanda. The purpose of this study therefore sought to establish the relationship between school dropout and students academic performance in public twelve years basic education schools of Burera District in Rwanda.Correlation research design was employed. The target population was 3575 people and Yamane (1967) formula was used to get the sample size of 360 respondents. Questionnaire and interview guide were used during data collection. IMB SPSS software version 20 was used in management of quantitative data. The findings revealed that 79.2% strongly agreed that Poor attendance can lead to school dropout. It was also noted that 79.4% strongly agreed that getting low Scores in examination can be considered as poor learning perspective. The findings also revealed that there is a statistical relationship between school dropout and students academic performance in public twelve years basic education schools. It was recommended that personal and social consequences of dropping out, accountability systems must emphasize dropout prevention measures.

Enhancing learning outcomes in mathematics education through innovative assessment methods and timely feedback

This study explored the transformative impact of innovative assessment methods and timely feedback on learning outcomes in advanced public secondary mathematics schools within Gasabo District, Rwanda. A total of 139 students and seven teachers participated in a focus group discussion to investigate the efficacy of these pedagogical strategies. The findings indicated that the implementation of innovative assessment methods, such as formative assessments and project-based learning, coupled with a timely feedback approach, significantly enhances students’ comprehension, engagement, and overall performance. Teachers, as facilitators of this process, played a crucial role in creating a supportive learning environment. The study indicated the importance of adopting assessment practices and feedback mechanisms in improving educational outcomes, especially in the context of mathematics education in Rwanda. These insights held promise for teachers seeking to enhance learning outcomes in mathematics and other science, technology, engineering, and mathematics disciplines in the region.

EFFECTS OF TEACHING PRACTICE PROGRAMME ON PRE-SERVICE TEACHER COMPETENCES DEVELOPMENT IN PRIMARY SCHOOL OF RWANDA

The purpose of this research was to evaluate how a teaching practice program influences the development of competences among pre-service teachers in Rwandan primary schools, focusing on lesson preparation and classroom management. The study utilized a descriptive research design to analyze variables, indicators, and measurements. Participants, totaling 154, were selected using simple random sampling for teachers, mentors, tutors, and student-teachers, with purposive sampling for head teachers. Findings indicated significant impacts of teaching practice on pre-service teachers: 72.3% regularly prepared lesson plans, 63.4% tailored lessons to student needs, and 74.7% improved communication skills with young learners. Regarding classroom management, 75.6% reported effective problem-solving skills, and 58.5% improved fairness and behavior management. Limitations of the study included potential sample bias, the short-term focus on immediate outcomes rather than long-term impacts, and the challenge of measuring complex competences comprehensively. Implications of the findings suggested potential improvements in teacher training curricula, informed by the identified impacts of teaching practice on competences. Policy implications included enhancing the quality and effectiveness of teaching practice programs to better prepare pre-service teachers for the diverse challenges of primary school education in Rwanda. Ultimately, the study aimed to contribute to educational reforms that could enhance teaching practices and improve learning outcomes for students in Rwandan primary schools and similar educational contexts globally.

SOCIO-ECONOMIC FACTORS AND STUDENTS LEARNING OUTCOMES IN TWELVE YEARS BASIC EDUCATION IN RWANDA

This studys objective was to examine the socio-economic factors affecting student learning outcomes in Twelve Years Basic education in Rwanda. The research question was: What are the socio-economic factors that affect students learning outcomes in Twelve Years Basic Education, in Rwanda? The researcher used descriptive survey research design. 182 respondents constituted the studys population. The researcher used census and purposive sampling techniques to find the sample of respondents. Questionnaires and documentation research techniques were used as tools for data gathering. Based on the responses from the respondents, the analysis of the findings using SPSS Version 21 showed a significant correlation with a p-value of 0.000, which is less than the usual significance level of 0.05 and indicates a very strong positive association between the students learning outcomes and the socio-economic factors of family income, parental level of education, school resources, and food security. The Karl Pearson correlation coefficient (r), of 0.870, provided additional evidence of this strong positive relationship.

CLASSROOM INSTRUCTIONAL PRACTICES AND STUDENTS ENGAGEMENT IN MATHEMATICS SUBJECT IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF NYARUGENGE DISTRICT, RWANDA

The purpose of this research was to examine the connection between classroom instructional practices and students involvement in Mathematics subjects in public day secondary schools in Nyarugenge District, Rwanda. The specific objectives wereto assess the effect of using classroom mathematics toolkits on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda, to assess the effect, teacher feedback and cooperative learning strategies on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda. The sample size comprised 57 teachers, 19 deputy head teachers in charge of studies, 19 head teachers, 10 sector education inspectors, one district education officer in charge of Secondary and TVET schools, and one District Director of the Education Unit totaling 107 respondents. Pearson correlation coefficients were used to determine correlation between dependent and independent. Results indicated teachers use a computer with a projector, 34.0% were strongly agreed, and 30.9% were agreed. Result felt that teachers use provided scripted lesson in class-room instruction. There statistically association between theuse a computer with a projector and active participation (r=.320, p-value=0.001), with asking questions (r=.317, p-value=0.001). Contrary to insignificant correlation between provided scripted lesson and answering teachers questions (r=0.006, p-value=0.950). Results showed the recognizable student effort, 55.9% show a strong agreement. A strong relationship was established between recognizable student effort and active participation (r=0.425**, p-value =0.000), The study felt association between positive interdependence and active participation, asking questions, and answering teachers questions since the p-value was less than 0.05.The study recommends that school make supervision to teachers so as to find out the way that they perform their tasks and to give them some professional advice. Policy makers should elaborate updated professional guidelines which can be used while teaching sciences specifically in mathematics subject so as to improve the students engagement in mathematics. The ministry of education in Rwanda should give training to teachers about strategies which should be used while teaching mathematics and other science subjects so as increase students academic performance.

Effect of using multiple representations in teaching mechanics problem-solving on engineering students’ academic performance in Rwanda

In recent years, the use of multiple representations in physics teaching and learning has become more common. This study sought to determine if engineering students’ performance in Rwanda might be improved by the use of numerous representations when solving mechanics problems. Multiple representations improve students’ comprehension and recall of mechanics ideas, supporting efficient teaching methods and critical thinking. This study employed a quasi-experimental research design with pre-and post-test control and experimental groups. A total of 100 students were enrolled in the study, divided into two groups: the experimental group consisted of 52 students who received instruction using multiple representations, and the control group consisted of 48 students who received instruction using traditional methods. In the study, students’ performance was measured before and after intervention using a mechanics test. The mechanics problem-solving pre-test findings indicated a p-value greater than 0.05 between the control and experimental groups, indicating no statistically significant differences between the two groups. A post-test revealed a p-value < 0.001 between the groups, indicating that the experimental group outperformed the control group significantly. According to the findings, engineering student’s academic performance in physics can be improved through the use of multiple representations in teaching and learning mechanics problem-solving. This study will support the development of Rwandan education policies, instructional approaches, and global pedagogy are all supported by this study.

Effect of Educational Psychology on Uncertified Pre-primary and Primary Teachers on Quality of Education in Rwanda

According to the current study, pre-primary and primary teachers who are not trained in educational psychology can benefit from training, which will enhance their ability to teach and increase student engagement and outcomes. Data were gathered from elementary school instructors, both qualified and non-certified. An open-ended questionnaire with a set of questions was given to 12 participants in order to gather information for thematic analysis. These participants were selected since they teach as uncertified teachers. The goal of the study was to determine how educational psychology training programs affect the quality of instruction provided to uncertified pre-primary and primary teachers in Rwanda. Interviews with all study participants were done in order to assess changes in teaching methods, student participation, and general educational quality following the implementation of educational psychology training. These interviews were followed by observations made in the classroom. The positive impacts of such training on teachers and students show the need of such training in tackling the educational challenges faced by uncertified instructors

Transfusion Camp Rwanda 2023: A train-the-trainer workshop establishing locally driven leadership in knowledge translation and sustainability in transfusion medicine education.

Blood transfusion is performed daily in hospitals. Gaps exist between transfusion guidelines and day-to-day clinical care. These gaps are prevalent in resource-limited settings due to scarce continuing medical education. Transfusion Camp Rwanda aims to bridge this gap by (1) delivering context-appropriate up-to-date education, (2) teaching participants how to independently deliver a case-based curriculum and (3) identifying strategies to promote change in transfusion practice in Rwanda. In May 2023, a multidisciplinary team from Canada and Rwanda carried out a Transfusion Camp train-the-trainer workshop for clinicians from all five provinces in Rwanda. Participants attended in-person lectures, seminars and workshop group discussions on the implementation of the Rwanda National Directives on Rational Use of Blood and Blood Components. Course feedback was based on the Kirkpatrick Model of Training and Evaluation. Fifty-one physicians and laboratory technicians participated in the course. Confidence in caring for patients based on transfusion guidelines was self-rated as 'excellent' by 23% of participants before and 77% after, while 84% reported they planned to teach Transfusion Camp to others and 100% responded that they will apply course content to clinical practice. Workshop groups recommended strategies to improve transfusion medicine practice in Rwanda in four domains: Communication, Institutional Approval, Practice Audits and Education. Transfusion medicine education in Rwanda using a train-the-trainer approach was well-received by participants and allowed for a more detailed understanding of the local medical and educational environment. These observations can inform the further expansion of the Transfusion Camp Rwanda project.

Effect of Socio-Cultural Factors on Women’s Participation in Leadership of Higher Education in Rwanda: A Case of Rwanda Polytechnics

This study explored the effects of social cultural factors on women’s participation level in leadership positions. The study adopted a descriptive research design. Data was collected using questionnaires. A sample of a total of 72 respondents was used in this study. These included 72 female teachers of 5 IPRCs in Rwanda. The data obtained through questionnaires were analyzed quantitatively using SPSS. The findings showed that socio-cultural factors were affecting women in IPRCs and resulting in their underrepresentation in leadership positions in Polytechnic Institutions in Rwanda (r=0.661). In addition, this meant that the relationship between socio-cultural factors of women and their participation in Polytechnic Institutions in Rwanda was strong. The R- squared of 0.550 implied that a unit change in socio-cultural factors predicts 0.767 changes in the participation of women in Polytechnic Institutions in Rwanda. The F-value of 36.241 and the corresponding p-value (p = 0.001) which is less than 0.05 implied that socio-cultural factors affects the representation of women teaching in Polytechnic Institutions in Rwanda. The study concluded that family responsibilities regulated by socio-cultural norms, women involvement, various cultural aspects and religion have an influence on their participation in leadership. The study strongly recommended that all appropriate stakeholders should make a concerted effort to ensure that the different institutions of society (families, schools, universities, communities and the government) respect Rwandan women’s rights. This request to meet their needs and requirements by means of laws, rules policies, economic empowerment, up-skilling, procedures, standards, daily practices and national forums on gender inequality. It also requires identifying and developing strategies for dealing with the existing gender issues and concerns in higher educational institutions in order to increase women’s participation in leadership positions.

Link between Socio-Economic Status and Students’ Performance in Nine and Twelve Years Basic Education in Rwanda: Groupe Scholaire Saint Leon Nyarusange and Groupe Scholaire Nsinda

Link between Socio-Economic Status and Students’ Performance in Nine and Twelve Years Basic Education in Rwanda: Groupe Scholaire Saint Leon Nyarusange and Groupe Scholaire Nsinda

Initial teacher training curriculum for Global Education in Rwanda: Between national and global perspectives and necessities

Despite the international political willingness, as framed in SGD 4.7, to integrate Global Education in national policies and curricula, little is known about how this is reflected in initial teacher education (ITE) in the Global South. Through document research with content analysis, the study at hand explores the profile of the ITE curriculum in Rwanda towards Global Education. The results indicated that the ITE curriculum has a threefold faced profile in relation to Global Education – nationalist, instrumentalist, and globalist-dynamist. Beyond its “Rwandocentrist” perspective, the ITE curriculum shows an openness to Global Education (i.e. valuing and respecting the cultural plurality and heterogeneity) in both content and methodological approaches. The study stimulates further scientific, political and practical reflections for the integration of Global Education in ITE in Rwanda and possibly similar educational contexts.

Effect of Instructional Materials Utilization on Students’ Academic Performance in Twelve Years Basic Education in Rwanda

Effect of Instructional Materials Utilization on Students’ Academic Performance in Twelve Years Basic Education in Rwanda

School Feeding Program Implementation and Students’ Discipline in Twelve Years Basic Education in Rwanda

School Feeding Program Implementation and Students’ Discipline in Twelve Years Basic Education in Rwanda

Managing medical emergencies: Sustainable pre-hospital medical education in Rwanda

&#x0D; &#x0D; &#x0D; INTRODUCTION: In Rwanda, non-communicable diseases accounted for 44% of all reported deaths as of 2016. Yet, there is very limited data on pre-hospital management of emergency medical conditions in LMICs. We evaluated the impact of a pre-hospital medical emergencies training course and train-the-trainers program for Service d’Aide Medicale Urgente (SAMU) to address the burden of NCDs.&#x0D; METHODS: A 100-question baseline assessment was administered to 25 SAMU staff to assess knowledge of basic anatomy, physiology, medicine, obstetrics, pediatrics, trauma, and scene safety. A two-day Emergency Medical Care Course (EMCC) was developed. Two cohorts (one for instructors and another one for staff) from ten district and provincial hospitals. EMCC 1 and a one- day educator course were conducted for the instructor core. They then taught the second cohort of trainees (EMCC 2).&#x0D; RESULTS: In the baseline assessment of 25 SAMU staff, the median score was 56% overall and 54% in medical. EMCC 1 median scores were 43% vs 86% (pre vs post), p&lt;0.001 using matched pair analysis of 18 participants. EMCC 2 median scores were 45% vs 82% (pre vs post), p&lt;0.001 using matched pair analysis of 16 participants. A one-way ANOVA mean square analysis showed no statistically significant difference between the two cohorts post-training, with similar post- assessment scores.&#x0D; DISCUSSION: This study showed that the course improved knowledge for an instructor core and staff from district and provincial hospitals, confirming the effectiveness of a train-the-trainers model, which will allow for sustainability in pre-hospital emergency medical training in Rwanda.&#x0D; &#x0D; &#x0D;

Determining Critical Topics for Undergraduate Surgical Education in Rwanda: Results of a Modified Delphi Process and a Consensus Conference.

Background Developing a contextually appropriate curriculum is critical to train physicians who can address surgical challenges in sub-Saharan Africa. An innovative modified Delphi process was used to identify contextually optimized curricular content to meet sub-Saharan Africa and Rwanda's surgical needs. Methods Participants were surgeons from East, Central, Southern, and West Africaand general practitioners with surgical experience. Delphi participants excluded or prioritized surgical topic areas generated from extensive grey and formal literature review. Surgical educators first screened and condensed identified topics. Round 1 screened and prioritized identified topics, with a 75% consensus cut-off based on the content validity index and a prioritization score. Topics that reached consensus were screened again in round 2 and re-prioritized, following controlled feedback. Frequencies for aggregate prioritization scores, experts in agreement, item-level content validity index, universal agreementand scale-level content validity index based on the average method (S-CVI/Ave) using proportion relevance, and intra-class correlation (ICC) (based on a mean-rating, consistency, two-way mixed-effects model) were performed. We also used arithmetic mean values and modal frequency. Cronbach's Alpha was also calculated to ascertain reliability. Results were validated through a multi-institution consensus conference attended by Rwanda-based surgical specialists, general practitioners, medical students, surgical educators, and surgical association representatives using an inclusive, participatory, collaborative, agreement-seeking, and cooperative, a priori consensus decision-making model. Results Two-hundred and sixty-seven broad surgical content areas were identified through the initial round and presented to experts. In round 2, a total of 247 (92%) content areas reached 75% consensus among31 experts. Topics that did not achieve consensus consisted broadly of small intestinal malignancies, rare hepatobiliary pathologies, and transplantation. In the final round, 99.6% of content areas reached 75% consensus among31 experts. The highest prioritization was on wound healing, fluidand electrolytemanagement, and appendicitis, followed by metabolic response, infection, preoperative preparation, antibiotics, small bowel obstruction and perforation, breast infection, acute urinary retention, testicular torsion, hemorrhoids, and surgical ethics. Overall, the consistency and average agreement between panel experts was strong. ICCwas 0.856 (95% CI: 0.83-0.87). Cronbach's Alpha for round 2 was very strong (0.985, 95% CI: 0.976-0.991) and higher than round 1, demonstrating strong reliability. All 246 topics from round 4 were verbally accepted by 40 participants in open forum discussions during the consensus conference. Conclusions A modified Delphi process and consensus were able to identify essential topics to be included within a highly contextualized, locally driven surgical clerkship curriculum delivered in rural Rwanda. Other contexts can use similar processes to develop relevant curricula.

The Social and Economic Impact of the COVID-19 Pandemic on Private Higher Education in Rwanda

This study is entitled “The Social and economic impact of the COVID-19 Pandemic on private higher education in Rwanda.” The purpose of this study is to identify the social and economic impact of the COVID-19 Pandemic on private higher learning institutions in Rwanda. The researchers reviewed the related literature from physical and online documents. This research employed descriptive research design using both qualitative and quantitative approaches. The research adopted purposive sampling technique to determine a sample size of 437 respondents ranged from Students, Staff, and Senior Managers from 26 private HLIs in Rwanda. Data was collected through questionnaire, documentation, and interviews. Primary data were analyzed using SPSS. As results of this study, almost 90% of respondents confirmed that COVID-19 affected the enrolment numbers for both international and local students. Some HLIs, especially local-based ones, reported that this impact would continuously have negative financial consequences over the next 3 to five years. At almost all HLIs, COVID-19 affected teaching and learning activities where 91% of the respondents reported that classroom teaching had been replaced by remote teaching and learning. 100% of HLIs also reported that COVID-19 had affected the planning to carry out exams and it has had an impact on international students and staff mobility at 99% of participating HLIs. As a major recommendation, HLIs should have strategies in place to control future pandemic rather than considering the COVID-19 pandemic as a once-in-a-lifetime crisis.

Reconstruction and Resilience in Rwandan Education Programming: A News Media Review

This study evaluates news portrayals of resilience in the newly renewed Education for Sustainable Peace in Rwanda initiative. There remains a gap in understanding about how Rwanda's education approaches are portrayed and disseminated to the public by news media. This research uses an inductive coding analysis and layers Entman's framing theory to evaluate new media portrayals of resiliency in the reporting of domestic and international media outlets. This research demonstrates that there has been little media attention paid to Rwanda's education system outside of Rwanda, despite the newly revised programming. This research also finds that in media sources which do discuss Rwanda's education system, portrayals of approaches to resilience that have the potential for inclusivity are far more common than approaches which are top-down and exclusive. These findings serve to contribute to literature in both the context of Rwanda's place in global governance and the broader discussions of educational resiliency.