Rwandan Government Research Articles

EFFECT OF TECHNOLOGY INTEGRATION AND STUDENTS` PERFORMANCE IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDAA CASE OF RUTSIRO DISTRICT

Through the Ministry of Education, the Rwandan government seeks to improve the quality of education by emphasizing science, technology, and innovation. This study looks into how technology integration affects English language proficiency among students in public day secondary schools, particularly in the Rutsiro District. The Research aimed at evaluating the effects of technology integration on students English performance in public day secondary schools across Rwanda, with a focus on Rutsiro District. Georges Siemens 2005 idea of connectivism serves as the foundation for the theoretical framework of this investigation. Prior studies have demonstrated a favourable relationship between students proficiency in English and the integration of technology. The researcher used the Yamane method to pick 122 respondents as a sample from the population of 542 informants who were the focus of this study. Data were collected for the study through the use of questionnaires, guided interviews, and educational material analysis. Both descriptive and correlational design were applied. The analysis of quantitative data was conducted with SPSS software, version 25. In this case, regression, correlation and descriptive analysis were established. Qualitative findings were analyzed using thematic analysis and lastly the data were presented and discussed thereafter. The findings indicate that 47.8% and 43.4% agreed and strongly agreed respective that computers, smartphones, audio files, sound recorder and projectors have a positive effect on students English communication skills, participation in class, school progress-completion, ICT usage and academic performance. The mean for all variables were approximately 4 with standard deviation of 1 approximately. The beta coefficients for technology tools being integrated, smart phones, computers and audio files were 60.5%, 5.1% and 21.9% corresponding with p value 0.000, 0.581 and 0.002. The study concluded that the integration of technology, including smartphones, computers, and audio files, positively impacts students performance in English at public day secondary schools in Rwanda. Recommendations were provided to stakeholders, including teachers, head teachers, and students, regarding the importance of digital skills in 21st-century education. Additionally, suggestions for areas for future research were presented.

Evaluating how and why the Government of Rwanda failed to achieve middle-income status (MICS) in 2020: Lessons for other African countries

Evaluating how and why the Government of Rwanda failed to achieve middle-income status (MICS) in 2020: Lessons for other African countries

Building a High-Level Isolation Unit in Rwanda and Establishing a Training Program for the Medical Management of Patients With High-Consequence Infectious Diseases.

Rwanda is a country in East Africa, a region characterized by highly mobile populations and outbreaks of high-consequence infectious diseases occurring on a regular basis. To increase the level of outbreak preparedness in the region, the Rwandan government and the German Ministry of Health signed a joint agreement to construct a new high-level isolation unit in Rwanda, the first in East Africa, and implement a training program for Rwandan healthcare workers to equip them with the necessary skills and knowledge for medical management of patients under high-level isolation conditions, including intensive care treatment. To better understand the scope and format of the planned training program, a needs assessment was performed based on findings from a standardized survey of 4 intensive care units in Rwanda as well as observations from 2 members of a German high-level isolation unit who completed clinical internships at Rwandan hospitals. In this case study, we describe the necessary steps to promote the sustainability and capabilities of the new high-level isolation unit in Kigali and ensure the successful implementation of the training program.

Effects of Teaching Aids on Student's Motivation in Teaching and Learning Mathematics in Day Secondary Schools, Rwanda: A Case of Rusizi District

The research investigated the effects of teaching aids on students' motivation to learn mathematics in day secondary schools in Rusizi districts. Specifically, the study identified the teaching aids that motivate students to learn mathematics in day secondary school in Rusizi districts, Rwanda, evaluated the level of student performance toward the use of teaching aids in learning mathematics in day secondary school in Rusizi districts, Rwanda, and examined the effects of using teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The population in this study consisted of 100 mathematics teachers with a sample size of 57 respondents, 50 head teachers, whose sample size is 28 respondents, and 162 students with a sample size of 67 respondents, with 175 as samples. To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. To generate a sample population, the researcher used purposive sampling techniques to choose mathematics teachers and simple random sampling to choose students and headteachers. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in the statistical package for social sciences. For the first objective, results indicate that 59.9% strongly agreed that the use of Geoboards in teaching indicates that they are being used as teaching aids. 96.6% strongly agreed that the use of algebra tiles in teaching and learning mathematics is indicated by the use of teaching aids, and 93.3% strongly agreed that the use of concrete materials in teaching and learning by teachers and students indicates that they are using teaching aids. 77.5% strongly agreed that place value blocks to teach numerical concepts for teachers are mathematics teaching aids. For the second objective, 84.3% strongly agreed that national examination results indicate their mathematics academic performance, 88.8% strongly agreed that homework completion indicates their mathematics academic performance, 67.4% strongly agreed that improved class participation indicates their mathematics academic performance, and 83.7% strongly agreed that the number of students above pass marks indicates their mathematics academic performance. Finally The study objective three revealed that the correlation and regression results established the existence of a positive correlation among the effects of using teaching aids and students’ motivation to learn mathematics in day secondary school in Rusizi district, Rwanda, where the Pearson's p-value and significance were justified by p-values less than 0.05, and the research results evidenced a positive correlation between the use of teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The study recommended that the government of Rwanda should allocate more instructional materials and training of mathematics teachers to enhance the use of the teaching aids in teaching and learning activities in Rwanda.

Influence of Remedial Classes on Students' Learning Outcomes in Public Secondary Schools in Rwanda, a Case of Kamonyi District, Rwanda

Main purpose of this paper was based on assessment of the influence of remedial classes on students learning outcomes in public secondary schools in Rwanda, a case of Kamonyi District, Rwanda. This research was supported with system theory and Constructivism learning theory. The researcher used descriptive research design and the participants was students, headteachers and teachers. All respondents was 223 from the population of 504.The participants was chosen by using different methods where researcher used simple random sampling for teachers and students while purposive sampling for headteachers. Researchers used questionnaires and interviews to gather student feedback, revealing positive perceptions of these classes. Students also found the materials used in remedial sessions helpful, with 90.6% agreeing that they supported their learning. However, 39.4% felt that motivation could be improved, and some students remained neutral about the effectiveness of the materials. The Pearson Correlation coefficient of 0.928indicates a very strong positive correlation between participation in remedial classes and students' learning outcomes. This high value suggests that as students engage more in remedial classes, their academic performance significantly improves. . The R value of 0.928 indicates a very strong correlation, while the R Square value of 0.861 reveals that 86.1% of the variance in students' learning outcomes can be attributed to their participation in remedial classes. This highlights the significant predictive power of the model, showing that the majority of the academic improvements among students can be explained by their engagement in remedial classes. remedial programs. The government of Rwanda should increase funding and resources allocated to remedial education in public secondary schools and provide additional financial support, schools will be better equipped to create sustainable and effective remedial programs. The Ministry of Education (MINEDUC) should prioritize the integration of remedial programs into the national curriculum framework. Headteachers should also monitor the progress of students in remedial classes and work closely with teachers to identify areas for improvement.

EFFECT OF AUDIO-VISUAL AIDS IN TEACHING AND LEARNING AND STUDENT ACADEMIC PERFORMANCE IN GEOGRAPHY SUBJECT IN DAY SECONDARY SCHOOLS IN RWANDA

The research investigated the influence of audio-visual aids in teaching and learning on students academic performance in geography subjects: a case study of public secondary schools in the Gasabo area of Rwanda.This study is important to the government of Rwanda and other educational stakeholdershe total population of respondents is equal to 388, and it was composed of 165 geography teachers who were sampled as 84 teachers, 23 headteachers, and 200 students who were sampled as 101 respondents. To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. To generate a sample population from the respondents, this study employed purposive, stratified, and simple random sampling methods. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in the statistical package for social sciences. The finding indicates that there was relationship between audio-visual aids in teaching and learning and students academic performance in geography the findings suggest that enhancing physical facilities can improve student outcomes and were positively and statistically correlated since most of their level of significance was more than 0.05 in association with girls retention rates in public secondary schools in Gasabo District, Rwanda.

Climate action to enable quality education: exploring the potential of Eco-Schools to reverse the triple education crises in Rwanda

This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge co-creation processes revealed a negative relationship at the intersection between climate change and quality education which is interrupting successful implementation of both the Competence-Based Curriculum (CBC), and the School Feeding Programme policies of the Government of Rwanda, affecting national progress towards SDG 4 and SDG 13. However, by integrating climate action projects in the CBC, with practical skills and knowledge from parents and wider community members, education barriers caused by poor school conditions, and poor nutrition, health and comfort of learners are being removed, while the quality and relevance of teaching and learning in schools is being improved. The article therefore proposes the Eco-Schools programme as a potential means of simultaneously addressing the UN’s ‘triple crisis’ of inclusion, quality and relevance. Ultimately, by showing that it is possible to transform education in even the most challenged schools, at a relatively low cost, within a very short space of time (one school year) and without large-scale curriculum reform or infrastructure, the findings of this research promote wider, faster and more optimistic progression toward the UNESCO’s ‘Reimagining Education’ vision and the Greening Education Partnership targets.

INFLUENCE OF SCHOOL TENDER COMMITTEE PRACTICES ON STUDENTS PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RWANDA: A CASE OF NGORORERO DISTRICT

The goal of this study is to look at the influence of school tender committeepractices on student performance in public secondary schools in Ngororero District, Rwanda.This study is important to the government of Rwanda and other educational stakeholders. The study used a descriptive survey approach where the target population was 106 parents, 195 secondary teachers and 15 school leaders for a total of 316 respondents within the sample size of 177 respondents has drawn using Taro Yamanes (1967) formula. Statistical findings were analysed in descriptive and inferential way where these findings indicate that school tender committee practices can influence academic performance and are positively and statistically correlated, as the majority of their level of significance was greater than 0.05 in association with school tender committee practices and academic performance in the Ngororero district of Rwanda. Regarding research findings, it is advised that the Rwandan school tender committee prioritise openness, accountability, and quality over cost in purchasing selections.

Social Innovations in an Emergency Setting: Opportunities and Challenges for Youth Volunteers in Curbing the Spread of COVID-19 in Huye District, Rwanda

Purpose: Following COVID-19 at the close of 2019, countries have been in an emergency to contain the improvised danger to their citizens; Rwanda was no exception. The Government of Rwanda (GoR) turned to investing in different mechanisms to deal with the pandemic, including community-based interventions by youth volunteers, which is considered a social innovation to deal with the improvised societal challenge. This study investigated the motives, opportunities, challenges, and lessons that youth volunteers encountered while curbing the spread of the pandemic at the community level. Theoretical Concept: Social innovation concepts contribute to social change and provide actors with the means to meet societal challenges. The social innovation concepts were adopted as the theoretical concepts underpinning the study. Method: The study followed a descriptive qualitative design. Using key informants and in-depth interview techniques (KIIs), data were collected from 13 interviews with youth volunteers and opinion leaders among citizens of the Huye District of Rwanda who were selected using network and purposive sampling techniques. Interviews were uploaded in MAXQDA 2022 to visualize and map the data. Results: The results indicate that youth volunteers have encountered various challenges where a poor mindset had a big occurrence, followed by aggressive attitudes from beneficiaries of their interventions. However, despite the challenges, there were opportunities whereby youth volunteers showed a high level of patriotism for their country and learned new skills like public speaking. Implications: The study suggests that in similar future interventions, the government should mitigate the identified challenges and enhance the highlighted opportunities for the intervention to be more impactful.

Evaluation of Sexual Transmitted Infections among Gender based Violence Cases: Retrospective Cross Sectional Study, Kigali-Rwanda

Background: STIs are infections that are passed from one person to another through sexual contact. The causes of STIs are bacteria, parasites, yeast, and viruses. There are more than 20 types of STIs, including Chlamydia, genital herpes, gonorrhea, HIV/AIDS, HPV, Syphilis and Trichomonas1 . According to WHO (2013), Amin and Garcia presented the evidence of the increased risk of STIs and HIV associated with GBV; and looks at potential pathways by which gender-based violence and STI and HIV are linked2 . GBV is defined by the UN in the CEDAW as any act that is likely to or results in physical, sexual or psychological harm or suffering to women including threats or acts of coercion, arbitrary deprivation of liberty, private or public, in the family or community2,15 . The aim of this study was to determine the prevalence of STIs among GBV cases attending Isange one stop center in Kibagabaga District Hospital.  Method: This study was retrospective conducted from January 2017 to September 2019 among GBV cases attending Isange one stop center in Kibagabaga District Hospital. Request forms describing the GBV case and indicating the demographic parameters and laboratory findings of the victim was evaluated. Data was analyzed using Microsoft Excel and SPSS version 16.0.  Result: In total 320 cases for GBV cases was reported from 2017 up to November, 2019 at Isange One Stop Center in Kibagabaga District Hospital. 100% of study population was female, majority of them 96.25% (308) were young female adolescent in the range of 10 to 19 years old. Considering laboratory findings, this study showed that Only 5% of all GBV cases within period of 3 years reported STIs negative, Majority GBV cases reported pregnancy at high level 72% and the overall Prevalence of STIs was 23% all GBV cases. 7.2% of these had HIV and 6.8% had Hepatitis B virus. The prevalence of trichomonas and Syphilis was 4% and 5% of all GBV cases respectively and this study showed no HPV and Gonorrhea cases has been reported.  Conclusion: Although the proven steps that have been taken by government of Rwanda to against GBV, but not understood as desired because GBV cases continue to increase periodical, so more Strength and focus are needed to reduce this rate GBV among young female adolescents. According to this study finding which suggested that GBV cases promote STIs and unwanted pregnancy.

“The asylum system is completely broken”: An analysis of justifications and resistance for the UK Government’s Rwanda policy in parliamentary debates

In April 2022, the UK government announced the signing of a ‘partnership agreement’ with the Government of Rwanda in which some asylum seekers who enter the UK would be transported to Rwanda where their cases would be decided. This ‘Rwanda policy’ has been met with strong resistance from opposition politicians. This paper examines how the UK Government has sought to justify this ‘offshore processing’ policy and the ways in which the policy is resisted by politicians from the Opposition. We present a discursive analysis of the transcript of the Home Office’s statement to the House of Commons on the “Global Migration Challenge” and the subsequent debate among Members of Parliament about the statement. We identified three discursive repertoires that politicians on opposing sides used to both justify and resist the Rwanda policy, specifically repertoires focussing on the safety of Rwanda, the need to deter people smugglers and be in line with ‘what the people want’. Despite political polarisation in the debate on this policy, we argue that the use of similar discursive devices to both justify and resist this policy creates problems for supporters of refugees, asylum seekers and migrants in carving out a clear discursive space for their arguments.

EFFECT OF STUDENT DISABILITY ONTHE ACADEMIC PERFORMANCE IN ELEMENTARY SCIENCE AND TECHNOLOGY IN PUBLIC PRIMARY SCHOOLS IN RWANDA A CASE OFGISAGARA DISTRICT

Background:The research investigated the effect of student disability on academic performance in elementary science and technology in public primary schools in Rwanda, in the Gisagara district. Specifically, the research identified the student disability that affect the academic performance in elementary science and technology in public primary schools in Rwanda. Determined the level of academic performance among the disabled students in elementary science and technology in public primary schools in Rwanda and found out the relationship between the effect of student disability on the academic performance in elementary science and technology in public primary schools in Rwanda. The population in this study consisted of 377 respondents, while their sample size was 194. Methods and Materials: To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. To generate a sample population from the respondents, this study employed purposive, stratified, and simple random sampling methods. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in IBM SPSS Version 21.0. Results:For the first objective, results indicate that 86.1% strongly agreed that some students have a vision disability, 96.6% strongly agreed that some students are deaf or hard of hearing, 76.9% strongly agreed that some students have mental and bad health conditions, 69.4% strongly agreed that some students have an intellectual disability, and 83.8% strongly agreed that some students have a physical disability. For the second objective, 74.3% strongly agreed that higher national examination results 85.1% strongly agreed that understanding how to combine substances 75.7% strongly agreed that the ability to conduct scientific experiments and 68.9% strongly agreed that scientific innovation development among students indicates the level of academic performance among the disabled students in elementary science and technology. Results on the relationship between the effect of student disability on the academic performance in elementary science and technology in public primary schools in Rwanda. The study reveals a significant positive correlation between vision impairment, deafness, and higher national examination results in Rwandan public primary schools. Adjustments for vision impairment improve students understanding of substance combinations and scientific innovation. Mental health conditions also correlate with higher national examination results. These findings suggest that they are correlated since most of their level of significance was greater than 0.05 in association with the academic performance in elementary science and technology in public primary schools in Rwanda. Conclusion:It is recommended that the Rwandan government recommend providing resources and materials for disabled students, encouraging parents to be aware of their children, and providing training to teachers. They also suggest implementing systems for coordination, monitoring, enforcement, and restitution, inclusive curricula, teacher training, hiring more instructors with disabilities, reducing societal barriers, and increasing education funding. The researcher suggests they need to investigate the barriers to the implementation of the inclusion of learners with mild intellectual disabilities in regular primary schools in Rwanda.

STUDENTS SAFE ROOM IMPLEMENTATION AND GIRLS ATTENDANCE RATE IN DAY SECONDARY SCHOOLS IN RWANDA A CASE OF KIREHE DISTRICT

Background: The research assessed the influence of female students safe room implementation and the retention rate of girls in secondary schools in Rwanda, in the Kirehe district. Specifically, the research identified factors that offer female students safe room implementation in public secondary schools in Kirehe District, evaluated the level of retention rate of girls in secondary school that is due to female student safe room implementation in public secondary schools in Kirehe District, and determined the influence of female students safe room implementation on the retention rate of girls in secondary schools in Rwanda in the Kirehe district. The sample size was 182, which included 89 pupils, 67 instructors, and three principals. To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. Materials and Methods: To generate a sample population from the respondents, this study employed purposive, stratified, and simple random sampling methods. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in the statistical package for social sciences. Results: For the first objective, results indicate that 89.9% strongly agreed that the availability of physical facilities, 96.6% strongly agreed that the presence of female counsellors and guidance, 93.3% strongly agreed that the availability of funding affects girls rent rates, 77.5% strongly agreed that the availability of cleaning supplies and restrooms, and 95.5% strongly agreed that the availability of girls at schools is a factor that ensures safe room implementation. For the second objective, 84.3% strongly agreed that the high girls retention rate was 88.8%. Strongly agreed that the low girls dropout was 67.4%. Strongly agreed that high level of exam performance and 83.7% Strongly agreed that a large number of female students attend the class. Results on the influence of female students safe room implementation on the retention rate of girls in secondary schools in Rwanda, in the Kirehe district. The study found a strong positive relationship between the adequacy of physical facilities and high girl retention rates, with a high number of female students attending classes. The presence of female counsellors and guidance also positively impacted retention rates and completion rates. The availability of cleaning materials and restrooms also had a significant impact on retention rates and completion rates, with a high attractiveness rate. Conclusion: These findings suggest that enhancing physical facilities can improve student outcomes and were positively and statistically correlated since most of their level of significance was more than 0.05 in association with girls retention rates in public secondary schools in Kirehe District, Rwanda. Recommended that Reconsidering concluding remarks from the study findings and information, it was argued that the author attempted to make some recommendations for the study. The Rwandan government recommended providing enough resources and materials to support the implementation of girls safe rooms in all schools and encouraging parents to be aware of their children by giving them hygiene materials. In order to stop the spread of sickness, the head teacher and staff teacher at the school must collaborate to ensure that the rooms are used efficiently and that the students are active in cleaning up the hygienic items once they have finished using them.

Analysis of perceived competitive forces influencing tree tomato value chains in Rwanda

The globalization of economies has added many new challenges to global agriculture. Agriculture not only needs to compete in foreign markets but also in domestic markets. The production and export of tree tomatoes remain extremely weak in Rwanda despite horticulture sector-specific economic policies in favour of the production and export of horticultural crops by the government of Rwanda. The goal of this study was to analyse the competitive performance of Rwanda's tree tomato value chain to shape the tree tomato industry in Rwanda for the benefit of smallholder farmers and the Rwandan Economy. One hundred twenty (120) respondents were surveyed for this study using a semi-structured questionnaire and focus group discussions. Participants were stratified into groups as traders (80), institutional consumers (12), and household consumers (28) all from Bugesera, Nyabihu, Rubavu districts and Kigali markets (Nyabugogo, Nyarugenge and Kimironko). Key enablers (International Centre for Research in Agroforestry, Rwanda Agricultural Board, National Agricultural Export Board, and Ministry of Commerce and Financial institutions) provided useful information related to the tree tomato value chain in Rwanda. The findings of this study show that factors that hamper the tree tomato value chain competitiveness in Rwanda are related to bargaining power. Overall 63% of respondents who were tree tomato suppliers and 58.43% of respondents who were tree tomato buyers agreed that the bargaining power of suppliers and buyers hamper the competitiveness of the value chain. The study found that 70% of traders and 57% of consumers and institutional consumers preferred the tree tomato. Therefore, tree tomato is highly linked to consumers, traders, and institutions than banana which is the 38th fruit highly scored. The severity of the threat to the tree tomato industry is new entrants into the tree tomato industry, the intensity of rivalry in existing key competitors, and the severity of the threat of substitutes. The strategies proposed to improve on the competitiveness of the tree tomato industry comprise of improving collaboration of tree tomato chain actors. This study found that 75.69% of the sampled key actors agree that the highest criteria to be considered are the product quality, and 64.74% of the sampled key actors settled on product quality as the least criteria. Key words: tree tomato, smallholder farmers, consumers, traders, competitiveness, value chain, Rwanda

Bacteriological profile in patients with cesarean infection at Ruhengeri level two teaching Hospital

Background: A cesarean infection is a referral hospital acquired bacterial infection that occurs after deliver by cesarean section which could be emergency or elective. As highlighted by the various researchers that the infections following a cesarean delivery, which some people call a C-section, are common. The wound coming into contact with bacteria or other harmful microbes is a common cause of these infections. The main objective of this study was the assessment of bacteria isolated from cesarean infection patients attending Ruhengeri level two teaching hospital. Methodology: A cross-sectional study was conducted and total of 30 wound swabs of cesarean were collected from inpatient of Ruhengeri level two teaching hospital.Data were analyzed using SPSS statistical software (version 20). Results: The results showed that the most predominant bacteria isolated from patients with cesarean infection was S. aureus (28.1%) followed by S. pyogenes (18.8%), K. pneumoniae (18.8%), P. aeruginosa (12.5%), S.epidermidis (9.4%), E. coli (6.3%) and P. mirabilis(6.3%). Antibiotics sensitivity test was performed, so this study showed the predominant antibiotic which were sensitively to different bacteria were Chloramphenicol, Gentamycin and Norfloxacin and most bacteria were resistance to Rifampicin and Vancomycin. Conclusion: This study has shown that there are many bacteria that may be isolated in cesarean infection. It has also shown that some of the isolated bacteria were sensitive and other were resistant to Rifampicin and Vancomycin. The study recommends that Rwandan government should create more clinical microbiological laboratory, in Rwanda, in order to minimize the antibiotic resistance and also on the side of health care providers, especially at Ruhengeri level two teaching hospital, they should use the experienced workers in order to minimise the risks of getting caesarean infection and also to recommend the patients taking care their wound. Keywords: Cesarean infection, Bacteria, Antibiotics, Bacteriological profile

The Effect of COVID-19 Pandemic on Media Operations in Rwanda

On March 11, 2020, the World Health Organization designated COVID-19 as a worldwide pandemic, the first of its kind since H1N1 influenza was categorized as a pandemic in 2009.The pandemic has caused unprecedented economic challenges globally across various sectors, including the media. Media organizations heavily rely on advertising revenue, which took a hit during the pandemic. Media organizations have had to drastically adjust to new ways of operating to align with the untold consequences of the COVID-19 pandemic. To date, there has been a scarcity of scholarly research exploring the effect of the pandemic on how different media houses managed to overcome and adjust to the changing operating environment. To address this research gap, this research project took the case study of Rwanda and explored how the pandemic has affected the different media houses in different aspects of their operations. The study sheds light on how the pandemic has affected Rwandan media operations and how they have responded to the new operating environment. The specific objectives of the study were as follows: to investigate how the COVID-19 pandemic affected media production routines; to assess how the COVID-19 pandemic affected media revenues; to find out how the COVID-19 pandemic affected the welfare of journalists in Rwandan media houses; and to assess how the COVID-19 pandemic affected the way media houses in Rwanda engaged with their audience. To achieve the research goals, the study employed the explanatory sequential research design, which is a mixed research approach that incorporated a survey and interviews. The survey targeted 85 accredited journalists, sampled from a population of 568 journalists. The study focused on media houses operating in the three districts of the City of Kigali: Kicukiro, Gasabo, and Nyarugenge Districts. To select the sample of respondents, a simple random approach was used, considering gender balance. In relation to the study, political economy theory was used to place the research within a broader context by connecting it to existing knowledge. The research revealed that Rwandan journalists encountered difficulties in gathering and producing news, prompting a move towards remote reporting and dependence on citizen journalism. Decreased media revenues, attributed to event cancellations and reduced advertising, resulted in job losses and salary reductions. Journalists also had challenges in obtaining sources and negative consequences for their well-being. Media organizations need to protect journalists, challenge false information, and diversify their funding streams in order to increase their efficiency in times of crisis. While media groups should train journalists to be flexible in every situation and support press freedom, the Rwandan government should facilitate the flow of information and offer financial support to media outlets during times of crisis.

Inclusion of Technological Tools in Teaching and Students’ Learning Outcomes in Public Secondary in Rwanda: A Case of Gisagara District, Rwanda

This study aimed to investigate the impact of incorporating technological tools in teaching on students' learning outcomes in public secondary schools in Rwanda. Specifically, it focused on three objectives: identifying the technological tools used in teaching in public secondary schools in Gisagara District, Rwanda; examining the learning outcomes required in these schools; and evaluating the relationship between the use of technological tools in teaching and students' learning outcomes. The study was based on Constructivism and Socio-Cultural theories and employed a descriptive design to collect data. The Yamane formula was used to determine a sample size of 282 respondents. Findings revealed that the majority (80.5%) of respondents strongly agreed that their schools had projectors and used them effectively for learning. Additionally, 14.1% agreed that projectors were available and used in their schools, 3.6% indicated that their schools did not have projectors, 1.4% also stated that their schools lacked projectors, and 0.4% did not provide any information regarding projector availability and usage. The study found a strong relationship between the inclusion of technological tools and students' learning outcomes in public secondary schools, evidenced by a Pearson correlation coefficient (r) of 0.956 with a statistically significant p-value of 0.000. This indicates a highly positive and significant association between the use of technological tools in teaching and students' learning outcomes. Furthermore, the regression analysis showed that the inclusion of technological tools significantly enhances students' learning outcomes, with a square value of 0.913. Based on these findings, it is recommended that the Rwandan government prioritize investments in infrastructure and digital resources to ensure equitable access to technological tools across all public secondary schools. Schools should establish well-equipped digital learning environments to seamlessly integrate technological tools into teaching practices and foster a culture of innovation and experimentation, encouraging teachers to explore new instructional methods that leverage technology to enhance student engagement and learning outcomes.

Soil-Transmitted Helminthiasis, Intestinal Schistosomiasis and Malaria Co-Infections among Children in Rural Communities Around Rwasave and Cyarwa Valleys

Background: Soil-transmitted helminthiasis, schistosomiasis and malaria remain a threat in developing countries, especially to people living in rural areas near large water bodies, valleys or swamps whose daily life activities revolve around those areas. In addition, these parasites affect different groups of people especially those in contact with their breeding sites including children mostly due to their developing immunity compared to that of old people. Methodology: This cross-sectional study was conducted in rural communities near the Rwasave and Cyarwa valleys, with 124 school-aged children participating. Stool samples were tested for the presence of STH eggs and intestinal Schistosoma parasites using the Kato Katz technique, and thick blood smears were made to aid in the identification of plasmodium species in blood. The threshold intensity of infection on STHs and Schistosoma sp. was estimated by counting their eggs microscopically, which aided in classifying infections as light, moderate, or heavy according to WHO standards. Furthermore, Plasmodium species were identified by the presence of schizonts, trophozoites, or gametocytes on Giemsa-stained thick blood smears, and parasitic density was calculated as a result. Results: In this study, the highest prevalence of soil transmitted helminthiasis was 12.7% in Cyarwa valley compared to 12.5% in Rwasave valley. The highest prevalence of Schistosomiasis was 3.2% in Cyarwa valley compared to 1.3% in Rwasave valley. Prevalence of malaria in Cyarwa valley was 3.3% in 63 children. Where children infected were only males falling in 5-8 age group. Conclusion: Results showed high prevalence of soil transmitted helminthiasis which was 12.7% in Cyarwa compared to 12.5% in Rwasave valley especially in children aged 5-8, this due to poor sanitation (P<0.001) that have assessed. Surprisingly, Cyarwa valley is located nearby town. Whereas malaria, intestinal schistosomiasis was low and there were not significantly associated with their risk factors with p-values 0.4, 0.092 respectively which can show that, preventive measures that have been established by government of Rwanda have positive impacts. Furthermore, there was a low prevalence of soil transmitted helminthiasis, intestinal schistosomiasis and malaria co-infection. Keywords: soil transmitted helminthiasis, intestinal schistosomiasis, malaria.

Effect of Learner-Centered Approach Application on Learning Outcomes in Secondary School at Advanced Level: A Case of Rulindo District, Rwanda (2021-2023)

This study explores the effect of applying a learner-centered approach on learning outcomes in secondary schools at the advanced level in Rwanda. The aim of this research is to examine whether the implementation of a learner-centered approach leads to improved learning outcomes in Rwanda's secondary schools. This study used mixed-methods research involving quantitative and qualitative methods. The target population consisted of 141 individuals, including 87 teachers and other school leaders, located in 17 sectors of Rulindo District. The researcher employed cluster sampling for school selection. Questionnaires, interview guides, and documentation reviews were used to collect relevant data. Cronbach’s alpha was 0.892, which is above 0.7 in this study. This indicates that the scale has a high degree of internal consistency. The interpretation touched on means, standard deviation, and regression analysis, which are complementary to the results from the interview. The findings revealed that the application of a learner-centered approach has a significant effect on learning outcomes. This is obvious when we look at the beta and p-value for learner-centered approach application dimensions such as active learning, cooperative learning, and inductive teaching learning linked to the objectives of this study. The variables' p and β values are as follows: active learning (β=0.777, p value<0.05); cooperative learning (β=0.208, p value<0.05); and inductive teaching learning (β=0.037, p value˃0.05). To make the learner-centered approach very successful, Rwanda's government, stakeholders, school leaders, and parents should make more efforts to address issues related to the learner-centered approach application from which students come.

A re-conceptualisation of the Batwa's right to recognition as a minority and indigenous people in Rwanda: A human rights-based approach

There have been divergent views by various human rights scholars and actors on how to address the question of vulnerability among indigenous and minority groups in Rwanda. Even though factors influencing vulnerability among these groups have received increasing scholarly attention, findings from these studies fall short of reflecting on the role of identity and discrimination. Whereas the government in Rwanda after the 1994 genocide sought to enhance unity and reconciliation by outlawing all ethnic identities, and instead conflating all vulnerable groups into a nomenclature namely, a Historically Marginalised People (HMP), a divergent group of scholars, human rights activists, the United Nations and African Union's instruments of human rights describe this approach as antithetical to the promotion and protection of the rights of indigenous and minority groups. Using the human rights-based approach, this paper critically interrogates the issue of identity and how it has affected the enjoyment of the rights among the minority and indigenous Batwa people in Rwanda.The study employed a qualitative research design with data collected through Focus Group Discussions (FGDs) as well as in-depth interviews (IDIs). Respondents included members of the Batwa community, officials of selected public institutions, leaders in Non-Governmental Organisations (NGOs), and cooperative societies working towards the promotion of rights of the HMP. Data analysis involved the process of transcription and coding of data and the eventual reflexive thematic analysis.The findings show that the rights of the Batwa community to recognition and self-identity have varied meanings and implications to different members of the community as well as officials from public institutions and other relevant actors. To the existing research, the study affirms that the inconsistencies surrounding the Batwa's identity have accentuated their vulnerability.In terms of policy, the study suggests that in the short run, the Batwa community may require enhanced special temporary social protection measures in order to ameliorate their conundrum arising from identity ambiguity without compromising Rwanda's national unity. Further studies, should consider the role of land, forest and culture in further marginalising the Batwa, as well as quantitative methodology for inferential analysis.