This program was piloted with support from the Innovation for Education Fund, a partnership between the Governments of Rwanda and the UK, managed by Cambridge Education
This project aims to address the issue of quality and inclusion in primary schools. Teachers are trained and supported on an ongoing basis to use learner-centered methods in their classrooms.
Selected teachers mentored others through the transition to using such new techniques in the classroom. There was also a significant school leadership element to this project as Head
Teachers were trained in innovative methods for supporting effective teaching and learning.
The project was implemented nationwide within 9 different districts (Ngoma, Karongi, Nyamasheke,
Muhanga, Burera, Nyamagabe, Gisagara, Bugesera and Rulindo).
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CEI approaches in actionSchool supportTeacher trainingTeaching materials (teaching guides, lesson plans, etc.)Teacher Training and Evaluation21st century skills (soft skills)
Model details2013Not-for-profitComprehensive curriculum21st century skills (soft skills)Active113,678
Scale1,927A total of 245 head teacher and 1,682 teachers were supported.
- Influence REB to further optimise the functioning of the SBM programme, finding ways to have each school covered by an SBM.
- Further improve the economic analysis by focussing on this being a GoR-led programme and calculating the implications for the GoR budget. Also, quantify the need for capacity building costs and estimate external financing requirements to make it clearer what alternative options GoR could pursue. Critically, understand what these costs would be set against the anticipated impact of the alternative options (i.e. a fuller VfM analysis).
- Discuss the feasibility and appetite to use the VSO scale up plan as a model for a comprehensive GoR-led ongoing CPD programme through interactions with the TPD Technical Working Group and the SBM Task Force.
- DFID may want to consider funding a comprehensive TPD initiative, such as the one presented in the VSO scale up and sustainability plan, as part of the TA component of its next sector programme
- VSO to play a central role in facilitating discussions with other IfE Grant Recipients working in the area of TPD and assessing opportunities for collaboration, especially with regard to the emphasis on supporting teachers in using English as a medium of instruction.
Monitoring & EvaluationYes
The evaluation is a quasi-experimental design (control and treatment groups compared at baseline and end-line) using Early Grade Reading/Mathematics Assessment tools for student learning outcomes, and classroom observations of teacher practice (but with different instruments at baseline and end-line). Interviews and Focus Group Discussions across the stakeholder groups included head teachers and teachers (on school leadership and support from teachers who mentored).Internal assessment performanceTeacher attendanceTeacher retentionDownloadNoDownloadDownloadYes
The project saw very positive student English learning outcomes: a 30% improvement (31-72%) in English reading test results achieved by P5 pupils in treatment schools (almost no improvement in control schools; 7%). However, there were poor results for mathematics with the treatment group scoring less at end-line than at baseline (control increased slightly for P3 but reduced for P5).
Head teacher self-reported leadership skills are high. The results of classrooms observations is more mixed with teachers scoring highly for the use of some learner centred methods but low in others (e.g. for group and pair work), with lack of comparability of baseline and end-line leading to inconclusive results. Qualitative data indicate that focus teachers are key to sustaining learner-centered methodology. In general the study is well designed, but with too few schools and inconsistent basis for analysis
(sometimes control and treatment groups compared in absolute terms at end-line, sometimes the change in score from baseline to end-line was compared). There are issues with the reliability of the learning outcomes and classroom observation, which also undermine the results to some extent.