This project trains teachers through workshops, and also trained four academic staff at the College of Education, University of Rwanda to teach a future B.Ed. program in teacher librarianship at the College of Education (CoE). The objectives are to promote a reading culture and information literacy in all Rwanda’s schools by having teacher-librarians supporting the development of strong school libraries and the use of information resources in the classroom. This will not only increase literacy and reading for pleasure, but will also enable teachers to use a wider range of resources in class using learner-centered approaches to teaching.Teacher-librarians are trained to help learners acquire the habit of reading and to help learners and teachers find information.
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CEI approaches in actionSchool supportTeacher trainingTeacher Training and EvaluationLocal language/Mother tongue language
Model details2013Not-for-profitEthics & Values/ReligionLiteracyLocal language/Mother tongue languageActivePilotUniversity of RwandaSyracuse University
Scale495Teachers Trained21Schools ServedJanuary, 2014
- CoE to establish the B.Ed. LIS programme, register students and start delivery
- ITOCA and the CoE to identify funding for additional CoE staff to be enrolled in a Master’s
- Degree programme at a foreign university, in order to become future lecturers.
- ITOCA and CoE to jointly explore the opportunities for a Certi cate programme (medium term plan) and CoE to decide whether this is an initiative worth developing, with funding coming from CoE. The actual success of this scenario will depend strongly on the future role of CoE in in-service teacher training.
- If external funding is available, ITOCA could undertake training all remaining TTCs (the short-term plan), but noting that an additional school-based continuous support component will need to be included in the package. There are doubts about the value for money of this option
- ITOCA to continue the advocacy work with REB and the CoE on (i) the importance of establishment of school libraries, (ii) the establishment of teacher-librarian positions in schools, (iii) continuous professional support to teacher-librarians in the future and (iv) making sure that use of information resources is encouraged through the implementation of the new curriculum.
Monitoring & EvaluationYes
The project undertook a descriptive evaluation with a baseline and end-line investigating, at the school level, the amount of student and teacher reading for pleasure, the information literacy of students and teachers. In addition, there is a descriptive report on the creation and success of creating a program to train future teacher librarians. Quantitative measures were used for the amount of reading for pleasure (e.g. class time for reading, and reading during free time). Surveys and focus group discussions were used for the school-level data, along with some observations of the number and condition of books and the use of books in the classroom.User satisfactionOtherdata relating to the enjoyment and use of booksData has been collected, but not on a regular basis.DownloadNoDownloadDownloadYes
This project sought to encourage teachers to allow children access to storybooks for pleasure reading, but the small number of storybooks available often made this difficult to measure and the evidence for the increasing use of books was inconclusive. However, many more teachers were allowing students time to read story books or read for pleasure in the classroom and there were a range of activities teachers employed to encourage reading (e.g. a reading competition). Information literacy was gauged by such things as teachers using research assignments and 65% of teachers did, though the increase from the baseline is unclear.
The use of information resources by teachers was problematic as there were still so few available, though some teachers were personally using the internet. But teachers were involving students in using conventional sources of information (e.g. dictionaries and atlases).
All four CoE staff enrolled in the USA-based library training completed the post-graduate certificate program. A Rwandan library training program for teachers has been designed and awaits university validation, and the four CoE staff will be able to teach this program. The report is transparent about the difficulties in collecting data (e.g. asking questions about reading at baseline, that teachers may not fully understand prior to training), and in the sampling (which was not representative or random). Much of the data presented does not directly address the outcomes specified and it is difficult to discern the overall impact of the project.