PROJECT TIMELINE

2016 – 2017

PROJECT DESCRIPTION

IEE implemented the Teacher development through school-based Mentorship for quality results for children Project implemented by 34 Mentor Trainers in 170 schools (1 Mentor Trainer supporting 5 schools) in 13 districts. Mentor Trainers provided technical capacity support to School-based Mentors for the 170 schools, building their capacity to support development of pedagogical and English-language skills, in an overall effort to increase the quality of education. Through this partnership, IEE Mentors strengthened the role of parents and communities at the school, and in the classroom, to ease the burden on teachers, to provide general support to teaching and learning, and to strengthen the ties between the school and the community. 

Through this project, IEE Mentor Trainers also provided technical support to the second phase of training on the competency-based curriculum, supporting training for trainers, resulting into training for approximately 40,000 teachers with understanding of the new curriculum and equipping them with capacity to deliver quality learning for their students. This support complemented the work that UNICEF and IEE had provided in previous phases of the roll-out of the competency-based curriculum, which realized the development of training and support materials and resulted in more than 23,000 teachers trained.

Through this collaboration, IEE also supported and managed logistics for stakeholder training on the Teacher Management Information System (TMIS) which UNICEF supported for Rwanda Education Board. IEE printed training manuals and managed logistics for the training of 120 education stakeholders involving Directors of Education, District officers in charge of secondary and TVET Education, District officers in charge of Nursery and Primary, District officers in charge of Human Resources, and Rwanda Education Board Staff. This training was intended to enable stakeholders both at national and district levels to effectively manage teachers.

Also, through this collaboration, IEE implemented education in emergency activities aimed at ensuring that teachers in Burundian refugee Mahama camp had increased capacity to deliver quality education, against the competency-based curriculum. This programme component was intended to support teachers’ capacity to deliver the competency-based curriculum and the integration of refugee children in the national education system so as to maximize children’s opportunity to learn and join the labor force if refugees stayed long in the country. Supported by UNICEF, IEE provided teaching and learning support materials, training to 290 teachers, and mobilization of parents to support children’s learning.  Overall, this activity was intended to provide the school with capacity support to teachers to enable them to manage larger classes as well as providing materials to support teaching and learning.

Another major part of this collaboration was an activity focused on development of learning documents and training materials, and student workbooks, to support remedial learning for children at risk of dropping out, through learning clubs. This activity focused on enhancing the gender responsiveness of schools and pedagogy, while at the same time modelling innovative learning support mechanisms for girls and boys to reduce gender disparities in learning achievement and to improve school retention and transition. UNICEF, with IEE and Rwanda Education Board supported the development of a remedial curriculum to guide the learning clubs that aimed at reinforcing basic literacy and numeracy skills and metacognitive skills and raised awareness on gender issues. Work with teachers, head teachers, and school-based mentors was all gender sensitive and equal numbers of males and females were reached.

PARTNERS

• UNICEF

• Ministry of Education

• Rwanda Education Board

• District and Sector Education Officials

• Schools

PROJECT IMPACT

The Project Has Benefited