A total of 25,768 pre-primary, primary and secondary school teachers have completed training in the new competence-based curriculum.

At least 23,338 were from primary and secondary schools while 2,430 were from pre-primary schools across the country.

The five-day training was organised by Rwanda Education Board (REB), covering new approaches and teaching methods.

Speaking during the closing ceremony at St Aloys in Rwamagana, Olivier Rwamukwaya, the State Minister for Primary and Secondary Education, urged the teachers to work closely with students and parents to facilitate learning.

"We conducted research among students, teachers, parents and other stakeholders to evaluate whether the existing curriculum was really productive. We realised that there was a need to review it and come up with new ways of teaching and learning through the competence-based model. Therefore, as we conclude this training, we hope the implementation will be easy,” he noted.

Rwamukwaya cautioned teachers against rushing through teaching as a matter of completing the syllabus.

"You don’t necessarily need to teach faster, so that you complete what is on the syllabus because it might be useless at the end of the day. We don’t want students to be taught the same thing several times simply because they never understood it. Give them time, understand their views, and then help them critically to where they want/should be,” he added.

During the five-day training, teachers were taught cross-cutting issues that were previously ignored at the lower classes, such as gender education, genocide, environment and sustainability.

Janvier Ismael Gasana, the director- general of REB, said the training enlightened participants on changes made in the new curriculum.

Under the new school curriculum students’ performance should be assessed regularly without waiting for tests.Teachers used to participate more than learners in teaching.

The new curriculum has a learner-centered method where students will play a big role in the learning process and a teacher stands as a facilitator.

"Teachers need training on changes to facilitate implementation of the new curriculum. The ministry will keep on improving teachers’ welfare like increasing salaries basing on their experience as other public employees,” Gasana said.

Francine Muragijemariya, a trainee from APAPER Complex School, said the new curriculum requires much concentration of teachers to make the desired impact.

"We used to read books and summarise for pupils. With the new curriculum we are required to think harder to offer relevant knowledge to students at school and outside.” She said.

"We still need support from the ministry in providing the necessary materials for all lessons. We also, we need parents’ support to motivate their children.”

Anastase Masabo, another trainee from Ecole Notre Dame des Ange, a primary school in Remera, said the trainees acquired enough knowledge about the changes made in the new curriculum.

"Value and attitudes are among the changes made in the new curriculum. We used to give students knowledge from books without skills to practice what they learn theoretically. We should think about how a child should apply the knowledge outside the school. We expect to improve the quality of education as our main focus will be on skills, values and attitudes,” Masabo said.

The new curriculum for pre-primary, primary to secondary levels is designed to empower learners with hands –on skills.

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