With the Government determined to improve the quality of education in the country, there is a shift from knowledge-based curriculum to competency-based curriculum. According to Rwanda Education Board (REB), such a major shift is a crucial step towards Rwanda’s ambition to develop a knowledge-based society as well as improve competitiveness in the regional and global job market.

The New Times’ Diane Mushimiyimana spoke to Dr Irené Ndayambaje, the Director General of REB to have an insight on the progress towards achieving the quality of education.

Excerpts:

In February and May this year, the Ministry of Education and its affiliated agencies embarked on the Quality Education Enhancement Awareness Campaign. Briefly tell us your findings as far as the quality of education is concerned.

The first phase revealed the issues in schools feeding programme. Some of the schools claim to be feeding students but when you look at the quantity and quality, it is a disaster.

There are those who use the monthly government feeding support package for other purposes.

We have also realised that some schools are failing to promote learning in line with the new competency-based curriculum since they do not leverage ICT tools, keeping them untouched for fear of loss or damage.

The other issues are related to classroom overcrowding, poor hygiene and lack of enough desks to the extent some students sit on benches or even on the floor.

This specific issue got our attention and we made a rapid intervention through MINEDUC in partnership with Rwanda Defence Force under their Citizen Outreach programme. By July 2018, we will have constructed 121 classrooms, 108 latrines and bought 34,000 new desks.

Apart from challenges, we can say that we found that some schools managed to come up with innovative approaches and there are devoted teachers who use the little means they have for greater learning outcomes.

How are you going to address the identified problems?

The use of ICT in learning remains a government priority because we need to achieve the quality of education we are aspiring to have. We have recommended the schools that are not using laptops they receive to change and inspections will continue at local level to ensure all schools abide by the policy.

We know that we still have schools that do not have the facility because of lack of power connectivity but we have notified the responsible agencies and are optimistic that all public schools will have been connected by 2020.

Regarding the issue of science laboratories, they need some budget as the materials and chemicals used are very expensive and we think we will resolve it progressively but, in the meantime, we have decided to be using simulation (digital content).

We are now in the pilot phase in some schools in Kigali and by next year, we hope 500 schools will be able to use it while waiting to get laboratories. Also, as we construct classrooms, we will be encouraging schools in the same neighborhood to share the available facilities while waiting for their own.

Regarding school feeding, students can’t learn well on an empty stomach, we are urging schools not to use the monthly government feeding support for other issues like teachers’ incentives.

However, parents should also understand that they need to contribute so as to complement that support.

It is three years now since the competency-based curriculum (CBC) came into force. What is the current status?

The curriculum, which covers pre-primary up to secondary level, was unveiled in 2015 and rolled out in schools in January 2016.

Unlike the previous curriculum, which focused more on theoretical knowledge, the new one aims to engage students in doing more practicals and discussions in order to empower them with both skills and analytical tools.

Since its introduction, teachers are being trained in different phases and teaching materials were distributed.

However, we had some challenges including lack of science labs and delays in delivery of textbooks to schools.

Recently, we decided to take over the production of materials from private contractors. The move will ensure timely availability and efficient use of resources. So far, 46 volumes of 20 subjects have been completed and are already available electronically for users while mass printing is expected to be done by June.

What has been reported in the media is the Rwanda Education Board failed to do enough in terms of reinforcing the implementation and inspection?

Government planned to have all study books and other teaching materials delivered to schools in three phases ending in 2016.

Part of the blame can be apportioned to Rwanda Education Board but a big part of the problems are attributable to a number of other stakeholders where REB did not have control.

For instance, the bid to supply materials was given to private contractors and some would come with tangible reasons for their failure to deliver on time and REB could not terminate the contract with all the amount of money involved. There was no other choice than to wait.

Was Rwanda ready for this new curriculum, especially as far as quality of teachers and instructors is concerned?

I don’t think the issues faced in the implementation have anything to do with lack of the necessary competences or awareness before the introduction of new curriculum because REB took enough time to explain the implementation requirements to all the stakeholders, including schools.

Teachers were trained as well. Rather, change takes some time to take root.There is need for continous sensitisation.

To some extent, some schools were resistant to change and were reluctant in promoting competency-based learning, for instance, by just keeping ICT tools in boxes and teachers thinking that the ICT lab is only for ICT teachers when it was supposed to serve as a research facility for all school staff to adjust to the new curriculum. Ttah is the attitude we want to change.

As we conclude, any specific message for different stakeholders concerning the quality of education in Rwanda?

My first message is for teachers. They have to recognise that they remain the most important players in improving the quality of education and a key factor in determining learners’ success.

No textbook or computer programme can replace the unique role of a human educator. To gain competency beyond knowledge, a student needs a guide to show them the way.

Therefore, they should remain passionate about their work and, as government, we are promising them that their welfare remains a priority and we have many new initiatives awaiting them in the future.

Secondly, parents should also continue to support government to achieve tangible outcomes. They must make necessary follow-ups to keep their children in school and intervene when needed.

For students, I want them to remember that every programme revolves around their future. When they take things for granted the only person who are going to suffer are themselves.

Therefore, they have to grab all the opportunities they get to thrive and use them responsibly.

editorial@newtimes.co.rw