In the education sector, there have been many changes over the years. For instance, schools shifted from a Francophone to Anglophone setting, a competence-based curriculum, aligned to national development goals, was introduced, and registration for candidates is now done online, to mention a few.

However, with such changes, experts believe there is need for teachers to engage in clinical supervision, an activity that brings skilled supervisors and practitioners together in order to reflect on their practice, to be able to handle the adjustments so that it doesn’t affect what they deliver to students.

What is needed?

Faustin Mutabazi, the chief executive officer at Educational Consultancy Bureau, an organisation that supports education and curriculum activities in Rwanda, says the bureau has multi-disciplinary teachers who work closely with students, families and the community, to address and handle any challenges and difficulties that are faced because of adjustments made in the system.

He says this should be done in all schools for effective learning.

Mutabazi believes that adjusting to alterations in the education system makes it hard for some teachers to handle students accordingly, and that others end up focusing only on what is required by the school, or curriculum.

To achieve better, Mutabazi says, teachers require continuous technical support and supervision to ensure students receive quality education and, educators are not overwhelmed. 

He points out that on many occasions, teachers have reported high levels of stress stemming from their work, and this requires attention in order for them to deliver quality education.

Dr Vincent Sezibera, a clinical psychologist at University Teaching Hospital Kigali (CHUK), says there is a need for teachers to get help, clinical to be exact, regarding these adjustments.

He says that Rwanda is undergoing a number of transitions in different sectors, especially education, and that these changes can be frustrating for teachers if not understood and implemented well.

Sezibera says that first of all, teachers have to be educated on the issues that could affect learners.

For instance, he mentions that learners may suffer trauma stemming from child abuse, neglect, poverty, and domestic violence, among others, and because of the different changes going on in the sector, teachers might focus more on how to adjust to these changes, rather than help learners cope, and progress in all aspects.

"Instructors need to be sensitised on how to handle this; a teacher only bent on following adjustments made will simply judge the child as a poor performer or undisciplined and so they may be disciplinary instead of supportive,” he says.

Sezibera adds that it is even worse with a teacher who may have experienced personal mental health issues, as this is likely to affect their ability to be a good teacher.

"It’s of grave importance to know how teachers have dealt and coped with different issues in order to protect learners from violence. Teachers require instruction to save learners and themselves from negative teaching methods,” he observes.

Mutabazi notes that this support (clinical supervision) will help ease stress due to adjustments and changes as far as education is concerned.

"For any teacher to be able to cope, they need to know how to deal with difficult cases, such as child abuse, family conflicts and other complicated issues they come across in their daily work,” he says.

Venuste Munyeshyaka, a P1 teacher, believes that clinical supervision provides an opportunity for teachers to be able to carry out different activities.

For example, he says, when they get such help, they can reflect and review their practice as teachers, discuss individual cases in depth, and be able to identify development needs as far as education is concerned.

Jacky Irabagiza, a counsellor and matron at Martyr Secondary School in Remera, says that when teachers get this kind of supervision, it will promote team building and ensure peer-to-peer support as well.

Irabagiza adds that teachers will also be in the position to address difficulties amongst themselves.

Possible outcomes

Irabagiza says that students will be able to get what is required from their teachers because they will be prepared on what to do.

Mutabazi says that teachers will appreciate the support and this will influence them to provide a safe environment for learners and conduct quality education.

He adds that teachers will also be able to discuss freely the challenges encountered at work.

Mutabazi says that this support will also lead to better learning skills to manage the school and learners in general.

This will also create opportunities to reduce pressure through individual and group counselling sessions.

"Teachers can also create student counselling sessions based on how well they are guided,” Mutabazi adds.

Officials share their views

Claudien Nzitabakuze, the head of Teacher Education Management and Professionalisation Department at Rwanda Education Board (REB), says it’s important for teachers to be well informed on the changes in the education system, as well as get any help that can assist their work.

He notes that some students, especially with technology, are more updated than their teachers, and if teachers are not well-informed on how to adapt to these changes, in one way or another, it can have an impact on how they perform as teachers.

He says teachers need to adapt to the changes first and make sure it doesn’t affect how they work with learners.

As the Ministry, he says, in order to achieve this, they make sure teachers are not left behind and whenever there is a change, they update them, especially through capacity building.

"If it’s something new, especially regarding technology, there are programmes set up for teachers to help them adjust to what is going on in the sector,” he says.

editorial@newtimes.co.rw