The National Reading Competition, part of the Kura Umenye Remedial Learning Programme, was launched on October 23, at SOS Technical School, Kagugu, showcasing 24 learners from eight districts across Rwanda. This programme aims to improve foundational learning skills among students who have struggled academically, particularly those in Primary four, five, and six. Organised by SOS Children’s Villages in collaboration with the Ministry of Education and the Rwanda Basic Education Board (REB), the competition highlights the significance of literacy and numeracy in enhancing academic performance for low-achieving students. Cissy Uwamahoro, the Head of Finance Department at SOS Children’s Villages, stated that the event provides a platform for students who have made notable progress through the Kura Umenye programme to demonstrate their reading abilities. Uwamahoro explained that the Kura Umenye remedial learning programme was initiated to support vulnerable children in 120 schools across the country. “The programme includes various academic interventions, such as establishing dedicated reading times and spaces, promoting a culture of reading at home and school, and organising debating sessions,” she added. Uwamahoro noted that over the course of four years, the project aims to enhance the quality of education for more than 32,000 low-achieving children enrolled in a catch-up programme designed to bolster their academic performance. “The reading competition proves that children who perform poorly in class are not incapable; they simply require tailored support to improve,” Uwamahoro noted. She stressed that a unique aspect of the Kura Umenye programme is its emphasis on family involvement, noting that parents are organised into village savings and loan associations to generate income that can support their children’s education. Furthermore, parents receive training on how to actively engage in their children’ academic journeys. Uwamahoro stressed: “Without involving parents, our efforts would be incomplete. We train them on positive parenting and economic empowerment to provide essential support at home.” Participants in the competition were selected through a multi-tiered process, starting at the school level and advancing through sector and district levels. Each district is represented by three top-performing students, culminating in 24 competitors. The students are assessed on reading fluency, communication, and speed using a rubric designed by the organizers, she added. Reflecting on the programme’s impact, Uwamahoro noted significant improvements in both reading skills and overall academic performance among many students. “This competition is more than just a reading event; it is a testament to the progress these children have made through the programme. It encourages other learners to strive for success and demonstrates that investing in foundational skills is crucial for long-term academic achievement.” Uwamahoro pointed out that the competition and associated foundational learning campaigns are set to continue annually, with plans to expand the programme to additional schools, ensuring sustainability beyond its current timeline. Innocent Rukimbira, a parent of a primary six student in Musanze, shared his child’s transformation through the programme. “Before, my child struggled academically, but since the introduction of remedial classes, we have learned how to support him better,” Rukimbira said. He expressed confidence that the programme will continue to foster his child’s adaptation to the learning environment. Melania Uwamungu, a teacher at Rutare in Gicumbi District, has been assisting students in remedial classes for about four years. She highlighted the programme’s focus on key subjects such as mathematics, English, and Kinyarwanda, which have been instrumental in enhancing student performance. “In 2023, we had 18 pupils who previously struggled with reading and writing, but after attending remedial sessions, all of them were promoted to senior one by 2024,” Uwamungu explained.
