Literacy, Language and Learning Initiativepdf.usaid.gov/pdf_docs/PA00KWMS.pdf · Literacy, Language and Learning Initiative ... Sept. 25 – Inter‐Year level scrabble Competition

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Literacy,LanguageandLearningInitiative

FY15Q4QuarterlyReportAnnexes(July‐September2015)

E D U C A T I O N D E V E L O P M E N T C E N T E R

4 3 F O U N D R Y A V E N U E , W A L T H A M , M A 0 2 4 5 3

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Table of Contents

Annex 1: Rwanda Reads Literacy Month activities in TTCs ........................................................................... 3

Annex 2: L3 Steering Committee meeting minutes ...................................................................................... 7

Annex 3: SEN Rapid Assessment Report ....................................................................................................... 9

Annex 4: School monitoring and lesson observation reports ..................................................................... 62

Annex 5: Print media articles .................................................................................................................... 151

Annex 6: L3 instructional materials handout ............................................................................................ 159

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Annex1:RwandaReadsLiteracyMonthactivitiesinTTCs

TTC ACTIVITES ACCOMPLISHED FROM SEPTEMBER TO OCTOBER 6th PARTICIPANTS BY MALE/FEMALE DISTRIBUTION

BYUMBA Sept. 15 – English Club Scrabble Drill

Sept. 19 – Primary School Teachers’ read‐Aloud Competition

Sept. 25 – Inter‐Year level scrabble Competition

Sept. 25 – TTC Debate on Literacy

Sept. 26 – Rice Sack Storybook Making Competition

M‐18/F‐6 Student teachers

M‐25/F‐34 Primary school teachers



MUHANGA

4th of September we launched the literacy month at the TTC

24th September ‐ Reading /book exhibition TTC – The aimed at encouraging parents , teachers and student teachers in acquiring the culture of reading

M‐82/F87 student teachers

M‐17/F20 teachers

M‐10/F9 parents,

M‐1/F1 support staff from TTC

F1 matron from St. Peter College

M‐9/F4 student teachers

M‐4/F11 teachers

M‐5/F1 parents

1F Head Teacher

MURURU

Story writing Competition‐ Throughout Literacy month and still ongoing.

Storytelling day at the TTC‐ 28th September

Some classes stopped their lessons to hear stories. This was filmed and will later

Open to all students (275M and 300 F)

TTC Students

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be edited to become an audio‐visual module on how to share and use stories with learners.

The TTC storytelling club went to St Matthews’s school and told stories to 2 P6 classes to raise their awareness of literacy month and to encourage them to enjoy reading and sharing stories.

M66 F72

TTC Students: 2F 6M

49 learners

SAVE

4, 11, 18, 25 September – Friday School Visit to Save Community Library

5, 12, 19, 26 September – Saturday Drop‐in Session for community members to Save Community Library

21 – 30 September – working with Media Club producing TTC Save News Letter (and the newsletter has been finally published on 30th September!)

4, 11, 18, 25 September: 2‐F primary school teachers (with the primary school children)

5, 12, 19, 26 September: approximately 136 children

21 – 30 September 6‐M/4‐F student teachers

ZAZA

Sept 22. – Reading to primary school with Y1 students

Sept 24 & 25 ‐ Writers Workshop II

M‐ 114/F‐ 145 (sept 22) Student teachers

M‐ 13/F – 12 (sept 24&25) Student teachers

MATIMBA

16th – 17th September – Student outreach activities – Student teachers went to read stories to two local primary schools

18th – Reading / writing sensitization: Organized 5 stands namely the mini book fair, mini writer’s corner, resource corner, using game in teaching and story reading corner. The participants had to visit all the stands and take part in the activities at each stand with the help of the facilitators at each stand. After the activity, participants had 30 min for feedback and knowledge sharing after which the SEO gave a closing speech.

27 student teachers (12 m, 14f)

12 student teachers (6m, 6f); 10 parents (6m, 4f); 20 primary school teachers (9m, 11f); 4 tutors (3m, 1f) and 1 SEO.

RUBENGERA A contest “Who can read better”? 8th September – 30th September. The event M‐310/F328 student teachers (Level 1)

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was organized in 4 steps.

Stage I: Inter class competition where by 8 people were chosen from each class and we had 13 classes

Stage II: 104 competitors were set to compete again

Stage III: Only 52 were chosen

Stage IV: Only 10 people were chosen as the best readers of the month

M‐58/F46 student teachers (Level 2)



CYAHINDA

Role of parents in teaching and learning ‐Role of learners in learning ‐Role of teachers in learning.

‐Vocabulary enrichment

‐Resource making using rice sacks.

‐Using Proverbs in teaching and learning ‐Positive and negative criticism ‐Story telling in Kinyarwanda and English ‐Singing songs and using them in teaching/learning, chants ‐Telling poems, traditional stories, riddles and tongue twisters recitation ‐Letter and word formation games ‐Pre‐reading activities ‐Value of reading ‐Qualities of a good reader ‐Challenges faced by a reader and solutions ‐Composing Literary texts ‐Dramatizing them ‐Reading Competition ‐Awarding ceremony.

The participants were 31 (13m and 18f) through the three days who include tutors, student teachers, parents, head of Umudugudu, primary school teachers from school where student teachers go for school Practice. The events were held at the TTC.

GACUBA II September 2015 activities and competitions. Development of stories on rice sacks based on the topics given to participants

in primary and colleges Story telling using given pictures to be told by pupils, students and parents. Recognition of letter sounds and words flashed to P.1 to P.4 children, students

and parents. Word and sentence building to be performed by pupils, students and parents. Reading stories in Kinyarwanda and English by primary school children that

have been developed based on the topics given.

M F Total

Parents 09 04 13

Tutors 12 03 15

Student teachers 174 202 376

Primary Teachers 05 12 17

Primary Pupils 25 25 50

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TTC ACTIVITES ACCOMPLISHED FROM SEPTEMBER TO OCTOBER 6th PARTICIPANTS BY MALE/FEMALE DISTRIBUTION Reciting rhymes based on the theme by primary pupils and students. Giving testimonies by parents on the use of L3 reading materials that children

usually take home.

Foundation Members 01 03 04

District Officials/SEO 01 00 01

TOTAL: 227 259 486

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Annex2:L3SteeringCommitteemeetingminutesThe Literacy, Language and Learning Initiative (L3) Steering Committee

Minutes of the Meeting 21st August 2016 8:00am – 10:00am

Present: Janvier Gasana Director General REB co‐chair, Kingsley Arkorful L3/EDC co‐chair, Solange Mutezintare L3 / EDC, Lee Marshall USAID, Emile Rudaingwa USAID, Jackie Lewis L3 / EDC, Dr. Joyce Musabe REB, Damian Ntaganza REB, Peter M. Mujiji REB, Aline Murebwajire REB, Diane Sengati REB, Johnson Ndayambaje REB, Emmanuel Muyunvi REB, Nehemiah Bacumuwenda, Anicet Kibiringa REB, and Mary Sugrue L3 / EDC. 1. Welcome and apologies The Director General of REB (DG) welcomed the steering committee members. The DG welcomed Lee Marshall AOR USAID to his first steering committee meeting. 2. Minutes of steering committee meeting held 21st April 2016 Items relating to the minutes: On point 3 USAID confirmed that the 1,000, 000 USD had been given to UNICEF for the purpose of teacher training for the new curriculum with a specific emphasis on literacy. Adopted: The minutes of the previous meeting were adopted. 3. Discussion on the dissemination of the National Assessment on the L3 Rwanda National Reading And Mathematics Assessment Baseline Report A discussion was held on the report. L3 reported that they had not received feedback from REB and the deadline agreed at the last meeting for sending feedback had passed. Requested feedback from REB Senior Management. REB senior management expressed reservations about going public with the report because of the poor results. There were also concerns about how the assessment was carried out including standards that were used. L3 provided an overview of the assessment background and methodology including approved literacy standards for English and Kinyarwanda (P3 and P5) dating back to 2012. Action point 1: REB will respond to the report and send feedback to L3 / by close of the day on August 28, 2015 4. Discussion on the Literacy Standards for Primary 2 5. Presentation on the Mid Line Assessment Plan At the previous meeting L3 outlined the need to develop and propose reading fluency standards for Primary 2. L3 presented the proposed standards and a discussion followed on the development of the original reading fluency standards and the purpose of the same. After considerable discussion on standards and assessment, the DG confirmed that L3 can use the proposed standards but they must ensure that any further work on standards is in line with other REB activities to develop and compile standards. Action point 1: L3 may use the proposed P2 standards Action point 2: L3 will share the original report of the development of fluency and comprehension standards from 2012. Action point 3: L3 must submit a letter to the DG outlining the Mid‐line Assessment Plan and a letter of request to permit inspectors to participate and conduct the data collection process.

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6. P1 – P3 Revision and New Curriculum Instructional Materials L3 outlined the current project timeline for developing instructional materials. The technical team have been working on Primary 4 materials for English and Mathematics. The teams are finalising the materials. USAID have issued an RFQ for P1 and P2 materials. L3 have brought two specialists from the EDC Home Office on board to help review and align the materials to the new curriculum. L3 acknowledged the on‐going support from CPMD despite their heavy schedule and commitments and requested their continued support for the remainder of the development process, as the deadlines were very tight. The head of CPMD confirmed the busy schedule of CPMD staff during the months of September and October. USAID Indicated that funds earmarked for the P1 and P2 materials could only be spend at this time and any delay will result in Rwanda losing those funds. L3 and USAID advocated for more support from REB and CPMD to ensure that P1, P2 and P4 materials will be in schools at the beginning of the next academic year. REB senior management committed to working with L3 and USAID to assure that materials were developed in time for publishers to get to schools. Action point 1: L3 to develop a production timeline indicating the production milestones and share with REB and USAID. Action point 2: REB ICT dept. to arrange a follow up meeting with L3 to discuss how the materials can be put on OLPC equipment. 7. SBM Restructuring Programme and Implications for L3 REB DG provided an overview of the planned restructuring program for the mentoring programme. The DG gave an assurance that a restructured mentoring programme utilising Rwandan teachers competent in English language will be in place in September. L3 was interested in the status of technology supplied to the SBM and plans for training of the new mentors. It was noted that TDM are engaged in compiling an inventory of returned materials including laptops and pico projectors. It was also reported that UNICEF was in the process of providing laptops to SEOs and thus could be capitalised on for training of the new mentors. 8. Andika Rwanda L3 provided an overview of the status of this year’s Andika Rwanda. The main bottleneck was REB’s financial contribution to the programme and how winning stories will be published. L3 shared the Andika Rwanda concept and budget indicating the item that REB had committed to. DG requested a follow up meeting with L3 to discuss next steps.

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Annex3:SENRapidAssessmentReport

REPORT FOR RAPID ASSESSMENT FOR L3+ INITIATIVE IN NYAMAGABE AND

NYARUGURU DISTRICTS

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This publication is made possible by the support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Education Development Center (EDC) and do not necessarily reflect the views of USAID or the United States Government.

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ACRONYMS AND ABBREVIATIONS

CWDs: Children with Disabilities

CHWs: Community Health Workers

EDC: Education Development Center

EMIS: Education Management Information System

ESSP: Education Sector Strategic Plan

FGD: Focus Group Discussion

NCPD: National Council for People with Disabilities

NGO: Non‐Governmental Organization

PWDs: People with Disabilities

USAID: United States Agency for International Development

VSO: Voluntary Service Overseas

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ACKNOWLEDGEMENTS

The consultant has been very fortunate to work in such an exciting environment. He is very grateful to the VSO for the opportunity to provide this support for data analysis and reporting for L3+ project implemented by VSO in Nyamagabe and Nyaruguru District. This report has been prepared with the participation of a number of individuals including but not limited to primary school teachers, selected parents and community health workers that we would like to express our gratitude to all of them.

We sincerely acknowledge the project’s operational area partners (NCPD, Local leaders, etc.) who generously agreed to participate in this L3+ project’s rapid assessment process through data collection process. L3+ project’s rapid assessment would not have been successfully completed without the help and tireless efforts of the VSO staff especially Mr Antoine Niyitegeka (Project Coordinator) and Mrs Adeline Uwonkunda (M&E Assistant). We finally acknowledge the role played by VSO leadership to facilitate and lead this process from the preparation to the finalization of the report.

This report is a result of quantitative, qualitative data collected from the project’s operational area. The secondary data used in this report are from acknowledged sources. The information will be using to serve as benchmark for the project and to inform its end line evaluation to measure the project achievements.

Both qualitative and quantitative information in this Rapid assessment report remain the property of VSO Rwanda and its partners especially USAID. Information and data must be used only with their prior consent.

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EXECUTIVE SUMMARY

This research is part of the Literacy, Language and Learning (L3) Initiative, the overall goal of which is to improve Rwandan primary school children’s literacy and numeracy levels. L3, which is funded by USAID, involves a collaborative partnership with The Educational Development Centre (EDC), Voluntary Service Overseas (VSO) and Concern Worldwide Rwanda (CWR) working with the Ministry of Education (MINEDUC),

The L3+ Project is managed by EDC and implemented by VSO in Nyamagabe and Nyaruguru Districts. In this context, VSO has undertaken this research with the objective of collecting baseline data about the incidence of special needs among school‐age children, both those attending and not attending, and to assess the resources available and attitudes about children with special needs in the specified regions.

The research was led by VSO in collaboration with a team of NCPD trained volunteers. The research was conducted from June 29th, to July 17th, 2015.

Research Design and Structure.

As the information sought related to the knowledge, beliefs and attitude of teachers, Community Health Workers and Parents of CWDs towards CWDs, the research focused on two pilot districts to provide insights of what is happening in the lives of children with disabilities in Rwanda.

Nyamagabe and Nyaruguru Districts are located in the Southern Province of Rwanda with a total population of 342,112 people (7.2% are PWDs) and 294,334 people (7.6% are PWDs)1. This rapid assessment captured the views of 28 community health workers (8.5%), 120 primary school teachers (36.6%) from 30 selected schools and 180 parents of children with disabilities (CWDs) (54.8%) a total of 328 respondents from six Sectors of Nyaruguru and Nyamagabe Districts.

Main Findings

Teachers in Nyamagabe and Nyaruguru District have scored the gravity of children with disabilities as a main cause of school dropout at 62% and 79% respectively. Regarding to the level when a child has dropped out the school, 90.2% and 79.4% of parents in Nyamagabe and Nyaruguru Districts respectively have said that their children have dropped out the school at primary school level.

With regards to awareness of parents on children’s disabilities; 77% in Nyamagabe and 89% in Nyaruguru are aware of children’s disabilities and have been supported by NGOs, nurses, neighbours and unspecified others to identify their child’s disabilities. Parents have pointed out poverty as the greatest challenge to a family when caring for a CWD at 50% and 64% in Nyamagabe and Nyaruguru respectively.

Out of 179 respondents, the baseline assessment revealed that 41% and 27% of parents of children with disabilities have not attended school in Nyamagabe and Nyaruguru Districts respectively, 52% and 19% completed primary schools, 4% and 19% completed secondary school, and 1% and 8% attended vocational schools / TVET while 1% and 2% attended university. The main occupation of most was agriculture at 97% and 79% in Nyamagabe and Nyarugru Districts respectively.

78.5% and 93.8% of interviewed community health workers from Nyamagabe and Nyaruguru Districts have not been trained in the skills required to provide care for CWDs. 92.8% of respondents were not aware of materials and resources used to provide home‐based therapy to CWDs in the two Districts.

1 National Institute of Statistics of Rwanda (2012); National Population Housing Census Report

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Physical disability is the most commonly known type of disability in the two districts with 38% of parents in Nyamagabe and 37% in Nyaruguru had identified their child’s disability at 3 years of age. 48.3% and 33% of interviewed teachers, 70% and 55.1% of interviewed parents of CWDs and 78.6% and 35.7 of interviewed CHWs in Nyamagabe and Nyaruguru consider CWDs as a burden to society.

When teachers were asked to describe the challenges related to teaching CWDs, the greatest challenge was the lack of qualified teachers. 62% and 39% of interviewed teachers in Nyamagabe and Nyaruguru districts have not received special training to teach pupils with special educational needs.

According to the challenges to CWDs, interviewed parents of CWDs identified lack of availability of special support and lack of voice and representation as the challenges faced by CWDs in the two districts. At family level, 59% and 52% of parents identified lack of consideration by local government and 41% and 45% identified discrimination by neighbours as challenges faced by CWDs. Other challenges identified by parents in Nyamagabe and Nyaruguru respectively include:

Social stigma/negative attitude 40% and 39%

Physical access and distance to school with 18% and 57%

Little or no access to health care with 18% and 27%

Lack of their appropriate services for CWDs with 50% and 73%

Lack of voice and representation with 52% and 58%

Other unspecified reason with 2% and 7%

Recommendations

Targeted community members do not understand the types of disabilities and challenges related to disabilities. The project implementation should focus on community education to ensure that community members understand all types of disabilities to ensure sustainable inclusion for CWDs. This will challenge negative mindset in the community as the assessment noted that there are some parents who have children without disabilities who consider having children with disabilities as a curse and burden not only to their families but also their societies.

Therefore, there is a need to continue with community sensitization on social inclusion of people with disabilities. An advocacy voice is needed for continuously discussing with CWDs and listening to their concerns (role of NCPD) and community education towards a changed mindset on people with disabilities.

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Introduction

In the last decade, Rwanda has committed to promoting education of children with special education needs in mainstream schools. Though many efforts were made, some constraints are still noted. According to the latest EMIS data, about 1% (28,209) of the children currently enrolled in mainstream schools are identified as having a disability as displayed by the Ministry of Education, Rwanda (Education Statistical Yearbook, 2013, Table 1).

The Rwandan Population Housing Census 2012 finds more than 60% of children identified as having a disability are currently attending school and 73,645 children out of 5,015,128children over 5 in Rwanda have a disability (NISR, 2012). The survey also found that about 30% of children with disabilities have never attended school (NISR, 2012). Additionally, the Integrated Household Living Conditions 3 (EICV3, 2010) survey shows that disability is a major factor affecting children’s on time of school enrolment.

Whilst this data provides a general picture of the extent of disability amongst children and their general access to education, data at local authority level is yet to be published. Moreover, qualitative information about the factors influencing access to education by children with disabilities is also very limited.

Therefore, L3+ undertook an initial rapid assessment to collect baseline data to measure progress against this intervention. The assessment has used both open‐ended and close‐ended questions administered by trained NCPD Volunteers at Sector level. The rapid assessment sought to collect information on children with special needs within the schools and the community and use this information to design a pilot intervention to enable children with disabilities to access mainstream basic education.

Description of Program and Project

VSO Rwanda Strategic direction

Voluntary Service Overseas (VSO) is an international NGO headquartered in the United Kingdom, with development programs in 37 countries worldwide and Federation Members in the Netherlands, Ireland, Philippines and Kenya. Established in 1958, VSO has over 50 years of experience with core competency in mobilizing and utilizing human resources for development. The backbone of the VSO model is skills transfer and capacity building of local institutions from grassroots community based organizations to government ministries. VSO’s approach is designed to promote long‐term sustainability.

VSO has been operating in Rwanda since 1998, initially providing service delivery of teaching in English and Science at secondary school level. Since then, VSO’s work in Rwanda has expanded to include social inclusion, gender mainstreaming, and national volunteering and secure livelihoods. In education, VSO aims to improve access to quality basic education for all learners, primarily through pre‐service and in‐service teacher training with a focus on learner‐centred methodology. VSO’s work in education is integrated with work in social inclusion of people with disabilities where VSO works to ensure teachers in mainstream education settings are able to welcome learners with additional needs and also to ensure that providers of specialist care and support are able to realize the right of children with disabilities to education and personal development. VSO is acknowledged as lead organization working on disability in Rwanda, and as the main source of technical support on disability, and is approached by organizations and government for advice and support on disability issues.

VSO is currently engaged in a collaborative partnership with The Educational Development Centre (EDC), working with Ministry of Education (MINEDUC) to improve the quality of literacy teaching and learning

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through a holistic USAID‐funded programme, the Literacy, Language and Learning Initiative (L3). The overall goal of the L3 initiative is to strengthen teaching and learning so that children leave primary school with solid literacy and numeracy skills. It sets out to work with the Ministry of Education to improve the reading of pupils in levels Primary 1 to Primary 4 (P1 to P4). In this context, VSO has undertaken this research to identify communities’ knowledge, behaviour and attitudes on children with disabilities.

Nyamagabe District Overview

Nyamagabe District is situated in the southwest of the Southern Province. It is surrounded by the Districts of Karongi and Ruhango to the north, Nyanza and Huye to the east, Nyaruguru to the south, Rusizi and Nyamasheke to the west. Nyamagabe District is subdivided into 17 administrative Sectors, 92 Cells and 536 Villages. The total area of the District is 1,007 sq. km and a large part of the area is covered by Nyungwe National Park.

Nyamagabe District has a population of 342,112 persons; 180,472 women (53%) and 161,640 men (47%). The population density is 314/km2 (Population and Housing Census, 2012). Nyamagabe district is ranked last among all districts with the lowest percentage (78%) of individuals aged six and above that have ever attended school (EICV3, 2010). The percentage distribution of persons with a major disability by district shows that Nyamagabe is ranked 5th with number of people with a major disability. This percentage 7.2% is above the national average 4.5% (EICV3, 2010).

Nyaruguru District Overview

Nyaruguru District is situated in the south of the Southern Province; it is surrounded by the Republic of Burundi to the south, Nyamagabe and Huye Districts to the north, Rusizi District to the west and Gisagara district to the east. Nyaruguru District is subdivided into 14 administrative Sectors, 72 Cells and 332 Villages. The total area of Nyaruguru District is 1010 sq. km and the district borders with Nyungwe National Park in the west.

Nyaruguru District has a population of 294,334 persons; 155,055 women (53%) and 139,279 men (47%). The population density is 290/km2 (Population and Housing Census, 2012). Nyaruguru district is ranked second last with the lowest percentage (79%) of individuals aged six and above that have ever attended school (EICV3, 2010).

L3+ Project

The overall goal of L3+ is increasing equitable access to education for students with special educational needs within mainstream schools. L3+ will work on three key outcomes with the aim of contributing towards the overall goal of increasing equitable access to education for students with special educational needs within mainstream schools. It will identify students with special needs, and providing information and resources for educators, parents/caregivers, healthcare providers, CHWs and NCPD representatives to achieve improvements in education, care and support of children with special needs and affecting change in attitudes amongst the wider community. L3+ will establish resource rooms, which will act as information hubs for communities in the areas of intervention. The project aims:

To improve the quality of teaching for children with special educational needs at P1 to P4 level in mainstream schools.

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To improve care and support for children with special needs (through enhanced skills and capacity of parents/caregivers, healthcare providers, CHWs and NCPD representatives in care and support for children with special needs).

To improve knowledge, attitudes and behaviours amongst community members towards children with special needs.

L3+ Objectives of the Rapid assessment

This rapid assessment generally aims at collecting baseline data about the incidence of special needs among school‐age in and out of school children in the Nyamagabe and Nyaruguru Districts, to assess the resources for, and attitudes about children with special needs in the specified regions.

Objectives specifically assessed:

To produce a baseline on the incidence of children with special needs attending mainstream schools, attending special schools, and not attending schools in the specified regions; current levels of skills, knowledge, attitudes and practices of educators.

To produce a baseline of knowledge about, attitudes towards, and practices for children with special needs among educators.

To produce a baseline of knowledge about, attitudes towards, and practices for children with special needs among parents/caregivers, healthcare providers, CHWs and NCPD representatives.

To produce a baseline for current knowledge about, attitudes and behaviours towards children with special needs among community members.

Methodology

Source of data

Primary data

The current study used a mixed methods approach to collect the primary data; it used both quantitative and qualitative methods. For quantitative methods the study used semi structured interviews with questionnaires for 3 different types of respondent: parents of children with disability,

teachers and community health workers. The qualitative information was collected using open‐ended questions and the focus group discussions with nurses, community members and NCPD representatives. The rapid assessment was carried out in 2 districts (Nyamagabe: July 13th – 17th, 2015

and Nyaruguru: July 2nd ‐ 9th, 2015), 3 sectors for each district and 5 schools for each sector, giving in total 30 schools in 6 sectors. The sampling technique was purposive.

Secondary data

The consultant reviewed various documents and records for secondary data to complement the data from the field. These documents include project reports, government reports as well as various reports on PWDs.

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Target population and Sampling Technique

A purposive sampling approach was used for the assessment. Closed and open ended questions were used in one questionnaire while a structured focus group discussion format was conducted with health care providers, community members and NCPD representatives. Open ended questions were asked to enrich the information provided on the close ended questions. The rapid assessment was carried out in 2 districts (Nyamagabe and Nyaruguru), 3 sectors for each district and 5 schools for each sector. In total we visited 30 schools in 6 sectors. Purposive selection was applied to identify interviewees. As a result, 90 parents of CWDs, 60 teachers and 14 CHWs for each district were interviewed as displayed in Table 1 below.

Table 1: Rapid assessment target population

District Sector Number of Interviews

Teachers Parents of CWDs

CHWs Total

Nyamagabe Gasaka 20 39 5 64

Tare 20 25 4 49

Uwinkingi 20 26 5 51

Nyaruguru Rusenge 20 30 5 55

Kibeho 20 41 4 65

Mata 20 19 5 44

Total 120 180 28 328

Source: Primary data

Field data collection

From June 29th to July 9th, 2015 L3+ Project conducted a quantitative and qualitative data collection exercise with 328 interviewees (teachers, CHWs and parents). This exercise started with the training of 11 NCPD volunteers (5 from Nyamagabe and 6 from Nyaruguru) and the field pre‐test of the data collection tools. The initial data collection exercise was carried out on July 2nd to 9th in Nyaruguru District and July 13th to 17th in Nyamagabe District. Respondents were interviewed at their working schools, health centres and respective homes (teachers, CHWs and parents respectively).

Data collection tools:

To carry out this rapid assessment, both qualitative and quantitative tools were used:

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Quantitative data included (but not limited to) primary data gathering from selected teachers in project partners’ schools, selected parents and community health workers from identified project operational areas.

Qualitative data include data collected from focus group discussions with the project target audience and open ended questions asked during the interviews.

Data entry and analysis

Quantitative data was collected from the field by NCPD volunteers trained by VSO staff (M&E assistant and L3+ project staff), and entered into the database designed by VSO. The data was analysed using Statistical Package for Social Science (SPSS). The quantitative data was triangulated with qualitative data collected using structured open ended questions and focus group discussions to enrich and expand the findings.

Findings and Analysis

Demographic information of respondents

Table 2: Respondents by District

Respondents’ Clusters

Nyamagabe District Nyaruguru District

Parents Teachers CHWs Parents Teachers CHWs

Number 90 60 14 90 60 14

Total 164 164

Percentage 55% 37% 9% 55% 37% 9%


As displayed in Table 2, the total number of respondents was 164 from each district. The percentage of parents of CWDs, teachers and CHWs was 55%, 37% and 9% respectively for entire exercise and/or each district. Respondents were grouped into 4 groups according to age (≤ 18, 18‐35, 36‐49 and ≥ 50). The majority of respondents were found in the group of age 18 to 35. There was no respondent under the age of 18 years as displayed in Figure 1. According to the gender of respondents, it was noticed that the percentage of females interviewed was 65% in Nyamagabe District and 51% in Nyaruguru District.

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Figure 1: Majority age of respondent

Source: Primary data.

Female parents, teachers and community health workers interviewed were 39%, 21% and 4% respectively in Nyamagabe District and 29%, 18% and 4% respectively in Nyaruguru District. The L3+ project Rapid Assessment has therefore interacted with 190 (57.9%) females and 138 (42.1%) males from all respondent clusters as displayed in Table 3.

Table 3: Gender of respondents

Gender of Respondent


Parents Teachers CHWs Parents Teachers CHWs

Male 26 25 7 42 31 7

Female 64 35 7 48 29 7

Total 164 164

Percentage (M) 16% 15% 4% 26% 19% 4%

Percentage (F) 39% 21% 4% 29% 18% 4%


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Table 4: Education level of respondents


As displayed in Table 4, 179 parents of children with disabilities were asked about their level of education, 89 in Nyamagabe and 90 in Nyaruguru District. 41% and 27% of parents have not attended school, 52% and 19% completed primary schools, 4% and 19% completed secondary school, 1% and 8% attended vocational schools/TVET while 1% and 2% attended university in Nyamagabe and Nyaruguru Districts respectively.

Figure 2: Teachers and community health workers experience in service


According to the household’s economy/respondents occupations, the rapid assessment revealed that parents of CWDs’ occupation is farming which occupies 97% and 79% of occupations in Nyamagabe and Nyaruguru Districts respectively. Other occupations that were revealed are trading with 2% and 4%,

Gender of Respondents


Not attended to school

Primary

Secondary

Vocational/ TVET

University

Not attended to school

Primary

Secondary

Vocational/ TVET

University

Male 12 13 1 0 0 10 16 10 4 2

Female 25 33 3 1 1 14 23 7 4 0

Total 89 90

% (M) 13% 15% 1% 0% 0% 11% 18% 11% 4% 2%

% (F) 28% 37% 3% 1% 1% 16% 26% 8% 4% 0%

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involved in the private sector with 0% and 1% and professional in the public sector with 1% and 16%, from a total of 89 and 90 respondents in Nyamagabe and Nyaruguru Districts respectively.

Types of disabilities experienced in the target area

Regarding the respondents’ experience of interacting with children with disabilities, 49 (81.6%) and 52 (86.6%) of teachers, 6 (42.8%) and 8 (57.1%) of Community Healthcare Workers have experience of interacting with children with disabilities in Nyaruguru and Nyamagabe Districts respectively. 90 (100%) and 68 (75.5%) of parents in Nyamagabe and Nyaruguru Districts have confirmed that they have interacted with children with disabilities. It was noticed that physical/mobility disability is the most frequent disability experienced in Nyamagabe and Nyaruguru Districts as displayed in Figure 3.

When teachers were asked about strategies used to support children with disabilities, 51.7% and 32.1% integrate them in school, avoid discrimination and prevent other students from stigmatising them, 27.6% and 43.4% provide special time for them while 20.7% and 20.8% encourage them in their educational activities in Nyamagabe and Nyaruguru Districts respectively.

Regarding the resources and material expected to integrate CWDs into classroom activities, 41.4% and 30.4% of respondents disclosed that CWDs need to be provided with necessary materials to support in their disabilities, 36.2% and 50% select to provide specialized infrastructures with special scholastic/didactic materials, 5.2% and 12.5% recommends to apply special methodology (special attention to CWDs) while 17% and 7% respondents from Nyamagabe and Nyaruguru Districts find that the training of teachers would be helpful.

Figure 3: Types of disabilities experienced


23

Figure 3 displays the respondents’ experience (Parents of CWDs, CHWs and Teachers) to interact with PWDs/CWDs. The interviewer wanted to know the types of disabilities and their frequency in project operational area. It is in this regard that 97 (51.3%) of respondents in Nyamagabe District and 67 (36.4%) in Nyaruguru District have interacted with children with physical/mobility disability; 48 (25.4%) and 47 (25.5%) of respondents have interacted with children with intellectual disability; and 22 (11.6%) and 28 (15.2%) of respondents have interacted with children with speech disability.

Causes of drop‐out and non‐school attendance for CWDs

As displayed in Figure 4; 46 (62.1%) and 39 (52.7%) of respondents (teachers and Community Health Workers) in Nyamagabe and Nyaruguru Districts confirm that CWDs are attending schools. 42 (56.7%) and 34 (46%) in Nyamagabe and Nyaruguru District respectively say that their children are not attending schools. 9 and 10 respondents from Nyamagabe and Nyaruguru Districts respectively confirmed that their children never attended school. When asked about the reasons associated to CWDs are not attending schools, the gravity of the disability, poverty and distance to schools with facilities are the main reasons provided as displayed in the Figure 5. The gravity of a child’s disability is given by 73% of the respondents in Nyamagabe District and 75% of respondents in Nyaruguru District as the most important reason why children with disabilities do not attend school.

Figure 4: Causes of school dropout and failure in school attendance for CWDs


Teachers’ views on the causes associated with school dropout for children with disabilities were not significantly different from the views of Community Health Workers. They scored the severity of a child’s disability as a main cause of school dropout and poverty as the second cause in both districts.

24

The severity of disability has been identified by 73% of interviewed parents of CWDs in Nyamagabe District and 74% of the interviewed parents of CWDs in Nyaruguru District as being the main cause of drop out, while poverty of the families with CWDs has been identified the second main cause at 13% and 43% in Nyamagabe and Nyaruguru Districts respectively.

Figure 5: Causes of drop out


When asked to identify the child’s level of education when the child dropped out of school, a large number of parents of CWDs reported that their child dropped out of school when they were in primary school, with 90.2% in Nyamagabe District and 79.4% in Nyaruguru District reporting this. (Figure 6).

25

Figure 6: The class when the CWD dropped out of school


As displayed in Figure 6 above, few children with disabilities dropped out of school during nursery and secondary school while a large number of children dropped out of school when they were at primary school.

Knowledge about, attitudes towards, and practices for children with special needs

Figure 7: Parents’ awareness of children’s disabilities


With the rapid assessment for L3+ project, aiming at discovering parents’ awareness on types of children’s disabilities, they were asked if they know any other child, other than their own, in their community who has a disability. As displayed in Figure 7, 77% of parents with CWDs in Nyamagabe and 89% in Nyaruguru are aware of children’s disabilities. When asked about the types of disability that they

26

had experience of, the respondents identified physical disability. In this regards, the focus group discussion (FGD) participants revealed that disability means the loss or malfunction of one part of the body or having a mental disability.

When asked about who supported them to identify their child’s disabilities, NGOs, nurses, neighbours and unspecified others were mentioned. FGD respondents have identified various approaches to identify disabilities where they said that disability can be recognised by the physical appearance of the person, whether the person cannot see or hear. Being alone, without hope and psychologically disturbed were identified as signs of a person with intellectual impairment.

Moreover, when asked what the age was when their child’s disability was identified, 21% and 13% of parents from Nyamagabe and Nyaruguru respectively identified under 1 year, 42% and 38% identified between 1 and 3 years and 37% and 50% identified more than 3 years. The greatest challenge identified by a family having a CWD was poverty 50% and 64% (so not being able to provide medication and basic needs to the CWDs), child isolated within the community with 8% and 14%, child stigmatized with 25% and 15% and unspecified other challenges with 17% and 7% respectively from Nyamagabe and Nyaruguru Districts.

The respondents indicated that PWDs are treated like others. They confirmed that some of the children with physical disabilities have got wheelchair devices that assist them and if they go for medical treatment, they are received and cared for like others. However, based on respondents’ experience gained through visits to other districts; Nyamagabe does not provide good services to people with disabilities2.

In addition, parents of CWDs were asked about strategies or important actions taken to facilitate their CWD’s social integration. It is in this regards that 55.3% and 40.4% of the parents of CWDs who were interviewed in Nyamagabe and Nyaruguru Districts have confirmed that they take care of their CWDs by providing them with basic needs (medical, food, education) while 17.6% and 36% encourage them to play with other children.

Parents of children with disabilities have discussed about the treatment of CWDs by other children without disabilities. 72.1% and 62.5% of respondents in Nyamagabe and Nyaruguru Districts reported that CWDs are stigmatized and/or their rights are violated (prevented participation in children’s games for example) by children without disabilities, while 4.7% and 10.2% respectively confirm that these CWDs exclude themselves. However, 17.4% and 21.6% of interviewed parents of CWDs responded that other children without disability integrate CWDs in their games.

This exclusion of CWDs affects them psychologically and emotionally. It is in this regard that 34.5% and 44.9% of parents of CWDs in Nyamagabe and Nyaruguru said that if CWDs are mistreated or excluded by others they will be found in isolation and lose confidence (hope of life), 38.2% and 20.4% respectively reported that CWDs would drop out of the school , 20% and 12.2% reported that CWDs would develop anguish against society and 7.3% and 22.4% reported that there would be an increase in the severity of the disability and cause the CWDs’ trauma.

Parents of CWDs were requested to provide advice to teachers to ensure that CWDs acquire the best possible education. It is in this regard that 93.3% of interviewed parents of CWDs in Nyamagabe and 86.6% in Nyaruguru recommended teachers to take care of CWDs with particular attention to enabling their inclusion in all curriculum and co‐curriculum activities. This is reinforced by FGD respondents who recommend that there should be a census of children with disabilities to know where they live and

2 FGD data: Appendix 2.

27

sensitize the community about children’s rights like medical services, education and support for PWDs with wheelchairs. They added that CWDs can learn like others.

Table 5: Knowledge and services gained by CHWs to provide healthcare to children with disabilities.

Knowledge and services gained Answer Nyamagabe Nyaruguru

Trained to provide health care to children with disabilities

Yes 3 1

No 11 13

Knowledge of materials that could be used for home‐based therapy for children with disabilities

Yes 1 1

No 13 13

Is it difficult to provide health care for children with disabilities?

Yes 9 9

No 5 5

Disabilities can be prevented in children. Yes 11 10

No 3 3

As displayed in Table 5, there were 14 community health worker respondents for each District. The findings revealed that 78.5% and 92.8% of community health workers in Nyamagabe and Nyaruguru Districts have responded ‘no’ to the question related to whether they have been trained to provide care to children with disabilities. When asked about their knowledge of materials that could be used for home‐based therapy for children with disabilities, 92.8% of interviewed community health workers in the two districts responded ‘no’ to this while 64.2% of them confirmed that it is difficult to provide health care for children with disabilities. In addition, a high number of respondents agreed that disability could be prevented in children (78.5% and 71.4% in Nyamagabe and Nyaruguru Districts respectively).

When community health workers were asked about why they find it difficult to provide health care to CWDs, selected reasons include long distance from home to hospitals (50% and 36% in Nyamagabe and Nyaruguru Districts respectively), limited skills and trainings (17% and 18% respectively) and lack of technical/specialized people to take care of them (17% and 18%). 9% of respondents in Nyamagabe identified poverty as a difficulty to providing health care to CWDs and 8% of respondents in Nyaruguru identified the gravity of the disability as a difficulty. According to the FGD respondents, “a better support to PWDs is inclusion in all societal activities to restore their hope for life and valuable contribution to community development”.

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Table 6: Teachers’ beliefs on children with disabilities (n=60 for each District)

Teachers Nyamagabe Nyaruguru

Agree Disagree Don’t know Agree Disagree Don’t know

Burden to their parents 48.3% 48.3% 3.3% 33.3% 58.3% 8.3%

Valuable members of the community

98.3% 1.7% 0.0% 98.3% 1.7% 0.0%

Burden on society 39.0% 57.6% 3.4% 16.9% 79.7% 3.4%

Curse and a punishment from God. 6.8% 89.8% 3.4% 1.8% 93.0% 5.3%

Encouraged participate in play and games like other children

100.0% 0.0% 0.0% 96.7% 3.3% 0.0%

Owe special and extra support at school and in their community, if they need it

100.0% 0.0% 0.0% 98.3% 1.7% 0.0%

Treated with respect 88.1% 11.9% 0.0% 81.4% 16.9% 1.7%

There is a no need for special courses to qualify individuals to teach children with disabilities. Having personal experience is more preferable.

11.9% 88.1% 0.0% 15.0% 83.3% 1.7%

I wish that I had a better understanding of children with disabilities and the different types of disabilities that they may have.

98.3% 1.7% 0.0% 96.7% 3.3% 0.0%

I feel children with disabilities should go to the same hospital as children without disabilities

71.7% 26.7% 1.7% 82.8% 13.8% 3.4%


The data in Tables 6, 7 and 8 highlight that teachers, parents of CWDs and CHWs take differing views on whether CWDs are a burden on society or their parents. Parents of CWDs take the most negative view and see disability as a large burden, followed by CHWs, with teachers having the most positive views about CWDs. Generally, respondents from Nyaruguru take a more positive view than in Nyamagabe and consider CWDs to be less of a burden on society and parents. In all cases, a larger percentage of respondents go on to indicate that they view CWDs as valuable members of the community than being a burden. The view that disability is a curse from God is small when compared to respondents’ views on CWDs as valuable members of the community and other positive indicators such as views on the need for extra support in the community/school and the wish for more knowledge and understanding of issues surrounding disability.

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Table 7: Parents of CWDs’ beliefs on children with disabilities

Parents Nyamagabe Nyaruguru

Agree DisagreeDon’t know

Agree Disagree Don’t know



87.8% 11.1% 1.1% 88.8% 9.0% 2.2%


Curse and a punishment from God.

13.6% 72.7% 13.6% 11.2% 76.4% 12.4%

Encouraged inclusion in play and games like other children

98.9% 1.1% 0.0% 90.9% 8.0% 1.1%


98.9% 1.1% 0.0% 92.1% 6.7% 1.1%

I wish I understood more about disability

95.5% 4.5% 0.0% 98.8% 0.0% 1.2%

CWD should be included in education

95.6% 4.4% 0.0% 76.1% 20.5% 3.4%

I feel children with disability should go to special schools for special education.

76.7% 22.2% 1.1% 75.9% 20.7% 3.4%

I feel that children with disabilities can learn in school.

88.8% 11.2% 0.0% 83.9% 6.9% 9.2%

I feel that having children with disabilities in school takes the teacher’s attention away from the children who do not have a disability.

52.2% 43.3% 4.4% 61.4% 30.7% 8.0%


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Table 8: Community Healthcare Workers’ beliefs on children with disabilities

Community Health Workers

Nyamagabe Nyaruguru





92.9% 0.0% 7.1% 92.9% 7.1% 0.0%


Curse and a punishment from God.

14.3% 85.7% 0.0% 7.1% 71.4% 21.4%

Encouraged participate in play and games like other children

100.0% 0.0% 0.0% 100.0% 0.0% 0.0%


100.0% 0.0% 0.0% 100.0% 0.0% 0.0%

Treated with respect 78.6% 21.4% 0.0% 85.7% 14.3% 0.0%

Should go to the same Hospital and Clinics as children without disabilities

71.4% 28.6% 0.0% 92.9% 7.1% 0.0%


0.0% 92.9% 7.1% 38.5% 53.8% 7.7%


100.0% 0.0% 0.0% 92.9% 7.1% 0.0%


As a result of this identified need for extra support in the community/school and the wish for more knowledge and understanding of issues surrounding CWDs, it is recommended that L3+ works with communities and schools in the target sectors of Nyamagabe and Nyaruguru to improve skills, knowledge and understanding of these issues. This is reinforced by the information from FGD where respondents confirmed that they could not support any person violating the rights of a PWD. They said that they can teach the person the appropriate treatment of the PWD rather than violating their rights.

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As displayed in Figure 8, when they were asked about their knowledge of teaching CWDs, only 4 teachers (6.6%) in each district have been trained on the appropriate methodology applicable to children with special needs. When asked about their knowledge of the materials needed for special needs education, 50 and 56 of teachers questioned (83.3% and 93.3%) in Nyamagabe and Nyaruguru Districts respectively indicated that they did not have this knowledge. In addition, 37 and 45 (61.6% and 75%) of teachers confirmed that teaching children with special needs is very challenging. This calls for the formal training of teachers on the appropriate teaching methodology and use of learning materials to support the education of children with special needs leading to the promotion of inclusive education.

Figure 8: Knowledge of teachers to assist children with disabilities


The rapid assessment revealed that most of parents in the project operational area were not able to identify themselves the child’s disabilities. Table 10 indicates that 52.2% and 16.4% of parents of CWDs in Nyamagabe and Nyaruguru have been helped by someone to identify the disability of their children. When asked about who supported them to identify their child’s disabilities, NGOs, nurses, neighbours and unspecified others were mentioned. When asked the age of the child when disabilities were identified, 21% and 13% of parents of CWDs in Nyamagabe and Nyaruguru indicated that the disability was identified within one year, 42% and 38% indicated between one and three years and 37% and 50% indicated after more than three years.

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Table 9: Challenges to teach CWDs as Identified by Teachers

Challenges related to teaching CWDs

Nyamagabe Percentage Nyaruguru Percentage

Lack of Materials 3 8% 0 0%

To learn is difficult because of their specific disability, they cannot learn as other children

4 11% 12 33%

They are stigmatized by other children

1 27% 2 6%

It is difficult to teach a child with disability because he needs special time to take care of him, and it is difficult to teacher to obtain that time

5 14% 7 19%

No challenge 1 27% 1 3%

Lack of qualified teachers to train Children with Special need, teacher didn't receive special training

23 62% 14 39%

Total 37 36


When teachers were asked to explain the challenges related to teaching CWDs, the greatest challenge identified in Nyamagabe and Nyaruguru Districts was the lack of qualified and trained teachers to train children with special needs.

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Table 10: Parents’ knowledge of identification and prevention of children’s disabilities.

Services to children with disability

Answer Nyamagabe Nyaruguru

Someone help me to identify your child’s disability.

Yes 47 13

No 43 66

Any one told me that children’s disabilities could be prevented at any time.

Yes 18 11

No 71 69

Any one talked to me about preventing a disability before the child is born.

Yes 13 10

No 76 70


Regarding the prevention of disabilities, 78.8% and 86.2% of parents of CWDs in Nyamagabe and Nyaruguru confirmed that no one has told them about prevention of children’s disability. Moreover, only 14.6% of parents in Nyamagabe and 12.5% in Nyaruguru Districts have confirmed their awareness of children disabilities (someone told them about preventing a disability before the child is born).

34

Figure 9: Source of information on disability


Regarding the source of information on disability, Figure 9 indicates that most of the respondents have mentioned radio, health centres and community health workers as the main sources of information.

Challenges faced by families of/and children with disabilities

Figure 10 displays a list of challenges of children with disabilities at individual level not being able to attend school. Challenges include being unable to access healthcare, lack of availability of special services and lack of voice and representation. At family level, lack of consideration by local government and discrimination by neighbours were identified as challenges.

Poverty is regarded as the greatest challenge to families of CWDs in Nyamagabe and Nyaruguru, with the isolation and stigmatization of the child also identified as issues.

35

Figure 10: Challenges for the family with a CWD


As displayed in Table 11, there are various challenges identified on an individual level (CWD) and family level (family with a CWD) by families of CWDs For CWDs, social stigma/negative attitude has been identified by 40% and 39% of families in Nyamagabe and Nyaruguru as a challenge, failure to attend school identified by 18% and 57% of families, failure/lack of access to health care by 18% and 27% of families, lack of appropriate special services for CWDs by 50% and 73% of families, lack of voice and representation by 52% and 58% of families and other unspecified reasons by 2% and 7% of families.

64 8%50%

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Table 11: Individual and family level challenges (CWDs and Families with CWDs)

Cluster Challenges Nyamagabe Nyaruguru

Children

Social stigma/ negative attitudes 40% 39%

Not being able to attend school 18% 57%

Unable to access healthcare 18% 27%

Lack of availability of special services

50% 73%

Lack of voice and representation 52% 58%

Other (please specify) 2% 7%

Family level

Lack of consideration by local government

59% 52%

Discrimination by neighbours 41% 45%

Discrimination by health workers 4% 11%

Discrimination by church members

1% 11%

Discrimination by teachers and other schools authorities.

2% 15%

Other (please specify) 11% 21%


According to the answers provided, lack of special services for PWDs and advocacy for them has been identified as the greatest individual level challenge. Therefore, an advocacy voice is needed to continuously discuss with CWDs and listen to their concerns (role of NCPD) to advocate for their appropriate services.

37

At a family level, lack of local government consideration and discrimination by neighbours have been the main challenges identified by59% and 52% and 41% and 45% of familes of CWDs respectively from Nyamagabe and Nyaruguru Districts. This calls for community sensitization on the social inclusion of people with disabilities.

Number of PWDs in Project Operational Area

Table 12 below displays the total number of children and CWDs enrolled in primary education in Nyamagabe and Nyaruguru Districts. The number of CWDs enrolled in primary schools operating in Nyamagabe and Nyaruguru Districts is 0.5% and 0.8% of all children enrolled. This informs us that the number of CWDs enrolled in schools is lower compared to the percentages of the population in the two districts’ populations and the proportional percentages of PWDs and the entire population3.

Table 12: Number of CWDs enrolled in Primary School.

Table 13 displays the population of the selected sectors (Project Operational Area: 3 sectors in Nyamagabe District and 3 sectors in Nyaruguru District) and the proportion of PWDs beyond 5 years of age in the target sectors compared to the districts as a whole.

3 National Institute of Statistics of Rwanda (2012); National Population Housing Census Report.

Year of Study


Boys Girls Total Boys Girls Total

All CWD All CWD All CWD All CWD All CWD All CWD

P1 12,586 69 11,651 40 24,237 109 11,281 100 10,538 71 21,819 171

P2 9,226 49 8,963 33 18,189 82 7,559 53 7,417 45 14,976 98

P3 7,050 45 7,111 19 14,161 64 6,015 65 6,060 39 12,075 104

P4 5,702 25 6,334 27 12,036 52 4,839 52 5,242 38 10,081 90

P5 4,938 33 5,967 26 10,905 59 4,545 47 5,050 49 9,595 96

P6 2,350 24 3,191 16 5,541 40 2,089 25 2,404 21 4,493 46

Total 41,852 245 43,217 161 85,069 406 36,328 342 36,711 263 73,039 605

Source: MINEDUC database (EMIS, 2014)

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Table 13: Total population and PWDs in Project Operational Area4.

District Sector Total Population

PWDs Percentage Average for District

Nyamagabe

Gasaka 35,782 1,674 4.70%

5.20% Tare 19,629 1,083 5.50%

Uwinkingi 20,574 1,116 5.40%

Nyaruguru

Kibeho 18,442 2,335 12.70%

10.50% Mata 20,395 965 4.70%

Rusenge 12,111 1,706 14.10%

Source: NISR, 2015

Gaps identified by the respondents

During the L3+ project Rapid Assessment, some weaknesses/gaps were identified by the respondents. The major ones were the following:

Negative mindset in the community:

The assessment revealed that there are some parents who have children without disabilities and they consider having children with disabilities as a curse.

Inaccessibility to school:

This is very critical in both Nyamagabe and Nyaruguru Districts (for children inside and out of school) due to the geographical location and it does not facilitate CWDs to have access to school.

Lack of inclusive recreational facilities:

The findings from the assessment disclosed that children with disabilities interact with others in their free time but still lack playgrounds, equipment and training to do some sports activities to challenge their isolation.

Lack of resource rooms:

Though the respondents raised this among other gaps, L3+ is addressing it through the establishment of two resource centres, one in Nyaruguru and another one in Nyamagabe which will cater for the needs of educators, parents, service providers and the wider community in the delivery of education, care and support to children with special learning needs.

4 Districts Profile documents from NISR

39

Recommendations

The project implementation should focus on community education to ensure that the community members understand all types of disabilities to ensure sustainable inclusion of CWDs. This will challenge negative mindset in the community as through the focus group discussions the assessment noted that there were some parents who had children without disabilities who considered having children with disabilities as a curse

Teachers have limited skills towards appropriate teaching methodology of CWDs. This calls for the formal training of teachers on the appropriate teaching methodology for children with special needs leading to the promotion of inclusive education.

The project should support the L3+ project target schools and teachers to develop teaching and learning materials that can be used by teachers to support the education of pupils with special educational needs.

VSO/L3+ project implementation should increase community awareness towards a positive inclusion of CWDs without considering them as burden not only for their parents but also for the community. In this regards, community perceptions on children with disabilities need to be improved through formal or informal capacity building on human rights and more specifically the rights of PWDs.

The project should help teachers exchange visits in project target schools for experience sharing on the proper consideration of CWDs.

40

REFERENCES

MINEDUC (2013), Education Sector Strategic Plan 2013/4 – 201718

MINEDUC (2014), Statistical Year Book 2014

National Institute of Statistics of Rwanda (2010) Integrated Household Living Condition Survey 3.

National Institute of Statistics of Rwanda (2012); National Population Housing Census Report.

National Institute of Statistics of Rwanda (2015); Nyamagabe District Profile

National Institute of Statistics of Rwanda (2015); Nyaruguru District Profile.

Nyamagabe District Development Plan

Nyaruguru District Development Plan

VSO Rwanda Strategy 2012 – 2013

VSO; L3+ Project logical frame work

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APPENDIX 1: RAPID ASSESSMENT TOOLS

Questionnaire for Teachers

INTRODUCTION

Thank you for agreeing to participate in this questionnaire. The questionnaire is part of a baseline survey of a Voluntary Service Overseas (VSO) project sponsored by EDC/USAID, in partnership with two Districts .The aim of the project is to identify children with disabilities to ensure that they have access to school, and to increase equitable, quality access to education for students with disabilities.

120 educators from mainstream and private schools, and 180 parents, 18 community health workers, health workers, NCPD representatives and wider community members will be asked to complete this interview to identify basic information about the number of school‐age children with disabilities, and the current levels of knowledge, beliefs, practices and attitudes about children with disabilities among educators, parents/caregivers, healthcare workers, child‐care workers, National Council of Persons with Disabilities (NCPD) representatives, and the wider community toward children with disabilities and special needs education.

The results of this questionnaire will be used to inform the project and will be treated sensitively and diplomatically in the spirit of confidentiality, respect, continual improvement and partnership. Participants and their individual responses will be kept confidential.

The questionnaire will be provided to you by trained, NCPD volunteers. It should take no more than a half hour to complete. If you are not clear about the questions, please feel free to ask for more clarification. You do not have to answer a question if you do not want to. Any publication or the responses will not include names of the individuals who participated, so that all of your answers will be anonymous. Results will only be published by type of person or area (for example, “Responses of Educators” “Responses of Child‐Health Workers”) not only will the results be confidential, but also, you will not be judged by your answer. Your responses are important to us, and they will help VSO design the Resource Centers. We are most grateful to you for your honest answers.

Thank you for being open with us.

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SECTION 1: SOCIO‐DEMOGRAPHIC CHARACTERISTICS OF INTERVIEWEE

No. Questions Response options and codes Skip

District of respondent

Sector of respondent

Cell of respondent

Village of respondent

………………………………

……………………………..

How old are you? Age…………/…………./

Sex of the Respondent Male

Female

1

2

What is the highest level of education you have attained, or if you are in school, your current level of education?

Primary

Secondary

University

1

2

3

For how many years have you been teaching??

1‐5 years

5‐10 years

10‐15years

>15 years

1

2

3

4

What is your marital status? Single

Married

Divorced

Separated

1

2

3

4

As a teacher, have you ever worked with a child with disabilities?

Yes

No

Prefers not to answer

1

0

99

If yes, what type of disability?(Check all that apply)

Visual disability

Hearing disability

Speech disability

Physical/mobility disability

Intellectual disability

Other (specify)………………

1

2

3

4

5

6

7

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SECTION 2: IS ABOUT YOUR BELIEFS ABOUT CHILDREN WITH DISABILITIES

Q201: For each of the following questions, please check one of the five boxes to the right

Strongly Agree

Agree Disagree Strongly disagree

Don’t know

Children with disabilities are a burden to their parents

I feel that children with disabilities are valuable members of the community

I feel that children with disabilities can be a burden on society

Having a disability is a curse and a punishment from God.

I encourage children with disabilities to participate in play and games like other children

I feel children with disabilities should receive special and extra support at school and in their community, if they need it

I always treat children with disabilities with respect

I feel children with disabilities should go to the same schools as children without disabilities



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SECTION 3 IS ABOUT THE SERVICES FOR CHILDREN WITH DISABILITIES

Q303.1. If yes, please explain

………………………………………………………………………………………………………………………………………………………………………………………………………………

Q3. What are some instructional strategies that you use to integrate children with disabilities into your class and help them to follow the courses that the other pupils in your class are following?

........................................................................................................................................................................

................................................................................................................................................

Q4. As a teacher, what resources and materials would be helpful to you in integrating children with disabilities into your class?

No

Questions

Answers and codes skips

Have you had any training in teaching children with special need?

Yes

No

1

2

Have you ever known about teaching materials needed for special need education?

Yes

No

1

2

Is it hard to teach child with special needs? / Do you find it challenging?

Yes

no

1

2

Q304. Why do you think children with disabilities drop out of school or never attend school?

Poverty

Gravity of child disability

Parents think that there is no need to send their child to school because their child cannot learn.

The school is too far.

Parents are ashamed or embarrassed by their child’s disability.

Parents are afraid that their child will be teased at school.

The child is excluded by the school.

Others/specify_____________________________

1

2

3

4

5

6

7

8

45

........................................................................................................................................................................

..........................................................................................................................................

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

THANK YOU FOR YOUR TIME AND COOPERATION

Questionnaire for Community Health Workers

INTRODUCTION


120 educators from mainstream and private schools, and 180 parents, health workers and wider community members will be asked to complete this interview to identify basic information about the number of school‐age children with disabilities, and the current levels of knowledge, beliefs, practices and attitudes about children with disabilities among educators, parents/caregivers, healthcare workers, child‐care workers, National Council of Persons with Disabilities (NCPD) representatives, and the wider community toward children with disabilities and special needs education.


The questionnaire will be provided to you by trained, NCPD volunteers. It should take no more than a half hour to complete. If you are not clear about the questions, please feel free to ask for more clarification. You do not have to answer a question if you do not want to. Any publication or the responses will not include names of the individuals who participated, so that all of your answers will be anonymous. Results will only be published by type of person or area (for example, “Responses of Educators” “Responses of Child‐Health Workers”).. Not only will the results be confidential, but also, you will not be judged by your answer. Your responses are important to us, and they will help VSO design the Resource Centers. We are most grateful to your for your honest answers

46


No. Questions Response options and codes Skip patterns



Cell of respondent


……………………………………………..

……………………………………………..

……………………………………………..

……………………………………………..

How old are you? Age (year)………………………………

Sex of the respondent Male

Female

1

2


Primary

Secondary

TVET

University

1

2

3

4

For how many years have you been working as a health worker?

1‐5 years

5‐10 years

10‐15years

>15 years

1

2

3

4

As a healthcare worker, have you ever worked with a child with disabilities?

Yes

No

I prefer not to answer

1

0

99

If yes, what type of disability? (Check all that apply)

Visual disability

Hearing disability



Speech Disability

Motional and social disability

Other (please specify) ___________________

1

2

3

4

5

6

7

8

47

SECTION 2 IS ABOUT YOUR BELIEFS ABOUT CHILDREN WITH DISABILITIES

For each of the following questions, please check one of the five boxes to the right:

Strongly agree


Don’t know





I encourage children with disabilities to participate in play and games like other children

I feel children with disabilities should receive special and extra support at school and in their community, if they need it

I always treat children with disabilities with respect

I feel children with disabilities should go to the same hospitals and clinics as children without disabilities

There is a no need for special courses to qualify individuals to care for children with disabilities. Having personal experience is more preferable.


48

Q3. If you answers “yes” to Q 204, explain which kind of materials?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….......................................................................................................................................................................................................................................................................................................................

Q4. If you answered ‘yes’ to Q 205, please briefly explain your answer.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

No

Questions

Answers and codes skips

Why do you think children with disabilities drop out of school or never attend school?

Poverty

Gravity of child disability

Parents think that there is no need to send their child to school because their child cannot learn.

Children do not attend school because the schools around does not have the capacity to meet the child needs.

The school is too far.

Parents are ashamed or embarrassed by their child’s disability.

Parents are afraid that their child will be teased at school.

The child is excluded by the school.

Others/specify_____________________

1

2

3

4

5

6

7

8

9

Have you had any training in providing health care to children with disabilities?

Yes

No

1

0

Have you ever known about materials that could be used for community based rehabilitation for children with disabilities?

Yes

No

1

0

Do you find it difficult to provide health care for children with disabilities?

Yes

No

1

0

49

Q5. If you answer yes to Q206, please explain how you think that children’s disabilities can be prevented.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q6. As a health care provider, what do you do in order to help children with disabilities in their daily life so that they can be integrated in your community?

........................................................................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

............................................................................................................

Q7. How do you approach and help families of children with disabilities?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q8. What other information would you like me to know about providing health care to children with disabilities?

........................................................................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

...............................................................................................


Do you believe that disabilities can be prevented in children? Yes

No

1

0

50

Questionnaire for Parents

INTRODUCTION


120 educators from mainstream and private schools, and 180 parents, 18 community health workers, health workers, NCPD representatives and wider community members will be asked to complete this interview to identify basic information about the number of school‐age children with disabilities, and the current levels of knowledge, beliefs, practices and attitudes about children with disabilities among educators, parents/caregivers, healthcare workers, child‐care workers, National Council of Persons with Disabilities (NCPD) representatives, and the wider community toward children with disabilities and special needs education.


The questionnaire will be provided to you by trained, NCPD volunteers. It should take no more than a half hour to complete. If you are not clear about the questions, please feel free to ask for more clarification. You do not have to answer a question if you do not want to. Any publication or the responses will not include names of the individuals who participated, so that all of your answers will be anonymous. Results will only be published by type of person or area (for example, “Responses of Educators” “Responses of Child‐Health Workers”) not only will the results be confidential, but also, you will not be judged by your answer. Your responses are important to us, and they will help VSO design the Resource Centers. We are most grateful to you for your honest answers.

Thank you for being open with us.

51


No Questions Responses and codes skip



Cell of respondent


………..…………………………….

………............................................

…………………………………..

…………………………………..

How old are you? AGE__________________

Sex of the Respondent Male

Female

1

2

What is your religion? Islam

Catholics

Protestant

Traditional

No religion

Other, specify……………...

1

2

3

4

5

6


I have not attended to school

Primary

Secondary

Vocational/ TVET

University

1

2

3

4

5

What is your marital status? Married

Divorced

Single

Widower

1

2

3

4

What is your occupation? Farmer

Trader

In private sector

Professional in public sector

Other, specify……………………...

1

2

3

4

5

52

Do you have a child with one or more disabilities?

Yes

No

1

0

If “no” skip to Section 2

If yes, how many children do you have who have one or more disabilities?

______________________

If yes, what type of disability?

Visual disability

Hearing disability



Speech disability

Other (please specify _____________________

1

2

3

4

5

6

Is your child attending school? Yes

No

Prefer not answer

1

0

99

If no skip to Q112

If yes in which class? ……………………….

Q113

If your child is not attending school, did she/he ever attend school?

Yes

No

Prefer not answer

1

0

99

If your child is no longer attending school, what was the last class level that she/he attended?

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

If your child is no longer attending school, what is the reason?

(check all that apply)

Poverty

Gravity of my child’s disability

I think that there is no need to send him/her to school.

The school is too far away.

We are ashamed or embarrassed by the disability of our child/children.

1

2

3

4

53

We are afraid that our child will be teased at school.

Our child tried to go to school but failed to continue because she/he was not able to learn.

Our child tried to go to school but failed to continue because school don’t have the capacity on child needs.

Our child tried to go to school but failed to continue because she/he was excluded from the activities.

Other reasons (please specify) ……………………………………………………..

5

6

7

8

9

SECTION 2: YOUR KNOWLEDGE AND BELIEFS ABOUT CHILDREN WITH DISABILITIES.

No Questions Answers and codes skips

Do you know any other child or children, other than your own, in your community who has a disability?

Yes

No

1

0

If yes, which types of disability?

Visual disability

Hearing disability

Deafness



Reading disability

Speech disability

Other (please specify) _________________

1

2

3

4

5

6

7

8

54

SECTION 3: IS ABOUT YOUR BELIEFS ABOUT CHILDREN WITH DISABILITIES

Q301: For each of the following questions, please check one of the five boxes to the right

Strongly Agree


Don’t know





I encourage children with disabilities to participate in play and games like other children.

I feel children with disabilities should receive special and extra support at school and in their community, if they need it.

I feel children with disabilities should go to the same schools as children without disabilities

I feel children with disability should go to special schools for special education.

I feel that children with disabilities can learn in school.

I feel that having children with disabilities in school takes the teacher’s attention away from the children who do not have a disability.

I wish I understood more about disability.

55

SECTION 4 IS ABOUT THE SERVICES FOR CHILDREN WITH DISABILITIES

No Questions Answers and codes skips

Did someone help you to identify your child’s disability?

Yes

No

1

0

If no skip to Q402

Q401.1 If yes, who helped you? ____________________________

Q401.2 If yes, how old was your child at the time?

____________________________

Has anyone ever told you that children’s disabilities could be prevented at any time?

Yes

No

1

0

Has anyone ever talked to you about preventing a disability before the child is born?

Yes

No

1

0

If yes to one of the two previous questions, where do you get that information?

From community health workers

From health center workers

From radio

From TV

From local leaders

From schools members

From a newspaper or magazine

Posters or banners

T‐Shirt

Other (please specify) __________________________

1

2

3

4

5

6

7

8

9

10

Have you ever known about Community based rehabilitation in your community for children with disabilities?

Yes

No

1

0

If yes, who is in charge of providing Community based rehabilitation for children with disabilities in your community

Parents

Child Healthcare Workers

Another person (please specify) _________________________

1

2

3

56

When a child with a disability goes to schools, is that child treated like other children? Are they included in the learning activities?

Yes

No

Don’t know

1

0

99

SECTION 5 IS ABOUT THE CHALLENGES FACED BY CHILDREN WITH DISABILITIES

No

Questions Answers And Codes Skips

From your knowledge and experiences, what do you think are the greatest challenges faced by children with disabilities? (Please circle all answers that apply)

Social stigma/ negative attitudes

Not being able to attend school

Unable to access healthcare

Lack of availability of special services

Lack of voice and representation

Other (please specify) ________________

1

2

3

4

5

6

If you have a child with a disability, what have been the greatest problems and challenges you and your family have faced?

Lack of consideration by local government

Discrimination by neighbors

Discrimination by health workers

Discrimination by church members

Discrimination by teachers and other schools authorities.

Other (please specify) ________________

1

2

3

4

5

6

Q6. What are some of the most important actions that you can take in order to help your child with disabity to be integrated into society?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q7. In your opinion, how do children who do not have a disability treat children who do have a disability?

57

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Q8. If your child who has a disability has been mistreated or excluded by other children who do not have a disability, how has it affected your child?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Q9. If I were to be your child's teacher next year, what would you want me to know and do so that your child has the best possible education? ................................................................................................................................................................................................................................................................................................................................................

Q10. What other information would you like to share with me about living with children with disabilities?.....................................................................................................................................................


58

Guide for Focus Group Discussions

DISTRICT:

SECTOR:

CELL:

GROUP MEMBERS: Male= Female=

Facilitator’s welcome

Brief description of the project

State the purpose of the project

Instructions for the participants

Welcome and thank you for volunteering to take part in this focus group. You have been asked to participate as your point of view is important. I realize you are busy and I appreciate your time.

Introduction: This focus group discussion is designed to learn about your current knowledge and beliefs about special needs, and about children with disabilities. The focus group discussion will take no more than two hours. May I tape the discussion to facilitate its recollection? (If yes, switch on the recorder)

Anonymity: Although we are taping the session, I will assure you that you and your comments during the discussion will remain anonymous. The tapes will be kept safely in a locked facility until they are transcribed word for word, then they will be destroyed. The transcribed notes of the focus group will contain no information that would allow individual subjects to be linked to specific statements. You should try to answer and comment as accurately and honestly as possible. I and the other focus group participants would appreciate it if you would refrain from discussing the comments of other group members outside the focus group. If there are any questions or discussions that you do not wish to answer or participate in, you do not have to do so; however, please try to answer and be as involved as possible.

Guides for Our Discussion

We ask that only one person speaks at a time, and that others listen while each person is speaking.

You might be tempted to jump with a comment or opinion when someone is talking, but please wait until that person has finished.

There are no right or wrong answers. Each of you has something important to offer. We are interested in learning about your knowledge and opinions.

You do not have to speak in any particular order

There are many of you participating in this focus group. You each have important views to contribute. I am hoping that each of you will respond to all, or most of the questions.

I expect that you will have many different ideas and opinions to share. Please be assured that you do not have to agree with the views of other people in the group. All opinions are welcome and respected.

Does anyone have any questions? (Answers).

OK, let’s begin

59

Warm up

First, I’d like everyone to introduce him/herself. Can you please tell us your names?

QUESTIONS:

What does “special needs” and “disability” mean to you?

Are all disabilities alike? If not, can you identify different types of disability?

How do you identify a child who has a disability?

Do you believe that your community is welcoming to children with disabilities? Please share examples to back up your opinion.

What do you think would make your community a better place for children with special needs to live in?

Could you live with a child with a disability? If no, why? What factors contributed to your decision that you can’t live with children with disability?

What are your attitudes towards children with disabilities? (In other words, what do you think/say/do?)

What are the attitudes of your co‐workers towards children with disabilities? (In other words, what have you heard/noticed that other people did people think/say/do?)

What would you do if you were facing an adult mistreating or abusing a child with disability? What do you think would have driven your positive or negative reaction?

In your current occupation what do you do in order to help children with disabilities to be integrated into the community?

In your community, what have you noticed about the conduct of other children towards children with disabilities? How do you think that conduct affects the child with a disability?

Do you think that children with disabilities should attend school?

Do you think that children with disabilities should go to the same schools as children without disabilities? Please explain your answer.

What do you think teachers must do in mainstream schools in order to include children with disabilities in the learning process?

What do you think about the aims of this project to create Resource Centers for parents and teachers of children with disabilities, and for community members so that they can learn about children with disabilities and help to integrate them into the community? What are your reasons?

What do you think would make your community a better place for children with special needs to live in?

Are there any other views, comments, or opinions that you would like to share?

Thank you for answering these questions. Your ideas and views will be very valuable to us as we undertake our work in the Resource Centers.

60

APPENDIX 2: NUMBER OF PWDS IN NYAMAGABE AND NYARUGURU DISTRICTS

Number of People with disabilities in Nyamagabe District

Number Sector of residence

Total resident population aged 5 years and above

Persons aged 5 years and above with disabilities

Male Female Both sexes Percentage Average

1 Gasaka 35,782 922 752 1,674 4.7

6.01

2 Musebeya 16,393 608 722 1,330 8.1

3 Nkomane 14,116 540 649 1,189 8.4

4 Buruhukiro 19,926 550 583 1,133 5.7

5 Uwinkingi 20,574 559 557 1,116 5.4

6 Tare 19,629 530 553 1,083 5.5

7 Cyanika 21,469 503 545 1,048 4.9

8 Musange 15,904 472 501 973 6.1

9 Kaduha 17,553 446 510 956 5.4

10 Kitabi 21,837 453 476 929 4.3

11 Kibirizi 18,667 422 465 887 4.8

12 Gatare 13,382 415 452 867 6.5

13 Mbazi 10,276 362 473 835 8.1

14 Mugano 15,426 372 410 782 5.1

15 Mushubi 11,055 330 443 773 7.0

16 Kibumbwe 10,540 330 400 730 6.9

17 Kamegeri 11,819 304 326 630 5.3

61

Number of People with disabilities in Nyaruguru District

Numbers Sector of residence

Total resident population aged 5 years and above

Persons aged 5 years and above with disabilities

Male Female Total Percentage Average

1 Kibeho 18,442 1,065 1,270 2,335 12.7

6.0

2 Rusenge 20,395 805 901 1,706 8.4

3 Ruheru 30,174 794 780 1,574 5.2

4 Busanze 23,085 579 646 1,225 5.3

5 Ngoma 19,281 603 608 1,211 6.3

6 Ngera 19,131 478 621 1,099 5.7

7 Mata 12,111 478 487 965 8.0

8 Muganza 16,637 446 513 959 5.8

9 Ruramba 14,969 400 422 822 5.5

10 Nyabimata 14,598 349 345 694 4.8

11 Munini 13,621 340 348 688 5.1

12 Cyahinda 18,181 335 317 652 3.6

13 Nyagisozi 15,643 292 308 600 3.8

14 Kivu 15,157 297 259 556 3.7

62

Annex4:Schoolmonitoringandlessonobservationreports

L3 Schools and Grade Monitoring Report

Quarter 4 FY15

EDC‐L3

Monitoring and Evaluation Department

October 2015

63

LIST OF ACRONYMS

CWR : CONCERN WORLDWIDE RWANDA

EDC : EDUCATION DEVELOPMENT CENTER. INC

FY : FISCAL YEAR

PTA : PARENT TEACHER ASSOCIATION

PTC : PARENT TEACHER COMMITTEE

SBMs : SCHOOL BASED MENTORS

TLMs : TEACHING AND LEARNING MATERIALS

VSO : VOLUNTARY SERVICE OVERSEAS

64

Introduction

In quarter 4, L3 staff M&E and Programme Implementation Staff conducted monitoring visits to 133 schools nationwide. In this school monitoring 410 P1 to P3 teachers were monitored. The purpose of the school and grades monitoring was to collect to collect data on the implementation of L3 initiative by looking at teaching and learning process using L3 materials and to track early grade literacy and numeracy teaching practices in P1 to P3 grades.

Results of School Monitoring allowed informing L3 Technical and Management Teams with up‐to‐date information about the progress of L3‐related activities in order to improve L3 services delivery by taking into consideration stakeholders‘s feedback on L3 implementation.

The data were collected and analyzed electronically, using tablets with SurveyToGo software in which the school and grade monitoring questionnaire were programmed. The first section of this report summarizes the school monitoring results, mainly looking at aspects of L3 training, PTC functionality and, community support to literacy, equity in education and PTC initiatives to teacher motivation. It also highlights other school features affecting the learning and teaching processes.

The second section of the report highlight the grades monitoring findings on use of L3 teaching and learning materials, L3 training received on L3 materials, the frequency of use of L3 technology in teaching students. The second section portrays the teachers’ appreciation and challenges faced in L3 Implementation

65

SECTION I: SCHOOL MONITORING FINDINGS

1.1. Distribution of school Monitored

In quarter 4 of FY 2015, L3 staff visited 133 schools nationwide. The distribution of schools visited is as

follow:

Table 1: Distribution of schools monitored/Province

Province Schools monitored

East 34

Kigali City 8

North 21

South 45

West 25

Total 133

In quarter under review 133 schools have been visited. It is important to recall that 365 schools have

been visited since the Quarter Two coinciding with the beginning of school Year. The following table

depicts the distribution of schools visited by Province in the course of FY 2015.

Table 2: Distribution of schools monitored since the beginning of school year / Province

Province Total Number of schools visited in FY 2015

East 68

Kigali City 37

North 79

South 106

West 75

Total 365

1.2. PTA/PTC Information

To assess the community support to literacy, community support to equity in education and initiatives for teacher motivation, during school monitoring, head teachers were asked if their schools have functional PTA/PTCs and initiatives of existing PTC.

66

All head teachers of 133 schools visited acknowledged that they have functional PTC. 32.3% head teachers mentioned that their PTC members have been trained by Concern. It is important to note that Concern trained PTC in all 7 Districts of Southern Province and two Districts namely Rulindo and Burera of Northern Province.

86% head teachers in schools with PTC trained by Concern acknowledge that the PTC members trained by Concern have trained other PTC members through cascade model. 42.1% of all 133 schools visited acknowledged that their PTCs have undertaken initiatives for teacher motivation and 41.3% revealed that their PTC has undertaken initiatives to support literacy and equity in education. The following table provides the details on the results.

Table 3. PTA/PTC Information

Rubric Count

Province

Total % East

Kigali City North South West

Does the school have a PTA/PTC?

Yes 34 8 21 45 25 133 100%

No 0 0 0 0 0 0 0

Has the PTA been trained by Concern Worldwide?

Yes 2 0 4 37 0 43 32.3%

No 32 8 17 8 25 90 67.7%

Did the PTC members train other PTA/PTC members?

Yes 2 1 3 37 8 37 86%

No 0 0 1 5 4 6 14%

Does the PTA/PTC have an action plan?

Yes 10 5 4 37 16 72 54.1%

No 24 3 17 8 9 31 23.3%

Has the PTC/PTA undertaken initiatives to support teacher motivation?

Yes 9 4 0 32 11 56 42.1%

No 25 4 21 13 14 77 57.9%

Has the PTC/PTA undertaken initiatives to support literacy and equity in education?

Yes 7 1 0 37 10 55 41.3%

No 27 7 21 8 15 78 59%

The following section provides an overview of teacher motivation initiatives and literacy activities undertaken by PTC members in some schools visited.

Teacher Motivation Initiatives

o GS Kigeyo: A best performing teacher is awarded 20,000 o GS Cyarwa: PTC established a solidarity fund and provide awards to best performers o GS Gashikiri: PTC members and teachers jointly established a tontine o EP Bishyiga: PTC provides incentives to best performing teachers every term. PTC members and

teachers jointly established a cooperative o GS Nuarusange: PTC provides awards to the best performing teachers at the end of each year o SAVE A Primary School: PTC rewards the most performing teachers, train teachers and jointly

established teachers association

67

o GS Mwoya: PTC mobilize parents to visit their children at schoolo SAVE B Primary school: Parents help teachers in making teaching materials o GS Kabgayi: PTC provide tea to teachers and they are starting a joint solidarity fund o EP Gahogo: PTC rewards the most performing teachers o EP Kageyo: PTC and teachers have a banana plantation which provides harvest for teachers’ lunch.

They established a hair salon which is generating incentives to teachers o GS Byimana: PTC provides tea break and lunch to teachers. Parents also provide bonus to teachers

and progressively they are providing cows to every teacher. o GS Nyanza B: Parents provide incentive to teachers o GS Ndora: Parents pay for study trips for teachers o GS Kanzenze: Parents pay incentive to teachers o EP Sanzu: Parents pay for break tea for teachers and they rewards the best performing teachers o EP Runga: Parents rewards the most performing teachers and give to teachers all necessary didactic

materials o Ruhango ADEPR PS: Parents pay for study trip for teachers at the end of each year o GS Nyengabo: PTC pay teachers for coaching lessons and pay incentives to teachers o EP Karama: The school has a teacher mutual fund where teachers borrow money at low interest o EP Gitongati: PTC established a hair cut saloon, which generate momey to pay for teachers’ break

tea

Literacy and Equity in Education Initiatives o GS Cyarwa: There is a reading club and the school organizes public speaking activities o EP Mbuga: PTC sensitize parents to help their children to read at home o EP Kansi A: PTC contribute in organizing reading competitions at sector level o GS Nyarusange: PTC mobilize parents to read at home and awards are given to the best learners o Save A PS: PTC organize reading competitions, rewards are given to the best readers and girls are

encouraged to participate in reading and other learning activities o GS Mwoya: Parents are mobilized to support their children to read at home o GS Nyarunyinya St Ritha: Parents are sensitized on giving equal chance to boys and girls and support

their children to read at home. o EP Tamba: Distributing reading books to students and organize reading competition at school and

sector levels o GS Kabgayi: PTC members organize reading competition and identify children with learning barriers o EP Gahogo: PTC organize reading competition and encourage parents to buy Hobe – (child’

newspaper )for their children o GS Byimana: Organize competition on literacy and numeracy and establish a school library o GS Sanzare: In various meeting, PTC members mobilize parents to support their children to read at

home o EP Hiltop: PTC established a school library where students borrow books to read o Nyange Primary School: PTC ordered Umuhuza books that are read by students, teachers and

community around the school. o Ruhango ADEPR: Encourage students to read by giving them books. PTC support in tracking students

who abandoned the schools o EP Kavumu: Building a library for the school, help girl students providing them sanitation materials to

use while in menstruation periods, providing materials to poor students o EP Nyanza: The school is thinking of starting language clubs and reading competition, and a room for

girls was built o GS Kaganza: Encouraging parents to help students in reading, writing and numeracy, organizing

reading competitions and rewarding the good readers; encouraging parents to accord equal chance to students of both sexes.

o GS Nyengabo: PTA has undertaken the program aimed at each child should read at home. PTC

68

members support the school in fighting against the drop out.o EP Rwamiko: Distributing reading books to students and encourage them to read, encouraging

parents to motivate their daughters to complete school as do their sons. o EP Nyarunyinya: Starting reading clubs and organizing reading competition and rewarding the winners

of the competition, increasing the sanitation materials in girl students room and helping poor students

o GS Gihumdwe: The school PTA pays the manager of the school library so that all learners can have access to the library every time

o Umubano IV: PTA of the school encourages parents to have responsibility in student readers management and help learners home in homework

1.3 Other school features monitored

In the school monitoring, head teachers were asked if and how they monitor reading progress of P1 to P3 students. 97% head teachers representing 129 out of 133 head teachers interviewed acknowledge that they monitor students’ reading progress. The following table portrays the findings.

Table 4: Head teachers monitoring of students reading

Province Do you monitor the reading progress of students in the school? Total

Yes No

East 33 1 34

Kigali City 8 0 8

North 20 1 21

South 44 1 45

West 24 1 25

Total 129 4 133

% 97% 3% 100%

Asked how they monitor reading progress; most of the head teachers represented by 84.2% revealed that they monitor reading g through classroom observation. The following table provides the details.

69

Table 5: How head teachers monitor reading progress of students

As evidenced in the table above, head teachers acknowledged that there are various ways of monitoring students reading progress but the most used include classroom observation; monitoring students’ results on tests given by teachers and oral evaluation.

School head teachers were asked if they have a school library, which should be a positive factor for student reading; only 39.1% of head teachers mentioned that their schools have a school library, whereas 60.9% reported that they school does not have a school library. The other specific characteristics of schools monitored are summarized in the following table.

Table 6: School features

School Name Observation

Nyarushisshi PS The school infrastructures are new and well maintained. The School Based Mentor was very much supporting the school and he actively assisted teachers. The school is located in poor community where members are not involved in education of their children as testified by School leadership.

Save A The school is located near other education institutions such as TTC SAVE, various secondary schools Catholic Parish and Catholic University of Rwanda. This positively influences the students’ performance as they allow getting additional resources for children to read and also contribute to the teachers’ professional development.

GS Nyarunyinya St Ritha

The school is well organized; the head records and follow everything in school. It is clean and students are disciplined. Best performing teachers are Teachers are awarded.

EP Tamba

The school is using the L3 books, but the daily readers were not all distributed to students especially English readers

Gs Kabgayi B

The school is implementing L3: the reading books were distributed to students and reading has improved especially in Kinyarwanda but students are struggling with English.

EP KAGEYO The school is building new classrooms which will influence teaching learning by

How do you monitor students reading progress? Frequency Percent

Classroom Observation 112 84.2%

Monitor students’ results on tests given by the teacher

6 4.5%

Evaluate children orally myself 7 5.3%

Review students’ assignments or homework 2 1.5%

Teachers provide me progress reports 1 0.8%

End of term evaluations 1 0.8%

Total 129 97.0

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avoiding class over populationThe PTC also is working and helps in learningNtenyo Market is near the school and the students were used to miss the class when they had gone to that market but the PTC collaborate with local authorities to eradicate this issue.

GS BYIMANA

The school well organized and it has good leadership and there was a mentor who actively supported teachers which influences teaching learning

EP GASAKA

The school has a school feeding and it influences teaching _learning and improves attendance and reduces drop out. It also encourages students to reach school early because they take morning breakfast at school and those studying afternoon take lunch at school before start lessons.

There is also one cup of milk per child program which is an advantage to students of P1 to P3.The school has one laptop per child programme which influences student learning. The school has a good performance record and it encourages parents to play a big role in education activities.

GS Ruramba

The students come in areas close to school so it influences teaching learning practices because students come to school on time and they are not absent. There is no teachers’ turnover this positively affect the teaching and learning.However, the school is located near Rubondo Market and on the day of market the students miss the school to look for money in the market. This negatively affects students’ attendance.

GS NYANZA B

The school has a motivated staff which works as a team. Additionally the PTC is so active which influences teaching learning practices. There is a strong association of teachers (AEN) this contribute to teachers retention

EP NYANZA

The school has one laptop per child programme which enhances teaching ‐learning activities

GS GISAGARA A

The school teachers ‘attendance in school is good and this influences positively teaching learning practices.The SBM's net book was broken and could not train teachers on L3 using video modules The P3 teachers of Kinyarwanda were not train on L3 and this affects their teaching practices because they don't use L3 materials in teaching. The fact was due to that the SBM was in maternity leave along the first term.

EP Sanzu

The school has enough teaching learning materials to support the teachers and students

GS MAYANGE A

The school is in partnership with Millennium Villages Project which empowers students to be good readers and writers. This Project also supports the school to improve their infrastructure and for water and sanitation.

GS KABAYA

School administration team is united and organized, classrooms are well maintained and children can learn without any outside interference, children and teachers do not come late because they almost live in the centre of Kabaya nearby, they don't travel for long distances

GS RUSUSA The school is located near Rususa Parish in the centre of Ngororero where

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teachers and students live. The p3 teachers were not using l3 materials in term 1 because the mentor said that they wait for telephones that will be used in p3, in a meeting with them after classroom observation I recommended to start using l3 materials that cell phones are supposed to be shared by teachers.

GS KANOGO

The school of Kanogo does not have a mentor but the teachers are well familiar with l3 materials and they master to use them , especially audio lessons , teachers observed follow instruction as provided by audio teachers

EP RUNGA

The teachers from this school have enough text materials and this can enhance the teaching once they are well used. However, all technology materials are damaged and this can hinder the teaching learning process. The head agreed on urgent reparation of the materials. Also the majority of parents are poor and they have a low attitude towards education which has a negative impact on education.

EP KAVUMU ADVENTISTE

The teachers are motivated and in good collaboration with school authorities, the parents are also involved in school activities via PTC.On the other the hand teachers ‘workload are high which has an negative impact on teaching process.

EP TUMBA

The head teachers makes a daily follow up on teaching ‐learning practices, calls regular meetings with parents and this influences teaching ‐learning. However, some students are experiencing family problems which impedes on their leaning. The teachers also need to improve their level in English so that they may teach well. Additionally, the school must give the daily readers to students to take them home so that they may be familiar with reading.

EP Rugeshi

There is a good collaboration and team work in schools. The school I is supported by VSO volunteers who regular train teachers and support teachers in making teaching materials.

EP RWAMIKO

The students ‘attendance is generally good and the school perform well in national exam. However to be able to use well L3 materials the school needs to repair the damaged materials ( two phones,2 speakers) and replace the stolen Sd cards(2).

EP Muhima

This school is too big. It has 25 teachers in P1 to P3. The total students is 3183. The teachers in P1 and P2 implement L3 program very well. Teachers are happy with the program, students are really performing well. However, P3 teachers need to be supported in all the subjects because many of them do not follow instructions in the guide. The readers are covered, students in P1 and P2 are very good readers in Kinyarwanda. The phones are very few. The only have 7 phones that have to be shared among 25 teachers.

GS RUBONA

The school has distributed all Kinyarwanda daily readers, but daily readers of English in P2 term 2 are not distributed. There is a special P2 class for students with learning difficulties and children who had left the school and returned recently. This class has not any daily readers. The school was advised to distributed the daily readers to all learners

GS RILIMA CATHOLIQUE

the school has the program of 1 laptop per child, students are dropping out because of the airport which is under construction next to it

GS Kabarondo B

The school has replaced some L3 materials such cables and bought two chargers of speakers to keep L3 audio lessons working.

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SECTION 2: FINDINGS OF GRADE MONITORING

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2.1. Distribution of Teachers monitored

Table 7: Distribution of subject teachers monitored in

Province Grade Kinyarwanda Math English Total

East

P1 12 13 9 34

P2 14 12 12 38

P3 13 19 11 43

Total 39 44 32 115

Kigali City

P1 4 4 3 11

P2 3 5 1 9

P3 4 4 4 12

Total 11 13 8 32

North

P1 7 8 6 21

P2 4 5 2 11

P3 3 4 3 10

Total 14 17 11 42

South

P1 28 30 20 78

P2 26 20 24 70

P3 18 31 19 68

Total 72 81 63 216

West

P1 3 0 3

P2 1 1 2

Total 4 1 5

Grand total 140 155 115 410

As per the table above, the distribution of monitored teachers per grade was almost even: (34%) were Kinyarwanda Teachers, 38% were Math whereas 28% were English teachers. Looking at grades, P1 teachers monitored represent 36%, P2 teachers represent31.7% and P3 represent 32.3% of all 410 teachers monitored.

2.2. Use of L3 Teaching and Learning materials

Print materials

During monitoring visits, teachers were asked if they use L3 Print Materials (Teachers’ Guides, Read Aloud books and Students’ books) and answered yes and said no. Almost all P1 teachers monitored (95%) use L3 TLMs; only 5% reported that they do not use them. Look at the use of l3 TLM in various grades, 97.2% P1 teachers mentioned that they use them; 97 P3 teachers mentioned that they use L3 TLM whereas 90 % of P3 teachers also use them. The following table depicts the findings.

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Table 8: Use of L3 print materials

Grade

Subject

Do you use L3 Teaching and Learning Materials while teaching this subject(s) with this grade?

Total Yes No

P1 Kinyarwanda 52 2 54

Math 54 1 55

English 37 1 38

Total 143 4 147


Math 39 3 42

English 39 1 40

Total 126 4 130


Math 52 6 58

English 33 4 37

Total 120 13 133

Grand total 389 21 410

% 95% 5% 100%

Teachers were asked the documents they used in lessons preparations. Most of teachers, 359 teachers represented by 87.5% mentioned that they use L3 teachers and Curriculum documents. The following tables give the details.

Table 9: Documents used in lessons preparation

Documents used Grade Total

P1 P2 P3

Curriculum documents 69 66 62 197

Schemes of work provided by REB

20 9 22 51

L3 teachers guides 58 55 49 162

Total 147 130 133 410

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L3 Technology

Teachers were also asked if they use L3 technology (phones with SD cards, speakers) in teaching P1, P2 and P3 students. Results in table 9 show that most of the teachers (64%) use L3 technology 2 to 4 times a week in teaching students. 5% of teachers use it every day and 8% use the technology once a week. 2% of teachers use the L3 technology occasionally, but not regularly while 6% confirmed that they never used L3 technology in teaching Kinyarwanda, math and/or English in lower primary. It is important to note that the frequency of technology use in the L3 programme varies from subject to subject, (math requires the technology for two lessons a week, while Kinyarwanda and English can require up to five lessons a week.)

Table 10: Use of L3 technology

Grade taught How often do you use this technology in teaching students in this subject?

Total Every day

2‐4 times a week

Once a week

More rarely than once a week

Never

P1 Kinyarwanda 1 36 2 1 12 52

Math 2 34 4 3 10 53

English 5 21 0 3 8 37

Total 8 91 6 7 30 142


Math 1 25 4 1 7 38

English 3 20 4 5 6 38

Total 9 75 13 7 19 123


Math 0 33 5 4 8 50

English 1 24 2 2 2 31

Total 1 76 10 10 18 115

Grand total 18 242 29 24 67 380

% 5% 64% 8% 6% 18% 100%

Teachers who are not using L3 technology representing 18% revealed that this is mainly due to the shortage of L3 technology/materials, damaged materials (phones, speakers and cables), stolen materials, materials kept by some school head teachers as well as electricity problems

2.3. Attendance in L3 Training

The teachers were asked if they have attended a training organized by EDC/L3, 39.8% of teachers acknowledged that they have been directly trained by EDC/ L3 and 60.2% mentioned that they were not directly trained. It is important to note that in FY 2015 EDC/L3 organized trainings for teachers from schools without mentors. The results are displayed in the table 4.

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Table 11. Attendance in L3 training

Have you attended L3 training?

Subject

Total Kinyarwanda Math English

Yes Count 51 64 48 163

% of Total

12.4% 15.6% 11.7% 39.8%

No Count 89 91 67 247

% of Total

21.7% 22.2% 16.3% 60.2%

2.4. Training by School Based Mentors

Though, the school based Mentors ceased working starting August 2015 due to the restructuring of School Based mentoring program being undertaken by Rwanda Education Board; in school monitoring activities, L3 team discussed with teachers about the support rendered by School Based Mentors in quarter One and Two.

This was done with the purpose of verification and subsequently triangulates the data which were reported in by School Based Mentors through Data Winners SMS reporting system on their achievements in training, coaching and mentoring activities, data collected up to the end of July 2015.

Asked whether they were trained by the school based mentor by School Based Mentors, 73.8 % of teachers acknowledged that they have been trained by School Based Mentors, 12.2% of the teachers monitored mentioned that they were not trained. The following table provides the details.

Table 12: Attendance in training by School Based Mentors

Subject

Total Kinyarwanda Math English

Have you attended training by your school-based mentor?

Yes Count 102 116 84 302

% of Total

24.9% 28.4% 20.5% 73.8%

No Count 20 18 12 50

% of Total

4.9% 4.4% 2.9% 12.2%

Our school did not have a mentor

Count 18 21 18 57

% of Total

4.4% 5.1% 4.4% 13.9%

Total Count 140 155 114 409

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% of Total

34.2% 37.9% 27.9% 100.0%

2.5. Teachers feedback about L3 Program

The teachers monitored were asked to provide their observations or comments on L3 materials, training, and school based mentoring program. Their feedback was summarized as follow:

Appreciation of L3 Program

GS KABGAYI ‐ This program is very good. Children like songs and games from audio so much. The lesson plans are

well prepared; they have reduced the workload for us. The problem we have is the speakers. Most of them are no longer working. So these days, most of the audio lessons are taught as non audio. My suggestion to L3 is to prepare audio lessons in a way that the teacher can teach even if she/he does not have a phone.

‐ Math program is very well prepared. Students’ mental and thinking skills have increased a lot with the

headline stories, mental math songs ... However; there are no math student’s books. We really need them.

‐ What I liked about this program is the introduction of the read aloud stories. They have increased the students vocabulary, self expression, what needs to be added in the Kinyarwanda materials is more writing activities in the reader.

‐ Math program in P1 is good. I am happy with the way it is prepared. The challenge we have is the

students’ books. We really need them like in Kinyarwanda and English. Another challenge is the speakers and phones that are not working well. We need our HT to help us and get someone to repair them.

‐ This program is good. It has increased students listening and speaking skills. The readers are very useful. It was like a miracle to have a big number of students’ books in class. I am a teacher in lower primary since 1980, but this is the first time I have seen the government giving us a big number of students’ books. A big number of students now are good in reading and this was not the case before. If this program can stay for more years, it will reduce the repetition rate. If you can increase the writing activities in the reader, this program will be perfect.

GS Coko ‐ When L3 technology materials are used to deliver a lesson, students become highly motivated and

enjoy much the lessons. However there is an issue of electricity and we don't use them all the time it is necessary. The materials are very few.

EP Kiruhura ‐ In general L3 materials help students to understand the lesson we teach them. But the materials are

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easily spoilt specifically speakers and the trainings we had are not enough, we need more trainings.

Gs Rilima Catholique ‐ Kids are very active and motivated during audio lessons but the pause activities duration is very short

to complete the tasks. Daily readers are not enough as some kids did not return the books last year. Some of the recommended books for lessons are not available at the school

EP GIKOMA UEBR

‐ It is so interesting teaching using the L3 materials as they motivate students and encourage them to participate. However, the materials are not enough, their number should be increased. We also need more training on the use of L3 materials.

Gs Munini ‐ L3 materials are very helpful, they capture students ‘attention and motivation.

We need other trainings on the use of L3 materials and there would be replacement of damaged materials.

Ruli Catholique ‐ I like this program. The lessons are well prepared with enough information. My only concern is about

how the blends are grouped in a week. To me, It would be better to group the blends according to their similarities, just to facilitate the students to recognize them easily.

EP BITI ‐ This program is very helpful. The lessons are very well prepared. The audio program has reduced the

dropout rate. However some pause for responses are short especially for the group work activities.

EP NDEGO II ‐ L3 materials are well designed to ease teaching and learning process. Teachers guide and

technologies we received were not enough. We need more training as we used to be supported by SBM and he is no longer working.

GATEBE PS ‐ L3 Programme is enabling children to learn to read. The challenge we are facing relates to the

technologies which are getting damaged. Action point: Improving the management of l3 print materials specifically covering daily readers and teachers guide.

Some of the challenges reported

GS. Saint Paul Kibeho ‐ We need students ‘books in Mathematics. Telephones are a few, we need more others. ‐ Sharing technology materials among teachers is a challenge and we need more training on L3

materials.

GS Rubona ‐ Using L3 materials is difficult for us because of classroom overpopulation, ‐ Time allocated to activities in the materials is not enough. ‐ We need a mentor to help us in English and in the use of L3 materials ‐ We also need students 'books in Math. ‐ Damaged materials would be replaced faster ‐ The audio lesson speed is high considering the large classes we have

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‐ Using pairs and controlling them is a challenge because we have many classes.‐ We need more training on the use of L3 materials. ‐ The speed of audio lessons is high; we do not get opportunity to help students to understand all the

instructions.

Gs Cyahinda ‐ We don't have enough technology materials and those available are not working well because there is

a problem of electricity. ‐ We also need training on the use of the new materials. ‐ The mentor was rarely seen at school, and when he was there he never helps us on teaching

practices.

Gs Rilima Catholique

‐ P2 kids do not understand audio English instructions. Bigger classes are very challenging to teach audio lessons.

‐ Audio lessons do not provide enough time for writing tasks. Kids in our school generally can read well because of the daily readers provided to them

‐ L3 should organize more training as the SBM is no longer at the school

GS MWENDO ‐ At the beginning we used l3 program, but the district evaluation did not include l3 content and our

school failed; so we stopped implementing the program. we only pick in some lessons, ‐ District evaluations do not include l3 content; we often use MK books in math; Kinyarwanda P3

Editions Bakame REB English books

Gs Kanyinya ‐ P1 term 3 lessons are many to teach in one term, especially all 8 blends

GS Gikomero ‐ L3 program does not match well with Gasabo Ditrict scheme of work, which is challenging especially

for district term evaluations.

EP GIKOMA UEBR

‐ L3 programme is so helpful because it allows students to participate and it enhances their motivation. But, the telephones are not enough. At least each teacher would have his/her own phone and speaker to use in teaching.

GS BWAMA ‐ We need more technology materials for teachers of P3.

Mentorship programme was stopped but it was very helpful to teachers because mentors were helping us in the use of L3 materials and English. The mentorship programme would be operational again

EP RULI ADEPR ‐ We have a serious problem of technologies. All the speakers are not working. Advocacy to our HT is

needed so he can make sure that they are repaired. The read aloud stories in P3 are long and difficult for the children like ours. If you can simplify and shorten them, we will appreciate. Otherwise, the program is very helpful; we are no longer suffering, making lessons plans from zero.

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Summary

The school and grades monitoring activities carried out in quarter 4 of FY 2015 allowed assessing the current practice and status of L3 Program implementation and also capturing the challenges and the stakeholder’s feedback on the quality of service rendered in the L3 framework.

The monitoring findings revealed that L3 materials mostly print are used at 95% in all 133 schools visited in quarter 4. L3 technologies are mostly used 2 to 4 times a week as reported by 64% of 410 teachers monitored. Relating to that, the monitoring findings revealed that there are issues of technologies which were damaged and not yet replaced or repaired. This was observed as hindrance to the effective delivery of lessons. Despite the challenges associated with technology, teachers appreciated the availability of print materials mainly the daily readers and teachers guide which reported being well designed and suitable for the teaching and learning.

39.8% of 410 teachers monitored in Quarter 4 reported that they have been directly trained by EDC L3 and 73.8% of them acknowledged that they have been trained by School Based Mentors.

The school monitoring revealed the importance given to community involvement in education. All of 133 schools visited in quarter four revealed that they have functioning PTCs; 54% of them having an action plan and 42.1% having established initiatives for teacher motivation and 41.3% undertaking activities for supporting literacy and equity in education.

The main challenges observed in school and grades monitoring mainly focus on the L3 technologies which are being damaged and some schools do not ensure that they are timely replaced or repaired.

As a way forward, L3 Programme Implementation and Monitoring and Evaluation teams will continue monitoring the school commitments on replacement and maintenance of L3 technologies to ensure that they are effectively used.

Specifically, L3 Programme Implementation team during monitoring activities and lessons observations will continue providing technical assistance on how to delivery lessons with L3 materials.

On the other hand, L3 M&E team will continue monitoring and reports progress and challenges hampering the implementation of L3 program. It will continue working with Concern and VSO to monitor the specific L3 aspects of community and Pre service support.

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Annex 1. L3‐School Form 2015

Question ID

Question Answer

1 a. L3 staff/observer's name Izina ry’Umukozi wa L3

2 b. Date of monitoring visit Itariki y’isuzuma

3 c. Province

4 d. School District

5 e. School name

6 f. Name of Head Teacher

7 g. Phone No

8 1.1 Did the school receive from L3 the following (indicate quantity of each): Ishuri muyobora ryabonye ibitabo bivuye muri L3 ( Andika umubare ):

P1 Kinyarwanda guide (Imfashanyigisho Kinyarwanda P1)

P1 Kinyarwanda Read aloud (Igitabo cy’inkuru P1 Kinyarwanda)

P1 English guide (Imfashanyigisho P1 Icyongereza)

P1 Math guide (Imfashanyigisho P1 Imibare)

Term 1 P1 Kinyarwanda Reader (Igitabo cy’umunyeshuri P1 Kinyarwanda)



P1 English reader (Igitabo cy’umunyeshuri P1 Icyongereza)





P2 Math guide (Imfashanyigisho P2 Imibare)

Term 1 P2 Kinyarwanda Reader (Igitabo cy’umunyeshuri

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P2 Kinyarwanda)



Term 1 P2 English reader (Igitabo cy’umunyeshuri P2 Icyongereza)







P3 English Read Aloud (Igitabo cy’inkuru P3 English)

P3 Math Guide

P3 Kinya Daily Reader

P3 English Daily Reader


Solar Panel (Icyuma gitanga amashanyarazi)

Cellphones (telefone)

Speakers (indangururamajwi)

SD cards (memori kadi)

12 2.1 Does the school have a PTA/PTC? Mwabamugira PTA/PTC ikora?

Yes (Yego)

No (Oya)

13 2.2 Has the PTA been trained by Concern Worldwide? Niba ihari yaba yarahuguwe na Concern Worldwide?

Yes (Yego)

No (Oya)

14 2.3 How many PTA/PTC members attended the training? Ni bangahe bitabiriye amahugurwa?

Don't know

15 2.4 Did the PTC members (who attended the training Yes (Yego)

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facilitated by Concern) train other PTA/PTC members? Abitabiriye amahugurwa (yateguwe na ConcernWoldwide) bahuguye abandi bagize PTA/PTC?

No (Oya)

16 2.5 Does the PTA/PTC have an action plan? PTA/PTC ifite iteganyabikorwa?

Yes (Yego)

No (Oya)

17 2.6 Has the PTC/PTA undertaken initiatives to support teacher motivation; literacy and equity in education? PTA/PTC yaba yaratangije gahunda zafasha mwarimu gukora umurimo we awishimiye?

Yes (Please specify how) (Yego(Niba zihari, zivuge))

No (Oya)

18 2.7 Has the PTC/PTA undertaken initiatives to support literacy and equity in education? PTA/PTC yaba yaratangije gahunda ziteza imbere umuco wo gusoma, ubudasumbana no guha abana bose amahirwe angina?

Yes (Please specify how) (Yego (niba zihari, zivuge))

No (Oya)

19 3.1 Does the School have a Mentor? Mufite mentor? Yes (Yego)

No (Oya)

20 3.2 Does the Mentor train the teachers/head teachers on the use of L3 materials? Mentor ajya ahugura abarimu/Umuyobozi?

Yes (Yego)

No (Oya)

21 3.3 How many P3 math, English and Kinyarwanda teachers were trained this month by the school‐based mentor? Ni abarimu bangahe bigisha imibare, ikinyarwanda,icyongereza bo muri P3 bahuguwe na Mentor muri uku kwezi?

Number of male teachers (Umubare w’ Abagabo)

Number of female teachers (Umubare w’ Abagore)

22 4.1 P1 Enrollment

Male Students (Abanyeshuri gabo)

Female Students (Abanyeshuri gore)

Male Repeaters (Abasibire gabo)

Female Repeaters (Abasibire gore)

Drop out male students in this year (Abaretse ishuri gabo)

Drop out female students in this year (Abaretse ishuri gore)

No of Classrooms (Umubare w’ibyumba by’amashuri)

Shift (1=Single; 2=Double) (Isimburana)


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26 5.1 Number of Male Teachers Umubare w’abarimu gabo

Kinya P1

Math P1

English P1

85

Total number of P1 male teachers* (Umubare w’abarimu bigisha P1)

Kinya P2

Math P2

English P2

Total number of P2 male teachers* (Umubare w’abarimu bigisha muri P2)

Kinya P3

Math P3

English P3

Total number of P3 male teachers* (Umubare w’abarimu bigisha muri P3)

TOTAL NUMBER OF P1‐P3 male teachers** (Igiteranyo cya P1 –P3)

27 5.1 Number of Female Teachers Umubare w’abarimu gore

Kinya P1

Math P1

English P1

Total number of P1 female teachers* (Umubare w’abarimu bigisha P1)

Kinya P2

Math P2

English P2

Total number of P2 female teachers* (Umubare w’abarimu bigisha muri P2)

Kinya P3

Math P3

English P3

Total number of P3 female teachers* (Umubare w’abarimu bigisha muri P3)

TOTAL NUMBER OF P1‐P3 female teachers** (Igiteranyo cya P1 –P3)

28 Name(s) of P1 teacher(s)


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31 6.1 Does the school have a library? (Ishuri ryanyu rifite isomero?)

Yes (Yego)

No (Oya)

32 6.2 Does your school get support from other organisation(s)? Ishuri ryanyu rihabwa inkunga nindi Miryango

Yes (Yego)

No (Oya)

33 6.3 If yes, specify: Inkunga mu biki Teaching and learning materials

Teacher training

Other

34 Please take a photo at the school you are visiting. The photo can be of a classroom, of students, or of the school building.

35 real data

training/practice data

Other

Grade Monitoring Form

Question ID Question Answer

1 a. Observer's name Izina ry’Usuzuma

2 b. Date of Assessment Itariki

3 c. Province

4 d. School District

5 e. School name Other (specify)

6 1. What grade are you teaching? Ni uwuhe mwaka wigishamo?

P1

P2

P3

7 2. What subject are you teaching in this grade? Ni ayahe masomo wigisha muri uwo mwaka?

Kinyarwanda

Math

English

8 3. What is your name? Amazina yawe ni ayahe?

Family Name Izina ry’umuryango

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Other Names Andi mazina

9 4. What is your gender? Igitsina Male (Gabo)

Female (Gore)

10 5. Do you use L3 Teaching and Learning Materials while teaching this subject(s) with this grade? Waba ujya wifashisha imfashanyigisho za L3 mu kwigisha isomo wigisha?

Yes (Yego)

No (Oya)

11 6. In which term are you currently teaching? Ni ikihe gihembwe ugezeho wigisha?

Term 1

Term 2

Term 3

12 7. What is the week number of the curriculum you are currently teaching? Ni icyumweru cyakangahe ugezeho wigisha?

13 8. What is the lesson number of the curriculum you are currently teaching? Ni isomo rya kangahe ugezeho wigisha?

14 9. Have you attended L3 training? Wigeze ujya mu mahugurwa ya L3?

Yes (Yego)

No (Oya)

15 10. Have you attended a training by your school‐based mentor? Wigeze uhugurwa na school based mentor w’ikigo cy’amashuri cyawe?

Yes (Yego)

No (Oya)

Our school does not have a mentor (ikigo cy’amashuri cyacu nta school based mentor kigira)

16 11. Did you receive technology from L3? Ni ibihe ibikoresha by’ikoranabuhanga bya L3 mwakiriye?

Yes, cell phone with SD card (Yego twakiriye telephone)

Yes, speakers (Yego, indangururamajwi)

No (Oya)

17 12. If you said yes in the previous question, how often do you use this technology in teaching students in this subject? Niba warakiriye ibikoresho by’ikoranabuhanga, ni inshuro zingahe ujya ubikoresha iyo wigisha abanyeshuri iri somo?

Every day (buri munsi)

2‐4 times a week (kabiri‐kane mu cyumweru)

Once a week (rimwe mu cyumweru)

More rarely than once a week (Gacye munsi ya rimwe mu

88

cyumweru)

Never (Nta na rimwe)

18 12b. If never, why? Niba nta narimwe ni kubera iki?

19 13. Do you have any comments about L3 materials, training, or school‐based mentors? Haba hari igitekerezo cyangwa icyivuzo watanga ku bikoresho bya L3, ku mahugurwa cyangwa kuri gahunda y’aba school based mentor?

20 Data entered by

21 Thank you for entering this data! real monitoring data

practice/training data

Other

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L3 Audio Lessons Observation Report

Quarter 4 FY15

EDC-L3


October 2015

90

List of Acronyms

EDC : EDUCATION DEVELOPMENT CENTER. INC

FY : FISCAL YEAR

SBMs : SCHOOL BASED MENTORS

T : TERM

W : WEEK

91

Introduction

In quarter 4 of FY 2015, L3 staff conducted classroom observations of 57 audio lessons and 83 non audio lessons. The purpose of lesson observation was to monitor changes in teachers’ instructional practices in teaching students, teachers’ use of learning materials and instructional L3 technologies, instructional time. It also provides feedback on the quality of the audio lessons and informs the L3 technical team of these challenges. Programme Implementation carried out lesson observations and M&E teams; using observation questionnaire (annexed) programmed in Survey To Go software. This report highlights the findings on teaching practices observed, students participation in audio lessons and the quality of technology used.

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FINDINGS OF CLASSROOM OBSERVATION FOR AUDIO LESSONS

1.1. Participation in L3 Training

All observed teachers had previously participated at L3 training or were trained by the school based mentor assigned to their respective schools. The following table gives the details.

Table 1. Training of observed teachers

Observation rubric Count Total

Has the teacher observed been trained by the School Based Mentor on L3 program?

Yes 46

No 11

Total 57

Has teacher attended L3 training? Yes 16

No 41

Total 57

1.2. Distribution of audio lessons observed

In quarter 4, 57 lessons were observed. Most of audio lessons were observed in P1, where 22 lessons were observed. 15 lessons and 20 lessons were observed in P2 and P3 respectively. The following table illustrates the details.

Table 2: Distribution of audio lessons observed

Subject taught

Total Kinyarwanda English Math

Class observed P1 8 7 7 22

P2 7 5 3 15

P3 5 5 10 20

Total 20 17 20 57

1.3. Teaching practices observed

In audio lessons observation carried out, teachers, various teaching practices were observed. It was noted that in Kinyarwanda lessons, all the teachers ensured that all materials and backboard were prepared in advance. More than 90 % teachers observed were able to find a lesson on the telephone, and more than 88.2% teachers observed paid close attention and followed audio instructions. It was also noted that more than 70% of teachers observed delivering audio lessons were able to respect the time parameters given for activities and adjusted their instruction according to the audio signals.

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More than 80% of the teachers observed, correctly repeated, interpreted, and/or translated, audio instructions for their class and more than 82.4% correctly repeated, interpreted, and/or translated, audio instructions for his/her class. The following table gives the details on teaching practices observed.

Table 3: Teaching practices observed

Observation rubric Subject taught

Total Kinyarwanda English Math Prepares his/her blackboard and materials

in advance. 20 15 19 54

100.0% 88.2% 95.0%

Finds the lesson on the phone and prepares the speakers in advance.

19 17 18 54

95.0% 100.0% 90.0%

Used his/her blackboard according to the instructions in the teachers’ guide.

20 15 19 54

100.0% 88.2% 95.0%

Ensured that each student had his/her required book/ materials or could share a book with one other student.

20 15 10 45

100.0% 88.2% 50.0%

Allowed children to view images in the books, flashcards, and/or other display materials for enough time for the children to focus on them (i.e. longer than 5 seconds).

19 9 13 41

95.0% 52.9% 65.0%

Paid close attention to and followed the audio instructions.

19 15 19 53

95.0% 88.2% 95.0%

Correctly repeated, interpreted, and/or translated, audio instructions for his/her class.

19 14 18 51

95.0% 82.4% 90.0%

Respected the time parameters given for activities and adjusted his/her instruction according to the audio signals.

18 12 19 49

90.0% 70.6% 95.0%

Used legible writing that was visible from the back of the classroom.

19 16 20 55

95.0% 94.1% 100.0%

Modeled saying and/or reading words and/or numbers for students with clarity.

20 14 19 53

100.0% 82.4% 95.0%

Pointed clearly at each element on the board when speaking, reading, and/or guiding students’ reading.

20 15 18 53

100.0% 88.2% 90.0%

Used gestures, drawings, miming and/or real objects to help students understand vocabulary and instructions.

17 11 14 42

85.0% 64.7% 70.0%

Total Count 20 17 20 57

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1.4. Students participation in audio lessons

In audio lessons observation carried out, it was noted that teachers observed ensured the student participation. More than 88.2% of the teachers observed called on boys and girls in equitable manner; at least 64.7% of the teachers observed used pair work and/or group work during the lesson and at least 64.7% of them explained to students how they should continue to work on similar content after school. It was observed that on average, the students’ participation in audio lessons was low in English audio lessons and was observed high in Kinyarwanda lessons. The following table highlights aspects of students participation in audio lessons observed.

Table 4: Student participation in audio lessons

Observation rubric Subject taught


Teachers called on boys’ and girls’ in an equitable manner.

19 15 20 54

95.0% 88.2% 100.0%

Teachers evenly distributed questions and interactions (encouraging participation of those at the front and back, on the right and on the left; asking questions of those who raised their hands and those who didn’t).

20 14 19 53

100.0% 82.4% 95.0%

Teachers participated with students in songs and activities and encouraged them to participate.

17 13 18 48

85.0% 76.5% 90.0%

Teachers used pair work and/or group work during the lesson.

13 11 18 42

65.0% 64.7% 90.0%

Teachers taught the lesson without stopping the audio program.

18 10 18 46

90.0% 58.8% 90.0%

Teachers followed the teachers’ guide instructions for follow-on activities.

19 12 19 50

95.0% 70.6% 95.0%

Explained to students how they should continue to work on similar content after school.

19 11 17 47

95.0% 64.7% 85.0%

Allowed students to take reading and/or other study material home.

16 13 12 41

80.0% 76.5% 60.0%

Had enough time to complete the activities during pauses.

16 12 16 44

80.0% 70.6% 80.0%

Students were actively participating in the activities.

19 10 20 49

95.0% 58.8% 100.0%

Students understood the instructions given by the teacher.

19 13 20 52

95.0% 76.5% 100.0%

Students were able to answer the 18 7 19 44

95

questions from the audio program. 90.0% 41.2% 95.0%

Students were able to understand the visual aids.

14 10 15 39

70.0% 58.8% 75.0%

Total Count 20 17 20 57

1.5. Instructional technology and materials

The observations also looked at the quality, use and performance of phones, and speakers, and found that overall the technology is performing well, and most teachers find it easy to operate. Tables below show the results.

Table 5. Volume of Speakers

Rubric Volume Frequency Percent

Volume of speakers Low 7 12.3%

Loud (every learner can hear)

50 87.7%

Total 57 100.0

Table 6. Teacher’s ease with devices

Rubric Ease Frequency Percent

Teacher ease with devices

Difficult 8 11%

Easy 49 89%

Total 57 100.0

Table 7. How long does the battery last?

Rubric Duration Frequency Percent

How long does battery last?

<40 mins 19 33.4%

>40 mins 38 66.6%

Total 57 100.0

With the table above, it was observed that 87.7% of speakers used in delivery of audio lessons allowed the students to hear audio lessons, 66.6% of batteries used in telephones lasted more than 40 min, which means that they allowed finishing the lesson period. On the other hand, 89% of teachers observed easily manipulate and use technologies in delivering audio lessons.

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The lessons observation allowed time for post observation where L3 staff interacted with the teacher to discuss on lessons by looking at the best practices and areas of improvement. The following section highlights the post observation discussion.

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School name Post- observation discussion Action points agreed upon by

observer and teacher

Teacher-recommended

changes to L3 program

MBOGO PS

The teacher was advised to actively engage the students in the lesson and provide the explanations to students to allow them to comprehend the content of the lesson.

To repeat the lesson

The teacher recommended that more pictures should be added in the textbooks mainly in read aloud materials to allow students to get the meaning of the text.

G S Nanga I appreciated how Teacher is using the chalk board, while teaching the lesson; she is monitoring learners while teaching process she has not used the speaker because it is not working, so she used only cell phone. Students were not t hearing audio instructions She has not corrected pronunciation of learners Teacher has not requested leaner’s to use English readers while lesson

We agreed with Teacher that while preparation she will charge speaker and cell phone before the lessons We agreed with head teacher to repair materials damaged,

Teacher was advised to follow instructions from audio teacher and to l support learners by modeling and by repetition instructions and use games while teaching.

none

EP KIRUHURA Keeping the good practice such as calling students by their names and encouraging every students to answer She was encouraged to circulate in the classroom while showing images to learners

She was advised to show to students how to decode words and to showing them the number of words in each sentence

Allowing students to take home their daily readers

Showing clearly images to students while teaching a story and helping students find elements composing a word and words composing a sentence

The time in audio lesson would be adjusted to the capacity of learners

98



Teacher-recommended


EP KIRUHURA The teacher was encouraged to keep the use of manipulative to help students understand well what is taught She was also advised to remind students keep more attention and discipline while working in pairs and listening to instructions

Keeping the use of manipulative ‐Keeping attention and discipline while working in pairs

We need more strong speakers The speed of audio lesson would be adjusted to the capacity of P1 students ‐Time is not enough during audio lesson ‐We need students ‘books for Math ‐In Kinyarwanda the stories are too long, they would be shortened

GS BUHIMBA The speaker run off the power before the end of the lesson, so teacher was advised to check the technology materials before starting using them. She was advised to show the images to students while the story was played on the audio She was also advised to follow the instruction in the teacher guide so to give after the audio activities.

‐Checking the technology materials before start teaching. ‐Showing story images to students. ‐Following the instructions from the teacher guide to be able to give well after the audio activities

We need more training on methodology of using L3 materials.

99



Teacher-recommended


GS KAVUMU MUSULMAN ‐The taught well the lesson: she encouraged all students to read carefully into their readers, she managed well the classroom reminding pupils to follow calling them by their names. She arranged that everyone was on correct page and understands instructions. ‐The teacher was advised reminding students close their daily readers while the part of the lesson is no longer in need of daily readers. ‐She was also advised to encourage students to give their own answers while waiting that the audio students answer.

‐Reminding the students to close their daily readers while they are in other parts of the lesson where they are not needed. ‐Encouraging students to answer before audio students give their own answers.

‐The audio lesson speed would be adjusted to the level of students.

GS KAVUMU MUSLIM ‐The teacher coached well students in pairs ‐She also marked their work during exercises and gave feedbacks with additional information. ‐The teacher was advised to encourage students adapt to the speed of audio

‐Encouraging students to adapt to the speed of audio ‐Reminding students to collaborate more during pair work activities

‐We need more training on L3 materials and more materials of L3. ‐We also need students’ books in Math.

100



Teacher-recommended


EP KIBAGA ‐The teacher circulated in the class to check whether all students are reading in the their daily readers ‐ However , she was advised not to stop the audio lesson. ‐She was also advised to give the follow on activities after the audio lesson.

‐Not stopping audio lesson ‐Giving all follow on activities

‐ We need more L3 materials, especially technology materials. ‐Giving the follow on activities for students to exercise more.

EP KIBAGA ‐The teacher was able to adapt to the speed audio lesson ‐She could motivate the children. ‐The teacher was advised to learn color song, ryhme song so to sing it with student. ‐She was also advised to help students work effectively in pairs ‐She was reminded to give the follow on activities from teacher guide

‐Learning the songs in the materials ‐Helping students work efficiently in pairs ‐Following the instructions from teacher guide and give follow on activities

We need to be trained on the use of L3 Audio lesson are too speedy

EP GIKOMA UEBR The class was motivated answering questions from teacher and audio lesson. However, he was advised to monitor the students' discipline during lesson and help students work in pairs

‐Monitoring students discipline ‐Helping students work in pairs

‐We need stronger technology materials especially phones and speaker ‐We need more training.

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Teacher-recommended


EP GIKOMA UEBR ‐The teacher was able to adapt to the speed of audio lesson. ‐She monitored students ‘reading and showed the confused students to find the pages to read into their daily readers ‐She monitored students ‘discipline and prevent them from shouting during lesson. ‐Since some students are reading without pointing fingers on what they read, she was advised to help students reading by decoding. ‐She was also advised to help students work in pairs

‐Helping students reading by decoding ‐Helping students work in pairs

‐ Reducing the speed of audio lesson ‐Reducing the length of stories in read aloud story ‐Replacing the lost students ‘books since they lose them if they had to take them home ‐Increasing the number of technology materials and giving the speakers which are stronger than the first ones.

GS RUHANGO CATHOLIQUE ‐The teacher was able to motivate the children ‐She had teaching aids such as plates, spoons, cups, etc. ‐She monitoring all students and remind them to be focused on the lesson ‐She was encouraged to draw home objects as it was indicated on the phones ‐She was also advised to help students reading sentences in boxes of their daily readers not only just pointing on drawings ‐ She was advised not to stop audio lesson

‐Preparing audio lesson before teaching it to be able to follow instructions: drawing a circle on the board ‐Helping students read their daily readers by applying suggested reading strategies in teacher guide ‐Not stopping audio lessons

‐We need more technology materials‐There would be more strong technology materials such as speakers

102



Teacher-recommended


GS Rwintashya Use of pair work/group work during the lesson and teacher guide instructions

the teacher agreed to use pair works and follow carefully all instructions in the teacher guide

P3 English difficulty for the kids Audio lessons are very fast, they should be reviewed Lessons in a week are so many (8) to teach in one week

GS CYIZI ‐The teacher helps students work well in their pairs. ‐The teacher provided constructive feedbacks to students who failed to answer correctly ‐The teacher was advised to use the teacher guide to give the follow on activities

‐Using the teacher guide to give the after audio activities

‐We need students’ books in Maths ‐We need more strong technology materials such as speakers and connectors of speakers and phones.

GS CYIZI ‐The teacher explained to the students and helps them to understand the story after it was played on the audio ‐The teacher was able to establish discipline in the classroom and students were listening carefully. ‐ The teacher reminded the students to find pages of the story in the daily readers. ‐The teacher was advised to have a word wall so to help students remember the new words

‐The teacher was advised to continue the same good practices : explaining a story to students, maintaining class discipline, help students find the right pages, etc. ‐Writing new words on one part of the blackboard to help students recall them

‐We need more technology materials so that each teacher may have his/her own materials. ‐It would be better if we are trained regularly on the use of the new materials of L3.

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Teacher-recommended


EP NYANZOGA ‐The teacher taught well the lesson coaching students in pairs. ‐ He efficiently checked that all students were doing exercises and marked their work. ‐ The teacher had not yet his had phone and speaker ready; so he was advised to prepare those materials in advance.

‐Having technology materials ready before start teaching audio lessons

‐ We need students ‘books in Math’s ‐Speakers are easily damaged, we need stronger speakers. ‐Audio lesson are so fast, they would be adjusted to the level of students in our classes.

GS Kabgayi B This teacher is old but very active. She knows all the children ‘names, she called everyone by her name. She followed most of the instructions in the audio. She managed the time for response very well. However the time for response for writing a sentence was short. The group work activity was not well done. Every child got a partner but they failed to work together.

The teacher should keep up the good work. She will have to improve on how she facilitate the group activities by circulating in the room, checking what the children are doing as well as helping those who have difficulties in accomplishing the task.

L3 should adjust some pause for responses in the audio, especially for the writing and the group work activities.

EP Ruli Catholique This teacher needs lot of improvements in how to teach using audio especially on how to manage the time for responses. Her handwriting is also small. However, she is a good teacher as she has a good voice, she encourages students to participate in different activities, ...

The teacher should use the pause for responses properly; she should use big letters while she is writing on the board.

Teaching 3 blends in a week is very challenging. It would be better if they teach at least 2 and those 2 must have a close relationship.

104



Teacher-recommended


EP Biti This teacher was just excellent! I was surprised by her initiative of making sure that each and every child has a container where he/she keeps his/her counting materials. Her class was very active. Her lesson was perfectly delivered. She followed all the instructions in the audio and helped the students to do their activities during pause for responses perfectly.

The teacher should keep up the good work as well as helping those who needs to improve their way of teaching math.

Math students’ books are needed. Otherwise the teacher is very happy with the way that Math is prepared in the teacher guide.

GS PAYSANNAT L The lesson was very good. The teacher mastered the lesson and use of technologies.

To increase the students participation by giving exercise to the slow learners.

To provide enough books

GS RUNYINYA ‐He taught well the lesson by encouraging students to mime the actions and he helped them understand. ‐She also used gestures to explain the new words to students. ‐The teacher was advised to help students in reading, as they could not read properly. ‐She was also advised to help students sing songs on audio and not to pause the lessons.

‐Helping students to read their daily readers. ‐Helping students to sing song on audio. ‐Not pausing the audio lesson.

‐We need more trainings on the use of materials. ‐Audio lessons are too fast.

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Teacher-recommended


GS RUNYINYA ‐The teacher encouraged the students to find the daily readers in advance and when it came to reading they were ready. ‐The teacher was advised to explain to students how to read their daily readers pointing to what they are reading: not just place fingers in box and keep silence. ‐ The teacher was also advised to help students identifying the daily readers of English and Kinyarwanda as some were confusing them.

‐Explain to students how to read appropriately their daily readers pointing to what they are reading. ‐Helping students identifying daily readers of English and those of Kinyarwanda.

‐Reduce the speed in audio lessons ‐We need more training on the use of the materials. ‐We need more technology materials.

G S Ntarama I have appreciated he following thing done by the teacher. 1.Motivation of learners 2.Support provided to learners while pair work 3.Use of chalkboard

While discussion with teacher, we agreed that she will post more materials in classroom

She is requesting increment of pauses in audio lessons

E P BUHANDE This Kinyarwanda Teacher is performing well. She explained to learners and asked them more questions which can facilitate comprehension

We agreed with teacher to continue good practices while teaching.

none

G S Shagasha He used well chalkboard He used clear language He is monitored children and supported them in pair work

For next lesson, he will emphasize on support of learners while manipulation of teaching aids

none

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Teacher-recommended


GS GIKONGORO The teacher was so good in handling the materials: she restored students 'attention, helped student to play "tunga urutoki" game while reading and she was on time to respond to instructions from audio lessons. She was reminded to tell students close their daily readers after reading was over and it was time to follow other part of the audio lesson.

‐Reminding students to close their daily readers while they have finished with reading and they are required to do other activities or follow other instructions.

‐L3 materials are very interesting and are liked by students’ especially audio lessons. ‐However technology materials are not enough and they are easily spoilt.‐There would be more writing activities in the materials.

Teacher was good in teaching her lesson with a clear voice , movement around the class explaining to the children and showing them pictures in the readers, But as she was not paying attention some times to audio teacher as she was explaining to children , then children were not familiar with pair works, then teacher did not know that when audio lesson ends, the lesson continues in the teacher guide

Teachers in a discussion after class room observation promised to pay attention to audio teacher and to work as provided in the teacher guide and in audio teacher and to continue the lesson after audio as provided in the teacher guide.

Teacher suggested that speed in audio should be reduced

The teacher was using the teacher guide and was sure his students were using their readers according to the instructions in the audio program, students were participating and were able to provide quite feedback , but the teacher was not too much rapid that in some cases he was left behind by audio instructions

Teacher after discussion , he Promised to be quick in implementing audio instructions , then he promised to use the blackboard as recommended by the teacher guide

Teacher recommended that speed in audio lesson should be reduced because audio is rapid and when one is not attentive he or she may be lost

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Teacher-recommended


Teacher was good in teaching and was congratulated for motivating students and using teaching aids and helping children participate actively

Teacher was very happy to be congratulated for her hardworking and promised to continue working professionally

Teacher recommended that schools there should be a lesson for making teaching aids that are used always by teachers in classes

He told me how he prepared his lesson , and how he first listened to the audio before the lesson and how he referred to the teacher guide, I congratulated him so much because last year he was not well confident in using L3 materials and sometimes feared to use L3 materials. But for now he was working professionally in his class and paying much attention to audio program instructions

He promised to continue working professionally in using L3 materials

He suggested that speed in audio program should be reduced and to have for each teacher his or her cell phone to use instead of sharing one cell phone

Teacher Jeanne was excellent in teaching audio lesson , she was paying attention to audio instructions and helped learners to work accordingly, she was moving in all the corners helping learners but should know that it is better to interprete the audio question to learners so that class room learners can provide feedback before audio learners

After discussion , Jeanne agreed that it is crucial to interprete the audio question and promised to continue all the time interpreting the audio question to learners

Teacher recommended to be trained more in the use of L3 materials

108



Teacher-recommended


Teacher Veneranda was good and motivating in her lesson , she was interpreting questions to classroom students so that they were providing feed back before audio learners and was following audio instructions but was not moving in all corners to identify and control every student so that students at the back were almost not involved in the classroom activities

After post observation discussion teacher promised to be active and move in all the corners of the classroom to make control of students at the back as well as in front of the school

Teacher recommended that teachers have to be trained much on L3 materials to keep up the good implementation of these materials

EP GATENZI ‐The teacher taught well the using the visual aids she created. ‐She monitored students in pairs and gave them constructive feedbacks. ‐She also checked students ‘work and was able to maintain discipline in classroom. ‐However, she was advised to prepare in advance her materials to use in audio lessons.

‐Preparing in advance the materials to use in audio lessons so not to waste time.

We need students more materials of technology.

GS KIVUMU ‐The teacher assisted almost students to read into their daily readers by giving students directions on how to read. ‐She also showed students how to work in pairs corrected their exercises and gave them feedbacks. ‐She was advised to show students how to find the pages that is read as some were confused.

‐Showing students how to find pages to read.

‐Audio lessons are too fast, their speed would be adjusted to the level of students. ‐We need enough technology materials for all teachers.

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Teacher-recommended


G S Ruganda She is one of the best audio teacher by her manner of supporting learner while story reading, Showing image to learners, support from teacher to learners while reading

None none

GS NYABISINDU ‐The teacher taught well the lesson encouraging and supporting students work in pairs. ‐She encouraged students answer to questions during the lessons and gave constructive feedbacks to students who failed to understand. ‐The teacher was advised to remind students to work together in pairs while finding solutions to headline story.

‐Reminding students to work in pairs to find solutions to headline stories.

‐We need students ‘books in Math.

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Teacher-recommended


EP GITONGATI ‐The teacher showed well the images to students and helped them to interpret the images to allow the understanding of the story. ‐She prompted students to come pointing to the drawings in Read Aloud that matched with the words on the chalkboard to increase student’s vocabulary list. ‐She was advised to remind students close their daily readers and notebooks to follow while the audio lesson was playing. ‐She was also to check with students ‘attention during audio lesson since some of the students were not following.

‐Reminding students close their daily readers and notebooks during audio lessons. ‐Encouraging students to be attentive.

‐We need more training and technology materials ‐P3 stories in English are difficult for students. ‐The voice of the audio lady teacher is so low.

EP Rukore I Children are participating, teacher is motivating learners and he is modeling to them how to read. However teacher is stopping audio teacher during lesson

We agreed that while process he will not stop a lesson

He requested replacement of cables which were damaged.

EP Nyamirama ADPR Good teacher in terms of respecting the audio lesson instructions. However, she did not help learners to bring their teaching materials as recommended by the TG. No sticks were used to help learners in pair counting.

The teachers agreed to always to find teaching materials as recommended by the TG.

More trainings More visits

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Teacher-recommended


EP Nyamirama ADPR Wonderful teacher who was even able to teach the part of letter sound successfully. However he is using L3 cell phone to call other contacts. There is a TIGO SIM card inside. The TG of English P2 was not provided by REB/EDC‐L3. Hence, the teacher did not use it.

The teacher was advised to keep up the good work and agreed to not use again the cell phone for his own business. The PC Francoise was committed to find the Teacher's Guide of English P2 for him as soon as possible.

As the audio teacher is too fast compared to the level of learners in our area. REB should adjust. No time to revise the previous lesson. Providing me with the missing P2 English TG.

GS Kabarondo B The lesson was somehow good and the teacher is dynamic and followed the instructions in the TG. However, there is a delay of one week on the scheme of work. The teacher said that he has been sick and was not able to cover the content of week two. Students were not concentrated due to the new readers distributed before the audio lesson and not well managed. The pair works of students were not well managed.

The teacher was committed to give to learners some courses during the week‐end so that he can catch up. He also agreed to help learners working in pair work according to the audio instructions.

None

GS Kabarondo B The teacher is good at English but not dynamic. This impede on the students' active participation.

The teacher agreed to be more dynamic so that students can be sharp in turn.

None

112



Teacher-recommended


EP Cyunuzi It was good that the teacher continued activities with pupils after the audio lesson.

The lesson taught is E‐P2‐T3‐W4‐L3. There is a delay because we are in week five of the school calendar. The teacher did not read a text to students. She did not have the Read Aloud Story book. The quality of audio lesson was not good because of the cable connecting the cell phone to the speaker. All students were not encouraged to respond. The teacher focused on one girl. No homework was given to students

Find a way of catching up to avoid the delay Work with the head teacher to replace the wireless cable Encourage all students to participate.Provide students with homework.

None

EP Nyabitekeri The teacher used L3 audio materials. The class management is good. There is a relationship between the teacher and students. She knows students' names. She was singing with students the song of measures of length. However, pairs activities were ignored by the teacher. The teacher could not point clearly to each element on the blackboard while singing or showing images because she was busy with arranging in vain the cable connecting the phone to the speaker.

The teacher should pay more attention to the pair work of students and check in advance if all the materials are working well.

REB/EDC‐L3 should produce Math readers for students to help them doing their exercises and homework.

113



Teacher-recommended


EP Nyabitekeri There is a delay of one month in Kinyarwanda P1. The lesson taught was audio K‐P1‐T3‐W2‐L2. The teacher said that she received the TG late on 12th February 2015. The HT said that the teacher is often late. The audio lesson stopped in the middle before batteries are not replaced.

The teacher is going to work with the school administration to find a way to catch up starting from 23rd September 2015. The head teacher agreed to replace all the cables connecting the phones to the speakers. He also agreed to replace the two missing SD cards not later that 10th October 2015.

No recommendations

EP Musambira This teacher is very innovative. Because all the speakers are no longer working, she decided to use her own phone "itel" because its volume is loud enough. She does not need a speaker to teach audio lesson. It was really very interesting to see how she was happy to teach using her own phone. Her lesson was just excellent. She managed to follow most of the instructions from the audio and from the teachers guide.

She should serve as an example for the teachers who close their fingers and arms because the speakers are damaged.

No change. She is just happy with L3 program.

GS Ruyumba This teacher is used to L3 audio. He is good in time management. He was participating in songs and games and this make his students happy and motivated. He has difficulty in following up what is happening in pairs.

He will keep up his good work. He will need to be more vigilant to control the group work and give support to those who need it.

L3 should provide students books.

114



Teacher-recommended


EP Mbyo This is a very good teacher of English. She has good pronunciation, she speaks clearly and slowly. Her students are also good in English. They can follow all the instructions from the audio and do their activities without difficult.

The teacher should keep making an effort to learn English to be able to teach it. She should also make sure that she asks students ‐ boys, girls, in front, at the back‐ in an equitable manner.

Her suggestion is to add other activities like image recognition, writing activities in the student’s reader.

115

Conclusion

The 57 audio lessons observed in Quarter 4 allowed assessing the teaching practices in schools using L3 materials. It was observed that most teachers observed easily manipulate technologies and followed audio instructions delivery of audio lessons.

The findings revealed that the majority of teachers strived for active students’ participation in audio lessons where teachers used pairs and group works. Most of the teachers observed equitably ask questions to both boys and girls. The students’ participation was mostly observed to be low in English audio lessons compared to Kinyarwanda and Math lessons.

The post observation sessions allowed to discuss with teachers with good practices observed in delivery of lessons on aspects of time management, respect of lessons instructions, use of materials and ensuring students participation in audio lessons.

The post evaluation sessions allowed taking actions points for improving the quality of audio lessons. Some of the agreed actions point include having g technology materials ready before start teaching audio lessons; make sure that the teacher master the lesson before delivering it; strictly following up instructions and encourage students’ participations through group work and effective class management.

Teachers’ recommendation include availability of students math textbooks; revise the speed of audio lessons; more training on use of L3 program and support in replacement of technologies devices being damaged.

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Annex 1. L3‐audio observation Form


1 Date

2 1. Observer's information

Last name

First name

3 2. Position L3 Provincial coordinator

L3 Material developer

School‐based mentor

Senior mentor

Inspector

VSO volunteer

Peace corps volunteer

Other

4 3. School name

5 4.1 Teacher name

Last name

First name

6 4.2 Class observed P1

P2

P3

P4

7 4.3 Subject taught Kinyarwanda

English

Math

8 4.4 Total number of:

Boys

Girls

9 4.5a Program term

10 4.5b Program week

11 4.5c Lesson number

12 5. Teacher Practices Before the lesson, the teacher:

117

5.1 Prepares his/her blackboard and materials in advance.

Yes

No

N/A

5.2 Finds the lesson on the phone and prepares the speakers in advance.

Yes

No

N/A

13 During the lesson, the teacher:

5.3 Used his/her blackboard according to the instructions in the teachers’ guide.

Yes

No

N/A

5.4 Ensured that each student had his/her required book/ materials or could share a book with one other student.

Yes

No

N/A

5.5 Allowed children to view images in the books, flashcards, and/or other display materials for enough time for the children to focus on them (i.e. longer than 5 seconds).

Yes

No

N/A

5.6 Paid close attention to and followed the audio instructions.

Yes

No

N/A


5.7 Correctly repeated, interpreted, and/or translated, audio instructions for his/her class.

Yes

No

N/A

5.8 Respected the time parameters given for activities and adjusted his/her instruction according to the audio signals.

Yes

No

N/A

5.9 Used legible writing that was visible from the back of the classroom.

Yes

No

N/A

5.10 Modeled saying and/or reading words and/or numbers for students with clarity.

Yes

No

118

N/A


5.11 Pointed clearly at each element on the board when speaking, reading, and/or guiding students’ reading.

Yes

No

N/A

5.12 Used gestures, drawings, miming and/or real objects to help students understand vocabulary and instructions.

Yes

No

N/A

5.13 Called on boys’ and girls’ in an equitable manner.

Yes

No

N/A

5.14 Evenly distributed questions and interactions (encouraging participation of those at the front and back, on the right and on the left; asking questions of those who raised their hands and those who didn’t).

Yes

No

N/A


5.15 Participated with students in songs and activities and encouraged them to participate.

Yes

No

N/A

5.16 Used pair work and/or group work during the lesson.

Yes

No

N/A

5.17 Taught the lesson without stopping the audio program.

Yes

No

N/A

17 After the audio lesson, the teacher:

5.18 Followed the teachers’ guide instructions for follow‐on activities.

Yes

No

N/A

5.19 Explained to students how they should continue to work on similar content after school.

Yes

No

N/A

119

5.20 Allowed students to take reading and/or other study material home.

Yes

No

N/A

18 6. Students 6a. During the lesson, the students:

6.1 Had enough time to complete the activities during pauses.

Yes

No

N/A

6.2 Were actively participating in the activities.

Yes

No

N/A

6.3 Understood the instructions given by the teacher.

Yes

No

N/A

19 6a. During the lesson, the students:

6.4 Were able to answer the questions from the audio program.

Yes

No

N/A

6.5 Were able to understand the visual aids.

Yes

No

N/A

20 7. Post Observation 7.1 To deliver this lesson, the teacher used (Tick all that apply):

Phone

Speakers

The L3 teacher guide

The blackboard

Chalk

Student workbooks

Read aloud books

Flashcards

Math manipulatives

Other

21 7.2 Has teacher attended L3 training? Yes

No

120

22 7.3 Does the school based mentor provide training on the L3 program?

Yes

No

23 8. Quality, Use, and Performance of Phones, Speakers, and Solar Panels 8.1 Volume of speakers

Low

Loud (every learner can hear)

24 8.2 Teacher ease with devices Difficult

Easy

25 8.3 How long does battery last? <40 mins

>40 mins

26 8.4 Obvious problems with solar panel?

Yes

No

27 9. Post‐ observation discussion 9.1 Provide highlights of your discussion with the teacher:

28 9.2 Action points agreed upon by observer and teacher:

29 9.3 Teacher‐recommended changes to L3 program:

30 Data status real data!

practice or test data

121

L3 Non-Audio Lessons Observation Report

Quarter 4 FY15

EDC-L3


October 2015

122

List of Acronyms

EDC: EDUCATION DEVELOPMENT CENTER. INC

FY: FISCAL YEAR

SBMs: SCHOOL BASED MENTORS

123

Introduction

In quarter 4 of FY 2015, L3 staff conducted classroom observations of 83 non‐audio lessons. The purpose of lesson observation was to monitor changes in teachers’ instructional practices in teaching students, teachers’ use of learning materials and instructional L3 technologies, instructional time. It also provides feedback on the quality of the audio lessons and informs the L3 technical team of these challenges.

Program Implementation carried out lesson observations and M&E teams; using an observation questionnaire (annexed) programmed in Survey To Go software.

This report highlights the findings on the teaching practices observed and students’ participation in non‐audio lessons. It also highlights the main points of post observation discussions held with teachers.

124

FINDINGS OF CLASSROOM OBSERVATIONS FOR NON ‐ AUDIO LESSONS

1.1. Participation in L3 Training

Most of teachers observed participated in L3 face to face training or received mentoring/training from the SBM assigned to their school... The following table shows the observed results: 27 teachers have been directly trained by L3 and 57 teachers attended the training organized by the school based mentor. 7 teachers were not trained.

Table 1. Training of observed teachers

Observation rubric Count Total Percentage

Has the teacher been trained by the School Based Mentor on L3 program?

Yes 57 69%

No 20 24.1%

Has teacher attended L3 training? Yes 27 32.6%

No 55 66.3.5%

Not trained at all neither by SBM nor directly by L3

1 0.01%

Total number of teacher observed 83

1.2. Distribution of non‐audio lessons observed

In P1, P2 and P3, 26, 36 and 21 non‐audio lessons were respectively observed in quarter 4. Of these lessons, 35 Kinyarwanda lessons were observed, For Math and English, 24 non audio lessons were observed for each subject. The following table illustrates the details.

Table 2: Distribution of non‐audio lessons observed in Quarter 4

Subject taught


Class P1 15 4 7 26

P2 12 11 13 36

P3 8 9 4 21

Total 35 24 24 83

The following table depicts the distribution of non‐audio lessons observed by Province.

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Table 3. Distribution of observations per province

Province Grade Subject


East P1 5 1 2 8

P2 4 3 6 13

P3 2 1 1 4

Total 11 5 9 25

North P1 3 2 3 8

P2 2 3 3 8

P3 1 2 1 4

Total 6 7 7 20

Kigali City P1 1 1 0 2

P2 1 1 2 4

P3 0 0 1 1

Total 3 2 3 8

South P1 5 0 0 5

P2 3 4 2 9

P3 4 3 2 9

Total 12 7 2 23

West

P1 2 1 1 4

P2 1 0 0 1

P3 1 3 0 4

Total 4 4 1 9

1.3. Teaching practices during lesson observation

The observation showed that the teaching practices varied across grades and subjects. It was found that

between 40% and 50% of teacher observed explained to the students the objective of the lessons;

between 40% and 59% of teachers used chants, songs, role plays, and/or games to support students’

learning. More than 90% of the teachers observed, asked students a variety of questions during the

lesson to reinforce students’ understanding. The following table portrays the teaching observed.

126


Subject taught

Total Observation rubric Kinyarwanda English Math

The teacher explained the objective of the lesson.

14 12 11 37

40.0% 50.0% 45.8%

The teacher used games and activities to help children develop phonemic and phonetic awareness (i.e. the ability to identify individual sounds in words and the ability to identify the letter or symbol representing those sounds).

17 14 5 36

48.6% 58.3% 20.8%

The teacher assisted students to practice their automaticity and fluency (i.e. through choral reading, through identifying letters or words in random order, etc).

29 15 0 44

82.9% 62.5% .0%

The teacher used gestures, drawings, miming and/or real objects to help students understand vocabulary and instructions.

20 19 14 53

57.1% 79.2% 58.3%

The teacher provided a variety of mental math activities (calculations/estimations that are done in the students’ head without the guidance of pencil and paper.)

2 3 22 27

5.7% 12.5% 91.7%

The teacher used chants, songs, role‐plays, and/or games to support students’ learning.

16 10 14 40

45.7% 41.7% 58.3%

The teacher asked students a variety of questions during the lesson to reinforce students’ understanding.

34 23 22 79

97.1% 95.8% 91.7%

The teacher held the storybook during his/her reading so that the children could see the pages.

13 2 0 15

37.1% 8.3% .0%

Total 35 24 24 83

1.4. Student participation

Student participation was also observed in the classroom. Results on students’ participation indicated that there are aspects where teachers did well and areas, which were not done as recommended in teacher’s guide. On the positive side, between 94% and 100% of teachers observed evenly distributed questions and interactions and equally encouraged boys and girls participation. More than 90% of

127

teachers observed ensured that students actively participate in lessons activities and ensured that students understood the instructions given by teachers.

The findings of lesson observation indicated that teachers adapt the instructions in the teacher’s guide. Only 21% of teachers observed followed instructions as per teachers guide; between 17% and 62.5% of teachers observed used the materials recommended for the lesson and between 25% and 29% of them organized his/her classroom according to the directions in the teachers’ guide whereas 26% to 46% of them used pair work and/or group work during the lesson. The following table shows the detailed results.


Subject taught

Total Observation rubric Kinyarwanda English Math

Students were given an opportunity to practice vocabulary or simple calculations.

20 20 22 62

57.1% 83.3% 91.7%

Students were given an opportunity to work with a partner.

10 7 11 28

28.6% 29.2% 45.8%

The teacher asked children what they enjoyed about the lesson.

16 11 9 36

45.7% 45.8% 37.5%

The teacher asked children what they had learned from the lesson.

19 15 12 46

54.3% 62.5% 50.0%

The teacher summarized the main points of the lesson for the children.

21 16 12 49

60.0% 66.7% 50.0%

The teacher explained to students how to continue to practice when they returned home after school.

25 18 15 58

71.4% 75.0% 62.5%

The teacher followed the instructions in the teacher guide.

21 15 18 54

60.0% 62.5% 75.0%

The teacher used the materials recommended for the lesson.

20 4 15 39

57.1% 16.7% 62.5%

The teacher ensured that each student had his/her required materials (other than the book) and/or could share materials with one other student.

24 16 15 55

68.6% 66.7% 62.5%

The teacher ensured that each student or group of students was on the correct page of the book throughout the lesson.

24 10 5 39

68.6% 41.7% 20.8%

The teacher allowed all children to view images, flashcards, and/or other display materials for enough time for the children to focus on them (i.e.

17 10 10 37

48.6% 41.7% 41.7%

128

longer than 5 seconds).

The teacher pointed to each element on the board when speaking, when reading, and when guiding students’ reading.

32 21 17 70

91.4% 87.5% 70.8%

The teacher organized his/her classroom according to the directions in the teachers’ guide.

10 6 7 23

28.6% 25.0% 29.2%

The teacher walked and moved around his/her classroom, including delivering some instructions from different points in the room.

34 23 23 80

97.1% 95.8% 95.8%

The teacher spoke loudly enough so that all students could hear.

34 24 24 82

97.1% 100.0% 100.0%

The teacher used legible writing that was visible from the back of the classroom.

35 23 23 81

100.0% 95.8% 95.8%

The teacher equally encouraged boys’ and girls’ participation.

33 24 24 81

94.3% 100.0% 100.0%

The teacher evenly distributed questions and interactions (encouraged participation of those at the front and back, on the right and on the left; asked questions of those who raised their hands and those who didn’t).

33 24 23 80

94.3% 100.0% 95.8%

The teacher used pair work and/or group work during the lesson.

9 8 11 28

25.7% 33.3% 45.8%

Did students have enough time to complete the activities during pauses?

14 8 7 29

40.0% 33.3% 29.2%

Were students actively participating in the activities?

33 22 23 78

94.3% 91.7% 95.8%

Did students understand the instructions given by the teacher?

35 23 23 81

100.0% 95.8% 95.8%

Were students able to understand the visual aids?

13 17 16

37.1% 70.8% 66.7%

Total 35 24 24 83

1.5. Utilization of instructional materials

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Observation results showed that the majority of teachers use the blackboard, chalk and guides during their lessons, with the exception of P2 teachers using L3 Teacher’s Guide. Results indicated that student textbooks are used frequently in Kinyarwanda classes with approximately 84% of Kinyarwanda classes using. 24% of all observed teachers did use other materials including stones, pictures/images. Flashcards (7%) and math manipulative (13%) were not used widely.

1.6. Post observation discussion with the teachers

At the end of the lesson observation, L3 staff held a short session with teachers to discuss what the teacher did well during the lesson and what could be improved. Highlights of these conversations are summarized in the following table.

130

Table 6. Post‐observation comments

School

name

Post‐ observation discussion Action points agreed upon by observer and teacher

Teacher‐recommended changes to L3 program

GS ZIVU

‐The teacher used the song to help students understand. ‐She used role‐plays. ‐She encouraged students to work in pairs and monitored what they were doing.

‐Using the games recommended such as buzz game, pass the pencil, and touch the blackboard. ‐Doing a summary of the lesson after teaching. ‐Giving homework to students

There would be students ‘books in Mathematics.

GS ZIVU

The teacher was a motivating student, asking a wide range of questions to help students understanding, she corrected all students ‘work during exercises. However, she was teaching P3 Math in English. She was advised to teach Math in Kinyarwanda as national programme suggested.

‐Teaching Math in Kinyarwanda ‐Putting students in pairs while teaching ‐Using teaching aids

‐L3 materials are well prepared and motivate students ‐ Activities to do in pairs would be few because we have very big classes and it is hard controlling them during pair works

EP NYARUNYINYA

‐Class management was good, the teacher moving in the classroom to help all children. ‐The teacher helped students to make e correct sentences once their answer was wrong.

‐The teacher was reminded to give homework to students at the end of a lesson.

‐P3 English content would be adapted to the level of students. ‐Stories in read aloud story collection are too long

EP NYARUNYINYA

‐The teacher motivated all children to participate during the lesson. ‐She marked all students ‐Recognizing everyone's effort to answer

‐Giving more exercises ‐To have a look into the teacher guide and give all the activities in it.

‐We need more training on L3 materials ‐We need students ‘books in Math

EP DAHWE

‐The teacher was energetic, and motivated all the students to participate during lesson. ‐ The teacher asked more questions to students to encourage them to be involved in the lesson. ‐The students had no daily reader yet it was supposed to be a reading lesson. So the teacher was advised to distribute daily readers to students. ‐As she was teaching without using any teacher guide or lesson plan, she was advised to use the teacher guide and prepare well for her lesson next

‐Using the teacher guide to be able to teach well and following instructions in it. ‐Giving daily readers to students so that they can read during reading lesson. ‐Using different techniques of reading such guided reading, choral reading, individual reading, etc to strengthen students ‘reading.

‐We need more trainings on the use of L3 materials ‐We need more technology materials

131

School

name



time.

GS CYIMANA

The teacher was able to motivate the students She asked many questions to help students understand the lesson She also used drawing to help students understand the lesson on comparison of small and big The teacher was advised to look into teacher guide and use games recommended such show me, make a word and phonemic awareness activities.

‐Using the teacher guide and prepare the lesson to include the recommended games and activities

There would be better speakers we can use in teaching. There would be more writing activities in the materials of L3.

GS RUHANGO CATHOLIQUE

‐The teacher modeled well reading to students and after she also required students to read silently and after they do personal reading. ‐The teacher also ensured that students were reading into their daily readers pointing to what they read (by decoding). ‐She was advised to give pair work to students and ensure they are working together.

‐Using pair work activities and giving homework to students

‐We need more training on L3 programme ‐Technology materials are easily spoilt, we need more strong materials

EP BWAMA

The teacher explained well the story to the students, work with them to find and explain the difficult words .She also did word wall where students will refer to recall the learnt vocabulary. She also taught well the comprehension of the text. She was advised to have with her the teacher guide and see instructions inside it instead of teaching the story by using only the read aloud story collection while teaching a story

‐Following the teacher guide instructions and using the recommended materials. ‐She was advised to allow students work in pairs and give them homework

‐The time given to parts of lessons is not enough.

GS MUNINI

‐The teacher did well reminding all students to read into their daily readers ‐ She also monitored the way students were working in the pairs and she supported them in pairs. ‐The teacher was advised to follow her lesson plan

‐Following the lesson plan ‐Using games in the materials ‐Applying various reading strategies instead of using the single strategies(choral reading)

‐We need more strong technology materials ‐We need more training on the use of L3 materials

132

School

name



(the lesson she planned is not what she taught)‐She was advised to use games and reading strategies such as reading by decoding, guided reading, choral reading, reading...

EP UWINKINGI

The teacher introduced well the lesson and encouraged students to pay attention on what to learn He also monitored the students ‘groups to help them work efficiently However, he was advised to give individual activities as suggested in teacher guide

Giving students more activities in teacher guide such as individual writing

‐Lesson contents are too much to teach, they should be adjusted.

EP WINKINGI

‐The teacher modeled well the reading ‐The teacher prompted the shy students to answer and gave constructive feedback to students ‐The teacher was able to manage her classroom ‐However, she was advised to use games suggested in the teacher guide:e.g Pass the pencil

‐Using the pencil game to stimulate students to work and talk more

‐The speakers are easily damaged and it is difficult to teach audio lessons: we need better speakers ‐Technology materials are not enough, we need more materials so that at le as t each teacher would have his/her own materials.

Ep jurwe ‐Game activities during lessons ‐Purpose of lesson objective explanation to students

The agreed to start next times with games or chants, to explain the objective of the lesson, to ensure that pair work activities are performed. None

GS Kabgayi A

This is a good teacher of English. Her accent is good. She uses gestures and signs for the children to understand. She encourages everyone to participate even those who are having difficulties to speak, she encourages them by asking them to try again. That was really very good. She will have to let the students take the readers home to practice reading at home.

Continue what she does well and let the students take the readers home.

Add more activities in the readers. Stories only are not enough. The other references suggested in the guide are not available at school.

EP MUNEGE The teacher explained well the text to students asking them many questions to understand.

Allowing students reading and work in pairs

Teachers will be allowed pace to adjust lessons according to the level

133

School

name



She also maintains discipline in the classroom.She was advised to follow the teacher guide instructions so to allow students read in daily readers and work in pairs.

of their students.The timing on lessons is too short.

GS RASANIRO

‐The teacher was innovative using flash cards to help students identifying the target consonants. ‐She gave positive feedback to students even though their answers were not correct. ‐She monitored students reading and assisted all students to be on the right page. ‐Smo students are not able to write correctly in their notebooks, so the teacher was advised to help students writing correctly the learnt consonants (following lines in notebooks while writing and not mixing capital and small letters). ‐She was also advised to use pair work activities.

‐Helping students with more focus in writing. ‐Show g students how to work in pairs.

‐We need more technology materials. ‐Many trainings can help us improve our teaching methods. ‐Students ‘books drawings would be in colour

G S Remera

She is a good Kinyarwanda teacher. I appreciate how this teacher is managing the classroom and how she is using chalkboard

We agreed that she will support learner to cover the readers

She is requesting reduction of blends to be taught per a week

G S Remera She is explaining well to learners, she knows what she is doing

We agreed that she is going to give readers to learners

She is requesting increment of pauses during audio lesson

G S Gakoro

Teacher is a good manager of classroom, He managed to follow students and motivated them during lesson

We agreed that he is going to give books to learners for taking at home

He is requesting increment of audio lessons pauses

Kamisave P S She is a good teacher. She knows what she is doing. She motivated learners while lesson

We agreed that she will use more materials for helping learners She needs students books in Math

Kamisave PS This is a teacher who knows how to manage the learners, she motivated the during lesson

She will post teaching aids in her classroom. none

Bigogwe I Teacher is motivating learners for participation She will use time reserved for a period, Support pronunciation of learners none

134

School

name



G S Ngarama

She used stones as teaching aids. Whole audio lesson she is not using speakers because it was damaged

We agreed that I am going to discuss with head teacher so that he can replace damaged speakers and cables. none

G S Ngarama

This teacher has shown her ability of teaching this lesson, the following are best practices; _Participation of learners _Class management _Correction of kids _Behavior management _More explanation to learners However, She has taught an audio lesson as non audio because the speakers are not working

We agreed with teacher that while teaching she can use real object which can facilitate learning vocabularies. I promised her an advocacy to the school manager for replacement damaged materials

She is requesting replacement of damaged materials

EP Nyande

Teacher while teaching process has managed to _be active and motivated learners while reading and writing activities ‐Children were also active and they participated in the lesson

We agreed that for next lesson she will monitor activities of learners who sit in the middle.

He is suggesting to teach only one blend per a week

GS GIKONGORO

The teachers knows what she is doing: _She used well chalk board and materials recommended in the teachers guide _She oriented children during activities

We agreed that she will see how she can teach in extra time because she is not on track None

This teacher tried to motivate learners in the classroom and followed learners while teaching

We agreed that he will improve he will use audio lesson because this lesson was audio lesson and she has taught it as non audio lesson none

The taught well a reading lessons showing images to students, asking them reading questions to help

‐The teacher was advised to use various reading activities (backwards reading,

‐We need more technology materials

135

School

name



them understand. She prompted shy students to participate by require them to answer on the chalk board. She also summarized the story for students. However, some students were not reading what was writing, they had just memorized.

guided reading) and interactive writing so that students would read while understand what they are reading.

‐Students’ books would be in colors. ‐There would be more writing activities. ‐We need students ‘books in Math.

GS MULICO

‐The teacher was motivating pupils to read sentences from Key Note P2.He could mark students ‘work and gave them feedback. ‐Yet students were not given an opportunity to read into their daily readers, and work in pairs nor develop automaticity and fluency. He was advised to check the teacher guide to be able to give activities on pair work, automaticity and fluency.

‐Encourage students to read into their daily readers. ‐Familiarize students with pair activities. ‐Use the activities to develop students ‘automaticity and fluency.

We need more technology materials

GS MULICO

‐Teacher taught well the lesson allowing students to develop their automaticity through reading into their daily readers. ‐She read showing images to students and was able to ask many questions to help them understand the story. ‐She motivated students and monitored their discipline.

‐The teacher was requested to help others as she showed capacity to use well the materials.

We need enough technology materials.

Gisebeya

After class room observation, teacher said that he used the teacher guide and the student reader to prepare his lesson, he was clear and active in his class, he was asking all the learners , but the lesson was audio and taught as non audio because the speakers were not working , then the teacher told me that at this school teachers were not considering the read aloud books.

After class room observation, the teacher promised to consider the read aloud story every day when he is to teach any story rather than to only consider the student reader

Teacher recommended that readers should be increased at their school, then he suggested training on well using L3 materials

BUSHEKERI

Teacher Theophile was teaching confidently using the read aloud book, and was motivating children to read and was singing with them with a good voice

In a discussion ,Teacher promised to always refer his lessons to the teacher guide and that he will always make sure

Teacher recommended that speed in audio lesson should be reduced

136

School

name



and was clarifying the learnt vowel using different color ,however he did not refer his lesson yo the teacher guide and was not sure all the children had readers

that all children have their readers in a lesson

GASHIRABWOBA

After classroom observation , teacher and I had time to go back into how the lesson was prepared and how it was taught, even if she is a good and qualified teacher, She was not using teacher guide and students in a class were not using their readers, teacher was motivating learners to participate in the lesson but did not know any instruction in the teacher guide

After discussion , teacher realized that it is crucial to reference her lessons to the teacher guide as well as to work according to teacher guide instructions and promised to always use the teacher guide in preparing her lessons

Teacher suggested the training on how better use L3 materials in teaching and also she suggested that teachers should be given one cell phone which is not to be shared with other colleague

UMUBANO III

The teacher was motivating her students to participate in the lesson by asking them different questions , she was asking all the students in front or at the back of the classroom, she was using adequate teaching aid to clarify her lesson but was not paying much attention to the instructions in the teacher guide

During the discussion I had with the teacher after classroom observation she promised that she will now follow and consider all instructions in the teacher guide

Teacher recommended that speed in audio lessons should be reduced

UMUBANO III

In a discussion after classroom observation , I congratulated the teacher of good practices he did during his lesson , and after I asked him which documents he used to prepare his lesson and I finally realized that she did not use teacher guide

After clarification of the importance of referencing the teacher guide in his teachings, the teacher agreed that he would basically prepare his lesson using the teacher guide and promised to always use the teacher guide in his future preparation

Teacher recommended that student readers for p1 to p2 should all be located in one book to avoid frequent loss in school library because when readers for P 1 are mixed with p2 , some of readers may be lost during separation of these books

GS KIVUMU

‐The teacher introduced well the lesson making a review on cardinal numbers before teaching the names of the months and the days each month counts. ‐ He also encouraged the students to participate

‐Familiarize students work in pairs while teaching.

‐We need more training on the use of new materials especially in English. ‐There are too long stories in P3 English Read Aloud Story Collection.

137

School

name



during lesson helping them to read into their daily readers. ‐Though the teacher was good, he was advised to use pairs while teaching.

EP MUSHUBATI

‐The teacher taught well her lesson helping students to develop phonemic awareness; she applied different methods of reading such as choral reading, individual reading, guided reading. ‐She also monitored students' reading and marked their exercises. ‐She was advised to give pair work and assist students doing it in their pairs. ‐Some students were not reading pointing to what they read so she was advised to check the way students read.

‐Using pair work. ‐Checking whether students point to what they read.

‐We need more technology materials ‐Students books are not enough, we need more others.

EP MUSHUBATI

‐The teacher modeled well reading by reading for students the sentences on the blackboard and asks students to repeat after her. ‐ As she only read ask students to repeat, she was advised to look into daily readers to see instructions related to the lesson so do other activities such as phonemic awareness, songs, games.

‐Checking the teacher guide and use all instructions on the lesson (not only reading):phonemic awareness, games, songs, writing activities, pair work,etc.

‐Increasing the number of student’s books and technology materials. ‐We also need more training on the use of l3 materials.

G S Muramba This is an excellent teacher, he is delivering a lesson well

We agreed that he will support his colleague and show them how they can use L3 materials while teaching process none

G S MurambA

The teacher managed to motivate learners, to monitor all students and problem solving have given importance

Post more teaching aids in classroom is one of agreement none

EP GITONGATI

‐The teacher helped students in reading by writing words containing some learnt blends on the blackboard and asked every student to go on blackboard and read.

‐Apply different reading strategies while teaching reading. ‐Having a lesson plan or using lesson plan in teacher guide from which to base while

‐Drawing in students ‘books should be in color. ‐There would be a system of replacing the lost daily readers by

138

School

name



‐ In addition to take students to read on the blackboard, the teacher was advised to help students read on their own in their daily readers and apply different reading strategies such as choral reading, guided reading, peer reading, silent reading. ‐She was also advised to have plan from which to teach reading or follow the lesson plan in the teacher guide. ‐The teacher was advised to monitor students discipline while teaching.

teaching.‐Monitor students ‘discipline while teaching.

students because the programme requires students to take home the daily readers. Yet, the majority lost them.

Gahini Shinning Star School

The teacher is a good teacher of math but the issue is that P2 Math is taught in English and L3 Math materials are in Kinyarwanda

The teacher agreed to find L3 Math TG and practice some good practices such as explain to the learners the objectives of the lesson, to ask them what they have learnt at the end of the lesson, to practice some mental math using games and chants, etc.

We ask REB/EDC‐L3 to prepare Math materials in English as our school is totally Anglophone.

EP Gahini

This lesson was based on the lesson taught yesterday 25th August 2015. The teacher did not complete it due to unplanned problems which obliged her to leave the classroom for home. She just gave exercises to learners from the lesson M‐P2‐T3‐W2‐L3:

The teacher was committed to follow the instructions from the TG even if she has to deepen the knowledge about the lesson previously taught.

Advise the school administrators on how to replace the damaged L3 materials especially phones and speakers. Increase the number of L3 audio materials.

EP Rukara Protestant

The teacher is up to date as far as the scheme of work is concerned. However, she did not followed all instructions in the TG. Students seemed to not understand the topic of the lesson because the teacher does not motivate them. Her English needs to be improved as well.

The teacher agreed to maximize the good practices contained in the lessons in the TG; She also agreed to listen to the audio instructions in order to improve her speaking and listening skills.

As L3 audio materials are not working, we need the replacement so that we can continue to use them.

EP Rukara Protestant

The lesson was supposed to be taught using L3 audio materials; as the phone and speaker was not

The teacher agreed to find more motivating activities such us games, role

L3 materials are useful, especially audio materials. I request to have

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School

name



working, the teacher managed to deliver the lesson as non audio using her own real materials which initiative can be considered as creativity.

plays from the TG and use them to make the learners more active.

my speaker working once again so that I can continue to use them.

GS Kazo

This teacher is dynamic and supportive in Kinyarwanda. However, she had to deliver this lesson as audio lesson using a phone and a speaker but as the page of the TG had no phone icone she could not remark that the content was for an audio lesson. I helped her to deliver the lesson as non audio given that the materials were not ready.

The teacher agreed to pay attention on the plan of the lessons in the TG next time she has to prepare it. She agreed also to help students on how they could share one reader if they are three.

REB/EDC should provide our students with more readers of Kinyarwanda P1 term 3.

GS Musya

The teacher did not use a phone and a speaker because the solar panel crashed. The school does not have electricity and the centre with electrical power is at 5 km from the school. Students who do not raise their fingers were not asked to respond.

The teacher agreed to pay attention to students who do not raise their hands to respond to questions. No recommendation

GS Musya

Ritha is a good teacher in terms of teaching texts and words decoding in Kinyarwanda. However, this exercises were done individually; thus, those who were not given opportunity to go to the blackboard did not benefited from students pair work. Only 16 readers were available for 42 students.

Keep up the good work and work with the school administration to see how some more copies of readers can be made in partnership with parents. Make an emphasis on students pair work.

If possible REB can provide us with enough readers so that every student can have his or her own reader.

EP Kabagera

The teacher adopted the strategy to give Kinyarwanda reader to students after he/she gives him back the one of the previous term. A student who misses the book, his or her parents are called to come and talk to the school administration for further measures. The teacher managed to deliver the lesson even if audio materials were not available. The lesson was to be taught using a phone and a speaker but cables connecting the cell phone to the speaker are no longer working.

We agreed that the teacher is going to help other teachers about the way of recuperating readers from the previous term as kind of exchange. The teacher agreed to put an effort on students' writing skills.

It was observed that L3 Program emphasizes more on reading than on writing skills. In term three, most of students have memorized almost all texts in Kinyarwanda. In classrooms, they just reproduce that. REB should prepare more sentences for them to read and write on their own.

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School

name



He used the students' readers to deliver the lesson. In writing skills, students were given an activity and then their work corrected. Only five students out of 35 were able to write with marks between 10 and 5 out of 10. Writting skills are to improve.

EP Kabagera

Some good practices drawn from an audio lesson were used in a non audio lesson such as drawing in the air or on the table using their finger, matching figures with their names, games of length (how many kms, dms, ms), etc. The lesson was supposed to be taught as audio. The teacher managed his classroom well but he was encouraged to know the names of students. Students' books are not available to do some more activities at home.

Keep using the good practices contained in the TG Call students by their names. Not you girl or that boy. Work with the school administration to find some books from publishers for students to do their exercises.

Avail readers of Math from REB/EDC‐L3 as well.

GS Rwisirabo

The teacher is not implementing L3 Program. She was not given the TG for Kinyarwanda P2 and the audio materials are not well maintained and not in use.

The teacher should use L3 materials as recommended by REB.

The teacher agreed that she would use L3 materials if she's provided with L3 TG, a working phone and a speaker and students' readers.

Kizirakome P.S

Although the teacher encouraged all the learners to respond, they are not active. Students are not bright in simple mathematics. Pair work not provided by the teacher. The lesson was supposed to be audio but the teacher said that all phones and speakers are not working. When I asked the assistant head teacher, he told me that cables and batteries are no longer effective.

The teacher agreed to use l3 audio lessons after she will be provided with a speaker and a phone well working. She also agreed to help students working in pairs.

The teacher requested readers of Math if possible.

Kizirakome P.S

The lesson was supposed to be taught using a phone and a speaker. The teacher managed to deliver it without audio materials which are not working because of cables and batteries to be replaced by

The teacher agreed to find a way to catch up with the content, in order to cover it according to the school calendar.

The teacher was teaching at upper primary. This time he's teaching at lower primary and never got training on l3 materials. He would

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School

name



the school administrators. There is a short delay because the lesson taught is in week 5 instead of week 6 we are in today. Students are active and able to understand the instructions from the teacher. English readers P2 term 3 are available for the students' use but they are not allowed to go home with because they do not take care of them.

like to be trained.

GS Nyakigando

The teacher spoke loudly. He helped students to play a sketch studied in the classroom. But, it seemed that the teacher prepared a special content from four lessons and delivered it by giving exercises to students such as role play, creative writing, comprehension, etc. using students' readers.

The teacher agreed to respect instructions in the teacher's guide and not to make his own content drawn from the TG and the student reader. No recommendations.

GS Nyakigando Didas is a good teacher of Math but he needs to pay attention on the recommended teaching aids.

Didas agreed to prepare the teaching aid recommended in the TG. No recommendations

Kiramuruzi Modern School

The teacher was trained on L3 Program. She is very tired. She was in her late pregnancy's period. She did an effort to help learners for choral reading and individual reading and writing. She didn't use the TG saying that she doesn't have her own book. They share one TG and she could not find it as the other teacher was absent. Students were able to read words with "kw"and "mb" blends.

Use of L3 materials especially the TG and audio materials if they are replaced. More readers of P1 Kinyarwanda

GS Gakoni Catholic

Good class management Students are initiated on letter sound, hence they were able to find words with o‐‐‐‐‐‐e in a text. The teacher should improve her English speaking skills, especially the use of article.

The teacher agreed to keep up the good work of helping students identify sound in the word and managing the classroom well. The teacher agreed to start a journey to improve her English speaking skills.

The teacher requested that readers should be colored to allow students seeing well images. She also said that there is no revision time after every lesson.

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School

name



GS Gakoni Catholic

The teacher uses flashcards to help learners revise the blends previously taught. She also used a drawing to help learners discover the new blends. Her handwriting is good. She masters students' names. The homework given to learners was to bring some flashcards with new blends and the teacher said that students are capable to bring to school those flashcards. To keep up the good work.

REB should consider public holidays when preparing schemes of work because they hinder the teaching progress compared to the lessons in the TG.

EP Murambi II

Students are active and able to speak out some words learnt Students' reading and writing skills are improved. The teacher used the materials recommended for the lesson. He copied the homework on blackboard for students to go home with. No group works were made. The management of readers is not easy because they are few (30/180).

Using pair works. Talk to students who were provided with readers last year to bring them back.

REB to provide more readers Readers can be kept at school not to leave them in students' hands.

Gakiri ps

Students were active Students were eager to learn by questioning the teacher in order to know more Some good practices were done such as learning a song of slave for warm up The teacher gave homework where students copied it from the blackboard Students are able to understand some sentences in English. This will help them to follow instructions in P4 for the lessons taught in English. The teacher is not used to teach audio lessons without a phone and a speaker. He only uses readers.

The teacher agreed to help learners to work in pairs Teaching audio lessons as non audio even if audio materials are not available

The teacher requested to have more training about L3 Program L3 materials should be availed all the time because technology management is not always on our side.

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School

name



Gatoki ps

The class is active. Learners are interested in learning syllables. They are able to find syllables containing the blends being taught. Students are able to read words containing the blends ""njy", "ngw" and "nny". The relationship of the teacher with students is not very good as the teacher does not call them in their names.

The teacher agreed to keep up the good work and to create a good relationship between herself and the student. No recommendations

Gatoki ps

The teacher encouraged learners to participate but this encouragement is verbal. He should use the teaching materials such as counters as recommended in the TG.

The teacher agreed to continously uses the teaching materials and counters to help learners have automaticity and improve their mental math.

The teacher suggested providing one phone, speaker and sd card to every teacher because it can be better.

EP Ngoma

This teacher is good. She has a very nice voice, she always remembers to thank students who are doing well and encourage those who have difficulties. She needs to remember to let the students know the objective of the lesson at the beginning and to ask the students what they learnt, liked from the lesson and add on their responses by summarizing the main points from the lesson at the end.

She will keep up the good work and improve based on the discussion we had.

Reduce the length of the read aloud stories. Color the student book.

GS Mbati

The teacher is good. She has a nice voice. She calls everyone by his/her name. Her class is inclusive. She has a child with intellectual and physical impairment in her class. She managed to give him simple tasks to do while others were studying. She was teaching time, and she gave a picture of a clock to that child while others were studying. The child with disabilities was happy to manipulate it and to look at it.

The teacher should keep up the good work and help those who think that inclusive education is impossible.

No change in the program because it is good and helpful. Just provide the students books.

GS Nyamata EPR

The teacher was not able to follow the instructions in the guide. Her lesson was not good. She informed me that it is because she is new.

This teacher needs special support. I tried to explain how L3 materials are used and how they are connected one another and I

Provide trainings to new teachers who was not part of the training before.

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School

name



promised to request the HT to support her. She will also make an effort by reading and asking for help from her colleagues

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Summary

The 84 non audio lessons observed in Quarter 4 allowed assessing the teaching practices in schools using L3 materials. It was observed that most teachers though they ensured the students participation, they still need to improve the quality of lessons delivery by following up the lessons instructions recommended in teachers guides.

The post observation sessions allowed to discuss with teachers with good practices observed in delivery of lessons on aspects of time management, use of a variety of instructional materials and effective students participation.

The post evaluation sessions allowed taking actions points for preparing well the lessons, following up the instructions and use of a variety of didactic materials.

Teachers’ recommendation include availability of students math textbooks; supply of other print. Materials, mainly daily readers for students. Teachers also recommended more training on use of L3 materials.

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Annex 1. L3‐Non audio observation


1 A1. School name

2 A2. Date of observation

3 A3. Teacher name

Last name

First name

4 A4. Class P1

P2

P3

P4

5 A5. Subject taught Kinyarwanda

English

Math

6 A6. Program term

7 A7. Program week

8 A8. Lesson number

9 A9. Total number of

Boys

Gils

10 A10. How are desks organized in the classroom

Rows

Horseshoe

Other

11 A11. Observer's information

Last name

First name

Organization

12 Instructions for the observer

13 QB1‐5

B1. The teacher explained the objective of the lesson.

yes

no

not applicable

B2. The teacher used games and activities to help children develop

yes

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phonemic and phonetic awareness (i.e. the ability to identify individual sounds in words and the ability to identify the letter or symbol representing those sounds).

no

not applicable

B3. The teacher assisted students to practice their automaticity and fluency (i.e. through choral reading, through identifying letters or words in random order, etc).

yes

no

not applicable

B4. The teacher used gestures, drawings, miming and/or real objects to help students understand vocabulary and instructions.

yes

no

not applicable

B5. The teacher provided a variety of mental math activities (calculations/estimations that are done in the students’ head without the guidance of pencil and paper.)

yes

no

not applicable

14 QB6‐10

B6. The teacher used chants, songs, role plays, and/or games to support students’ learning.

yes

no

not applicable

B7. The teacher asked students a variety of questions during the lesson to reinforce students’ understanding.

yes

no

not applicable

B8. The teacher held the storybook during his/her reading so that the children could see the pages.

yes

no

not applicable

B9. Students were given an opportunity to practice vocabulary or simple calculations.

yes

no

not applicable

B10. Students were given an opportunity to work with a partner.

yes

no

not applicable

15 QB11‐16

B11. The teacher asked children what they enjoyed about the lesson.

yes

no

not applicable

148

B12. The teacher asked children what they had learned from the lesson.

yes

no

not applicable

B13. The teacher summarized the main points of the lesson for the children.

yes

no

not applicable

B14. The teacher explained to students how to continue to practice when they returned home after school.

yes

no

not applicable

B15. The teacher followed the instructions in the teacher guide.

yes

no

not applicable

B16. The teacher used the materials recommended for the lesson.

yes

no

not applicable

16 QB17‐21

B17. The teacher ensured that each student had his/her required materials (other than the book) and/or could share materials with one other student.

yes

no

not applicable

B18. The teacher ensured that each student or group of students was on the correct page of the book throughout the lesson.

yes

no

not applicable

B19. The teacher allowed all children to view images, flashcards, and/or other display materials for enough time for the children to focus on them (i.e. longer than 5 seconds).

yes

no

not applicable

B20. The teacher pointed to each element on the board when speaking, when reading, and when guiding students’ reading.

yes

no

not applicable

B21. The teacher organized his/her classroom according to the directions in the teachers’ guide.

yes

no

not applicable

17 QB22‐27

B22. The teacher walked and moved yes

149

around his/her classroom, including delivering some instructions from different points in the room.

no

not applicable

B23. The teacher spoke loudly enough so that all students could hear.

yes

no

not applicable

B24. The teacher used legible writing that was visible from the back of the classroom.

yes

no

not applicable

B25. The teacher equally encouraged boys’ and girls’ participation.

yes

no

not applicable

B26. The teacher evenly distributed questions and interactions (encouraged participation of those at the front and back, on the right and on the left; asked questions of those who raised their hands and those who didn’t).

yes

no

not applicable

B27. The teacher used pair work and/or group work during the lesson.

yes

no

not applicable

18 QC1‐4

C1. Did students have enough time to complete the activities during pauses?

yes

no

not applicable

C2. Were students actively participating in the activities?

yes

no

not applicable

C3. Did students understand the instructions given by the teacher?

yes

no

not applicable

C4. Were students able to understand the visual aids?

yes

no

not applicable

19 D1. To deliver this lesson, the teacher used (Tick all that apply):

Phone with speakers

The L3 Teacher’s guide

150

The blackboard

Chalk

Student workbooks

Read Aloud Books

Flashcards

Math manipulatives

Other (please specify):

20 QD2‐3

D2. Has teacher attended L3 training? yes

no

not applicable

D3. Has the teacher received mentoring from the school‐based mentor assigned to this school?

yes

no

not applicable

21 After completing the instrument, go through each item with the teacher. Ask them what they did to prepare for this lesson? Start with the things they did well, and discuss other items that they did not do well or understand. Provide highlights of your discussion with the teacher:

22 Action points agreed upon by observer and teacher:

23 Teacher recommended changes to L3 program:

24 Data status real data!

practice or test data

151

Annex5:Printmediaarticles

Learning made easy with technology appliances

More pupils and teachers in Rwandan primary schools now say that through the Literacy, Language, and

Learning (L3) Initiative the methods of learning have improved over the years compared to the traditional

ways of teaching in a class.

A typical classroom among the more than 2,400 government schools nationwide using the L3 initiative

have seen a growing interest in pupils using audio and reading story books as a way of improving their

vocabulary and reading abilities.

The L3 is a pupil’s centered program which develops print and audio materials for P1 to P3 Kinyarwanda,

mathematics, and English and P4 English and mathematics to improve student learning, ensuring that all

Rwandan children develop strong literacy and numeracy skills.

“The materials supplement and enhance the existing curriculum and support effective teaching and child-

centered learning and this has improved the education of pupils unlike in the past” said Protogene

Ndahayo the L3 program coordinator.

Marie Claire Musabe, one of the Head teachers, who are conducting and implementing the L3 program in

rural areas of Rwanda, says that the L3 program has increased the interest of pupils in learning.

Providing puipls with reading material has given the parents a role in child’s education and pupils have

been attracted to learning because of the devices such as audio material used in teaching which enable

them to enjoy school” Musabe says.

Under the L3 programs teachers are mentors by special tutors who support them in implementing the

program in schools on a daily basis. With intensive training and follow up, the tutors ensure the L3

prorgram enhances teaching in schools.

152

One of the teachers, Ignatius Musabimana, says that teaching has been made easy as pupils tend to

participate fully unlike when the

In schools like in Kanombe sector, where audio teaching is used, and each teacher is given a phone and

speaker to use for teaching, the students are attentive and follow the audio instructions, as the class

teacher helps them to repeat the instructions.

Pupils say that the audio classes are more exciting and would want to see the program pushed to other

levels such as video classes and beyond primary three levels so as to enable them learn with technology.

The L3 program currently runs the program and provides materials for P1, P2, and P3 but officials of EDC

say that in 2016, materials for P4 will be distributed.

There are possibilities of having the program extended to other levels of education, but this will require

funding, according to Kingsley Awuah Darko, the EDC chief of Party Rwanda program.

153

Prerecorded lessons enhance learning By: THEOGENE NSENGIMANA

PUBLISHED: July 16, 2015

Children at GS Busanza listen to a prerecorded lesson on Tuesday. (Theogene Nsengimana)

Pupils in primary one to three find it interesting to listen and follow instructions during

a prerecorded lesson.

‘‘The prerecorded method has made teaching easier and enables learners to be more

involved during lessons,’’ teachers said.

“By listening attentively and following instructions from the prerecorded teacher,

children learn word pronunciation and spelling in a faster way,” said Alphonsine

Uwanyirigira, a teacher at Groupe Scolaire Busanza in Kicukiro District.

She was speaking Tuesday during a media tour with the Literacy, Language and

Learning initiative (L3) implementation team.

154

The lessons are prepared and distributed by L3 , an initiative funded by the USAID and

jointly implemented by Education Development Center and the Rwanda Education

Board (REB).

Prerecorded lessons are used for English, Mathematics and Kinyarwanda in primary

one, two and three where recording of the whole year is given on an SD card

accompanied with both teacher’s guide and students’ book containing the same content.

For primary four, both prerecorded lessons and books will be distributed by next year.

Protogene Ndahayo, the L3 Programme Implementation Coordinator said the initiative

supplements the existing curriculum and supports effective teaching and learner-

centered learning.

“Several surveys have revealed that many children complete their primary three with no

ability to read properly both in Kinyarwanda and English,” he noted.

According to a draft for national standards developed by REB, primary three pupils

should be able to read between 33 and 47 words correctly per minute in Kinyarwanda.

However, a national assessment, conducted by L3 in 2014, revealed that about 75 per

cent of the pupils surveyed did not meet standards while 21 per cent were unable to read

even one word correctly.

Currently, more than 2,400 schools countrywide use L3 material from P1 to P3, while

distribution of materials for P4 is expected next year.

[email protected]

155

Ngororero:Kugana isomero byatumye bunguka ubwenge bihangira imirimo Yanditswe kuya 11-09-2015 saa 11:24' na Mukaneza M.Ange

Abaturage bo mu mirenge ya Hindiro na Matyazo mu Karere ka Ngororero bahamya ko kugana isomero bakiga gusoma no kwandika neza byatumye baguka mu bitekerezo bibumbira mu makoperative, maze biteza imbere.

Ubwo hizihizwaga Umunsi mpuzamahanga wo gusoma wabereye ku Ishuli ribanza rya Muramba A

ku itariki ya 10 Nzeli, Abakuze bitabira ibikorwa byo gusoma bavuze ko nyuma yo kwiga gusoma no

kwandika neza, babihereyeho bahuriza hamwe imbaraga biteze imbere.

Hategekimana Alexis w’imyaka 49 uri muri koperative ikora imitako itandukanye yagize ati”

Ntaragana isomero ngo menye gusoma no kwandika naritinyaga cyane. Maze kumenya gusoma naje

kujya kwiga gukora ibijyanye n’ubukorikori.”

156

Uwizeyimana Edouard ufite imyaka 54 nawe avuga ko nyuma yo kugana isomero yungutse

ubumenyi butandukanye, ubu akaba azi kwandika neza amafaranga yinjije, aya sohotse n’ayo

agomba kwizigamira.

Rutayisire Origene ushinzwe ibikorwa by’umushinga wo kwandika gusoma no kubara(L3) ari nawo

watanze ibitabo byinshi byifashishwa muri iri somero yavuze ko batangajwe n’intambwe aba

baturage bateye mu kwiteza imbere babikesha isomero.

Yagize ati ”Mu by’ukuri dufite amasomero hirya no hino mu gihugu ariko umwihariko w’iri somero

ryanyu ni uko murimo kuribyaza umusaruro. Murahuza ibikorwa byo mu isomero n’ubuzima bwanyu

bwa buri munsi.”

Akomeza avuga ko bishimishije kubona abasaza n’abakecuru basoma inkuru n’imivugo biyandikiye

ndetse akemeza ko inkuru banditse ziri ku rwego rwo hejuru.

Muri uyu muhango abakuze bigiye gusoma no kwandika muri iri somero rya Muramba ndetse

bagatsinda neza ibizami bahawe Inyemezabumenyi(Certificate), nyuma yo kuzihabwa bakaba

barahiriye kwiga n’indimi z’amahanga.

Kuva iri somero ryatangira guterwa inkunga n’umushinga wa L3 mu mwaka wa 2012 rimaze

kwigisha gusoma, kwandika no kubara abagera kuri 62, muri bo 32 nibo bamaze kubimenya neza

ndetse bakaba banabiherewe impamyabumenyi.

[email protected]

157

Abiga muri TTC barafashwa gukora imfashanyigisho mu mifuka 28‐09‐2015 ‐ 07:43'

Ibitekerezo ( )

Umuryango VSO uri kwigisha abiga muri TTC Byumba gukora imfashanyigisho mu bikoresho bitandukanye no mu budeyi kugira ngo bibongerere ubumenyi.

Ku wa 26 Nzeri 2015 ni bwo abakozi bo mu muryango w’abakorerabushake baharanira amajyambere VSO bakoresheje amarushanwa mu banyeshuri biga mu ishuri nderabarezi rya TTC de la Salle Byumba mu Karere ka Gicumbi bareba ubumenyi babahaye uko buhagaze.

Abanyeshuri bo muri TTC i Gicumbi bikorera imfashanyigisho.

Muri iri rushanwa abanyeshuri bikoreye imfashanyigisho z’ibitabo mu mifuka y’ubudeyi nyuma batangira guhimba inkuru zishushanyije bazandika muri ibyo bitabo.

Ubu buryo bwo kwikorera imfashanyigisho ngo bubafasha kugira ubumenyi kuko babasha gutekereza ndetse n’ibyo batekereje bakabihanga nk’uko Munezero Benjamain wiga mu mwaka wa 4 mu ishami ry’uburezi abitangaza.

Yagize ati “Nk’ubu umwarimu wize mbere yacu ntiyamenya gukora igitabo mu mufuka. Kuba mbasha gukora igitabo mu mufuka nsanga ari bumwe mu buryo bworoshye bwamfasha kuzigisha neza amasomo”.

Ibindi bikoresho bifatwa nk’ibintu bitagira akamaro na byo byifashihwa mu gukora imfashanyigisho cyane cyane imifuniko iva ku macupa ya fanta n’ay’inzoga, amacupa yashizemo amazi, ndetse n’udukombe tuba twarashizemo ibintu.

158

Aha bagenda bakora imfashanyigisho muri buri kintu bakurikije icyo bashaka kwigisha.

Iyo bakora igitabo bafata umufuka bakawukatagura barangiza bakagenda baterateranya udupande bakasemo nyuma bagatangira kuwushushanyaho.

Imwe mu mfashangisho bari bamaze gukora.

Ibyo bibaha icyizere ko nibarangiza amasomo yabo bazakoresha ubu bumenyi mu kuzamura ireme ry’uburezi.

Uwingabire Thacienne, na we asanga igihe azaba atangiye akazi ko kwigisha bizamufasha kujya atanga isomo rikumvikana kuko azaba yigisha afite imfashanyigisho kandi na we atanga isomo yumva neza.

Nyirimpeta Themisi, ukorera umuryango w’abakorerabushake baharanira amajyambere, VSO, atangaza ko ibikorwa byo kwigisha abiga mu ishami ry’uburezi ari uburyo bwo kubafasha kumenya uko bakwikorera imfashanyigisho batarinze kujya kuzigura mu maduka ndetse bikajyana no kubongerera ubumenyi.

Uyu muryango w’abakorerabushake baharanira amajyambere, VSO, ufasha kandi n’abarezi bigisha muri iki kigo kubongerera ubumenyi no gukora imfashanyigisho bifashasha mu gutanga amasomo yabo.

Ernestine Musanabera

159

Annex6:L3instructionalmaterialshandout

L3 LEARNING MATERIALS The Literacy, Language, and Learning (L3) Initiative aims to enhance teaching and learning so that children leave primary school with solid literacy and numeracy skills. Funded by the US Agency for International Development (USAID) and implemented by Education Development Center, L3 works closely with the Rwanda Education Board on the development of teaching and learning materials, teacher professional development, English language support, and school‐community partnership.

Together with REB’s Curricula and Pedagogical Materials Development department, L3 develops print and audio materials for P1 to P3 Kinyarwanda, mathematics, and English and P4 English and mathematics. The materials supplement and enhance the existing curriculum and support effective teaching and child‐centered learning.

Currently, more than 2,400 schools nationwide are using L3’s materials for P1, P2, and P3. In 2016, materials for P4 will be distributed.

What is included in the L3 materials?

The P1‐P3 materials include: 22,060 read aloud story collections,

which allow children to encounter new language in a

meaningful context and excite children about reading

14,833 speakers and phones,

loaded with interactive audio lessons, which guide

teachers and students through effective, interactive

lessons using songs, games, chants, and poems. Each year, the phones’ SD cards are loaded with the

audio content. L3 purchased 1,500 solar panels to facilitate schools to use these audio programs.

46,385 teacher guides,

which illustrate proven strategies for developing children’s literacy and numeracy skills

7,133,670 student readers

for each child to read in class and take home to read with their families

160

How do the L3 materials support literacy and numeracy?

CURRENT LITERACY/NUMERACY PERFORMANCE REB has developed draft national standards for reading. According to the standards, P3 students should be able to read 33‐47 words correctly per minute from a Kinyarwanda text at their level. In 2014, L3 conducted a nationwide assessment. About 75% of P3 students surveyed did not meet this reading standard, and 21% were unable to read one word. Students with weak fluency skills have difficulty understanding the meaning of what they read as a result.

The assessment also showed there are challenges in mathematics. While many students got correct answers, they performed addition, subtraction, multiplication, and division slowly so that they did not complete all questions.

L3 aims to improve these student learning results by introducing proven techniques in literacy and numeracy.

KINYARWANDA PROGRAM Comprehension and Understanding of Stories:

From P1, teachers read weekly stories aloud to students, which helps them to understand the structure of a story, develop oral comprehension skills, learn new vocabulary, and cultivate an interest and love of reading. Students answer the five finger questions (who, what, where, when, why) either verbally, by role play, drawing or in writing. Students are encouraged to make connections between the story and their own lives.

Awareness of Sounds and Letters:

The lessons aim to help build students’ awareness of the different sounds in words and ability to match those sounds to the letter/group of letters that represent them. Games and activities help them to recognize letters, blends, and words quickly so that students are better able to focus on unlocking the meaning of what they are reading.

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Decoding Skills:

Students also have their own student reader containing simple, engaging stories at their reading level. The stories contain words, letter‐sound combinations, and other language elements that students studied that week and in previous weeks. Students’ first texts, in P1 term 1, contain single words. As students progress and learn, the texts become progressively more difficult, allowing students to test and reinforce their reading skills.

Reading Fluency:

Using these readers, students also develop their fluency skills by practicing reading quickly and with expression by reading silently, reading aloud with the class, reading with a partner, or reading the words in backwards order. After each short story, there are comprehension exercises to check students’ understanding of the text. Students re‐read the stories for homework with their families.

ENGLISH PROGRAM Transfer of Skills from Kinyarwanda:

The skills students develop in Kinyarwanda are then applied to English. For instance, their understanding of the alphabet, sounds, and syllables, and the basics of reading and writing are transferred.

Listening, Speaking, Reading, and Writing:

In P1, students begin with developing their listening and speaking skills and learn introductions, classroom vocabulary, and so on. When students receive their first English reader in P1 term 3, they can apply what they know about reading in Kinyarwanda to reading in English. Teachers model how to read these texts for students, and read aloud stories are introduced in P3.

In English, the audio lessons are particularly important as they provide both teachers and students with regular access to fluent English speakers.

Ready for English as the language of instruction in P4

In order for students to successfully transfer to English as a language of instruction in P4, students must have acquired an English vocabulary of 5,000‐7,000 words. This vocabulary is needed so that students can excel in mathematics, science, history, and all subjects. The L3 English program aims to prepare students for this transition. Students who begin with the L3 program in P1 will develop the English language skills they need to excel beyond P3.

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MATH PROGRAM The math program isn’t about teaching students to apply rules and perform mathematical tasks, but rather about thinking mathematically to solve everyday problems. The program aims to support students to rely on their own knowledge and logic to solve real life problems, to reason abstractly, and to explain and justify the process they used to solve problems.

Mental Math:

The program emphasizes mental math skills. When students are able to quickly perform simple calculations in their heads, they can be more efficient in dealing with more complex equations.

Manipulatives:

Manipulatives, or objects such as sticks and stones, are used to represent and model mathematical concepts. Manipulatives deepen students’ understanding and allow students to better describe abstract concepts. Students also

find the lesson more engaging and enjoyable.

Open‐ended Problems:

Lessons also include open‐ended word problems, rooted in real life situations. Rather than asking a specific question, problems may simply provide information or describe a situation and ask students what can be said from this information. One such problem says "Muhire has 1 pencil. Shema has 3. What can you say?" This problem has many correct answers. Students may report that Muhire has fewer pencils than Shema, that Shema has two more pencils than Muhire, that if Shema gives 1 pencil to Muhire, they will have the same number of pencils, and so on. Problems like this one are better modeled on the thinking needed to solve real life problems.

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How to conduct an audio lesson: Place phones and speakers so that all

learners can hear well Once you begin the audio, let it continue at

an audible volume Listen and follow the instructions given by

the audio teacher Allow the audio teacher to finish giving

instructions before adding further explanation

Encourage learners to come to the front, provide answers, and do activities quickly

When you hear the bell, quickly finish the activity and get ready to listen for further instruction

Participate in songs, chants, and games in order to motivate your learners

How are the L3 materials used?

SCHOOL OWNERSHIP AND RESPONSIBILITY

REB and L3 have provided schools with these print and audio materials to improve student learning,

ensuring that all Rwandan children develop strong literacy and numeracy skills. The materials, however,

will only be effective if they are used and managed properly. L3 will not replace print or audio materials.

Successful implementation is ultimately in the hands of schools and depends on strong leadership from

the head teacher.

Schools should contact L3 Provincial Coordinators, mentors, SEOs, or DEOs to seek support.

AUDIO MATERIALS Each phone and speaker should be shared between at least two teachers.

CARE: Phones and speakers should be regularly charged and stored in secure locations after lessons. Damaged, lost, or stolen technology is the responsibility of the school. Schools must use their own budgets (funds raised by Parent Teacher Committees, capitation grants, or other income sources) to repair or replace these items. It is not necessary to use the same model as the original items; any phone, speaker, radio, or any other functional technology can be used.

STRATEGIES: Schools can purchase adapters with USB ports to facilitate charging. Schools can also purchase additional batteries to have as extras or to replace ones that are not working. Schools could also purchase additional SD cards and phones, or teachers could use the SD cards in their personal phones if possible. Even when it is not possible to use the phones, schools should continue to use the L3 print materials.

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TEACHERS GUIDES AND READ ALOUD STORIES Each teacher should have access to a teacher guide and read aloud story collection to use in class and for lesson preparation.

CARE: Teachers should cover the books with hard paper, keep books clean, and keep them at the school during holidays or other absences.

STRATEGIES: Schools can photocopy the teacher guides or schedule lessons so that two or more teachers can share one teachers guide or story collection.

STUDENT READERS

Each student should have his/her own reader to use in class and to take home daily.

CARE: Students should cover the books with hard paper and be instructed to read with clean hands. Head teachers should keep inventory of the books, ensuring that they are distributed to students at the beginning of term and returned at the end of term. Students must be allowed to take them home daily. Parent Teacher Committees also support the care of the books, ensure that children take books home daily, and sensitize parents about reading at home. L3’s Community Mobile Library Initiative also supports the promotion of reading outside the classroom.

STRATEGIES: If books have been lost or damaged or are for any other reason insufficient, head teachers should devise ways for students to share the available materials so that each student can benefit. For example, teachers can create pairs of students who will work together with one book or make photocopies.