Modeling Lessons at Kacyiru 1

Much of the month of May has been devoted to supporting two teachers at Kacyiru 1 Primary School and piloting the second element of our Teacher Training Program: one-on-one support and lesson modeling for English teachers. Meredith and Carly worked with P4 English teacher Boniface and P5 English teacher Assinapol to model and observe four lessons.


We started our work at Kacyiru with key goals in mind. We wanted to understand what it’s really like inside a Rwandan classroom. This understanding will allow IEE to create better training material and lesson plans that are appropriate for a Rwandan classroom setting. We also wanted ensure that what the teachers learned in the TTP workshops are actually being implemented in the classroom. We want to support teachers in the transition from ‘chalk and talk’ to learner-centered teaching methods.




Meredith and Carly modeled four lessons in each class, observed Assinapol and Boniface teaching the same lessons, and then provided the teachers with feedback. The first lesson was on Greetings and introduced and emphasized group and pair work. The second lesson introduced the difference between simple present and present progressive verbs. The third lesson asked students to identify parts of speech (nouns, adjectives, and verbs). And the fourth lesson gave students jumbled sentences of a story and students worked in groups to put the words in order.


It was exciting and inspiring to see the students’ enthusiasm in the classroom. When a teacher asked a question, the students would lean closer and closer to the front of the classroom, raising their hand, snapping their fingers in unison and whispering ‘please teacher!’ At first the students seemed reluctant to participate in group activities, unsure of what to do or whether they were allowed to talk, but by the end of our few weeks at Kacyiru the students were more comfortable working and solving problems together.

Assinapol and Boniface are now using more learner-centered teaching methodologies in their classes; in particular they have students work in pairs and groups to solve problems. Working in groups and pairs allows children to work together, speak English to improve their English for communication, become more engaged in the learning process, and develop critical thinking skills. According to the teachers’ feedback forms, they have changed their teaching methods and now use group and pair work in their lessons, they have learned how to motivate children using teaching tools, and they now encourage students to work together.

Both IEE and the Kacyiru teachers learned a lot from the lesson modeling and think that one-on-one feedback and support enhances the training that we are providing for our teachers and will ease the transition to English and new teaching methodologies.

Training National Trainers

On the 8th and 9th of April a group of 60 National Teacher Trainers were brought together in Kanombe, Kigali from Rwanda and anglophone Uganda by the Ministry of Education (Mineduc) for a two day training workshop. The training was jointly run by the Ministry and IEE and was led by Meredith Pike-Baky who also led and designed the curriculum for our Teacher Training Program (TTP) at Kagugu P.S.


The two full days of workshops were meant to prepare the National Trainers for the following week where they would disperse across the country to train 3,000 District Teacher Trainers in five-day workshops.

The focus of this workshop was on learner-centered methodologies and building English skills. We taught lessons which had been piloted in the 5-week TTP at Kagugu which brought together 130 primary school teachers from six schools in three districts.

There was a real spirit and sense of collaboration and togetherness at Kanombe for these training workshops. This group of 60 National Trainers had met once before when they attended a similar training session in November and they will be brought together once again in July for further training. These trainers were chosen primarily for their English speaking abilities and will lead the transition from French to English as the language of instruction in Rwandan primary schools. We could all feel the excitement and sense of camaraderie as they sang English songs in unison. Every class began with a song to have the trainers physically and mentally engaged and warmed up for the class to begin. On the first class on the first day, the trainers were excited but hesitant and a bit unsure of the words and moves. By the end of the workshop all 60 trainers were stomping, clapping, and singing in unison which was followed by big smiles, a loud applause, and many happy handshakes.



Each trainer was proud to accept their IEE-Mineduc certificates upon completing the workshop. These trainers should be proud. They are leading the way in pushing Rwanda's education system forward and with it the development of the entire country. The task is big and the responsibility is even bigger but these 60 National Trainers seem ready and willing to take on the challenge and IEE is equally ready to support them in their mission.

The Last TTP Workshop (for now!)

I arrived back in Rwanda on April 1st, about 7 months after I left in September and 3 days before the Teacher Training Program (TTP) taking place at Kagugu P.S. that I had been hearing so much about would be coming to a close. Walking into Kagugu and seeing all the teachers again was an amazing experience, it was like greeting long time friends who I hadn't seen in years. Since I was last there in September, the school had added on secondary level classes, new teachers, and was starting a garden around the library, but it still had its same charm and a sense of excitement and enthusiasm continues to linger in the walls of Kagugu Primary School.

On Saturday, April 4th, I was lucky enough to attend the final TTP Workshop. This was the last in a series of 5 weekly workshops which brought together 130 teachers from 6 schools across 3 districts. It was incredible to see the change in the teachers since I last saw them. The teachers were excited about the workshops and trying to use English as much as possible, they would no longer shy away from trying. It is inspiring to see such willingness to try and I know from experience that it isn't easy to put yourself out there and be willing to make mistakes in an unfamiliar language.

More than anything, it was fun watching the creativity of the teachers and the teacher trianers at work. These particular trainings were aimed at transorming the way Rwandans learn in the classroom by getting students actively engaged in the learning process and developing critical thinking skills. In the classes I visited I saw teachers creating elaborate drawings from doodles as well as writing stories and letters of advice to imaginary characters. The Kagugu classrooms were buzzing with creativity and all of the teachers were engaged and ready to participate.

The day ended with a closing ceremony to celebrate all that the teachers had accomplished in the past few weeks. The most amazing part of the ceremony was that the entire ceremony was conducted in English. Every teacher received certificates and speeches were made by Savannah, teacher trainers Meredith and Jean-Providence, Local Government Officials, and the headmasters of each primary school involved. It really was exciting to be involved in this final workshop and incredible to see the progress that has been made since I was last here. Here at IEE though we know that there may have been a closing ceremony but this is not the end of the TTP by any means. This really just marked the beginning of what we hope will be a long-standing relationship with primary school teachers. We look forward to continuing to work with teachers to improve the quality of education in Rwanda's primary schools.

-- Carly

Savannah- Unbelievable Progress! 87%!

I feel the improvement here all the time. That’s part of what’s so captivating about Rwanda- the sense of forward momentum. But it’s not always easy to measure or solidly document. This week it was.

Kagugu Primary, the school IEE has been working with the longest, received the results of the National Exam. Last year, Kagugu had one of the highest percentages of students pass the National Exam- 40% passed.

This year an astonishing 87% of students passed the Exam! They more than doubled their success rate!

I am so proud of the hard work of the teachers and students at this school. Students who pass the National Exam are eligible for secondary school; those who don’t, end their education at sixth grade. That is why this test is so important. As I blogged about previously, after this group of students secondary school will be open to all students regardless of their exam score. However, this is still an indicator of how well students are learning.

Though the dramatic improvement is primarily a reflection of the students’ and teachers’ hard work, I do believe the efforts of IEE have contributed to their success. Over the past year we have built a library and supplied it with badly needed books, worked with the government to bring in water, electricity, computers, and internet, and brought American teachers to teach English, computer skills, and new teaching methods. These efforts alone did not make students at Kagugu successful, rather we have provided Rwandans with the tools they requested and needed. With these tools, they are making amazing change in their own lives!

The collective hard work of Kagugu’s teachers, students, IEE and our volunteers means greater opportunity for the 156 students who will now be eligible to continue their education through 12th grade! How exciting to be a part of this significant, lasting improvement!



On a personal level, I wanted the teachers to know how excited we are for their success, so I congratulated them in the best way I know how given my resources here- with a gift of baking! I baked cookies that spelled out “Congratulation Kagugu” (the “S” got burned). :D I think the teachers enjoyed a small after-school celebration although the real reward is in their own satisfaction and the increased opportunities now available to a whole class of bright students.





The excitement should not end here however. The Government is thrilled with what we have done already and wants us to do more. In February, we hope to begin teacher training similar to that we conducted at Kagugu at all five of our partner schools. Kagugu’s success this year has shown us that if we are willing to offer the needed tools, Rwandans are willing to work hard for success!

Savannah- Big Year - Big Changes

2009 is a big year for Rwanda. This year significant changes are taking place in public education, and there is reason to be excited. I met with officials at the Ministry of Education yesterday and was briefed on the changes.

Beginning this year...

...public education is free for all students up to 9th grade. In Rwanda, public education for primary school (grades one through six) has been free for years. This January the Government has extended that to include the first three years of secondary school. This is one step in the process of making grades one through twelve completely free. Currently less than ten percent of primary school students continue on to secondary school because they don’t score high enough on the national exam or because they can’t afford the fees. The government has now opened the door to all students.

...the language of instruction will be English instead of French. The official languages of Rwanda are Kinyarwanda, French, and English, but the government is now focusing most heavily on English as a part of a move to be more competitive in the global economy.

...the government will begin offering vocational training in careers such as hotel management, tourism, and internet & communications technology.

These are big and exciting changes. However, the challenges are equally big. Many of the teachers who now need to teach math, science, or history in English, lack the sufficient English skills to do so. This has caused concern among many that the transition was too swift. However, the Government is not without a plan.

The Ministry of Education is currently working on a Teacher Training Program to teach both English skills and new methods of instruction. This is precisely what IEE’s partner schools have been asking of us for many months. I am thrilled that we will now be able to partner with the Government on these programs.

The Government of Rwanda is remarkable. It seems every time I think I may have uncovered a way the public education system could be improved, they are already working on it.

For months we have been investigating how we can best be a part of the amazing progress in Rwanda. In February, we will begin an exciting phase in our project- implementing our plans. There is much to be learned, and there are many challenges as we work along side the government to train eager teachers. However, I believe in the government officials, teacher trainers, and teachers who are making this happen. It has been shown to me again and again that once Rwandans decide to accomplish something, they will do the work to make it happen. I look forward to seeing what Rwandan educators can do when given the right tools.

Savannah- It's good to be back!

One breath of the fresh, tropical, Rwandan air stepping off the plane made twenty-one hours in flight and twenty-six hours of layovers completely worth it. I’m so happy to be back!

One of the few frustrating things about Rwanda is how difficult it is to articulate what is so wonderful about being here. It’s the beautiful, green, rolling hills dotted with banana groves. It’s the smiles and spontaneous hugs from small children. It’s the palpable hope that seems to hang in the air. I’m not the only one who senses this. Before I came for the first time I heard from many people that, “It’s like you’re at home instantly- you can breathe easy.” Why does this sense of peace surround Rwanda, particularly when it has seen so much unrest? I don’t know. I guess that is part of what I hope to understand better one day.

In the meantime, there’s plenty to be done. School begins tomorrow (January 12th). This is the beginning of their school year. Unlike us, they begin the year in January and end in November. I am eager to get to Kagugu Primary in the morning to see all of the teachers and students I have only been able to correspond with via email for the past few months. I look forward to continuing the dialogue about how IEE can best partner with the government and teachers to improve public education in Rwanda.

This year marks an important transition for Kagugu. They will begin teaching all courses in English instead of French. This is going to be quite a challenge because the majority of the teachers speak only beginner English. One of the things teachers have always asked us for, English class, will now become even more important. Until we are able to begin a full-fledged Teacher Training Program that will include English lesson, I’m pinch-hitting and teaching them what I can. The teachers are fun students, and I’m excited to get those classes going again as soon as they are ready.

While I was back in the U.S. the International Education Exchange as an organization was strengthened by the time we had to work together as a team face to face. We also created some great partnerships with American Universities that I believe the teachers at Kagugu will be excited about.

As you can see, the future holds many possibilities for IEE and its partner schools. Alongside the Government, teachers, students, and people of Rwanda, I sincerely think we can do some great things. I look forward to seeing it all happen!

Savannah- Economic Challenges

A famous social activist once said, “Life's challenges are not supposed to paralyze you, they're supposed to help you discover who you are.” That quote has had great meaning to me during the past month. The work of IEE went largely unaffected by the financial crisis for sometime. One week in November, however, a number of our loyal donors called in to say they were simply unable to make their monthly contributions. It is certainly understandable why these people felt this way, but for IEE this was serious news.

The whole IEE team had to come together and decide how to respond to this challenge. I am pleased to say that discouragement did not overcome us. While funds may be lacking at the moment, support is not. We still feel as confident as ever that the programs we have developed in conjunction with the students and teachers at Kagugu as well as the Government of Rwanda are going to make significant, long-term improvements in the education system in Rwanda.

The question has been, how are we going to continue to accomplish our ambitious and exciting goals with significantly less funding. The answer is, by sharpening our programs and making certain that each piece of each program is deeply impactful. What is most needed by students in Rwanda, and how can we maximize our resources to make significant strides in this area?

Teacher training has been the consistent request of teachers and the Government alike, so IEE feels its efforts in 2009 should be focused on establishing and improving the Teacher Training Program. We see the slowdown as an excellent opportunity to put our focused effort on creating the best teacher training at Kagugu so that we will be ready to expand it to all of our partner schools in 2010.

This does not mean that we are forgetting about the other three initiatives that make up our four-part program ( Teacher Training, Education Through Athletics, Classroom Connect, & Infrastructure Improvements). Throughout 2009, we will continue to work diligently on developing these programs alongside the Government, teachers, and in association with partners in the U.S.

In short, this current economic challenge has far from paralyzed IEE. Instead, it has helped us to discover more about who we are. We have looked seriously at our priorities and realized that our goals are still attainable and worth our effort. We are energized to launch our programs this year, and we’re looking forward to the successes and challenges that are sure to come.