Carly - One Laptop Per Child

Yesterday Brad and I were invited to attend the Launching Ceremonies for the ‘One Laptop Per Child’ (OLPC) program at Kagugu P.S. The ceremony was held by the Ministry of Education (Mineduc) and included all 3,100 students of Kagugu, Kagugu teachers and staff, Mayors of Gasabo, Kicukiro and Rwamagana Districts, Representatives and students from Rwamanagana B. P.S. and Nonko P.S., the Minister of Education, and the Minister of Science, Technology and Scientific Research. It was a packed house! the day was filled with speeches, performances, and of course the handing out of each laptop.




The OLPC project began in January 2003. The program’s mission is “to create educational opportunities for the world's poorest children by providing each child with a rugged, low-cost, low-power, connected laptop with content and software designed for collaborative, joyful, self-empowered learning”. Rwanda is the first African country to which OLPC came and Kagugu is the first school in Rwanda to give a laptop to each student. OLPC and the Government of Rwanda ran a pilot program of OPLC in Rwamagana last year, giving out 100 laptops to students in P2 and P4 and has viewed that program as a great success. OPLC greatly ties in with the government’s vision to transform Rwanda into a knowledge-based society by introducing science and technology into the education system and general public. Kagugu now has 20 desktops available to teachers (and housed in the Library/Resource Center), 3,100 OLPC computers, and WiFi throughout the school grounds - it has been incredible to witness the transformation.


The laptops themselves are designed specifically for children in developing countries. They have a kid-friendly design, are resistant to harsh conditions (dust, rain, long walks home, etc.), have long battery power, and have wireless capabilities. Kagugu teachers have all received training on these laptops and should begin using them in their lessons this week.

Everyone at Kagugu is really excited to start using these computers - there were a lot of smiles and signing and dancing at the launch today! The IEE will definitely be keeping up with the OPLC program, how it works in Kagugu, and where it will go next!

Carly - English Classes

I arrived in Kigali about 2 weeks ago excited to get involved with whatever IEE had going on, and they were more than cool with me jumping right in! I think one of the most satisfying things I’ve done so far is teach English classes with Savannah. My initial reaction to hearing we’d be teaching English the teachers (as opposed to the kids), I was a little concerned that I wouldn’t have a clue what to tell them! While that still may be true, the teachers seem to be enjoying the classes thus far. The best part about these classes is that we’re not just teaching them a language, but we’re also

using methodologies that they’ve never seen before. The hope is that they can use these teaching methods in their own classes and our efforts in these sessions with the teachers will trickle down to all the students at Kagugu.

We’ve split the classes up into debutant (beginners) and moyen (medium) - the teachers were all a bit reluctant to call themselves advanced! We have about 15 teachers in each class and teach the debutants Monday and Wednesdays and the moyens on Tuesdays and Thursdays for about 1 hour per session. So far we’ve gone over lots of vocab, superlatives, verb conjugations, present continuous tense, and are planning a debate on an article we read last week with the moyen group.



Savannah and I have been making great use of the awesome library at Kagugu. We try to incorporate books into every lesson we teach. We’ve used everything from the classics like 'Goldilocks and the Three Bears' to other books that are a bit more foreign to me like 'Chief Pangolin' and 'Only One Dress'. The idea of having a book in your hand AND having the teacher have her own copy to read to you is something that I was lucky enough to not only enjoy in school growing up but something I came to expect. I’m really excited about introducing new materials and resources to these teachers so that they can use all of these books and facilities that Kagugu now has and make their own teaching more dynamic and interesting for their students.

The most satisfying part of the English teaching thus far has, without a doubt, been watching the teachers not only understand what we’re saying but using the English they’re learning. The other day, when we were teaching about superlatives, it was amazing to see it click by the end of the hour. You could actually see it in their faces, and they were excited to hand in their sentences and hear that they were 100% correct. Being apart of that has given me one of the best feelings I’ve ever had and I’m very grateful to both IEE and Kagugu school for that.

Kagugu story time- Savannah

Although the volunteers from the Teacher Training Program this summer have gone and are sorely missed by everyone at Kagugu, their impact endures in tangible ways. Today I had the pleasure of dropping in on a story time that Emanuel, the librarian who wrote his own blog below, was hosting. About fifteen students gave up one of the two hours they have for a lunch and play break in order to come have a story read to them. They sat on two long, wooden benches in the children’s library and listened to The Little Red Hen by Paul Galdone read in English. I was impressed by how well behaved the children were. In any country it is often difficult for students to sit perfectly still and listen to someone read. That is even more true when listening in a new language. These students, however, were very attentive and listened enthusiastically to the story. When I asked them how they enjoyed it at the end, one student used his clear, correct English to say, “The story is very good.”



While Michael Clark was here this summer, he and Emanuel collaborated on some ideas for creating a story time such as this. Now Emanuel has taken the ideas and created a wonderful new opportunity for students at Kagugu to enjoy books.

Meredith Shepard

I went back to Kagugu yesterday. Brought my family with me to show them what this place means to me: children in the front row with their worn wooden rosaries, leaning forward . Pontien, director of studies, brought us around to the three classrooms that were still in session-all sixth graders in the middle of review for their national exams, the students I have spent the most time with. I introduced my family-sister, mom, then dad. Their clapping always rose at the end-my parents later asked why, and my only guess was that so few students at Kagugu have both parents that a whole family is worth celebrating.
We asked them if they had questions for us. I’d played this game with them already-asking them their ages, their habits, their names, favorite foods; and they had then reciprocated-the order of questions in each classroom always the same: “What is your name?”, “How old are you?” , “Do you have parents?” For my family it was also the same, each classroom listing identical questions and comments. “Thank you for sending Meredith to teach us”, we heard three times. “Do you have any advice for us in education?” one of the brightest in my P6D class asked. “We want to hear your voice!” each classroom told my sister. “What are your jobs?” “We thank you so much for visiting us.” My parents responded each time, “Thank You for taking such good care of our daughter. Thank you.”
I hadn’t expected appreciation, really. In two months of working there, we were whites who showed up most mornings in a big car or on motos, to penetrate the classrooms with fast English, or in my case, bad French. The screaming excitement we routinely received meant little to me: the attention was for my skin, not me. But in the classrooms yesterday, at the final good-bye to the last remaining students in the summer-school session, they winked back when I joked at them, pretended to shrink away when I pretended to push them, called my name when I walked in. My personal goal for the summer-to know and to be known beyond the barriers of difference-felt unexpectedly realized.
That night, long after I had left, I remembered a day in the classroom a few weeks ago before school was out, when I was sitting in the back observing a lesson and two children not from Kagugu hissed through the window “Muzungu!” Jean, a boy from the class just below the window stood up to look back at them, saying firmly “Her name is not Muzungu. Her name is Meredith.”

Simon-Peter Habiyaremye

How is the primary school education in Rwanda?
Our eduction in the Rwanda public school system is developed more now than before the war. The situation has improved because now students must pass tests and receive grades for their work in class. Also, the political system of Rwanda has opened the door to everyone to go to school because our country needs to fight against ignorance. Our kids go to school without paying school fees because the President of Rwanda gives public education for free. In summary, the education in Rwanda is good and has developed. What do you think of the education system in Rwanda?

About Kagugu Primary School
Here at Kagugu we are well, and we are developed more than other schools. You may ask why. There are three reason: we have a library, we have computers, and we have a partnership with a U.S. school and its teachers. We also have some knowledge of computers and English because the teachers came from the U.S. to train us this summer. We thank them very much. I wish to invite everyone to come and visit our school. We have also good teachers who are clever. As for our children, they are good also in English and other subjects. We have taken third place in all of the district.

Thank you very much!

Pontien- Director of Studies at Kagugu

I am Ugirumurera Pontien. I was born in 1978 in the northern province of Gakenke. I was born in a big family, but the genocide of 1994 killed all the members of my family. That is why I am an orphan. I am single.

I studied seven years in primary school and six years in secondary. I continued my studies at the University of Agriculture Technology and Education of Kibungo where I studied Economics.

I began teaching in 2003 at the Kagugu Primary School. In 2004, I taught grade P5 (P stands for primary). I was soon promoted to head teacher, and in 2007 I was named Director of Studies at Kagugu Primary.

Emmanuel- Kagugu Librarian

I am called Bukeye Emmanuel. I was born June 26th, 1980 in Jinja, Uganda. I attended primary school in Uganda at the Bulimbale Baptist School. I returned to Rwanda in 1994. I continued my schooling in Kigali at Apred Nderea and Kigali International Academy where I studied Math and Physics. In 2004, I joined the Information, Communications, & Technology Department of the Kigali Institute of Education and earned a diploma in Internet Technology.

In 2008, I started working with the IEE as a Librarian and Internet Technology Specialist at Kagugu Primary School. For the past two weeks we have been busy working with Michael and Savannah. We divided the library into two collections, one for the Children’s Library and another for the Teacher Resource Center. I hope when the teachers and students come back from holiday they will like the collections.

Michael Clark- Greetings From the Kagugu School Children’s Library and Teacher Resource Center

My time here at the Kagugu School was spent in developing the library spaces to support the recreational and informational reading needs of the students, faculty and visitors coming to the school’s wonderful new Reading Hall building. I also worked directly with Emmanuel, the school librarian at Kagugu, to support his work with students and books, organizing the space and instituting good librarianship practices in supervising the library.

While the shelves of “Library 1” and “Library 2” were brimming with materials, a system for distinguishing between types and uses of books were needed for a school blessed with such an abundance of resources where prior they had little or none. The two spaces lent themselves perfectly to creating two collections, one as a “Children’s Library” and another as a “Teacher Resource Center” of textbooks, teaching guides and other support materials. Now the two main groups at the school each have their own personalized, dedicated, friendly spaces and collections to meet their unique needs.

The “Children’s Library” collection has three divisions for each of the languages represented in the library- Kinyearwanda, English and French. A Fiction section for each was developed with color-coded spine labels for support in identifying literary formats and reading level. The Non-Fiction sections were arranged in broad themes and subject areas and a system of using baskets to group similar books helps identify them on the shelves. All books were inventoried, classified and labeled for organization and to facilitate check-out. In addition, an accompanying database was created with the information, which will enable Emmanuel to search on titles, authors or types of books. Signage and posters enliven the space and help users find what they are looking for, or they are free to browse for book selections.

The “Teacher Resource Center” has materials consolidated by grade or P-Levels and subject, so that teachers can easily locate classroom textbooks and materials for signing out. One bookcase was dedicated to the collection of curriculum and teaching guides loosely grouped by subject and includes other workbooks, and teaching materials. Each room has a book drop to clearly designate where books are to be returned and sign-out sheets for checking materials out. Emmanuel, Savannah and I spent two weeks transforming the rooms into dynamic spaces of exciting book lined shelves just in time for the return of the students and teachers for the final semester of the school year. I hope they all enjoy the newly designed spaces and find just the right book they are looking to read. Enjoy!

Savannah- The Universal Joy of Reading

I just wanted to put up a quick post to let you all know how much the students here are excited about the library. School is not currently is session, but students spend time at the school playing, talking, and some of the sixth graders are studying for the national exam that will allow them to proceed to secondary school if they pass. Naturally, the students are very curious about what we are doing in the library. At the moment, Emanuel (the Rwandan librarian), Michael (the American school librarian), and I are spending much of the day labeling and organizing books so that the library can be most effectively used. We leave the large windows open to enjoy the fresh air, and today many students were gathered around the windows looking in. It finally occurred to us that they were waiting on an invitation to come in so we asked them to join us. Around 15 to 20 students streamed in and chose books to read in the large open space in the library. Either alone or in small groups, they excitedly enjoyed books about becoming a teacher, books about animals, and atlases (I showed them where I'm from and where the IEE is based.) among many others. It may seem small, but for me it was heartwarming witnessing the simple reality that kids everywhere love books.

Savannah- Teaching People to Fish

Michael Clark is the school librarian who is helping us structure and organize the library at the Kagugu School and he is doing an amazing job. Today I helped put colored dots on the spines of books according to the classification system he has created. While I was doing that in the open space of the library, several students wandered in and sat not far from me. I asked them if they would like to come over and look through the books I had finished marking. They accepted my invitation eagerly, and about five or six of them sat on benches near me reading English books all centered on the theme of HIV/AIDS education. After a while we began talking again, and I found out they are actually attend secondary schools nearby. They asked me many questions about myself, but eventually they got to the point and they made sure I didn’t miss it. They want pen pals from the U.S. A. I was a bit taken aback when I they asked for this so specifically and repeatedly. I assumed that had heard that I work with the IEE and we set up pen pals. Surprisingly, they hadn’t heard anything about it. This was simply what they wanted. In conjunction with that request, like most students here, they want me to teach them English. To learn English and to use it to speak to students in other countries is a repeated request of Rwandans. I’m excited to be able to give them what they want.

During our conversation something else interesting came up. I was asking what each of them wanted to do for their careers. One wanted to be a doctor, one wanted to simply travel to other countries, and one want to work in the financial sector. They asked me if all of that was possible for them, and I was glad to be able to say honestly that I believe they can do that in Rwanda today if they are willing to work hard. One student spoke up and said that when he finishes his education he wants to help poor people. “How?” I asked. They all laughed at my question at first. “By giving them food because they are hungry,” he replied. “Is that the best way to help poor people?” I prodded. “Yes,” he answered confidently. I disagree with him. To make my point I told him to proverb about teaching a man to fish versus giving him a fish (“If you give a man a fish, he’ll eat for a day. If you teach a man to fish, he’ll eat for a lifetime.”) When I finished speaking they erupted in conversation and something like a cheer saying, “Yes! Yes! That is good.” I told them that that is the vision of the IEE. Although the need at Kagugu is not food, we are trying to educate people so that they are able to help themselves and are not dependent upon the aid of others. They clearly saw my point and to encourage me they chose to repeat the English slogan that Nike gave to the world. “Just do it!” they repeated. I couldn’t help but smile and laugh. We all parted ways with promises to see each other tomorrow when I am going to read them some books in English as requested. Thanks to everyone who makes this possible. The thrill of getting people what they need to help themselves is wonderfully exciting.

Savannah- Seeing For My Own Eyes

In a packed out Mitsubishi 4x4 full of muzungus cruising with the windows down on a road outside of Kigali I realized this is it for me. I love this. Being in a new place, meeting new people, trying new things, making new mistakes, finding new solutions- all of it. This feeling of growth and learning is familiar to me. I think it's what I thrive on.

The views down in the valleys outside of Kigali were amazing as we made the 30 min. drive to a small town named Nyarama. The hillsides are full of banana groves and at the top of each hill you have sweeping views of the patchwork farms below. The nicely paved street was lined with people walking and riding bikes to and from who knows where. Most often they are either carrying any number of things on their head or pushing a bike or wheel barrel loaded down with goods.

We were on our way to visit a church where 5,000 people were massacred over the course of five days during the genocide. Inside the church, the clothes of the victims have been piled on pews. Below ground there are three crypts where the bones of 50,000 victims who were killed in the area just around the church are kept on large shelves 6 feet deep and continuing well over my head. I was surprised that my emotion when descending the steep, concrete steps into the crypt was fear. I don't think I have ever been in such close contact with so much death. I was somewhat forcing myself to slowly take the next step forward where I knew I would see more remains. It would be physically possible to reach out and pick up a skull. No glass separates them from you. In fact, they are so close to you on either side that you have to be careful not to accidentally touch them. Real human remains. Once real people. This was the first time there was no glass between me and that reality. No book, no Hollywood lens, just the remains of real people like me who might have loved to travel, and eat lots of vegetables, and cook with their family. It sounds a bit cliche as I write this now, but there was nothing cliche about the reality of what I saw today.

What's so amazing about this country is how it has taken that sadness and loss and turned it into such positive energy and potential. I am so excited about the things happening at Kagugu. I had a wonderful meeting with the Headmistress and Prefect of Studies on Monday. They are so excited and eager to develop new plans to help their students. We all agreed that if we have a true collaboration and exchange of ideas, together we find ways to help Kagugu excel.

The Rwandese teachers at Kagugu have proven to be our greatest resource. Their enthusiasm to learn has been overwhelming and inspiring. I was shocked to learn on Monday that the monthly salary for the teachers at Kagugu is 23,000 RWF. That's approximately $46 per month, $552 per year and about $1.50 per day. It's reasonable to suspect that prices are lower here and therefore that is a livable wage, but actually a sack of rice (50 kilos) is about 30,000 RWF. They aren't even paid a sack of rice a month, and still they are showing up during their summer vacation in order to learn English and new teaching methods. Wow!

I've learned so much since I arrived not quite one week ago, but there are still many questions to be asked and ideas to be explored. I'm looking forward to several upcoming meetings that will hopefully give me a more clear understanding of how the IEE can fit into the government's plan for Rwanda. The people of Rwanda are determined to pull themselves up and never again be victims of genocide. It's exciting to be here and be a part of their wonderful optimism and energy!

Savannah Keith

I am a graduate of the University of Mississippi with majors in French and International Studies. Because I believe the richness of the
culture and beauty of the people have much to teach me, I am eager to get involved in all the wonderful things going on in Rwanda. Primarily, I seek to learn how to slow down and enjoy to the present moment more fully. Living six months in Lyon, France, traveling across much of France, and recently nannying for four children in Greenwich, Connecticut have taught me that through the world people are more similar than different, and there is always something new to be learned. My goal as Country Director of Rwanda is to become knowledgeable about the education system in Rwanda and find ways that the IEE's resources can be helpful to Rwandans who are already doing so much to improve their country.

IEE Rwanda Projects Coordinator

Wilson B. Kagabo

Journalist, Translator, Engineer

I am called Wilson B. Kagabo. I was born on July 27, 1982 in Luwero, Uganda. I attended my Primary Education in Uganda at Hima Primary School. My family returned to Rwanda after the 1994 genocide. I continued my schooling here in Kigali.

Between 1999 and 2002, I studied Math-Physics Option at Kigali International Academy. Since then I served as; journalist with Rwanda Voice and The New Times, interpreter and translator, Tutorial Assistant at KIST and International Education Exchange Rwanda Projects Coordinator. In 2008, I graduated from Kigali Institute of Science and Technology (KIST) with a Bachelors degree in Mechanical Engineering. I am married to Jackie Dusabe and we live in Kigali, Rwanda.

Greetings From The Field!

Brad Perrine
IEE Director Field Operations

I arrived in Kigali, Rwanda on May 26th, 2008. My job? To “set up shop” for the IEE Teacher Training Program. This entailed the usual relocation requirements including renting a house, buying a vehicle, setting up a bank account and a host of other chores. A challenging, yet straight forward set of initiatives. Armed with the natural excitement of a world traveler and the western-style organizational tactics of an educated American, I set out to make IEE a well-oiled, local Rwandan machine. Now, if only I could get out of the airport.

I realize that I am not the first person to watch a luggage carousel stop revolving. As countless air travelers can attest, if you’re empty handed when the laps have finished, you stand alone with only the demoralizing realization that your horse wasn’t even in the race. Somewhere along my 3 flight / 40 hour route to Rwanda, “Baggage Claim” had, in fact, claimed my baggage. The crushing disappointment was compounded by the fact that the missing bag was actually a 70 lb. box of school supplies headed to needy school children and not my expendable knapsack filled with sunscreen, socks and Tylenol. All I could do was fill out the proper forms and wait ‘til the travel gods were done borrowing our stuff.

Undeterred, I pressed on…but not alone. Wilson B. Kagabo, IEE’s indispensable Director of Rwandan Affairs was there to guide me through it all. In fact, he’s been with IEE since 2006. Without his incredible work here in Kigali, none of our efforts would have been possible. Together, we set out to build the nest.

If you’ve ever been to Africa you’ll understand that NOTHING is simple. It’s almost comical. There seems to be a complete and blissful disregard for anything sensible. But as I’ve learned, this ain’t New York. It’s very, very, very far from it. “Appointment” is just another word for “Maybe I’ll see you there”. Adhering to a schedule in Rwanda is like riding a rodeo bull: You’d better be flexible and should expect to get thrown off.

Purchasing a vehicle is a process more likened to panning for gold. I had to sift through a heaping pile of crud to find something that shined. There are no dealerships here, no Auto Trader Magazines, just a bunch of dudes who let their friends know they want to sell their 1985 Ford Bronco for $15,000. Yeah that’s right, $15,000 for a vehicle that you’d only donate to charity in the States. Because there are so few cars and trucks here, owners make repairs for years to keep their wheels rollin’. I don’t think I saw an SUV with less than 150,000 miles under the hood. So we settled on the best deal I could find, an over-priced Mitsubishi Pajero. If you’ve ever ridden in one, you know they’re pretty awesome. It’s a former safari vehicle and it’s perfect for the rough roads of Africa.

I just can’t wait ‘til we get it back from the mechanic after it’s catastrophic breakdown last weekend.
If you don’t have a car and need alternative transportation here, I’ve got one, hyphenated word for you…Moto-Taxi. Kigali is filled with them. They are the best, and cheapest way to get around. Just hop on the back of one of these motorcycle cabs and the licensed driver will take you to your destination for less than two bucks on average. It’s fantastic!

Before I came to Rwanda, I knew my schedule would be quite busy and I needed to be mobile. The SUV would serve as the official IEE vehicle and primarily be used by our teaching crew to get back and forth to school. As Director of Field Operations, my responsibilities lead me in all different directions. So I took the moto-taxi thing one step further. I simply rented the whole bike, not just the back seat, from a driver for the entire summer. “Take the summer off, pal”, I said. Now I’m a fully insured Moto-Taxi driver in Kigali, Rwanda. Ha!

As you may imagine, a giant “Muzungu” (white person) driving a moto-taxi around Africa will garner some attention. Everyone stops to stare, or wave, or smile, or point, or whistle, or simply say “Muzungu, muzungu, muzungu” as I cruise by with a grin. It’s pretty hilarious. The native Rwandans have no problem gesturing toward Caucasians and saying the equivalent of “white person, white person, white person” right to our faces. It’s actually endearing. This culture has tremendous respect for foreigners and we’re treated like first class citizens. I think I speak for the whole crew over here in saying we have been welcomed into Rwandan society with open arms and bright smiles.

Which brings me to the kids. Oh, the children of Rwanda. Now, I realize that kids all over the world have a pleasant and innocent curiosity, but this is unreal. The brilliant smiles and unending energy that we witness everyday are enough to run all the moto-taxis in Rwanda for a year. All they want to do is talk to us, learn from us, play soccer with us, or touch the hair on our arms. I know, that last one’s kinda weird. Body hair isn’t very common here. Come to think of it, I’m not sure if muzungu means “white person” or “hairy arm”.

Our work at the school has been terrific. Molly, Meredith and Pat arrived in early June and have done an incredible job. Because the IEE Teacher Training Program is in it’s infancy, we are using these early days as a time of observation and identification. They have done a great job of understanding the organization’s philosophy and building a program at the Kagugu School. We are aware that we can’t change the world in a day. We can only make progress by truly understanding how foreign educational systems operate. With Wilson’s incredible guidance, we’ve set about identifying the major issues that need attention. The four of them have worked together with the teachers and students of Kagugu tirelessly and with much success. The future of this program will be built upon the early work of these four individuals.

July has brought about a new phase in our Rwandan operation. The addition of Andrew, Jane and Elisabeth has brought a new level of experience to the Teacher Training Program. During this important month, we will be focusing on the development of Kagugu’s teachers through computer literacy and extensive English instruction. We can now move ahead and furnish the Rwandan teachers with the skills to better prepare their students for success during this crucial period of Rwanda’s development.

Just take a look at the IEE photos and videos of the students here in Rwanda. The excitement contained in these kids and their eagerness to learn is something you simply don’t find in the U.S. on such a large scale. We are learning from this culture as much as we are teaching.

Through the important documentation of this project, we aim to show this organization’s transparency and accountability. Besides paying power bills and fixing flat tires, my job here in Kigali includes the photographing and filming of our efforts. This is a pure joy. We can bring our work right into your home or office. Through these videos, photos and blogs, anyone can see exactly who’s doing what, when, where and most importantly, why. IEE aims to keep it that way. Our accountability is our path to sustainability. With support from people like you and a belief in our program, we can improve the educational systems of developing countries as well as our own.

I'm Still Alive And Not In Prison

Patrick Hovey
Fairfield University Senior

Well, about twenty days in and I’ve beaten the betting pool my friends made for the amount of days I will stay alive in Africa. They included a sub clause stating that if I spent any time in a prison cell, then I would also lose.

What’s the real story of my experience so far with the IEE? There have been positives and negatives, and this being the pilot year I expected some bumps in the road. After the initial adjustments like adjusting to the slower pace of the lifestyle here, it being sunny and 75 degrees everyday, and being a celebrity among the students here, everything is going splendidly. Molly and Meredith, my co-teachers, are extremely intelligent and Meredith is one of the most travel-experienced persons I have ever encountered. They both are freshman at Cornell, and their intelligence shines through. Brad, our field director, is very gifted organizer and a well needed balance to my life here in Rwanda.

My daily life consists of school from 8-12, lunch till 3, and then class from 3-5. The children here, first graders to sixth graders, are amazing. So eager to learn, to experience everything our group has to offer. So far working with the school staff, we’ve come up with a schedule for all 3300 children. This schedule allows us to see each English class, all fifty-three of them, twice a week with bonus observation/extra work time on Fridays.

In a very short period of time, the school should have twenty brand new computers, installed with the latest Windows operating system. Software for these computers includes the usual programs like Word, and more importantly the language program, Rosetta Stone. Our corner stone to the program, to creating a sustainable program, is this language program. It’s extremely easy to use and to learn from. Also being on the computer, allows us to teach computer literacy.

Being that the week is so fulfilling, I don’t have any energy on the weekends. NOT! Well, the week of teaching is exhausting, and I’m really getting a sense of what it’s going to be like to be a full time teacher. Long days not only dealing with the headaches of trying to teach to a bunch of young kids, but dealing with the fact that the time spent with our team is the most time they have ever spent along side a white person. They always want to know your name, where you’re from, just to touch you. Basically elevating our status to that of a celebrity. Which is pretty awesome.

But, getting back to the weekend and my adventures, Brad and I have already gotten a sense how to enjoy our weekends. We met a crew of about three Rwandans who would probably fit into our groups of friends back in America. We’ve been introduced and now are unofficial members of the Rwandan Football team fan club. We’ve met the leading actress in one of the latest Rwandan movies, and were almost cast as leading actors. Ok, maybe just as extras, and I think one of us did get to grunt for the camera, so I think that constitutes a speaking roll.

So far this trip is all that I have wanted it to be. Just amazing. The country is beautiful and the people living here are incredibly special people. So until next time…

Thank You IEE!

Jane Hover
First Grade Teacher

Thank you, IEE, for the opportunity to live and work in Rwanda. I can see why Brett and Steve love it here so much, it is absolutely breath-taking. Everything from the landscape, to the generosity of the Rwandan people, to the organic food, to the country's infrastructure is remarkable. As I traverse on foot to and from school everyday, I'm always excited to happen upon a man or woman selling bananas and/or avocados which has gladly become my staple of choice. The teachers and staff at Kagugu School have welcomed us warmly. We arrived during a busy and stressful time--examination time! However, during the breaks it has given me the chance to meet and talk with teachers and to develop relationships based on the personal stuff instead of jumping head first into teaching strategies and methodology. I have had the pleasure of co-teaching with Christina (grade 2) and Christina (catch-up) using books from the library. We read "The Very Hungry Caterpillar" and "Brown Bear, Brown Bear, What Do You See?" respectively. The teachers first read the book in Kinyarwanda then I read it in English followed by a hands-on activity. Books breath life into any classroom--and the air was palpable!Our goal during our month-long stay is twofold. First, we aim to expose teachers to the variety of ways library books can be used in the classroom and to get teachers comfortable using them in their classrooms. Second, we aim to identify the needs of IEE and how each team member to meet those needs. We will be writing a proposal based on our observations, conversations, and workshops.

Some Of My Favorite Experiences

Meredith Shepard
Cornell University Sophomore

When people ask me why I first decided to come to this country, I cite my father’s reaction to the name “Rwanda”. He had said, ”Rwanda? That country must be filled with orphans.” I had a vague idea of wanting to “help” somehow, but most of all I wanted to see what a country that had gone through a civil war and genocide just thirteen years earlier would look like. After spending a month here at an orphanage for genocide and AIDS orphans, I felt that I never wanted to leave.

I was working in a country saturated with recent death, but I was living with survivors. Every time I fell into a sadness about the scars on a kid’s back, or about the bloodied clothes at a memorial, I would picture the faces of the children at the orphanage, whose smiles were even more alive because of their improbability; and I would feel safe somehow in the knowledge that no matter how deeply the world falls into darkness, there is something else resisting that fall with the tenacity of God.

Teaching at Kagugu with IEE has been an opportunity for me to exercise my love for this country and for children, particularly survivors. My goals this summer are many, but above all include my desire to create a sustainable program that does not rely upon the presence or fiscal aid of outside sources. To fully achieve this type of sustainability, I believe that it is imperative to observe, listen to, and respect the Rwandan culture itself…even the parts of it that we are trying to change.

My favorite experiences in Rwanda last year, and so far during my time with IEE this June, have been the moments when language barriers and “otherness” cease to exist, when I can relate to Rwandans as equals and as friends. As one of the Kagugu teachers said to his class about another volunteer, “Just because she is a different color doesn’t mean that she is not our sister.”

My hope is for IEE to realize that mentality as much as possible throughout its time in Rwanda, by emphasizing the concept of “exchange” and by showing the Rwandese people that we are not here just to give but to take, that we too are hungry to learn, and that we too are starved for another type of understanding.

Time in Rwanda is different. We’ve been here only three weeks now, but the IEE has already gone through a number of stages in terms of our teaching strategies at the school, how we perceive our community and the Rwandans, and how we relate to each other as volunteers.

Having lived once already in Rwanda, I was very interested in how my experience with the IEE would compare to my time here last year. Kigali, in comparison to the mountain village I lived in last year, is clean, classy and cosmopolitan. I feel safe here, and comfortable to the point of frustration…I miss the more rugged terrain of “Real Africa”. That said, coming home to this safe, clean house in a hilltop neighborhood overlooking the city is a joy and relief at the end of a long day.

As for the organization itself, the IEE is full of potential. It has accountability, long-term and realistic goals, financial and manpower support, increasing publicity, and a diverse support network. This summer, working at the grassroots level is both a challenge and a joy.

The three of us here in June are currently facing the manifestations of deeply rooted problems: teachers who cannot speak English because their own educations were limited and interrupted by the genocide, students whose priorities outside of school are based more around survival than on homework, crowded classrooms and limited supplies due to the paucity of financial support given by the government. At this point, we cannot even begin to attack the roots of these problems, but we are noting them, and in the meanwhile addressing the issues that we can make a difference with: improving teacher’s teaching methods, involving the students more in the lessons, and emphasizing English.

Grateful To Be A "Musical Missionary"

Elisabeth Crawford
French, English, Music and Drama Teacher

I have always wanted to be a "musical missionary" in Africa and am grateful to my school for giving me their Humanitarian Grant and to the IEE for providing this opportunity to teach the children of Kigali. I love many different genres of music, especially classical, and love opera and theater, especially Shakespeare. I love to write, walk, do yoga and especially sing with children and adults. I also have a passion for elephants and hope to see one or two before I leave Africa. I have two children––Sarah, who is fluent in Italian, and will be teaching high school Italian and Latin, and Andrew, fluent in Spanish, who is studying to be a lawyer.

Music is everywhere in Rwanda and at Kagugu! Live drums and drum CDs are heard throughout the day and well into the night, capturing the romantic sounds of beloved African movies. At Kagugu, after the students have finished classes, some of them gather in the classrooms and with a large congo drum and under the direction of one of the teachers, they perform beautiful, traditional Rwandan dances. The girls, and some of the boys, are graceful and dance in groups of 6, 8 or 12. One girl is truly gifted and is given solo audience.

During my introduction on my first day, the teachers were so excited about what I had come to do with the students they asked if I would teach them as well. We meet after school, with a very amused and bright audience of HUNDREDS of students peering through the library windows. So far, they love the twist (their favorite) the pony (which has the same 1,2,3 rhythmic step as some of theirs - only at a faster tempo) and they are getting better at the Limbo (one of my favorites). They are a wonderful, receptive group and asked me to teach them "Head and Shoulders, knees and toes" (remember that?) so they can in turn teach their students.

The children are precious and by and large, have a natural good pitch and rhythm. I use the echo method and hands to indicate higher and lower pitches. Sometimes they make up their own melodies, but when reviewed, they catch on quickly. I played an action/name game and after a bit, they caught on and we had a winner! Many teachers are with me to translate my words, and Emanuel, the librarian and computer person, is always there. So far I've had some P (primary) 3's, 4's, and 5's. They've learned a simple praise song, the Stanwich School primary house signature song and He's Got the Whole World in His Hands. The second verse was, of course, He's got Kagugu School in His Hands. They really loved that!


Wilson and Brad helped me buy instruments––the guitar I use and several tambourines––which they enjoy and we’ll use the two, beautiful congo drums we bought next week! I thought I'd try Beethoven's 5th with congos: ba ba ba bam! We'll see.

As I left to get a moto home the first day, some of the children, who follow and surround you by the 100's (literally), sang "Praise Ye the Lord" as I passed. Very sweet. Some of them gesture playing the guitar. I'd love to teach them how to play the guitar as well. One of the teachers asked me, so I'll do that next week.

Well, the computer is runnning out of juice…

Blessed To Be Part Of Such A Gifted Group of People

Lindsay Blaire Beeman
IEE Program Director/USA

I feel so blessed to be a part of such a dynamic and gifted group of people who are all tremendously motivated and passionate about improving education both for Rwandan and American students. What a wonderful program to be a part of at such a time of growth and development! To know that I get to wake up every morning and work with an organization that is making a profound difference in the lives of students of different ages, in different parts of the world, and affecting the overall quality of life for people in this generation and the next is an inexplicable joy. I keep thinking, "how fortunate am I to be pursuing not just a career, but a passion?!" I'm also anxiously awaiting the opportunity to visit students in Rwanda this fall. They have so much to teach us, and I can hardly wait to be a sponge, soaking up all that I can of their rich cultural heritage.

My experience with the IEE to this point has been overwhelming. Meetings with teachers, principals and students have moved and inspired me. Having the opportunity to present photos of students in Rwinkwavu to their partner school in Newburgh was amazing. Then, watching the faces of students light up at the magic of developing a friendship with another student across the globe was indescribable. Each school has a slightly different goal and method of incorporating IEE into the curriculum, but each teacher or principal is equally dedicated to expanding the minds of their students and opening their eyes to a great big world from which they can learn so much. I am eager to watch this first summer of teacher training in Rwanda and this first full year of multiple school partnerships unfold.

Exceedingly Thankful For What Will Be A Fantastic Summer

Molly Warren
Cornell University Sophomore

As the literal grassroots of the IEE, our work this summer will hopefully build a solid foundation for English comprehension for both teachers and students, creating a sustainable academic future for Kagugu Primary School. Our goal this summer is for Kagugu to also serve as a model for future school projects in the country and beyond. Ten of the most impressionable years of my life were spent babysitting for a neighborhood family and their three young children. Because of this experience, a large part of me is familiar with childhood development and I have been able to apply this knowledge in a classroom setting here in Rwanda.

The country fascinates me with its unimaginable geography, and the people enthrall me with their strength and their compassion for life despite its recent adversities. My future goals include more volunteer work, possibly through the Peace Corps, and a career in global/international health. I am open-minded, though, and I am willing to experiment with many different opportunities to uncover more of my interests. I am exceedingly thankful for what I know will be a fantastic summer in Rwanda.

Looking Forward To Rwanda

Carly Scott
Edinburgh University Junior

Having grown up in a part of the world were most people don’t have to worry about being able to feed their families and every child gets to go to school, I know how lucky I am to be apart of such a community. Because I have been so fortunate, I want to help those who don’t have the same opportunities that were given to me.

My last trip to Rwanda was a life changer. The Rwandan people are in a class in their own when it comes to friendliness and hospitality. For a country that has endured so much it is incredible to see how open and welcoming they are and I’m looking forward to learning more about their culture and their history.

I loved being in the schools last year and really can’t wait to get back. Our group taught in high schools but you couldn’t get far down the street without a group of 15 or 20 primary school kids running up to us and practicing their “how are you?”s and “I am fine”s. I’m excited to start working with the younger kids and of course with the primary school teachers. I know how big of a role teachers have played in my life and feel really good about being involved, even if it’s in a small way, in primary education––especially in a country like Rwanda which means so much to me and where I know there are millions of kids eager to even have the opportunity to learn.

One thing that really got to me when I was in Rwanda last summer was seeing the street kids that often fill the bigger towns and cities. It’s unimaginable to me that a child of 5 (which was the youngest of the group of street kids who lived outside our rooms) goes to sleep each night on the side of the road instead of going home to a family and a bed. I can’t begin to understand what those kids go through and can’t help but wonder what sort of future they will have. After meeting and getting to know some of those street kids, I knew the next time that I came back to Rwanda I wanted to work with kids, especially in primary education as I think every child deserves the opportunity to go to school and the chance to create their own futures.

More than anything, I’m really looking forward to getting to know and work with the amazing people that undoubtedly will be involved in the IEE program.