United States Launches a program to improve learning outcomes in schools and communities in Rwanda
The students of Rose Mistica with the different Directors on the launch of a program to improve learning outcomes in schools and communities in Rwanda.
The United States, through the United States Agency for International Development (USAID), held an official launch for two projects to improve literacy learning outcomes in Kinyarwanda for pre-primary and lower primary students countrywide.
The activities were designed, in partnership with the Government of Rwanda, in acknowledgment that learning not only takes place at school but in the home and in the communities of children where they reside. The projects are valued at more than Rwf 49.8 billion and implemented in partnership with the Ministry of Education through the Rwanda Basic Education Board (REB).
There are two complementary USAID-funded activities
The Tunoze Gusoma (“Schools and Systems”) activity, implemented by FHI 360, strengthens the Government of Rwanda’s (GoR) education system to ensure pre-primary and lower primary school and classroom environments are of high quality, inclusive, and focused on the learning of foundational literacy skills.
The Uburezi Iwacu (“Homes and Communities”) activity, implemented by World Vision, prepares home and community environments that are literacy-supportive, stimulating, and safe for children’s learning, including children with disabilities, and increases community engagement in promoting literacy.
Officiating at the event, Jonathan Kamin, USAID Rwanda Mission Director, emphasised the importance of building foundation literacy skills for Rwandan Children. The Minister of State in Charge of Primary and Secondary Education, Mr. Gaspard Twagirayezu, also highlighted reading skills as the prerequisites for lifelong learning. During his remarks, USAID Rwanda Mission Director Kamin noted USAID’s continued commitment to “create opportunities and a conducive environment for improved literacy outcomes for all children by the end of P3.”
At the event, Kamin and the Minister of State toured a mini-exhibition of print-rich learning materials and witnessed a dialogue session of a headteacher, parent, and community leader. They also observed a P3 teacher utilizing pupil-centered techniques and participated in a read[1]aloud session with children. A pupil drama group also performed a live theatrical performance highlighting the importance of having a conducive learning environment in schools and communities.
Some pictures of the exhibition.
