The Rwandan Government has said that it hopes the forthcoming trial of three people in Belgium: Fabien Neretse, Emmanuel Nkunduwimye and Ernest Gakwaya suspected to have participated in the murder of Rwandans during the 1994 Genocide against the Tutsi will be conducted in a way that reflects the needs and expectations of survivors of the Genocide.
The policymakers in the Rwandan sector have vowed to continue striving to ensure Rwandan students get a world-class education. This was witnessed back in 2016 when the Ministry of Education challenged stakeholders in the education sector to fast track a new model that would revolutionise education, an ‘ICT-in-Education’ policy was adopted. “Smart Classroom”, aimed at digitising education from a paper-based system to a digital-driven sector.
Hundreds of Mozambicans were killed and thousands made homeless recently by Cyclones Idai and Kenneth. Almost immediately, there were reports of a sadly familiar story: women being forced to trade sex for food by local community leaders distributing aid. Globally, international organisations appear to be grappling with the issue more seriously than before. Yet reports about sexual exploitation keep coming. How does the aid community strategies to protect women’s safety in disaster situations?
In 1994 during the genocide against the Tutsi up to one million people were killed in about 100 days. During this time, journalists explicitly called for Tutsis to be killed and exposed their hiding places. Now, 25 years later, we found that Rwandan reporters are using journalism to promote peace, recover and reunite. We interviewed 24 journalists to understand whether they had played a role in the country’s recovery and redevelopment since the 1994 genocide against the Tutsi.
The new national education curriculum called Competence Based Curriculum (CBC), encourages teachers to engage students more in practical and group work in order to build their social skills, and this has enhanced them to be innovative and creative in their day-to-day lives, as this creates an inclusive and collaborative learning environment both in the classroom and outside.
Rwanda celebrates International Youth Day this week under the theme “Transforming Education”; it is a time when the world, governments, development actors and communities celebrate young people as a force for positive social change. It is also an opportunity to raise awareness of challenges and problems facing the world’s youth and advocate for accelerated actions to enable their full participation as partners in the social, political and economic development of their societies.
Children from vulnerable families in Kimisigara and Nyamirambo have an opportunity to explore their talents. They are equipped with life skills that are grooming them for proficiency, thanks to the Gisimba after School Programme Initiative (GASPI). These children are students from primary, secondary and higher learning institutions. They have access to activities such as arts, painting, handicraft, modern music, sports such as basketball, and traditional dance.
Teachers are knowledgeable when they are fully informed about their profession. However, with modern trends, some have found it hard to keep up with the changing face of how best to manage a classroom or adapt to the radical teaching system. Teachers should learn this in the process of their own teacher training because this is the benchmark of behavioural change, hence knowledge acquisition.
A good learning environment matters to students as it boosts their knowledge, thus improving their academic grades and character. This environment is not only created by teachers or heads of schools but by parents and students as well. A positive learning environment is one where optimistic deeds are instilled in learners, such as problem-solving, decision-making, thinking skills, kindness, and treating each other with respect.
As far as research among students is concerned, inaccuracy and insufficiency of resources take the lead in gaps intended to restrict the efficiency of research. On the other hand, teachers are also considered among the major beneficiaries of research. This can be highlighted under the fact that there is a big difference between the yield of a teacher who does research and a teacher who doesn’t do research.
Apart from teaching and evaluating students, schools ought to have different platforms that enable students to participate in activities such as public speaking, debates, reading news among others. Students are able to develop a number of core competencies important to their future life, that is; research skills, problem-solving skills, critical thinking skills, creativity and innovation skills.
Safi Mukundwa, a survivor of the 1994 genocide against the Tutsi, decided to start her own organization known as Safi Life Organisation Center. She explains that the women in the organisation are encouraged to work together as one, maintain peace and above all, help each other. Seeing other people, especially girls and vulnerable women prosper is Mukundwa’s happiness and she believes when post-genocide students are included as well, it helps in the healing of the country in general.
Genocide survivors launched a 407-page book, ‘Cahiers de Memoires’, which is a compilation of testimonies of survivors on their life before and during the 1994 Genocide against the Tutsi and their journey to survival. This book was written under the guidance of French author, Florence Prudhomme.
The new teaching and learning materials fit under the newly revised Competency-Based Curriculum and are expected to help build more peaceful school environment, families, communities and country in general. The books will help teachers to prepare lessons that equip students with critical thinking skills. This will prevent any circumstances that could trigger conflict or lead to atrocities.
Rwandan author and researcher Dr Jean Paul Kimonyo launched his latest book, ‘Transforming Rwanda: Challenges on the road to reconstruction. The book provides extensive insights into the transformation of Rwanda, right from the 1959 pogroms when thousands fled the country up, through the post-Genocide reconstruction of the last two-and-a-half decades.