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.
This research paper explores how peace education in Rwandan secondary schools has faced challenges linked with the content of the programme, its implementers, and the environment in which it has to evolve. Students and teachers demonstrated three possible responses: they accepted the contradictory messages, rejected them, or, in a large number of the cases, articulated an inability to make a clear-cut decision between the curriculum content and the other content contradictory to it.
The issue of language policy and management has been tackled by various scholars worldwide, but gaps are observed in studies that explored the language management schemes in schools, particularly in institutions of higher learning. This paper contributes to filling this gap by reflecting on the need to design a language management scheme for the University of Rwanda’s College of Education to promote language proficiency and quality education.
As Rwanda commemorates the 1994 Genocide against the Tutsi, it is important that the youth, especially those born after the Genocide understand what happened. “Being honest about tragedies is important, but remembering that we are talking to children is equally vital. The message of oneness, patriotism, human rights, tolerance, equality and equal opportunities should be deeply emphasized,” a teacher says.
This book questions the conventional wisdom that education builds peace by exploring the ways in which ordinary schooling can contribute to intergroup conflict. Based on fieldwork and comparative historical analysis of Rwanda, it argues that from the colonial period to the genocide, schooling was a key instrument of the state in contributing to the construction, awareness, collectivization, and inequality of ethnic groups in Rwanda.
At just 11 years of age, terror befell Claver Irakoze who witnessed the Genocide against the Tutsi. It is the assortment of his past wounds and emotions that stirred the writing of his first book for children, entitled, “That Child is Me,” a book that is aimed at conveying awareness to parents on how best they can package the information of Rwanda’s dark to their children, without traumatizing them.
The introduction of identity cards by Belgian authorities in 1933, categorically established each individual’s ethnicity, the ID cards were used to identify Tutsi children in classes and discriminate against them when releasing exam results. It facilitated the widespread exclusion of Tutsi from schools and workplaces and were used by genocide perpetrators in 1994 to identify their victims, to the extent that they served as death warrants.
Twenty-five years after the 1994 Genocide against the Tutsi, the country has risen from ashes. But in order to prevent the past from repeating itself there is need to address challenges such as genocide ideology, and the youth, in particular, being the future of the nation, have a big role to play.
As we commemorate 25 years of the Genocide against the Tutsi, youth were advised to embrace a reading culture because books can inspire, heal, empower and bring hope to a nation. This message was conveyed during the “13th edition of reading for change,” that was held at the Kigali Public Library, Kacyiru. The event was held under the theme, ‘Literature’s role in peacebuilding and unity’ with an aim of stirring a reading culture among the young generation.
The 1994 Genocide against the Tutsi left behind unspeakable challenges, one of them is genocide ideology. This is why it is very important to have a deeper study of such underlying factors such that what happened 25 years ago never happens again. It is this concept that Rwanda Education Board provided a new school curriculum, alongside teaching materials with an aim of strengthening teachings about the history of the 1994 Genocide against the Tutsi.
As the country continues to commemorate the 1994 Genocide against the Tutsi, several activities are ongoing, with the youth at the centre of it all. Over 60% of Rwanda’s population was born after the tragic events of 1994, and concerns have been raised on whether content and stories shared to educate the youth on what happened at the time, are relatable.
Education is seen to play a crucial role in the reconstruction of post-conflict countries, particularly in transforming people’s mindsets and rebuilding social relations. In this regard, teachers are often perceived as key agents to bring about this transformative change through their role as agents of peace. This paper seeks to understand how teachers are positioned to promote peacebuilding and social cohesion in Rwandan schools in the aftermath of the 1994 genocide against the Tutsi.
This paper investigated the assessment practices at the University of Rwanda-College of Education to establish whether they enable students to access powerful knowledge for socio-economic transformation, which promotes critical thinking and creativity, or the knowledge of the powerful, which promotes memorization of knowledge produced by experts.
This paper draws on Rwanda’s efforts to develop educational curricula about the Genocide against Tutsi require it to not only grapple with history but also to draw lessons from elsewhere, especially the Holocaust. The educational programs, both in and out of school of it, are guiding learners through encounter with these historical events, helping them to think critically. These tactics combine to help create resilient communities with the capacity to understand genocide and its dynamics.
This paper examines how relations between Hutus and Tutsis were portrayed in recent history syllabi in post-genocide Rwanda. The results were based on a content analysis of four History syllabi for Ordinary and Advanced Levels published by the Rwanda Education Board between 2008 and 2015. In this paper, the authors also highlight the goals of reconciliation, unity and critical thinking and the official narrative of the blame for the genocide.
This research paper seeks to answer the question: To what extent does education and peacebuilding interventions in the two countries promote teachers and capacity to build peace and reduce inequalities? The proposed study is aimed at understanding the conditions under which education interventions focused on teachers can promote peace, and mitigate and reduce violence with a view to identifying measures and processes that can increase the effectiveness of such programmes in conflict-affected situations.
This article discusses whether education limits or exacerbates the effects of state sponsored propaganda on political violence. It provides evidence of the hypothesis that basic education can limit the effectiveness of propaganda by increasing access to alternative media sources. It shows that the propaganda disseminated by the “hate radio” station RTLM did not affect participation in violence in villages where education levels, as measured by literacy rates, were relatively high. A discussion of the potential underlying mechanisms driving the results is presented.
The Ministry of Education plans to train history teachers this academic year so that they deliver accurate Genocide-related studies to students. The move comes after Ibuka – the umbrella organisation of genocide survivors’ associations, urged caution on the teaching of genocide history in schools in order for students to get accurate facts and also teach them about the dangers of genocide ideology.
Rwanda Education Board (REB) has recalled a textbook, ‘General Studies and Communication Skills’, from schools for “having content that trivialise the 1994 Genocide against the Tutsi”. Some of the content say there was a civil war in Rwanda in 1994 instead of a genocide. Calling the 1994 Genocide against the Tutsi a civil war is an attempt at rewriting history and tantamount to Genocide denial and trivialising it.
This study describes, discusses and analyses the Rwandan lower secondary school teachers’ responses to the introduction of inquiry as a teaching approach in the science curriculum as one of the changes that the curriculum in Rwanda has undergone through in the aftermath of the 1994 genocide. The study investigates the science teachers’ understanding of inquiry-based science teaching, their attitudes towards the introduction of inquiry into the science curriculum, the activities they are engaged in with regard to inquiry-based science teaching and learning, the factors influencing their current teaching practices and their perceptions about what may be done for a better implementation of inquiry-based science teaching.
This study is an exploratory investigation on teachers’ perceptions of the extent to which the national examinations that are written at the end of primary schooling in Rwanda influence their curriculum practices. The author found that a good success rate in these examinations was the main goal-direction for teachers and had a major influence on the curriculum practices.
Distance Learning (DL) is recognized to be a contemporary mode of education delivery. It is used to respond to the need of human resource development in developing countries. The aim of this study was to analyze the process of planning and implementing DL in tertiary health professional education in the Kigali Health Institute and in tertiary teacher education in the Kigali Institute of Education, in order to understand the dynamics of planning and implementing DL, and to suggest the way forward for the success of those two programs.
This report seeks to discuss the progress on the implementation of recommendations of the previous Joint Review; identify challenges and actions taken to ensure that results are being achieved in under-performing areas; present sector budgetary allocations; revise indicators, targets and policy actions; establish policy priorities for 2012/13 and the medium term, ensuring these priorities are adequately funded within the sector budget.
The Rwandan youth have been urged to extensively read and write books about the Genocide against the Tutsi, to know more about it and fight its denial from an informed perspective. The call was made during the second edition of Café Littéraire on the Genocide and its ideology, an annual event organised by the National Commission for the Fight Against the Genocide in partnership with Kigali Public Library.
During the 4th World Forum on Intercultural Dialogue High Level Meeting held in Baku, Azerbaijan, the First Lady of Rwanda addressed the topic of “Countering Violent Extremism through Girls’ Education.” She said that empowering citizens irrespective of gender, race, religion and other barriers will help in countering violent extremism in the world.
The subject matter here is the role of History in post-conflict education systems. The authors examine secondary schools in Rwanda, and ask how ‘material for a history curriculum can be developed to avoid propaganda’, while also promoting unity simultaneously.
The genocide perpetrated against the Tutsi resulted from an ideology of hatred. After the genocide, the Rwandan government began to strive to reconstruct the nation and craft social cohesion in order to prevent genocide. Specifically, the government now aims to fight against any forms of genocide ideology, or the propagation of divisive beliefs, as it was a root cause of the genocide. In this vein, education was viewed as a powerful tool that could help to foster unity and reconciliation and combat any kind of division among Rwandans.