BRITISH ASSOCIATION FOR
INTERNATIONAL & COMPARATIVE EDUCATION
Motivating learners in learning: lessons from the implementation of competence-based curriculum in Rwanda
Following what UNESCO and World Bank call the 鈥溾��, global educational reform efforts have converged on improving the quality of education. One popular narrative is on shifting away from 鈥渢eacher-centered鈥� 鈥� a label associated with various negative connotations 鈥� towards that value students鈥� active participation in learning. This is commonly desired to ensure that students develop relevant among other national needs.
In Rwanda, reform efforts have come to form the (CBC) implemented in 2016. While about translating the curriculum objectives into classroom practices were already reported, similar challenges were also observed in other African contexts such as , , , and . The extent of curriculum implementation in African countries was conditioned by . These include policy issues, material condition, teacher training, teachers鈥� perception, students鈥� academic and socio-economic background and parental support among others. Despite focusing on different schools and subjects, both of our fieldworks have engaged with teachers in Rwanda with specific interests in the teaching and learning process. We share a similar focus on understanding teachers鈥� perception of the reform, and the opportunities for pedagogical change in classrooms.
What did we learn from the implementation of Competence-Based Curriculum (CBC)?
During our fieldwork, promising signifiers of changes brought by CBC were observed. 鈥淟earner-centered鈥� activities were used extensively to encourage student participation, such as through research-based activities, group work and presentation. Yet, the teachers we interviewed similarly shared several concerns around student motivation. For instance, some students were seen working separately despite sitting in groups. While this could be partially attributed to the nature of tasks assigned, some teachers pointed out that learning was still predominantly driven by national examination, rather than for learning itself or cultivating competencies. Some teacher trainers then highlighted the need for changing the learning culture. They observed that many student teachers remained dependent on lecturers鈥� delivery, rather than taking own initiatives to reflect on key points.
The extent of independent learning was further constrained by various factors. Notably, lingering challenges remain on English as the language of instruction, which is . Next, the prevailing in public schools rendered the facilitation of every student difficult on top of classroom management. These were demanding circumstances for teachers who were already demoralised by the . It was not rare to see reports about , and . The scarcity 聽of also influenced the extent of student participation. As the majority of students did not own textbooks or other means to access , close-ended questions and notes-copying were essential lesson routines to ensure students memorize content well.
Widening access to remote-learning
Learning opportunities during the global pandemic have relied further on student capacity and motivation. Since 15 March 2020, . Swift responses were made by local authorities to minimize the disruption as per the learning plan set out by the Ministry of Education in 鈥溾��. Supported by Rwanda Education Board (REB), learning resources were uploaded online through multiple means. These include an , , the , and radio for students to continue learning independently.
While the abovementioned concerns remain, heightening worry was on the to these resources especially for underprivileged households and students with disabilities. and were then assumed to play important roles in this regard.聽 The Government of Rwanda was in collaboration with different partners such as the (UR-CE) and to distribute to low-income families. Meanwhile, the two major internet providers – Airtel and MTN Rwanda – also offered to support learning. Yet, a indicates that only half of the teachers interviewed managed to support students with remote learning during school closure. The major concerns for both school leaders and teachers, as raised in a , were related to student motivation.
Promoting a different learning culture
Rwanda is not alone with the challenges around adapting to online learning environments . Remote learning has put even in the most resourceful settings. As part of the burnout known as , across UK universities, . Students doing online learning are found . Similarly for Rwandan teachers, they shared difficulties in following students鈥� well-being, individual circumstances, and responses in real-time.
In Nsengimana鈥檚 personal teaching experience at UR-CE, a widening learning gap was also observed. The participation rate remained low in both classroom sessions and online forums, except in quizzes which contributed to the final grades, and when the attendance was monitored. The value of online learning was still rather doubtful . In an instance of online assessment, although almost all students scored a full mark, such results did not corroborate with the final in-person examination. While this might suggest students completed the online quizzes 鈥渃ollaboratively鈥�, some colleagues reported students using peer鈥檚 login credentials to obtain correct answers before completing their online tests.
These observations have led us to reflect further on the key enablers of 鈥渓earner-centered鈥� approach to education. In pre-COVID times, the was already reiterated by Rwandan teachers. The same concern is now further amplified in remote learning under COVID-19. Many students have to among other income-generating activities. Given the compelling physiological needs, academic learning may no longer be the top priority for many.
Diversifying pedagogical strategies for the future
As uncertainties around COVID-19 remain, concerns about especially among underprivileged groups globally are alarming. Rwanda is also , in addition to a possible surge of repetition rates following the halt of . Hence, while and are important for reopening, the need for holistic support to students cannot be undermined. Apart from the set to be provided to teachers, a 鈥渟chool of excellence鈥� has demonstrated an important initiative to support students as they . Such social bonding is invaluable for forming supportive communities of learners and teachers.
As asynchronous teaching continues to thrive, the pandemic offers a timely opportunity to revisit and develop a variety of teaching strategies. For instance, teachers鈥� role in facilitating learning in lessons is particularly significant where resources are not easily available or accessible by learners. Thus, lecturing can still be a crucial strategy, and does not necessarily carry the 鈥渃halk-and-talk鈥� image.
Recommendations for future teacher training:
- Based on the contextual realities, the diversification of pedagogical strategies may be more helpful to achieve the goals envisioned in CBC, namely competences and higher-order thinking skills.
- It is important to stimulate student interest in learning even without the immediate presence of the teachers. Content, strategies, and examples in teaching and learning may consider including indigenous knowledge as well as those relevant to solving day-to-day problems.
- The language of instruction is a key enabler of participatory and independent learning. To further enhance classroom interactions, more strategies for multilingual CBC classrooms may be promoted, which is further supported by teaching resources.
