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Since 2003, VVOB has been actively promoting quality education in Rwanda through a variety of targetted interventions, including:

 

2017-2021, VVOB Rwanda formulated its goal as follows: 'Leading, Teaching and Learning Together - Umusemburo w'Ireme ry'Uburezi' (LTLT). Five different projects served as our goal's pillars:

 

2003 - 2016

 

Girls on MARS

Mathematics Achievements in Rwandan Schools (Girls on MARS) project centres on strengthening the professional development opportunities for primary school leaders on one hand, and on improving the mentorship system for newly qualified teachers (NQTs) on the other.

The programme is built around three pillars:

  • enhancing the diploma course training on school leadership for head teachers;
  • improving the professional learning communities for head teachers; 
  • strengthening NQTs through an effective mentorship system.

Each pillar contributes to the effective implementation of the Ministry of Education’s competence-based curriculum to improve learning outcomes in maths in a gender-responsive environment, especially for girls.

Learn more about this project.

Read the project endline evaluation report.

Induction of New Teachers

Teachers have the most direct impact on student well-being and learning outcomes. Ensuring that teachers have the competences and motivation to perform well is key to guaranteeing educational quality and equity. Given the high number of NQTs that join the teaching force every year, the project focuses on improved mentoring, monitoring and supervision of NQTs during their first year of primary education teaching.

To achieve this, VVOB and URCE:

  • analyse the capacity needs of NQTs, mentor teachers in primary schools, and tutors at the Province’s teacher training colleges;
  • design and develop a mentorship programme;
  • train mentorship trainers, mentor teachers, and Teacher Training College tutors;
  • and evaluate and study the developed mentorship programme.

Click here to learn more about the project.

Leaders in Teaching

VVOB’s role in Leaders in Teaching centres on raising the effectiveness of teachers and school leaders in secondary education by improving the delivery, sustainability and institutionalisation of continuous professional development (CPD) services.

The project is built around four pillars:

  • CPD diploma or certificate courses for school and sector leaders;
  • professional learning communities of head teachers, led by trained sector and district education officers;
  • CPD certificate courses for school-based mentors, department heads, and subject leaders;
  • professional learning communities for teachers at targeted schools.

Click here to learn more about the project.

Read the project endline evaluation report.

Scratc²h 2050

In the framework of Supporting Coding among Rwandan Adolescents & Teachers through the Curriculum & Clubs Heading for Rwanda 2050 (Scratc²h 2050), learners will be introduced to coding principles in the classroom as STEM and ICT teachers integrate Scratch in STEM and ICT courses. The coding clubs, next, will provide the opportunity to truly develop digital skills in an enjoyable environment, combining fun with learning the language of generation Z: the programming language.

To this end, VVOB will train secondary school STEM and ICT teachers on coding and its benefits through blended learning. After training, they will continue to develop professionally through participation in ongoing online and biannual face-to-face ScratchEd Meetups.

The project is built around four pillars:

  • Development of a Scratc²h 2050 pedagogical guide, complemented by ICT and STEM lesson plans and Open Education Resources (OERs)
  • CPD trajectory for ICT and STEM teachers
  • Professional learning communities of ICT and STEM teachers
  • Establishment of after school Scratc²h 2050 coding clubs

Learn more about this project.

Read the project endline evaluation report.

Building Resilience through Leading, Teaching and Learning Together

This project centres on building the resilience of key education actors at central, district, sector and school level to manage the current COVID-19 crisis as well as future crises.

Under the ongoing Leading, Teaching and Learning Together project (LTLT), VVOB provides continuous professional development (CPD) services to key education actors through blended learning. This project allows for these trajectories to be delivered in full digital mode and includes thematic support on school hygiene and distance learning, among others.

The project is built around four pillars:

  • Providing laptops and internet connectivity to secure an enabling online CPD environment for all key actors;
  • Developing a digital data-ecosystem for planning and M&E to ensure a quick response system to emerging needs;
  • Integrating thematic support on resilient schools in current CPD materials;
  • Building the capacity of officials on effective school leadership (district-based officers) and mentoring and coaching (sector-based officers), and ensuring teachers and school leaders have the required ICT skills to participate in online learning.

Click here to learn more about the project.

Learning outcomes in Primary Education (LOPE) Programme (2014-2016)

The programme is a cooperation between the Ministry of Education and Training (MINEDUC), Rwanda Education Board (REB), University of Rwanda – College of Education (UR-CE) and the Flemish Association for Development Cooperation and Technical Assistance (VVOB – Education for Development).
In the framework of this programme, and with as objective to improve quality of basic education in Rwanda, VVOB focused its support on promoting effective School Leadership, and on preparing future teachers in primary education for a Learner-Centred Pedagogy.

IfE project: Innovation for Education (2013-2015)

The Innovation for Education project focuses on developing the core competencies of school leaders, in other words improving effective school leadership. This project provided training and coaching to Sector Educational Officers that allowed them to in turn coach Head Teachers in effective school leadership. In this way it aimed to improve the quality of primary education and thus improve the learning outcomes of the pupils.

Programme d'appui a la formation professionnelle (PAFP 2010-2015)

Under the umbrella of the Belgian Common TVET Support Programme (PAFP), VVOB partnered with Belgian Development Agency (BTC) and the Association pour la promotion de l'éducation et de la formation à l'étranger (APEFE) to strengthen TVET policy and implementation at the national level and in the Southern Province.

Working in collaboration with the Workforce Development Authority (WDA) and the Integrated Polytechnic Regional Centre (IPRC-South), the Programme aimed to facilitate access to a high quality system of technical and vocational training and education, adapted to the needs of the labour market.

To achieve this and ensure a performing TVET system, the Programme emphasised four main elements:

  • Developing curricula according to competence-based training;
  • Training TVET trainers;
  • Providing didactic facilities (infrastructure, equipment, materials and books) to pilot TVET institutions; and
  • Assessing competences at the end of trainings.

Integrating School Management (2003-2013)

The specific objective of VVOB's first interventions in the country (2003-2007) was to provide school managers in 12 Secondary schools with the managerial skills and tools managers need to change the quality of schools in Rwanda in terms of effectiveness and equity. As awareness of the importance of School Management and Leadership grew, our interventions (2008-2010) expanded to cover all of the country's Secondary schools (9-year Basic education schools included).

This was followed by an institutionalisation phase (2011-2013) that sought to integrate School Management and Leadership training into the formal education system in Rwanda. In 2010, a School Management and Leadership Unit was officially created within the Ministry of Education, firmly and legally recognising the subject as an integral component of the Rwanda education structures.