In 2007, the Government of Rwanda issued the document on Teacher Development and Management Policy (TDM) which emphasised, among other things:

Transcription

1 TEACHER TRAINING COLLEGES (TTCS) AND THEIR AFFILIATION TO KIE Background In 007, the of Rwanda issued the document on Teach Development and ent Policy (TDM) which emphasised, among oth things: The implementation of a Teach Training and Development Policy will, for the first time, improve the working conditions of the teachs in Rwanda. It will establish the teaching profession as an honorable and respectable vocation. (TDM, page 10) Three years lat, from 8th to 9th March 010, a Summit on the theme of Teach Education, ent and Professionalisation (TEMP), was organized by the Ministry of Education at Sena Hotel in Kigali. It was attended by MINEDUC s top officials, District Educational Offics, Heads of Institutions, and diffent Development Partns who normally intvene in the field of Education. The Summit reitated what is embedded in the TDM on the Institutional Framework for policy Implementation which states that Kigali Institute of Education (KIE) will have its role expanded to include coordination of the initial secondary teach training in Rwanda. KIE will also assist in the provision of exptise in the initial teach training for primary schools. KIE will contribute to teach training for all categories of teachs. (TDM, page 19) 1

2 Furthmore, TDM shades light on the affiliation process by reaffirming that Teach Training Colleges (TTCs) and Colleges of Education (CoEs) will be affiliated to KIE and will focus on training of teachs for primary and low secondary schools. In his lett of 10 th Novemb 010, the Minist of Education emphasized and brought up to date the expansion of KIE s role to include ovsight of teach education provision for all categories of teachs at all levels including curriculum development, detmination of teach assessment critia, ctification requirements, and the award of degrees, diplomas and ctificates. Howev, the Minist said that the affiliated institutions will continue to have administrative, financial and management autonomy. Numb, Location, Status and Equipm TTCs The are 13 TTCs located in four diffent provinces and supported by various partns as follows: Province District TTC Status Eastn Rwamagana Bicumbi Public Equipment: UNICEF Computs and accessories (43) 4 laptops Intvention of Partns Intnet connectio n: REC Intnet connectio n Teach Resource centre (): VSO Nyagatare Matimba Public

3 Northn Southn Westn Ngoma Gicumbi Bura Nyamagabe Muhanga Gisagara Nyaruguru Rubavu Rusizi Karongi Ngororo Zaza Byumba Kirambo Mbuga Muhanga Save Cyahinda Gacuba II Mururu Rubeng a Muramba Source: Teach Svice Commission Govneme nt Govneme nt Computs and accessories (43) 4 laptops Computs and accessories (43) 4 laptops Antenna & cabbling Intnet connectio n 1 Vehicle Vehicle Computs and accessories (43) 4 laptops Intnet Connecti on Vehicle Vehicle

4 Pcentages of Students registed in Teach Education Programme in each TTC The table below shows the pcentages of students registed in Teach Education programmes in each TTC. Provin ce Eastn South n Northe n West n Teach Education Total District TTCs (TE) (TE + Pcentage Tota Oths s of TE Girls Boys l ) Rwamagana Bicumbi % Nyagatare Matimba % Ngoma Zaza % Nyamagabe Mbuga % Muhanga Muhanga % Gisagara Save % Nyaruguru Cyahinda Gicumbi Byumba % Bura Kirambo % Rubavu Gacuba II % Rusizi Mururu % Karongi Rubeng a % Ngororo Muramba Total ,5% Source: Genal Inspectorate of Education Report, 010 As the table above shows, some TTCs we not yet exclusively engaged in Teach Education. But currently, they are phasing out these Not-Teach-Education Programmes. 4

5 Numb of Tutors, Class Streams and Students The table below shows the numb of Tutors and their level of studies, the numb of class streams and the numb of students. Nb of Tutors Nb of streams Nb of Students Province District TTC p year A0 A A To Y Y Y To Y1 Y Y3 Tota 1 t 1 3 tal l Rwamaga na Bicumbi Eastn Nyagatare Matimba Ngoma Zaza * * Northn Gicumbi Byumba ( **** *) Bura Kirambo Nyamagab Mbuga e Southn Muhanga Muhanga Gisagara Save * Nyaruguru Cyahinda Rubavu Gacuba II Rusizi Mururu * Westn ** Karongi Rubeng a Ngororo Muramba T o t a l (^) Source: Teach Svice Commission, schools placement (through DEOs), 011 (*) This figure includes students of O-Level: S=90 and S3=103; these S and S3 are phasing out and no more recruitment in S1 (TTC Save). 5

6 (**) This figure includes students of O-Level: S=116 and S3=95; these S and S3 are phasing out and no more recruitment in S1 (TTC Zaza). (***)This figure includes students of O-Level; these S and S3 are phasing out and no more recruitment in S1 (TTC Mururu). (*****) TTC Byumba is still having students in section of Mathematics, Physics and Biology; these sections have been phased out. (^) This figure includes the numb of all O-Level students in the concned TTCs. 6

7 Educational Options in TTCs Currently in the TTCs the are three options, namely, the option of Science and Mathematics, the option of Social Studies and the option of Language. The following three tables show core subjects (Compulsory and Examinable), optional subjects (Nonexaminable) and the numb of piods p week (to be completed) and p year for the three options. The table 1 concns the option of Science and Mathematics while the table is related to Social Studies option and table 3 is about the Language option. From next year, an option of Early Childhood Care and Development will start in each TTC. Table 1: Subjects and Numb of piods p week for the Science and Mathematics option No Core subjects (compulsory and examinable) and optional subjects 1. Foundations of Education (Psychology, Philosophy, and Sociology). Teaching methods and practice 3. English 4. Mathematics Piods/Week 1 3 7

8 5. Entrepreneurship 6. Integrated Science 7. Swahili (optional) 8. Kinyarwanda (compulsory) 9. Creative pformance and Physical education 10. Comput science (optional) 11. Co curricular activities: sport, cultural activities, clubs, religious studies, research in library, etc.) T o t a l 8

9 Table : Subjects and Numb of piods p week for the Social Studies option No Core subjects (compulsory and examinable) and optional subjects 1. Foundations of Education (Psychology, Philosophy, and Sociology). Teaching methods and practice 3. English 4. Social studies 5. Entrepreneurship 6. Creative pformance and Physical education 7. Swahili (optional) 8. Kinyarwanda (compulsory) 9. Comput science (optional) 10. Drama (Compulsory) 11. Co curricular activities: sport, cultural activities, clubs, religious studies, research in library, etc.) T o t a l 1 3 9

10 Table 3: Subjects and Numb of piods p week for the Language option No Core subjects (compulsory and examinable) and optional subjects 1. Foundations of Education (Psychology, Philosophy, and Sociology). Teaching methods and practice (English and Kinyarwanda) 3. French 4. Entrepreneurship 5. English 6. Kinyarwanda 7. Swahili (compulsory) 8. Creative pformance and Physical education (compulsory) 9. Comput science (optional) 10. Co curricular activities: sport, cultural activities, clubs, religious studies, research in library, etc.) T o t a l

11 Main Activities concned by the Affiliation of TTCs to KIE 1. Curriculum Review and Development a. Curriculum Review; b. Curriculum Development; c. Production of Textbooks and Tutors guides.. Teach ent and Development a. Approval of Tutors; b. Setting of Professional standards for Tutors; c. Development (INSET and CPD) of Tutors; d. Liaising with TSC to make trainees sign contracts to report to TTCs before they graduate 3. Capacity Building of TTCs via DONORS and NGOs (Equipment); 4. Involvem all TTCs in the implementation of Teach Education Policy and Reforms (TEPR); 5. Examination; 6. Ctification; 7. Quality Assurance; 8. Supvision/Inspection of TTCs; a. Elaboration of standards (Equipment and Infrastructure); b. Control of the implementation of standards; c. Inspection of Tutors; d. Monitoring and Evaluation). 9. Initiating Legal frameworks (Laws, Presidential and Ministial Decrees about functioning and competences of Organs, etc.). 11

12 Conclusion We have an implementation matrix of these activities showing the key plays and co-plays, their roles and responsibilities, milestones, time frame and estimated budgets. We wish that the WLP enhances gend sensitivity in the implementation of the above mentioned activities related to affiliation of TTCs to KIE We wish also that WLP enhances gend sensitivity in the training of Tutors in the Departm Primary Education in the combinations of Foundations of Education, Integrated Science Education, Mathematics Education, Social studies Education, Languages Education, Entrepreneurship Education, and Early Childhood, Care and Development. Kigali, 06/06/01 Dr Faustin Habineza (PhD) Head, Primary Education Kigali Institute of Education 1