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Journal articles on the topic 'Language and education – Rwanda'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Eyssette, Jérémie. "The Democratic Republic of the Congo’s Linguistic Temptation: A Comparative Analysis with Rwanda’s Switch-to-English." Journal of Asian and African Studies 55, no. 4 (November 8, 2019): 522–35. http://dx.doi.org/10.1177/0021909619885974.

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The aim of this article is to assess whether the Democratic Republic of the Congo (DR Congo) is likely to upgrade the status of English by constitutional or educational means. Indeed, neighboring countries such as Rwanda and Burundi adopted English as their official language in 1996 and 2014, but less writing in English is devoted to a potential linguistic transition in DR Congo, the most populous French-speaking country. This article will gauge DR Congo and Rwanda against the four criteria that arguably triggered Rwanda’s switch-to-English: historical factors in current linguistic trends; the role of charismatic leaders in sudden language policy changes; language-in-education policies; and economic incentives. The results of this interdisciplinary investigation into the language dynamics of the Great Lakes region indicate that, reflecting the vehicles of DR Congo’s domestic and regional evolutions, its leaders might be tempted to enhance the status of English as an official language in a way that, contrary to Rwanda’s radical switch-to-English, is more compatible with other languages.

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2

Samuelson, Beth Lewis, and Sarah Warshauer Freedman. "Language policy, multilingual education, and power in Rwanda." Language Policy 9, no. 3 (June 8, 2010): 191–215. http://dx.doi.org/10.1007/s10993-010-9170-7.

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3

Rosendal, Tove. "Linguistic markets in Rwanda: language use in advertisements and on signs." Journal of Multilingual and Multicultural Development 30, no. 1 (February 2009): 19–39. http://dx.doi.org/10.1080/01434630802307882.

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4

Andersson, Ingrid, and Joseph Rusanganwa. "Language and space in a multilingual undergraduate physics classroom in Rwanda." International Journal of Bilingual Education and Bilingualism 14, no. 6 (November 2011): 751–64. http://dx.doi.org/10.1080/13670050.2011.583337.

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5

Abimpaye, Monique, Caroline Dusabe, Jean Providence Nzabonimpa, Richard Ashford, and Lauren Pisani. "Improving parenting practices and development for young children in Rwanda: Results from a randomized control trial." International Journal of Behavioral Development 44, no. 3 (July 16, 2019): 205–15. http://dx.doi.org/10.1177/0165025419861173.

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It is well known that the first 1,000 days of life have long-lasting impact on a child’s cognitive, language, socio-emotional, and physical development, but there is little evidence from Rwanda about how to maximize parent–child interactions during these critical early years. Save the Children piloted the First Steps “Intera za Mbere” early childhood parenting education program in one district of Rwanda to promote healthy development through holistic parenting education. Using a cluster randomized control trial, we assessed outcomes of a 17-week parenting education on parenting skills and child development for families with children aged 6–36 months. Families were randomly allocated into three study groups: light touch ( n = 482), full intervention ( n = 482), and control ( n = 483) groups. We used a Kinyarwanda-adaptation of the validated Ages & Stages Questionnaires (ASQ), a Home Observation Measurement of the Environment-Short Form. Multivariate linear and logistic regression analyses were used for both the intention-to-treat analyses and more robust models controlling for ASQ form received, child gender, maternal education, number of children in the home, and baseline ASQ scores. Findings indicate that children in the light touch and full intervention groups were significantly more likely to meet the ASQ benchmarks than the control group in all developmental domains. The strong positive results from the light touch group are especially relevant to efforts to bring beneficial early childhood stimulation programs to scale in low-income contexts.

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Nsengimana, Theophile, Gabriel Bazimaziki, Asterie Nyirahabimana, Jean Baptiste Mushimiyimana, Vedaste Mutarutinya, Leon Rugema Mugabo, and Venuste Nsengimana. "Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education." Contemporary Mathematics and Science Education 2, no. 1 (March 18, 2021): ep21009. http://dx.doi.org/10.30935/conmaths/10788.

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7

Russell, S. Garnett, and Prudence L. Carter. "When the Past Is in the Present: The Paradox of Educational Opportunity and Social Inclusion in South Africa and Rwanda." Sociology of Race and Ethnicity 5, no. 4 (July 9, 2018): 547–61. http://dx.doi.org/10.1177/2332649218783517.

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The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. They suppress candid discussion about past and current intergroup tensions, resulting in a paradox of social inclusion. In this article, the authors interrogate how historically ascribed identities, which were used for the purposes of oppression and social divisions in South Africa and Rwanda, are reconstituted in the postapartheid and postgenocide eras. The authors draw on empirical evidence from case studies of contemporary schools in both countries and argue that the nations’ two approaches—nonracialization and nonethnicization, respectively—aim to mute explicit discourse and language about racial and ethnic differences though the spread of “color-blind” ideologies. However, everyday behaviors and attitudes of individuals—students and educators—who are inculcated with ideas of past racial/ethnic ideologies remain rigid and continue to affect micro-level and school-level interactions that undermine the legitimacy of either color-mute or color-blind ideologies and contribute to boundary maintenance.

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Kwihangana, Felix. "Making sense of teachers' (dis)belief in the educational value of social media: a case of two language teachers in Rwanda." International Journal of Technology Enhanced Learning 12, no. 3 (2020): 290. http://dx.doi.org/10.1504/ijtel.2020.10027928.

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Kwihangana, Felix. "Making sense of teachers' (dis)belief in the educational value of social media: a case of two language teachers in Rwanda." International Journal of Technology Enhanced Learning 12, no. 3 (2020): 290. http://dx.doi.org/10.1504/ijtel.2020.107983.

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10

BAZIMAZIKI, GABRIEL. "Students perceptions of using a second language in a mother tongue dominated environment." International Journal for Innovation Education and Research 6, no. 2 (February 28, 2018): 1–12. http://dx.doi.org/10.31686/ijier.vol6.iss2.915.

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While English is an official language and holds a significant role in education not only as a medium of instruction but also a subject of study from primary to tertiary level in Rwandan education system, some students still stick on their mother tongue in academic environment and this impedes language education and quality education as a whole. Based on Communicative approach, this study explored students’ perceptions of using a second language in a mother tongue dominated environment. The study involved 36 Diploma students from language education combinations. Questionnaire was used for data collection. Analysis revealed that mother tongue environment affects second language use. It was recommended that efforts be made to practice and improve their English language for effective communication.

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Arinitwe, Richard, Alice Willson, Sean Batenhorst, and Peter T. Cartledge. "Using a Global Health Media Project Video to Increase Knowledge and Confidence in the Mothers of Admitted Neonates in Rwanda: A Prospective Interventional Study." Journal of Tropical Pediatrics 66, no. 2 (July 4, 2019): 136–43. http://dx.doi.org/10.1093/tropej/fmz042.

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Abstract Introduction In resource-limited settings, the ratio of trained health care professionals to admitted neonates is low. Parents therefore, frequently need to provide primary neonatal care. In order to do so safely, they require effective education and confidence. The evolution and availability of technology mean that video education is becoming more readily available in this setting. Aim This study aimed to investigate whether showing a short video on a specific neonatal topic could change the knowledge and confidence of mothers of admitted neonates. Methods A prospective interventional study was conducted in two hospitals in Kigali, Rwanda. Mothers of admitted neonates at a teaching hospital and a district hospital were invited to participate. Fifty-nine mothers met the inclusion criteria. Participants were shown ‘Increasing Your Milk Supply, for mothers’ a seven-minute Global Health Media Project video in the local language (Kinyarwanda). Before and after watching the video, mothers completed a Likert-based questionnaire which assessed confidence and knowledge on the subject. Results Composite Likert scores showed a statistically significant increase in knowledge (pre = 27.2, post = 33.2, p < 0.001) and confidence (pre = 5.9, post = 14.2, p < 0.001). Satisfaction levels were high regarding the video content, language and quality. However, only 10% of mothers owned a smartphone. Discussion We have shown that maternal confidence and knowledge on a specific neonatal topic can be increased through the use of a short video and these videos have the potential to improve the quality of care provided to admitted neonates by their parents in low-resource settings.

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Milligan, Lizzi O., John Clegg, and Leon Tikly. "Exploring the potential for language supportive learning in English medium instruction: a Rwandan case study." Comparative Education 52, no. 3 (July 2, 2016): 328–42. http://dx.doi.org/10.1080/03050068.2016.1185258.

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Baele, Stephane J. "Conspiratorial Narratives in Violent Political Actors’ Language." Journal of Language and Social Psychology 38, no. 5-6 (August 12, 2019): 706–34. http://dx.doi.org/10.1177/0261927x19868494.

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This article articulates the concept of “conspiratorial narratives”—defined as stories which integrate a large range of events and archetypal characters from past and present in a single teleological explanation for the alleged suffering of a given social group—and argues that this particular linguistic construct is a key marker of extremist language. Using three different cases to illustrate our theoretical contribution (Nazi propaganda, Rwandan genocidaires’ radio, IS’ messaging), we show that paying attention to conspiratorial narratives leads us to significantly revise classic accounts of violent actors’ language, and provides a better understanding of the link between that language and violence itself—more precisely, why violence happens, how much violence is directed to whom, and when it occurs.

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Sandler, Mykayla L., Nohamin Ayele, Isaie Ncogoza, Susan Blanchette, Daphne S. Munhall, Brittanie Marques, and Roger C. Nuss. "Improving Tracheostomy Care in Resource-Limited Settings." Annals of Otology, Rhinology & Laryngology 129, no. 2 (October 21, 2019): 181–90. http://dx.doi.org/10.1177/0003489419882972.

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Objectives: Tracheostomy care in leading pediatric hospitals is both multidisciplinary and comprehensive, including generalized care protocols and thorough family training programs. This level of care is more difficult in resource-limited settings lacking developed healthcare infrastructure and tracheostomy education among nursing and resident staff. The objective of this study was to improve pediatric tracheostomy care in resource-limited settings. Methods: In collaboration with a team of otolaryngologists, respiratory therapists, tracheostomy nurses, medical illustrators, and global health educators, image-based tracheostomy education materials and low-cost tracheostomy care kits were developed for use in resource-limited settings. In addition, a pilot study was conducted, implementing the image-based tracheostomy pamphlet, manual suctioning device and low-cost ambulatory supply kit (“Go-Bags”), within a low-fidelity simulated training course for nurses and residents in Kigali, Rwanda. Results: An image-based language and literacy-independent tracheostomy care manual was created and published on OPENPediatrics, an open-access online database of clinician-reviewed learning content. Participants of the training program pilot study reported the course to be of high educational and practical value, and described improved confidence in their ability to perform tracheostomy care procedures. Conclusions: Outpatient tracheostomy care may be improved upon by implementing image-based tracheostomy care manuals, locally-sourced tracheostomy care kits, and tailored educational material into a low-fidelity simulated tracheostomy care course. These materials were effective in improving technical skills and confidence among nurses and residents. These tools are expected to improve knowledge and skills with outpatient tracheostomy care, and ultimately, to reduce tracheostomy-related complications.

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Otieno, Vincent, Alfred Agwanda Otieno, and Anne Khasakhala. "Trends in fertility preference implementation among selected Eastern African countries." F1000Research 9 (February 3, 2020): 79. http://dx.doi.org/10.12688/f1000research.22064.1.

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Background: There has been continuous debate among scholars regarding fertility transition in Africa. Two conclusions emerge: slow pace of decline because of weak facilitating social programs and high demand for large families amidst weak family planning programs. Accelerated fertility decline is expected to occur if there is both substantial decline in desired fertility and increased level of preference implementation. Despite these conclusions, there are also emergent exceptions in Africa, even among the Eastern African countries. Our motivation for the study of this region therefore lies in this context. First, the East African countries share some similarities in policy framework. Secondly, Rwanda and Kenya appear as exceptional in the drive towards accelerating further fertility decline. Fertility change therefore in any one country may have implications in the neighbouring country due to the commonalities especially in language, cultural traits, diffusion and spread new models of behaviour. Methods: With the utilization of DHS data, we analyse trends overtime in two specific features that scholars have indicated to slow or increase fertility decline. Using Bongaarts supply-demand framework, we first deduce trends in fertility preferences among women of reproductive age (15-49 years) and second, the extent to which women have been able to implement their fertility preferences during the course of fertility decline and subsequently decomposing these trends. Results: We found that with the rising aggregate of the degree of fertility preference implementation index, continuous declining trends in demand for births and subsequent increases in the contribution made by either or both the wanted fertility and the degree of fertility preference implementation index across categories that fertility transition is certainly on course in all countries albeit at different levels, thanks to the family planning. Conclusions: Family planning programs must therefore be accompanied by rigorous, consistent sensitization and public education.

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Schendel, Rebecca, Jolly Mazimhaka, and Chika Ezeanya. "Higher Education for Development in Rwanda." International Higher Education, no. 70 (January 1, 2013): 19–21. http://dx.doi.org/10.6017/ihe.2013.70.8711.

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17

Erickson, Timothy B., Michael J. VanRooyen, Patricia Werbiski, Mark Mycyk*, and Paul Levy. "Emergency Medicine Education Intervention in Rwanda." Annals of Emergency Medicine 28, no. 6 (December 1996): 648–51. http://dx.doi.org/10.1016/s0196-0644(96)70088-4.

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18

Lassibille, G. "The Returns to Education in Rwanda." Journal of African Economies 14, no. 1 (March 1, 2005): 92–116. http://dx.doi.org/10.1093/jae/ejh035.

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19

Mukantabana, Domitilla, Yvonne Nsaba Uwera, Christine Igikundiro, Fauste Uwingabire, and Patricia Moreland. "Abstract: Innovations in Pediatric Education at the University of Rwanda, Kabgayi Campus, Rwanda." Rwanda Journal 2, no. 2 (November 17, 2015): 105. http://dx.doi.org/10.4314/rj.v2i2.43f.

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Wakhungu Olaka, Musa. "Library and information science education in Rwanda." Library Review 57, no. 4 (April 18, 2008): 298–305. http://dx.doi.org/10.1108/00242530810868733.

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21

Rosenberg, Ashley, Ignace Kabagema, Basil Asay, Jean Marie Uwitonze, Stephanie Louka, Menelas Nkeshimana, Gabin Mbanjumucyo, et al. "Developing sustainable prehospital trauma education in Rwanda." African Journal of Emergency Medicine 10, no. 4 (December 2020): 234–38. http://dx.doi.org/10.1016/j.afjem.2020.07.015.

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22

Blimpo, Moussa P., and Todd Pugatch. "Entrepreneurship education and teacher training in Rwanda." Journal of Development Economics 140 (September 2019): 186–202. http://dx.doi.org/10.1016/j.jdeveco.2019.05.006.

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Blimpo, Moussa P., and Todd Pugatch. "Entrepreneurship education and teacher training in Rwanda." Journal of Development Economics 149 (March 2021): 102583. http://dx.doi.org/10.1016/j.jdeveco.2020.102583.

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24

Lee, Min-Joo. "Language policy in Rwanda: from genocide to development." World History and Culture 55 (June 30, 2020): 313–37. http://dx.doi.org/10.32961/jwhc.2020.06.55.313.

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Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 101. http://dx.doi.org/10.25134/ieflj.v3i1.659.

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English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.

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Nadege, Muhimpundu, and Akimanizanye Annonciata. "Challenges to Education Policy in Rwanda: A review into preschool education." Advances in Social Sciences Research Journal 8, no. 5 (May 11, 2021): 34–44. http://dx.doi.org/10.14738/assrj.85.9995.

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Although ,Rwanda has approved its Early Childhood Development (ECD) Policy and Strategic Plan in September 2011, the policy was established and implemented in different ways in early childhood education, yet preschool has a long way to go. Equally, having a focus on preschool education is the best investment that Rwanda can make to achieve other national goals such as, reducing maternal mortality, eliminating malnutrition and improving access to quality education. Empirical evidence gathered from secondary sources indicates that government has put more effort in improving quality of education. Yet on preschool level, indicators available illustrates that the results are far from expectation. The study further discusses the challenges faced by government in the design and implementation of ECD policy that have led to the ensuing situation.

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Munyiginya, Paul, Petra Brysiewicz, and Judith Mill. "Critical care nursing practice and education in Rwanda." Southern African Journal of Critical Care 32, no. 2 (November 10, 2016): 55. http://dx.doi.org/10.7196/sajcc.2016.v32i2.272.

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Dzinamarira, Tafadzwa, and Tivani Phosa Mashamba-Thompson. "Adaptation of a Health Education Program for Improving the Uptake of HIV Self-Testing by Men in Rwanda: A Study Protocol." Medicina 56, no. 4 (March 26, 2020): 149. http://dx.doi.org/10.3390/medicina56040149.

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Background and objectives: Available evidence shows a low uptake of HIV services among men in Rwanda. HIV self-testing (HIVST), a new intervention, may have the potential to improve the uptake of HIV testing services among men. The current study aims to adapt a health education program (HEP) for improving the uptake of HIVST among men in Rwanda. Materials and Methods: We propose a mixed method study, which will be conducted in four phases. In Phase 1, we will conduct a scoping review to map the available evidence on health education programs for men in low- and middle-income countries (LMICs). In Phase 2, we will conduct interviews with stakeholders in the Rwanda HIV response and healthcare providers to determine their perspectives on implementation of HIVST in Rwanda. In Phase 3, a cross-sectional survey will be used to assess HIVST awareness and acceptability among men in Rwanda. Guided by findings from Phases 1, 2, and 3, we will employ the nominal group technique to develop and optimize the HEP for improving the uptake of HIVST among men in Rwanda. In Phase 4, we will use a pragmatic pilot randomized controlled trial to assess the preliminary impact of the HEP for men in Rwanda and assess the feasibility of a later, larger study. We will employ the Stata version 16 statistical package and NVivo version 12 for the analysis of quantitative and qualitative data, respectively. We anticipate that the findings of this study will inform implementers and policy makers to guide strategies on the implementation of HIVST in Rwanda and ultimately accomplish goals set forth in the Rwanda 2019–2024 Fourth Health Sector Strategic Plan on scaling up the number of men who know their HIV status. Conclusion: It is anticipated that this study will proffer solutions and strategies that are applicable not only in Rwanda but also in similar settings of LMICs.

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Oyamada, Eiji. "Combating corruption in Rwanda: lessons for policy makers." Asian Education and Development Studies 6, no. 3 (July 10, 2017): 249–62. http://dx.doi.org/10.1108/aeds-03-2017-0028.

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Purpose The purpose of this paper is to evaluate the Rwandan government’s anti-corruption strategy and identify lessons for policymakers in other countries. Design/methodology/approach This paper relies on materials obtained from the Rwandan government, from websites, research reports, press articles and publications as well as interviews with scholars, with Rwandan government officials, and the staff of non-governmental organizations. Findings The Rwandan government formulates and implements its anti-corruption efforts via donors’ governance support and homegrown initiatives. Corruption has been minimized by eradicating opportunities for misconduct and by focusing on governance reforms and maintaining a zero-tolerance policy against corruption. Political will and strong leadership, the active role played by the anti-corruption agency, and effective governance reform have made Rwanda’s anti-corruption activities successful. Originality/value This paper is a scholarly examination of the Rwandan government’s anti-corruption strategy.

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Habyarimana, Heli, Evariste Ntakirutimana, and Lawrie Barnes. "A Sociolinguistic Analysis of Code-Switching in Rwanda." Language Matters 48, no. 3 (September 2, 2017): 49–72. http://dx.doi.org/10.1080/10228195.2017.1413127.

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Mukamana, D., G. Uwiyeze, and A. Sliney. "Nursing and Midwifery Education in Rwanda: Telling our Story." Rwanda Journal 2, no. 2 (November 17, 2015): 9. http://dx.doi.org/10.4314/rj.v2i2.1f.

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Williams, Timothy P. "The Political Economy of Primary Education: Lessons from Rwanda." World Development 96 (August 2017): 550–61. http://dx.doi.org/10.1016/j.worlddev.2017.03.037.

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Pontalti, Kirsten. "The orderly entrepreneur: Youth, education, and governance in Rwanda." African Affairs 118, no. 470 (January 1, 2019): 212–13. http://dx.doi.org/10.1093/afraf/ady063.

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Karangwa, Evariste, Susie Miles, and Ingrid Lewis. "Community‐level Responses to Disability and Education in Rwanda." International Journal of Disability, Development and Education 57, no. 3 (September 2010): 267–78. http://dx.doi.org/10.1080/1034912x.2010.501183.

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Karareba, Gilbert, and Caroline Baillie. "Community engineering education: The case of post-conflict Rwanda." Education, Citizenship and Social Justice 14, no. 3 (September 19, 2018): 211–24. http://dx.doi.org/10.1177/1746197918800667.

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We argue for the need for and provide an example of a new form of community-based engineering education in Rwanda. We draw on Bourdieu’s theories of field and habitus to frame the arguments for an alternative to the current dominant engineering education model. The proposed community engineering education programme has three key facets including the development of critical thinking of students using critical theory, the students’ creation of alternative practices as a result of such critical thinking, and the appropriate pedagogy for delivering the programme. This model programme is aimed to address Rwanda’s endemic problems of economic development, poverty, environment, healthcare and energy. Specifically, it can allow students to develop very much needed, socially and environmentally just engineering systems as well as locally appropriate businesses, thus directly addressing the needs of the country and its people. The programme could apply to any post-conflict situation or indeed any development context.

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Barker, Kriss, Scott Connolly, and Cecelia Angelone. "Creating a brighter future in Rwanda through entertainment education." Critical Arts 27, no. 1 (February 2013): 75–90. http://dx.doi.org/10.1080/02560046.2013.766974.

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Pettigrew, Luisa M., and Ronald MacVicar. "Overcoming challenges in primary care education: stories from Rwanda." Education for Primary Care 26, no. 5 (September 3, 2015): 342. http://dx.doi.org/10.1080/14739879.2015.1079968.

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Hakizimfura, Emmanuel, Douglas Randall, and Bilal Zia. "Decentralized delivery of financial education: Experimental evidence from Rwanda." Journal of Development Economics 144 (May 2020): 102439. http://dx.doi.org/10.1016/j.jdeveco.2020.102439.

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Hitchcott, Nicki. "The (Un)Believable Truth about Rwanda." Australian Journal of French Studies 56, no. 2 (July 2019): 199–215. http://dx.doi.org/10.3828/ajfs.2019.15.

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Freedman, Sarah Warshauer, Harvey M. Weinstein, Karen Murphy, and Timothy Longman. "Teaching History after Identity‐Based Conflicts: The Rwanda Experience." Comparative Education Review 52, no. 4 (November 2008): 663–90. http://dx.doi.org/10.1086/591302.

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Alexander, Lisa Mustone. "Primary Care Workforce Needs in Rwanda." Journal of Physician Assistant Education 21, no. 1 (2010): 45–48. http://dx.doi.org/10.1097/01367895-201021010-00010.

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Alexander, Lisa Mustone. "Primary Care Workforce Needs in Rwanda." Journal of Physician Assistant Education 21, no. 1 (2014): 45–48. http://dx.doi.org/10.1097/01367895-201421010-00010.

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Mulaudzi, Phalandwa, and Obwang'i Mbori. "Kiswahili and ethno-political stability in Kenya and Rwanda." Language Matters 39, no. 1 (July 2008): 18–28. http://dx.doi.org/10.1080/10228190802321004.

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Russell, Susan Garnett. "Global gender discourses in education: evidence from post-genocide Rwanda." Comparative Education 52, no. 4 (September 28, 2016): 492–515. http://dx.doi.org/10.1080/03050068.2016.1233727.

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Mukama, Evode. "New Digital Technologies: A Kairos for Catholic Education in Rwanda." Journal of Religious & Theological Information 17, no. 1 (August 31, 2017): 22–32. http://dx.doi.org/10.1080/10477845.2017.1354594.

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Taka, Miho. "The role of education in peacebuilding: learner narratives from Rwanda." Journal of Peace Education 17, no. 1 (September 20, 2019): 107–22. http://dx.doi.org/10.1080/17400201.2019.1669146.

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Russell, Susan Garnett. "Global civil society and education policy in post-genocide Rwanda." International Sociology 30, no. 6 (October 2, 2015): 599–618. http://dx.doi.org/10.1177/0268580915605652.

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Nellutla, Manobhiram, Hetal Patel, Aline Kabanda, and Assuman Nuhu. "Ergonomics content in the physical education teacher’s guide in Rwanda." Work 41 (2012): 3646–51. http://dx.doi.org/10.3233/wor-2012-0004-3646.

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Muraraneza, Claudine, and Ntombifikile Gloria Mtshali. "Drivers of transformation to competency-based nursing education in Rwanda." International Journal of Africa Nursing Sciences 13 (2020): 100224. http://dx.doi.org/10.1016/j.ijans.2020.100224.

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Niyibizi, Emmanuel. "Modelling in Teacher Education: Beliefs of Teacher Educators in Rwanda." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 87–105. http://dx.doi.org/10.21083/ajote.v10i1.6371.

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Abstract:

The study aims to explore teacher educators’ beliefs about role modelling in teacher education in Rwanda. This study hopes to contribute to filling the gap created by limited empirical study available on teacher educators and the relevance of role modelling for high quality teacher training. The study was designed as an exploratory qualitative research using semi-structured interviews of 20 purposively and conveniently selected teacher educators. Content analysis was used to analyze collected data. The findings reveal that participating teacher educators believe that role modelling is an important component in the process of teaching teachers. Moreover, participants hold beliefs about role modelling as implicit exemplar practices and behavior. They think that teaching teachers involves not only providing knowledge but also serving as a good example in both teaching practices and behavior at training institutions as well as in the society. The study concludes that both implicit and explicit modelling should be included in the overall reflections of policy, research and practice of pedagogy of teacher education and especially in the professional development of teacher educators. Further empirical studies are recommended about the implications of implicit modelling on student teachers’ learning outcomes.

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