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1
Draelants, Hugues. "Changement institutionnel, légitimation et politiques scolaires : le cas de la lutte contre le redoublement en Belgique francophone." Sociologie et sociétés 40, no. 1 (December 3, 2008): 119–41. http://dx.doi.org/10.7202/019475ar.
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Résumé Cet article invite à lire les politiques scolaires comme des entreprises de changement institutionnel. L’approche cognitive adoptée conduit à placer la légitimation au coeur du processus de changement institutionnel. L’analyse est menée à partir de l’étude d’une politique de lutte contre le redoublement en Belgique francophone. Ce cas, qui s’est soldé par un échec relatif, illustre les limites et la complexité de toute entreprise politique de transformation institutionnelle de l’école. Alors que la réforme s’appuie sur l’expertise pédagogique et économique pour légitimer la suppression du redoublement, l’enquête montre que le changement institutionnel ne résulte pas mécaniquement de la perception de dysfonctionnements, mais nécessite le consentement des acteurs scolaires locaux, dans la mesure où le changement se joue de façon décisive dans les établissements scolaires et dans les classes. À cet égard, l’enquête souligne l’importance, tant théorique que pratique, de l’encastrement institutionnel du redoublement, encastrement qui mine la légitimité pragmatique de la réforme sur le terrain.
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Sebaganwa, Alphonse. "Introducing Complex Situations in Primary Education:Their Impact on Student’s Results in Terms of Equity." International Journal of Education 7, no. 4 (November 18, 2015): 1. http://dx.doi.org/10.5296/ije.v7i4.8587.
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<p>This paper examined the equity of using complex situations in teaching Science and<br />Elementary Technology in 20 primary schools, 38 classes (only fourth years), located in Huye<br />district in Rwanda. The sample was divided into four groups: 9 classes practiced the “teaching<br />situations”, 9 dealt with “integration situations”, 9 mixed “teaching and integration situations”<br />and 11 classes made a “reference group” that did not use any of those approaches.<br />One pre-test and three post-tests have been done by learners from those classes during the 2012<br />school year. Every test had a “resource” test and a “situation” test with a similar level of<br />difficulties. The analysis indicated progressive increase of marks, especially, for the classes<br />which practiced the “integration situations”. The findings showed a priority of starting with the<br />“integration situations” for the development of the learner’s autonomy and of a cognitive<br />development.</p>
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Mukagihana, Josiane, Florien Nsanganwimana, and Catherine M. Aurah. "How Pre-service Teachers Learn Microbiology using Lecture, Animations, and Laboratory Activities at one Private University in Rwanda." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 328–45. http://dx.doi.org/10.26803/ijlter.20.7.18.
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Observing classroom practices and checking the effect of instructional methods on academic achievement are crucial in the teaching and learning process. The present study was aimed at discovering the dominating pre-service biology teachers’ and instructors’ activities in microbiology classes and their respective effects when animations–based instructions and small-group laboratory activities are used. An equivalent time-series design was applied using a small group of participants in year two biology education (N=30, 16 female and 14 males), and a pre-test was used as a pre-intervention comparison test, while a post-test alternated with interventions. Classroom Observation Protocol for Undergraduate STEM (COPUS) was used to record classroom activities. Before using its inter-rater agreement reached 80%. Pre-service Biology Teachers Achievement Test (PBTAT) with a Pearson’s r reliability of .51 served to measure instructional methods' effect on academic achievement. It was found that the main teaching methods were activities, lectures and animation classes, while group work and instructors moving among the students and guiding them characterized small-group laboratory activity classes. All interventions improved pre-service biology teachers’ academic achievement; however, a statistically significant difference (df=28, p<.05) existed between interventions where small group laboratory activities proved a considerable effect size (d=3.86). No statistically significant difference (df=1, p>.05) was found regarding gender after interventions. However, females scored better than males after the lecture and laboratory methods, while the opposite happened after animation-based instruction. Therefore, we recommend using small-group laboratory activities that promote active learning through student small-group work to improve pre-service biology teachers’ academic achievement in biology.
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Mugiraneza, T., J. Haas, and Y. Ban. "SPATIOTEMPORAL ANALYSIS OF URBAN LAND COVER CHANGES IN KIGALI, RWANDA USING MULTITEMPORAL LANDSAT DATA AND LANDSCAPE METRICS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-3/W2 (November 16, 2017): 137–44. http://dx.doi.org/10.5194/isprs-archives-xlii-3-w2-137-2017.
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Mapping urbanization and ensuing environmental impacts using satellite data combined with landscape metrics has become a hot research topic. The objectives of the study are to analyze the spatio-temporal evolution of urbanization patterns of Kigali, Rwanda over the last three decades (from 1984 to 2015) using multitemporal Landsat data and to assess the associated environmental impact using landscape metrics. Landsat images, Normalized Difference Vegetation Index (NDVI), Grey Level Co-occurrence Matrix (GLCM) variance texture and digital elevation model (DEM) data were classified using a support vector machine (SVM). Eight landscape indices were derived from classified images for urbanization environment impact assessment. Seven land cover classes were derived with an overall accuracy exceeding 88&thinsp;% with Kappa Coefficients around 0.8. As most prominent changes, cropland was reduced considerably in favour of built-up areas that increased from 2,349&thinsp;ha to 11,579&thinsp;ha between 1984 and 2015. During those 31 years, the increased number of patches in most land cover classes illustrated landscape fragmentation, especially for forest. The landscape configuration indices demonstrate that in general the land cover pattern remained stable for cropland but it was highly changed in built-up areas. Satellite-based analysis and quantification of urbanization and its effects using landscape metrics are found to be interesting for grassroots and provide a cost-effective method for urban information production. This information can be used for e.g. potential design and implementation of early warning systems that cater for urbanization effects.
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Jjuuko, Margaret, and Joseph Njuguna. "Confronting the challenges of Journalism Education in Rwanda in the context of educational reforms." Scholarship of Teaching and Learning in the South 3, no. 2 (September 27, 2019): 49. http://dx.doi.org/10.36615/sotls.v3i2.92.
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Policy reforms aimed at improving access to and equity in tertiary education have meant that university classes are not only larger, but more diverse in terms of students’ competencies and experiences. Despite the increase in the size and diversity of student populations in universities, the financial, technological and human resources have not expanded at a similar rate, leaving academic programs struggling to improve the quality of educational experience, whilst teaching more students with less resources. This is particularly difficult in practice-based disciplines such as medicine, nursing and journalism, where coaching models and small-class learning experiences are seen as being the most effective way of nurturing work-ready graduates. Teaching journalism under these conditions is particularly problematic because of the dynamic changes being experienced across the media industries as a result of technological change and the changing media ecosystem.
This article uses the University of Rwanda as a case study to examine the impact of tertiary education reforms on journalism education practices. Drawing on the ‘Practical Theory of Journalism Education’ and the ‘Educational Change Model’ perspectives, this paper calls for judicious implementation of educational reforms. It argues that by phasing the introduction of reforms, universities can better manage the change process in order to maintain quality educational experiences. However, this alone cannot ensure quality journalism education outcomes. Universities need to foster innovative teaching practices and approaches to learning in order to sustain quality when teaching large and diverse classes.
Through in-depth interviews and focus group discussions, the findings illuminate how journalism education in Rwanda has changed its original orientation and pedagogy to include strategic initiatives, teaching innovations and expanded opportunities for students in response to policy reforms aimed at promoting an all-inclusive education sector.
How to cite this article:
JJUUKO, Margaret; NJUGUNA, Joseph. Confronting the challenges of Journalism Education in Rwanda in the context of educational reforms Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 49-67, Sept. 2019. Available at:
https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=92&path%5B%5D=46
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Michieletto, Manlio, Olatunde Adedayo, and Victor Bay Mukanya. "African Housing Renaissance: The Case of Gacuriro Valley Satellite Settlements, Kigali, Rwanda." Urban Planning 4, no. 3 (September 30, 2019): 265–90. http://dx.doi.org/10.17645/up.v4i3.2210.
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This article traces an African Housing Renaissance through the Trabantenstadt (Satellite City) vision for Kigali embedded in the Gacuriro Valley Satellite, which is composed of two settlements (or umudugudu, in Kinyarwanda): Kigali 2020 (2001–2005) and Kigali Vision (2013–2016). While the Kigali 2020 is an integrated Trabant (Satellite) which is able to interact with the existing context and trace the future built and unbuilt developments, the Kigali Vision adopts the idea of a protected compound, morphologically connected with the older settlements, but unable to tackle and solve spatial and social issues due to its ‘defensive’ character. The particular topography of the hillside receives an ambivalent interpretation: in the first umudugudu, the slope inspires the whole project, an organic raumplan, and in the second it has been denied, having been leveled for flat houses’ foundations and consequently a flat spatial indoor distribution. Nevertheless, this article argues that despite the evident architectural differences between the two settlements, they remain in the tradition of the Neues Bauen, in which mass housing represents the physical way of accommodating different social classes, granting equal and favorable living conditions. The typological variety demonstrates the aim to inclusively target distinct segments of the population. Apartment buildings (condominiums), row houses, twin houses and single houses mixed with public facilities, schools, a church, and sports structures, make up the settlements as unique pieces of a system and, at the same time, a singular whole.
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Gahutu, Jean Bosco. "Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda." Advances in Physiology Education 34, no. 1 (March 2010): 11–14. http://dx.doi.org/10.1152/advan.00093.2009.
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In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.
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Bullock, Eric L., Sean P. Healey, Zhiqiang Yang, Phoebe Oduor, Noel Gorelick, Steve Omondi, Edward Ouko, and Warren B. Cohen. "Three Decades of Land Cover Change in East Africa." Land 10, no. 2 (February 3, 2021): 150. http://dx.doi.org/10.3390/land10020150.
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Population growth rates in Sub-Saharan East Africa are among the highest in the world, creating increasing pressure for land cover conversion. To date, however, there has been no comprehensive assessment of regional land cover change, and most long-term trends have not yet been quantified. Using a designed sample of satellite-based observations of historical land cover change, we estimate the areas and trends in nine land cover classes from 1998 to 2017 in Ethiopia, Kenya, Uganda, Malawi, Rwanda, Tanzania, and Zambia. Our analysis found an 18,154,000 (±1,580,000) ha, or 34.8%, increase in the area of cropland in East Africa. Conversion occurred primarily from Open Grasslands, Wooded Grasslands, and Open Forests, causing a large-scale reduction in woody vegetation classes. We observed far more conversion (by approximately 20 million hectares) of woody classes to less-woody classes than succession in the direction of increasing trees and shrubs. Spatial patterns within our sample highlight regional land cover conversion hotspots, such as the Central Zambezian Miombo Woodlands, as potential areas of concern related to the conservation of natural ecosystems. Our findings reflect a rapidly growing population that is moving into new areas, with a 43.5% increase in the area of Settlements over the three-decade period. Our results show the areas and ecoregions most impacted by three decades of human development, both spatially and statistically.
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Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (August 5, 2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.
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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals.
Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation
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Kabera, Telesphore, and Honorine Nishimwe. "Systems analysis of municipal solid waste management and recycling system in east Africa: benchmarking performance in Kigali city, Rwanda." E3S Web of Conferences 80 (2019): 03004. http://dx.doi.org/10.1051/e3sconf/20198003004.
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This study assessed the current status of solid waste management (SWM) in the City of Kigali (CoK), the capital city of Rwanda. This assessment was done using systems analysis methodology of “wasteaware” benchmark indicators for integrated sustainable waste management in cities. This method of assessing helps to assess the Municipal Solid Waste Management (MSWM) in a city according to its physical components and governance features. Data were collected during a 6-month period from May to October 2017, but verification took other four months (Up to February 2018). Data were obtained from official reports, legal documents, and interviews with key personnel and operators and also from official and unofficial dumpsites visits. In CoK, approximately 232,870 tons of MSW is generated per year, MSW collection and transportation is done by private companies but the only dumpsite present in Kigali is fully controlled by the City of Kigali. Residents pay waste collectors according to their social classes and their locations. There is no official recycling system; recycling activities are informally performed by private companies and some wastes, like plastic bottles, are taken to Uganda and Tanzania to be recycled. This study found that the recycling rate was 10% contrarily to the 2% which is recorded by official sources. This study has contributed by filling the gap in literature on waste management for the city of Kigali and it recommends that the Government represented by the CoK should do more in terms of investing in SWM and creating a relationship between private waste collectors and local communities, and the private sector should be mobilized to invest in SWM activities.
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Bratic, G., D. Oxoli, and M. A. Brovelli. "INTER-COMPARISON OF THE GLOBAL LAND COVER MAPS IN AFRICA SUPPLEMENTED BY SPATIAL ASSOCIATION OF ERRORS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4/W14 (August 23, 2019): 11–16. http://dx.doi.org/10.5194/isprs-archives-xlii-4-w14-11-2019.
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<p><strong>Abstract.</strong> Recent advances in Earth Observations supported development of high-resolution land cover (LC) maps on a large-scale. This is an important step forward, especially for developing countries, which experienced problems in the past due to absence of reliable LC information. Nevertheless, increasing number of LC products is imposing additional validation workload to confirm their quality. In this paper inter-comparison of two recent LC products (GlobeLand30 and S2 prototype LC 20m map of Africa) for country of Rwanda in Africa was done. It is a way to facilitate validation by identifying the areas with higher probability of error. Specific approach of comparison of single pixel of one map with multiple pixels of another map provided confusion matrix and sub-pixel agreement table. In this work, accuracy indexes based on the confusion matrix were computed as a measure of similarity between the two maps. Furthermore, Moran’s I index was computed for estimation of spatial association of the pixels in disagreement. Also, total disagreement, as well as disagreement of particularly confused classes was visualised to analyse their spatial distribution. The results are showing that similarity of the two maps is about 66%. Disagreements are spatially associated and the most evident in the eastern and north-western part of the area of interest. This coincides also with the distribution of the two most confused classes Wetland and Shrubland. The results delineate areas of inconsistency between the two maps, and therefore areas where careful accuracy analysis are needed.</p>
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Chew, Robert, Jay Rineer, Robert Beach, Maggie O’Neil, Noel Ujeneza, Daniel Lapidus, Thomas Miano, Meghan Hegarty-Craver, Jason Polly, and Dorota S. Temple. "Deep Neural Networks and Transfer Learning for Food Crop Identification in UAV Images." Drones 4, no. 1 (February 26, 2020): 7. http://dx.doi.org/10.3390/drones4010007.
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Accurate projections of seasonal agricultural output are essential for improving food security. However, the collection of agricultural information through seasonal agricultural surveys is often not timely enough to inform public and private stakeholders about crop status during the growing season. Acquiring timely and accurate crop estimates can be particularly challenging in countries with predominately smallholder farms because of the large number of small plots, intense intercropping, and high diversity of crop types. In this study, we used RGB images collected from unmanned aerial vehicles (UAVs) flown in Rwanda to develop a deep learning algorithm for identifying crop types, specifically bananas, maize, and legumes, which are key strategic food crops in Rwandan agriculture. The model leverages advances in deep convolutional neural networks and transfer learning, employing the VGG16 architecture and the publicly accessible ImageNet dataset for pretraining. The developed model performs with an overall test set F1 of 0.86, with individual classes ranging from 0.49 (legumes) to 0.96 (bananas). Our findings suggest that although certain staple crops such as bananas and maize can be classified at this scale with high accuracy, crops involved in intercropping (legumes) can be difficult to identify consistently. We discuss the potential use cases for the developed model and recommend directions for future research in this area.
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Mugiraneza, Nascetti, and Ban. "WorldView-2 Data for Hierarchical Object-Based Urban Land Cover Classification in Kigali: Integrating Rule-Based Approach with Urban Density and Greenness Indices." Remote Sensing 11, no. 18 (September 12, 2019): 2128. http://dx.doi.org/10.3390/rs11182128.
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The emergence of high-resolution satellite data, such as WorldView-2, has opened the opportunity for urban land cover mapping at fine resolution. However, it is not straightforward to map detailed urban land cover and to detect urban deprived areas, such as informal settlements, in complex urban environments based merely on high-resolution spectral features. Thus, approaches integrating hierarchical segmentation and rule-based classification strategies can play a crucial role in producing high quality urban land cover maps. This study aims to evaluate the potential of WorldView-2 high-resolution multispectral and panchromatic imagery for detailed urban land cover classification in Kigali, Rwanda, a complex urban area characterized by a subtropical highland climate. A multi-stage object-based classification was performed using support vector machines (SVM) and a rule-based approach to derive 12 land cover classes with the input of WorldView-2 spectral bands, spectral indices, gray level co-occurrence matrix (GLCM) texture measures and a digital terrain model (DTM). In the initial classification, confusion existed among the informal settlements, the high- and low-density built-up areas, as well as between the upland and lowland agriculture. To improve the classification accuracy, a framework based on a geometric ruleset and two newly defined indices (urban density and greenness density indices) were developed. The novel framework resulted in an overall classification accuracy at 85.36% with a kappa coefficient at 0.82. The confusion between high- and low-density built-up areas significantly decreased, while informal settlements were successfully extracted with the producer and user’s accuracies at 77% and 90% respectively. It was revealed that the integration of an object-based SVM classification of WorldView-2 feature sets and DTM with the geometric ruleset and urban density and greenness indices resulted in better class separability, thus higher classification accuracies in complex urban environments.
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Porter, Amy, Winnie Eckardt, Veronica Vecellio, Katerina Guschanski, Peter Philip Niehoff, Urbain Ngobobo-As-Ibungu, Radar Nishuli Pekeyake, Tara Stoinski, and Damien Caillaud. "Behavioral responses around conspecific corpses in adult eastern gorillas (Gorilla beringei spp.)." PeerJ 7 (April 2, 2019): e6655. http://dx.doi.org/10.7717/peerj.6655.
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Humans were once considered unique in having a concept of death but a growing number of observations of animal responses to dying and dead conspecifics suggests otherwise. Complex arrays of behaviors have been described ranging from corpse removal and burial among social insects to quiet attendance and caregiving among elephants and primates. Less frequently described, however, are behavioral responses of individuals from different age/sex classes or social position toward the death of conspecifics. We describe behavioral responses of mountain gorillas (Gorilla beringei beringei) to the deaths of a dominant silverback and a dominant adult female from the same social group in Volcanoes National Park in Rwanda and the responses of Grauer’s gorillas (Gorilla b. graueri) to the corpse of an extra-group silverback in Kahuzi-Biega National Park, Democratic Republic of Congo. In gorillas, interactions between groups or with a lone silverback often result in avoidance or aggression. We predicted that: (i) more individuals should interact with the corpses of same-group members than with the corpse of the extra-group silverback; (ii) adult females with infants should avoid the corpse of the extra-group silverback; and (iii) in the mountain gorilla cases, individuals that shared close social relationships with the dead individual should spend more time with the corpse than other individuals in the group. We used a combination of detailed qualitative reports, photos, and videos to describe all occurrences of affiliative/investigative and agonistic behaviors observed at the corpses. We observed similar responses toward the corpses of group and extra-group individuals. Animals in all three cases showed a variety of affiliative/investigative and agonistic behaviors directed to the corpses. Animals of all age/sex classes interacted with the corpses in affiliative/investigative ways but there was a notable absence of all adult females at the corpse of the extra-group silverback. In all three cases, we observed only silverbacks and blackbacks being agonistic around and/or toward the corpses. In the mountain gorilla cases, the individuals who spent the most time with the corpses were animals who shared close social relationships with the deceased. We emphasize the similarity in the behavioral responses around the corpses of group and extra-group individuals, and suggest that the behavioral responses were influenced in part by close social relationships between the deceased and certain group members and by a general curiosity about death. We further discuss the implications close interactions with corpses have for disease transmission within and between gorilla social groups.
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Glahn, Raymond, Jason Wiesinger, and Mercy Lung'aho. "Iron Biofortification of the Common Bean: Assessment of Bean Iron Concentration and Iron Bioavailability from Markets and Breeder Collections in East Africa." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1803. http://dx.doi.org/10.1093/cdn/nzaa067_030.
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Abstract Objectives To assess the practicality and assumptions of the high Fe concentration approach for bean Fe biofortification in east Africa. Methods A collection of 76 marketplace samples (East Africa Marketplace Collection; EAMC) were assembled, consisting of multiple color classes from locations in Uganda, Rwanda, Democratic Republic of Congo, Burundi, Ethiopia, Kenya and Tanzania. In addition, because market samples can be a mixture of seed varieties within a market class, 170 samples from the Africa CIAT Collection were also assembled that represent beans of common markets in the region. Iron concentration was measured via inductively coupled plasma emission spectroscopy (ICP-ES) and Fe bioavailability via an established Caco-2 cell bioassay. Using these measures, the following assumptions of high Fe bean Fe biofortification approach were assessed: 1) the average Fe concentration in beans currently consumed in east Africa is approximately 50 μg/g (dry weight), 2) a 40 μg/g increase (target value 90 μg/g) can be sustained through traditional breeding, and 3) iron bioavailability from the biofortified bean will not decrease substantially to negate the increase in Fe concentration. Results The average EAMC bean Fe concentration was 72 μg/g, ranging from 52–93 μg/g, with a couple of outlying varieties at 105 μg/g (MAC9) and 129 μg/g (MAC49). The Africa CIAT collection averaged 67.5 μg/g with a range of 51–90 μg/g. The 18 biofortified varieties within the EAMC averaged 73 μg/g (range of 55–94 μg/g), which is essentially equal to the overall mean (70 μg/g) and range (54–93 μg/g) of the non-biofortified bean varieties in the EAMC. Using a Caco-2 cell bioassay to measure Fe bioavailability of the EAMC, the biofortified varieties did not deliver any additional Fe relative to non-biofortified varieties. Conclusions The results indicate that the assumptions of the high Fe bean breeding approach are not met in the typical east African market place. Furthermore, based on the Fe content and bioavailability data collected from this study, the biofortified bean varieties from these markets are providing no additional dietary Fe. An alternative approach for bean Fe biofortification, such as enhanced Fe bioavailability should be pursued. Funding Sources USDA.
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Souleymane, Ouattara, Rassidy Oyeniran, and Benie Aloh Jean Martial Hillarion. "Estimation De l’Effet « Effectifs Des Classes » Sur l’Efficacité Des Etablissements Techniques Supérieurs Privés En Côte d’Ivoire." European Scientific Journal ESJ 17, no. 15 (May 31, 2021). http://dx.doi.org/10.19044/esj.2021.v17n15p377.
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Cette étude a examiné les relations entre « les effectifs des classes » des établissements privés formant au Brevet de Technicien Supérieur (BTS) en Côte d’Ivoire et l’efficacité desdites structures de formation. En effet, outre les ressources de l’école, de nombreux chercheurs s’intéressent à la problématique de la taille des classes. Toutefois, leurs résultats sont souvent contrastés. Pour collecter les données de l’étude, deux instruments ont été utilisés : un questionnaire-enseignants et chefs d’établissements sur les effets de la diminution du nombre d’étudiants dans les classes et une grille d’observation des établissements au sein de 63 établissements. La technique d'analyse des données est celle des modèles multi-niveaux. Les chercheurs sont parvenus aux résultats qu’avec les filières tertiaires, il existe une certaine homogénéité dans le comportement des établissements et que la contribution des « effectifs réduits des classes » au succès sans redoublement des étudiants est significative. Avec les filières industrielles, l’on note tantôt une certaine homogénéité, tantôt le modèle « effets fixes » dans l’estimation de l’effet « effectif-classe ». Dans tous les cas, l’on retient que « les effectifs des classes » sont essentiels pour l’efficacité des établissements. Aussi, en regard de l’intensité de la relation qui varie plus ou moins selon les filières, la présente étude propose-t-elle aux autorités ministérielles d’imposer non seulement un seuil d’ouverture des classes, mais aussi une architecture des établissements qui permettraient de meilleures conditions de travail.
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Meyer, S. R., G. Yu, S. Hermosilla, and L. Stark. "Latent class analysis of violence against adolescents and psychosocial outcomes in refugee settings in Uganda and Rwanda." Global Mental Health 4 (2017). http://dx.doi.org/10.1017/gmh.2017.17.
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BackgroundLittle is known about violence against children in refugee camps and settlements, and the evidence-base concerning mental health outcomes of youth in refugee settings in low and middle-income countries is similarly small. Evidence is needed to understand patterns of violence against children in refugee camps, and associations with adverse mental health outcomes.MethodsSurveys were conducted with adolescent refugees (aged 13–17) in two refugee contexts – Kiziba Camp, Rwanda (n= 129) (refugees from Democratic Republic of Congo) and Adjumani and Kiryandongo refugee settlements, Uganda (n= 471) (refugees from South Sudan). Latent Class Analysis was utilized to identify classes of violence exposure (including exposure to witnessing household violence, verbal abuse, physical violence and sexual violence). Logistic regressions explored the association between latent class of violence exposure and symptoms of depression and anxiety.ResultsIn Rwanda, a two-class solution was identified, with Class 1 (n= 33) representing high levels of exposure to violence and Class 2 (n= 96) representing low levels of exposure. In Uganda, a three-class solution was identified: Class 1 (high violence;n= 53), Class 2 (low violence,n= 100) and Class 3 (no violence,n= 317). Logistic regression analyses indicated that latent violence class was associated with increased odds of high anxiety symptoms in Rwanda (AOR 3.56, 95% CI 1.16–0.95), and highv. no violence class was associated with depression (AOR 3.97, 95% CI 1.07–7.61) and anxiety symptoms (AOR 2.04, 95% CI 1.05–3.96) in Uganda.ConclusionsThe present results support the existing evidence-base concerning the association between violence and adverse mental health outcomes, while identifying differences in patterns and associations between refugee youth in two different contexts.
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Gatabazi, Paul, Sileshi Fanta Melesse, and Shaun Ramroop. "Comparison of three classes of Marginal Risk Set Model in predicting infant mortality among newborn babies at Kigali University Teaching Hospital, Rwanda, 2016." BMC Pediatrics 20, no. 1 (February 10, 2020). http://dx.doi.org/10.1186/s12887-020-1945-1.
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Nkubito, Fred, and Andrew Baiden-Amissah. "Regulatory planning and affordable housing in Kigali City: policies, challenges and prospects." Rwanda Journal of Engineering, Science, Technology and Environment 2, no. 1 (July 2, 2019). http://dx.doi.org/10.4314/rjeste.v2i1.6.
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The availability of sufficient housing for all is often stated as a priority for enhancing the social needs of a society. Studies from elsewhere have suggested a correlation between zoning strictness and inflating housing costs, which also leads to the exclusion of social classes in cities. However, in Africa, these linkages have not been adequately assessed. With zoning being at the heart of the current planning system in Rwanda, this research aims at examining the linkages between zoning planning and housing affordability, in an emerging urban setting like Kigali City. The study employed a combination of systematic review of articles, policy documents, discourse, and cost analysis to assess the effects of the strictness of master plan and zoning requirements on housing costs, and the ease of access to housing particularly for low-income households. This paper finds a significant gap in affordable housing supply, a moderate impact of zoning regulations on housing production costs, and a clear policy determination to address the housing problem despite implementation constraints. This study thus suggests for a relaxation in zoning regulations for certain income thresholds, re-defining of affordability to match the local context, and the generation of housing affordability indexes to inform government’s urban housing strategies.Keywords: Regulatory Planning, Affordable Housing, Urban Poor Households, Kigali City
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Rauschendorfer, Jakob, and Anna Twum. "Unmaking of a Customs Union: Regional (Dis)integration in the East African Community." World Trade Review, July 28, 2021, 1–12. http://dx.doi.org/10.1017/s1474745621000367.
Full textAbstract:
Abstract The Common External Tariff (CET) of the East African Community (EAC) customs union has long been considered the cornerstone of the most successful example of regional integration in Sub-Saharan Africa. In this paper, we assess the implementation of the EAC-CET using a novel dataset of country- and firm-level deviations from the common tariff regime constructed by digitizing information in gazettes published by the Secretariat of the EAC between 2009 and 2019. Employing these data, we present five patterns on EAC tariff policy: (i) increased usage of country-level deviations from the common tariff regime render the EAC-CET less and less ‘common’; (ii) Kenya, Tanzania, and Uganda predominantly use unilateral deviations to increase external protection while Rwanda mostly decreases tariffs; (iii) Kenya, Tanzania, and Uganda increase tariffs for the same classes of products, but target different industries; (iv) unilateral tariff reductions at the country level are mostly used to facilitate access to inputs; (v) data on firm-level exemptions suggest that private sector development in the EAC would benefit from lower tariffs on intermediate inputs. Our findings demonstrate an incipient but clear trend in the EAC away from a communal tariff regime and towards national and more protectionist trade policies.
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Hindriks, Jean, and Marijn Verschelde. "Numéro 77 - février 2010." Regards économiques, October 12, 2018. http://dx.doi.org/10.14428/regardseco.v1i0.15403.
Full textAbstract:
L’enseignement en Belgique est un des plus inégalitaire au monde. La réussite scolaire est fortement dépendante de l’origine sociale des élèves. Le «décret inscriptions» en Communauté française et le GOK en Communauté flamande agitent l’opinion publique, mais passent sous silence le fait que les élèves de famille modeste sont avant tout victimes des réorientations en cascade.
Dans ce numéro de Regards économiques, nous cherchons notamment à comprendre pourquoi, dans les deux Communautés linguistiques, les résultats scolaires sont aussi dépendants de l’origine sociale des élèves. En fait presque 60 % des écarts de résultats sont liés à l’origine sociale des élèves. D’où le titre de ce communiqué de presse, «la réussite en héritage». Notre recherche s’appuie sur les données de l’enquête PISA 2006 avec un échantillon de 4.125 élèves dans 269 écoles flamandes et 2.211 élèves dans 176 écoles francophones. Cette recherche a révélé que c’est la sélection entre écoles et filières qui contribue à faire de notre enseignement un des plus inégalitaire au monde. Au moment où les discussions sur l’égalité des chances se concentrent presque exclusivement sur les modes d’organisation des inscriptions et le financement différencié, il nous a semblé utile de revenir sur ces résultats.
La fracture sociale par les filières
Notre analyse révèle que les systèmes scolaires flamands et francophones sont très mauvais en matière d’égalité des chances. Des deux côtés de la frontière linguistique, les niveaux de ségrégation sociale sont les plus élevés d’Europe et la mobilité sociale (ou ascenseur social) est en panne. La ségrégation se fait à la fois entre filières et entre établissements scolaires. La Communauté française a le taux de ségrégation sociale le plus élevé au monde derrière la Hongrie et le Mexique. En fait il faudrait déplacer plus de 40 % des élèves de familles modestes pour obtenir une véritable mixité sociale. La moitié des élèves se trouve reléguée dans des filières techniques ou professionnelles dont les performances sont nettement inférieures à la filière générale.
Un enfant de famille modeste a presque quatre fois plus de risque de se trouver dans l’enseignement professionnel qu’un enfant socialement favorisé. Ce risque est le même dans les deux Communautés linguistiques. En Communauté française, plus de la moitié des enfants de famille modeste sont en retard scolaire contre moins d’un quart en Flandre. Mais si on double moins souvent dans l’école flamande c’est parce que les enfants de famille modeste sont réorientés plus tôt (dès l’âge de 12 ans) dans les filières techniques et professionnelles (contre 14 ans dans les écoles francophones). Face à cette séparation entre filières, fortement déterminée par l’origine sociale des élèves, les inscriptions et les choix entre réseau libre et officiel semblent avoir une importance secondaire.
Ségrégation sociale ou scolaire ?
Comment expliquer que les élèves dans la filière professionnelle ou technique ont des compétences et connaissances aussi médiocres en lecture, mathématique et science ? Faut-il y voir un glissement des curriculums qui ferait que ces élèves sont moins confrontés à ces matières de base ? Plus grave, c’est que l’on retrouve trois à quatre fois plus d’enfants de familles modestes dans ces filières de relégation. Sont-ils à ce point si mal préparés par leur famille à assimiler un langage pédagogique ? Comment expliquer cela dans la mesure où la réussite scolaire ne peut bien sûr pas s’expliquer par simple héritage génétique ? Comment ne pas y voir une certaine forme de relégation, où les enfants socialement défavorisés sont relégués en seconde division et les enfants socialement favorisés jouent en première division.
Qui est responsable ?
Il faut bien reconnaître une certaine hypocrisie dans l’art 21 du décret mission selon lequel «A l'issue des huit premières années de la scolarité obligatoire, les élèves sont orientés vers la forme d'enseignement la mieux adaptée à leurs aspirations et à leurs capacités». On sait le caractère largement irréversible de l'orientation en cascade du général au technique et enfin au professionnel. Dans l'enseignement secondaire, la fin de la 2e commune est certainement un des moments-charnières les plus importants : là se joue de manière déterminant le destin scolaire (et par conséquent professionnel et social) de l'élève. Certains diront que «Nous devons permettre aux jeunes qui le souhaitent de s’orienter vers les filières professionnelles plus courtes. Ces filières sont indispensables au développement des compétences techniques et professionnelles». Fait du hasard ou non ? Ce sont toujours des enfants de familles défavorisées dont les "goûts" sont tournés vers les filières très courtes. Plus le tri est effectué tôt, plus les jeunes issus de ces familles ont tendance à choisir des orientations courtes ou moins valorisées, en intériorisant probablement leur échec annoncé dans les filières plus réputées. Un processus inégalitaire, d’ailleurs souvent validé (quand il n’est pas renforcé) par les décisions d’orientation prises par les conseils de classe.
Faut-il supprimer les filières ?
Dans les pays nordiques (Danemark, Finlande, Suède, Norvège et Islande) il n’y a pas d’orientation précoce et en fait les filières n’existent tout simplement pas. Le redoublement est rare et il n’y a pas de sélection sur base des compétences, ce qui n’empêche évidemment pas une pédagogie par groupes différenciés au sein des classes. La Finlande a supprimé les filières entre 1972-1977 avec un effet jugé très favorable sur la mobilité sociale selon des recherches récentes.
Réduire les inégalités sociales dans notre enseignement, et en même temps redresser significativement les performances n’est pas quelque chose de facile. Ce que les pays nordiques nous enseignent, c’est qu’il est possible de mieux intégrer les filières entre elles, et en même temps améliorer la performance de chacun de nos élèves.
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Hindriks, Jean, and Marijn Verschelde. "Numéro 77 - février 2010." Regards économiques, October 12, 2018. http://dx.doi.org/10.14428/regardseco2010.02.01.
Full textAbstract:
L’enseignement en Belgique est un des plus inégalitaire au monde. La réussite scolaire est fortement dépendante de l’origine sociale des élèves. Le «décret inscriptions» en Communauté française et le GOK en Communauté flamande agitent l’opinion publique, mais passent sous silence le fait que les élèves de famille modeste sont avant tout victimes des réorientations en cascade.
Dans ce numéro de Regards économiques, nous cherchons notamment à comprendre pourquoi, dans les deux Communautés linguistiques, les résultats scolaires sont aussi dépendants de l’origine sociale des élèves. En fait presque 60 % des écarts de résultats sont liés à l’origine sociale des élèves. D’où le titre de ce communiqué de presse, «la réussite en héritage». Notre recherche s’appuie sur les données de l’enquête PISA 2006 avec un échantillon de 4.125 élèves dans 269 écoles flamandes et 2.211 élèves dans 176 écoles francophones. Cette recherche a révélé que c’est la sélection entre écoles et filières qui contribue à faire de notre enseignement un des plus inégalitaire au monde. Au moment où les discussions sur l’égalité des chances se concentrent presque exclusivement sur les modes d’organisation des inscriptions et le financement différencié, il nous a semblé utile de revenir sur ces résultats.
La fracture sociale par les filières
Notre analyse révèle que les systèmes scolaires flamands et francophones sont très mauvais en matière d’égalité des chances. Des deux côtés de la frontière linguistique, les niveaux de ségrégation sociale sont les plus élevés d’Europe et la mobilité sociale (ou ascenseur social) est en panne. La ségrégation se fait à la fois entre filières et entre établissements scolaires. La Communauté française a le taux de ségrégation sociale le plus élevé au monde derrière la Hongrie et le Mexique. En fait il faudrait déplacer plus de 40 % des élèves de familles modestes pour obtenir une véritable mixité sociale. La moitié des élèves se trouve reléguée dans des filières techniques ou professionnelles dont les performances sont nettement inférieures à la filière générale.
Un enfant de famille modeste a presque quatre fois plus de risque de se trouver dans l’enseignement professionnel qu’un enfant socialement favorisé. Ce risque est le même dans les deux Communautés linguistiques. En Communauté française, plus de la moitié des enfants de famille modeste sont en retard scolaire contre moins d’un quart en Flandre. Mais si on double moins souvent dans l’école flamande c’est parce que les enfants de famille modeste sont réorientés plus tôt (dès l’âge de 12 ans) dans les filières techniques et professionnelles (contre 14 ans dans les écoles francophones). Face à cette séparation entre filières, fortement déterminée par l’origine sociale des élèves, les inscriptions et les choix entre réseau libre et officiel semblent avoir une importance secondaire.
Ségrégation sociale ou scolaire ?
Comment expliquer que les élèves dans la filière professionnelle ou technique ont des compétences et connaissances aussi médiocres en lecture, mathématique et science ? Faut-il y voir un glissement des curriculums qui ferait que ces élèves sont moins confrontés à ces matières de base ? Plus grave, c’est que l’on retrouve trois à quatre fois plus d’enfants de familles modestes dans ces filières de relégation. Sont-ils à ce point si mal préparés par leur famille à assimiler un langage pédagogique ? Comment expliquer cela dans la mesure où la réussite scolaire ne peut bien sûr pas s’expliquer par simple héritage génétique ? Comment ne pas y voir une certaine forme de relégation, où les enfants socialement défavorisés sont relégués en seconde division et les enfants socialement favorisés jouent en première division.
Qui est responsable ?
Il faut bien reconnaître une certaine hypocrisie dans l’art 21 du décret mission selon lequel «A l'issue des huit premières années de la scolarité obligatoire, les élèves sont orientés vers la forme d'enseignement la mieux adaptée à leurs aspirations et à leurs capacités». On sait le caractère largement irréversible de l'orientation en cascade du général au technique et enfin au professionnel. Dans l'enseignement secondaire, la fin de la 2e commune est certainement un des moments-charnières les plus importants : là se joue de manière déterminant le destin scolaire (et par conséquent professionnel et social) de l'élève. Certains diront que «Nous devons permettre aux jeunes qui le souhaitent de s’orienter vers les filières professionnelles plus courtes. Ces filières sont indispensables au développement des compétences techniques et professionnelles». Fait du hasard ou non ? Ce sont toujours des enfants de familles défavorisées dont les "goûts" sont tournés vers les filières très courtes. Plus le tri est effectué tôt, plus les jeunes issus de ces familles ont tendance à choisir des orientations courtes ou moins valorisées, en intériorisant probablement leur échec annoncé dans les filières plus réputées. Un processus inégalitaire, d’ailleurs souvent validé (quand il n’est pas renforcé) par les décisions d’orientation prises par les conseils de classe.
Faut-il supprimer les filières ?
Dans les pays nordiques (Danemark, Finlande, Suède, Norvège et Islande) il n’y a pas d’orientation précoce et en fait les filières n’existent tout simplement pas. Le redoublement est rare et il n’y a pas de sélection sur base des compétences, ce qui n’empêche évidemment pas une pédagogie par groupes différenciés au sein des classes. La Finlande a supprimé les filières entre 1972-1977 avec un effet jugé très favorable sur la mobilité sociale selon des recherches récentes.
Réduire les inégalités sociales dans notre enseignement, et en même temps redresser significativement les performances n’est pas quelque chose de facile. Ce que les pays nordiques nous enseignent, c’est qu’il est possible de mieux intégrer les filières entre elles, et en même temps améliorer la performance de chacun de nos élèves.