Steps being made in education for children in Rwanda

What I’ve been up to

The BLF programme has gained momentum and my role has been demanding. I’ve been kept very busy participating in workshops, holding orientations for School Education Inspectors, and helping to create a new handbook which will help them to train teachers and headteachers which in turn, will develop the school improvement plan.  

Recently, I also visited with the national and local ‘leaders of learning' – these are headteachers who are selected for their talents in leading learning. I went along to help motivate and guide them by offering advice on how to handle the challenges they’re facing to run their school.

Some ongoing challenges

When a new education system is replacing an old one, not everyone can be expected to welcome it with open arms. Time and concentration are needed to understand the new system and the ability to adapt oneself is demanding. Some senior teachers and headteachers who have been in the profession for a long time are reluctant to change and need gentle pushing. 

People are friendly here. They’d never admit that they have not understood to avoid hurting your feelings and end up making false promises. Now, when I visit schools, I take down the minutes in meetings and follow it up after a fortnight. This practice has compelled headteachers to act and give feedback knowing I will submit a report to BLF. 

Language is a challenge as I do not speak Kinyarwanda. Some headteachers purposely speak to me in Kinyarwanda to avoid my persuasion, and my colleagues have been helping by translating at times.

Positive outcomes

I like to support wherever I can and make suggestions that help overcome any struggles the headteachers may be facing. 

A headteacher in Nyagatare district found that 60% of his teachers were newly recruited and most were not trained in teaching. I suggested to form subject groups – each subject group with a new and veteran teacher. The veteran was to train the new teacher the teaching methodologies, techniques, and class management. A few months later, the headteacher reported that all new teachers are now more or less trained! 

Also, there was a school in Kirehe district which did not have any fencing. The staff found it difficult to keep constant watch on the students from sneaking out of school. I had the idea to take the help of senior students to stop the juniors from sneaking out. This should produce a sense of responsibility and satisfaction among senior learners that they are playing a role in school discipline. The head teacher said that it’s working well! 

Whilst some headteachers I've met here have been resistant to change, I have also come across many who are energetic and eager to learn. It's a pleasure working with headteachers who are open to seeing change and have the motivation to absorb new information.

New and special friendships

I’ve met so many incredible people during my time here. I’d like to introduce you to my good friend, Deanna Faria, who has some of her own BLF stories she’d like to share with you too.

I met Deanna, a fellow VSO volunteer, the day I arrived in Kayonza. We connected instantly and it felt like we already knew each other! Unfortunately, I had a few issues with the house I was staying at which had no kitchen and no running water. Deanna instantly looked out for me and invited me for dinner and to stay at her house. The next day, she took time out of her busy day to take me to the local market and grocery store to pick up some essentials.

When you’re away from your loved ones and there is a warm, caring heart by your side, challenges turn into mere hurdles. That’s the beauty of life and you are left feeling blessed.

I’ve asked Deanna to share an update on her role within BLF, so that you can get another volunteer’s perspective on the project too.

Hi, I’m Deanna! I’m working as an Inclusive Education Advisor (IEA) and I’m excited to share a snippet of my time during BLF with you.

A bit about me

I was born in the UK, but my parents are from India. I came from a large family where we were expected to help at home and do our studies. I’d always wanted to be a teacher and once I qualified, I found my calling in schools was where there were a high number of children in need (economically and educationally).  After several years as a primary teacher, I became a Special Educational Needs Coordinator (SNECO).

In 2019, I made the decision to take an early retirement. However, I was not ready to stop working entirely and saw this as an opportunity to look at volunteering abroad – this is when I came across VSO.

My role in BLF and a rewarding experience

My role as an IEA is mainly about providing support and mentoring to the SNECOs in 15 districts across Rwanda (that’s half the country!). It entails doing school visits with SNECOs and working with them to see the support they’re providing to schools and children. I model how to carry out tasks such as meetings with leaders of schools, training staff and doing class observations. I offer support and advice both face-to-face and via online.

With my colleague and the technical advisor, we create training programmes for the SNECOs and deliver these face-to-face, thus we cascade our skills and knowledge to the national VSO and school staff to ensure the work we do is sustainable.

All the SNECOs are enthusiastic and keen to do their job well. They’re always grateful for my feedback and input. It’s lovely watching them develop in their roles and seeing them in action in school.

One of the most rewarding experiences with when another fellow SNECO, Jean Claude Nkundwanimana, had worked with the district officials in Gatsibo to secure a new, larger wheelchair for a child with complex needs to enable her to attend school. We went together to visit the family and present the wheelchair to them. To see how grateful the family were and the big smile on the child’s face was so wonderful. It made me realise the big impact the SNECOs can make here – and really, these life-changing opportunities couldn’t happen without your support.

My day-to-day

No day or week is ever the same! A great deal of the time, I may be travelling to different districts and staying overnight. To get around, I travel long distances on a VSO motorbike with an experienced rider, usually over rough, off-road terrain to visit a school high in the hills.

Despite the physical endurance of these rides, I do get to see some lovely scenes of real Rwandan rural life and magnificent views! We catch up with the headteachers on what they have achieved since the last SNECO visit and sit in a large, crowded lower primary class to observe teachers and provide feedback.

A once in a lifetime adventure

Bornali and I both have a desire to see as much of Rwanda as possible while we’re here. Our latest adventure took us to visit the mountain gorillas in Musanze – this was a once in a lifetime experience to be so close up to the gorillas.

It wouldn’t have been the same if I were experiencing these memorable events alone, I’m really grateful for the day Bornali moved into Kayonza.

I’m hoping to update you more on my BLF journey in July, alongside Bornali. We’d both like to thank you for helping to improve basic education for children in Rwanda.

Speak soon and take care,

Deanna Faria and Bornali Ghosh

VSO Inclusive Education Advisor, VSO School Leadership Advisor