This program was piloted with support from the Innovation for Education Fund, a partnership between the Governments of Rwanda and the UK, managed by Cambridge Education
STEM aims to improve teachers’ proficiency in English and their confidence and ability to teach through the medium of English. It is hoped that through developing their proficiency and confidence, teachers will be able to apply more learner-centred methodologies in the classroom. The project was implemented through a blended-learning package which combines self-managed learning through printed units, learner journals, and audio learning materials; and support from School Based Mentors (SBMs) and school based personnel (SBPs). The audio content is delivered through pre-loaded micro-SD memory cards on mobile phones as well as the Life Player (a solar-powered MP3 player with recording function and in-built speakers).
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CEI approaches in action
- Continue to develop and strengthen the scale up plan for STEM, including revising the package, and aligning this to the implementation of the new competency based curriculum, and seek REB (in particular the REB TDM Department) feedback on the plan.
- Disseminate ndings from the guided self-study pilot innovation more widely across the education sector in Rwanda.
- Using the Technical Working Group on Teacher Professional Development, provide advocacy for the STEM model, including how the model could serve as an example of ongoing teacher professional development beyond English as a medium of instruction.
- Seek REB approval for the system-wide use of self-study training materials developed by STEM and determine how they can be adapted for self-study purposes within a scaled up modality.
- Work with CoE to explore ways in which the STEM self-study resources and learning approach can be embedded in pre-service training programmes.
- Develop a strategic plan to secure private sector investment for the project (in particular Information Technology and Telecommunications providers).
- Assess the impact of the lighter package in the long run.
Monitoring & Evaluation
The study design tests different models of support to teachers (treatments) against a pair of control schools. The samples are too small to make it an experimental approach, but it does compare baseline and end-line results. The projects’ outcomes were measured by a variety of methods with pre- and post-tests of teachers’ general English language competence and classroom English, observations of their classroom practice, and survey of understanding and attitudes to pedagogy and self-study. There were also Focus Group Discussions with teachers and a series of case studies of individual teachers.