Kigali Institute of Education KIE online computer science degree

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					Kigali Institute of Education (KIE)
           On Tuesday, March 3rd the GeSCI Country Programme Facilitator and Education
            Specialist visited the Kigali Institute of Education (KIE).
           Kigali Institute of Education (KIE) is a public institution of higher learning, which started
            its operations in 1999 and is dedicated to providing pre-service and in-service (Distance
            Education/ Evening Courses) professional development programmes to prepare
            teachers to teach in Secondary Schools, Teacher Training Colleges and Technical
            Schools. The Institute’s mission is “to transform our education system to impart
            diversified skills to human resources”(KIE, Online)1.
           Since its establishment, KIE has grown from a population of 300 students in 1999 to a
            population of over 3000 students today taking full or part-time Certificate, Diploma or
            Degree programmes leading to a Bachelor of Science and Education or a Bachelor of
            Arts and Education.



KIE Focus Group Interview
Participants: The Vice Rector of Academics2, The Head of Department of Computer Science
with Education, The Director of Academic Practice and Development and the Director off ICT
Computing Services
Names: Dr. James Vuningoma (Vice Rector of Academics), Dr. Mathias Nduwigoma (Head of
Department of Computer Science), Dr. Celestine Ntivuguruzare (Director of Centre for
Academic Practice and Development) and Mr. Gaetan Zitoni (Director of ICT Computing
Services)

All participants were briefed on the purpose of the interviews to inform Teacher Professional
Development for ICT. All participants indicated their comfort and consent to take part in the
interviews.


1. Programme goal: what is the goal of the Institute’s programmes for ICT integration in
       Teacher Professional Development?


1
 Kigali Institute of Education 2008. (Homepage). [Online]. Available from: http://www.kie.ac.rw/spip.php?article3 [Accessed 16
March 2009]

2
    The Vice Rector was not available to participate in the full interview but joined in some of the interview discussions
   The main role of the Institute is to train qualified teachers for secondary schools. The
    integration of ICT is a very large mission and it should start in pre-service programmes.
    The goal is to equip all of KIE’s teacher graduates from faculties of Arts, Science and
    Education with the skills to use ICT for teaching, research and community services.
   The Centre for Academic Practice and Development uses ICT in its three strand
    programme for a) Research on e-Learning Materials Development, b) Academic
    Leadership Training of KIE staff and c) E-Learning Resources and Support               - a
    programme designed to support teaching and learning, lecturers and students to use e-
    Learning resources as a tool and support when preparing programmes and carrying out
    research.
   The Department of Computers Science with Education offers specialist modules to its
    student cohort in Computer Science and a compulsory module in IT literacy to all
    students. Specialist Computer Science graduates should be able to teach using ICTs
    and to train other teachers to use ICT resources, while graduates from all other
    programmes should be able to enhance their teaching through research and access to
    information using ICT.
   The Directorate for ICT supports all academic activities with regard to ICT and supports
    links between the institution and its satellite network of remote resource centres for
    professional development through distance education modalities.
   There is a need to integrate ICT in specific methodologies for teaching in every curricular
    subject. The Institute needs to do research on how to meet the demands of the MinEduc
    for specialist ICT services in education – on how to produce a product for the purpose of
    meeting the ICT objectives of the country where the graduate teacher will be a resource
    to train, raise awareness and sensitize other teachers on how to integrate ICT as a tool
    in their teaching and learning practices. The interest is there for teachers to acquire
    knowledge. ICT is a new field and the challenge is to make it a reality.
   The National Curriculum Development Centre (NCDC) has developed a curriculum for
    ICT as a subject for secondary schools. There is a need for interaction between those
    who write curriculum modules, those who teach them and those who apply them.
   There is a yearning in the country for graduates with ICT skills. Graduates trained for the
    purposes of teaching are attracted to greener pastures working for NGOs or national ICT
    institutions such as Rwanda Information Technology Authority (RITA) where they can
    command higher salaries than that of a teacher. There is a skills gap for IT teachers in
       the country which is not being filled by KIE graduates principally because the ICT
       training programme conception is much more conducive to employment in other sectors.




2. Subject/s: Who is involved in the programme development?
      The Heads of Departments, the MinEduc, the GoR, secondary schools.
      The research team on ICT in education supported by partners such as Eduqual currently
       conducting research in pilot secondary schools in eastern province equipped with ICT
       resources.


3. Tools: What resources (ICT/non-ICT) are available for the programme? What training
   approaches do you apply? What resources are needed?
      There is a dedicated GoR budget for developing the institution’s ICT infrastructure.
       Currently there are 2 computer labs with internet connectivity inclusive of an Assistive
       Technology Resource Centre for visual and hearing impaired students and a computer
       refurbishment workshop with over 60 computers in process for dispatch. The ratio of
       computers is currently 1:17 and the target is to reduce this to 1:5. The library is digitized
       with books categorized and journals and modules available online. 18 classrooms are
       currently being set up with IT equipment inclusive of laptop, projector and internet
       facilities to enable access to and delivery of online materials. There are plans to
       introduce LMS tools such as moodle to facilitate management of and access to course
       materials online.
      The Institute has a network of 10 remote District Training Centres, 4 face-to-face
       Provincial Training Centres and 2 Consulates serving the provinces and districts of
       Rwanda. The centres are linked to headquarters via its distance teaching programme.
       The professional development approach is a blended combination of e-learning with
       face-to-face tutoring, lecturing and coaching. Modules are digitized for delivery of online
       e-Learning programmes which are blended with weekend tutorials in the remote centres
       and intensive two week face-to-face sessions in the provincial centres during the
       holidays. Each centre is equipped with a computer lab of 15-30 computers.
      There are specialist lectures in Computer Science and there are plans to train the
       general lecturers to use ICT facilitates in their programmes. A number of staff are also
       currently attending Master Degree courses in e-Learning in SA.
          The Institute is also host to a new south-south government to government tele-education
           project established under PAN-African e-Network Project, funded by the Government of
           India to create an e-Learning network for education and health services linking
           institutions in Benin, Burkina Faso, Ethiopia, Gabon, Gambia, Ghana, Mauritius, Nigeria,
           Rwanda, Senegal and Seychelles to some of the best Indian Universities/ Educational
           Institutions. This is an exciting initiative that will constitute a new approach to delivery of
           ubiquitous online learning that is responsive to students’/ teachers’/ communities’ needs
           within a wider scope of knowledge access.
          The human resources and material conditions are moving into place in the Institute to
           make computer operations available. The ICT Computing services in the Institute are
           designed to provide support to all academic activities. The Government is undertaking a
           national connectivity programme using fiber optic cable to connect all secondary
           schools, resources centres and communities.

4. Rules and regulations: What informal/formal rules have to be followed to meet the goal of
      the programme in terms of ICT policy/ standards/ curriculum integration/ implicit and explicit
      beliefs and values of lecturers and teachers?
         The KIE is a government institution, which needs to operate in line with government policy
          in ICT as defined in the goals of VISION 2020. There are gaps however between policy
          and strategy with no clear guidelines on implementation.
         ICT is almost new. The GoR has set a national policy. The MinEduc is setting a national
          policy for ICT. The KIE will take this text as a guideline to make its own policy - an internal
          institutional policy that is in line with national policy guidelines and frameworks.
         The Institute has an ICT policy providing general guidance to students on accessing
          resources. There have been national workshops with the university community to reflect
          on specific issues of standards for ICT integration, research, copyright regulatory
          frameworks and Intellectual Property.
         The compulsory module for basic IT literacy affords 15 credits equivalent to 150 hours
          60% contact and 40% self study in the first semester of the four year degree course.
          Students access ICT tools for 3hours per week for the duration of this course and there
          are current plans to increase exposure to ICT tools after course completion.
         There is a need to integrate students in programmes that will build their capacity to use
          ICT in their teaching. Methodology programmes for teaching subjects such as
          Mathematics are not developing capacity for use of ICT.
       The programme dynamic for ICT integration under development in KIE specialist courses
        is not followed in schools. The programme is not the problem – rather it is the teachers
        who are adhering to educational objectives that have no clearly defined parameters and
        assessment standards for ICT integration. There is an incompatibility between the
        secondary school programmes and professional development for ICT integration.
       The challenge this presents requires a need for a more concerted coordination between
        national institutions such as the National Examination Council, the National Curriculum
        Development Centre, the Kigali Institute of Education and the Teacher Service
        Commission on ICT integration policy and its implications for pre-service and in-service
        practice.


5. Roles and responsibilities: What specific responsibilities do the actors in your institution
      assume to achieve the goal – teacher educators/ technical staff/ administrators?
       The Department for Academic Practice and Development promotes the use of ICT to
        support teaching and learning, research and community services across all of the
        academic programmes of the Institute.
       The Directorate of ICT deals with maintenance, network communications both in KIE and
        for links to its remote regional and district networks, research and assistance to the KIE
        community.
       The Department of Computer Science prepares Computer Science Teachers for
        Secondary Schools and Tertiary Institutions as well as training all students in basic IT
        literacy.


6. Community: What institutions / group of institutions do you work with to meet the goal?
       Ministry of Education (MinEduc)
       Rwanda Information Technology Authority (RITA)
       University sector
       Research networks
       National Examination Council
       National Curriculum Development Centre
       Teacher Service Commission
                                                               Tool
               Digitized Specialist and IT Literacy Modules, Budget, Computer Labs, AT Resource Centre, Digitized
                    Library, Computer Refurbishment Workshop, Blended Approaches Face-to-face and Online




                                     Subject                                      Object                              Outcome
                         Directors and Heads                                      Use ICT for research and            Technology Literate
          Academic Practice and Development                                       teaching                            Secondary Teachers
             Computer Science and Education                                       Prepare specialist Computer
                                        ICT                                       Science teachers
                                                                                  Train all students in IT literacy




                          Rules                         Community                                 Division of Labour
               GoR Vision 2020                            Students                                Training
         ICT Access & Standards                           Lecturers                               ICT academic support
                    Curriculum                          District staff                            ICT technical support
                    Assessment                       Secondary Sch Staff
                  Accreditation                          NCDC staff
                                                        MinEduc staff
                                                         RITA staff
                                                    University Community
                                                           Partners

                                                             Tension
                               Adjusting curriculum to accommodate ICT integration in all subject areas



Table 1: KIE ICT in Teacher Professional Development Activity System
National Curriculum Development Centre (NCDC)
        On Wednesday, March 3rd the GeSCI Country Programme Facilitator and Education
         Specialist visited the National Curriculum Development Centre (NCDC).
        The NCDC was established to develop quality curricula, teachers guides, learners’
         textbooks and teaching aids for Pre-Primary, Primary, Secondary, Professional and
         technical education and for Catch-up programmes. The Centre further conducts in-
         service training and orientation for teachers who are involved in carrying out experiments
         and trials of new syllabuses. The Centre seeks to ensure “that all school curricula are
         effectively used and understood by teachers via regular visits to schools, training
         seminars       to    orient    teachers,       periodic     reviews,      research       and     evaluation       of
         curricula”(NCDC, Online)3.



NCDC Interview of Technical and Vocational Focal Point
Participant:       Mucundanyi, Gaspard - ICT Officer in charge of digitization – Technical and
Vocational Unit

The interviewee was briefed on the purpose of the interviews to inform Teacher Professional
Development for ICT. The interviewee indicated his comfort and consent to take part in the
interview.


3. Programme goal: What is the goal of the Centre’s programme for ICT integration in School
    Curricula?
        The Centre has been introducing new curricula for primary and secondary schools since
         2005. The Centre is currently involved in a major project for the contextualization of
         multi-media content in English, Mathematics and Science for primary and secondary
         schools. Curriculum writers are modifying content in these key subject areas that has
         been evaluated by multi-disciplinary teams for relevance and alignment to national
         educational objectives.
        ICT has been introduced as a subject since 2007 in the curriculum for secondary schools
         ordinary level. The objectives of the secondary school ordinary level programme are

3
 National Curriculum Development Centre 2008. (Homepage). [Online]. Available from: http://www.ncdc.gov.rw/ [Accessed 16
March 2009]
       threefold and they are to a) familiarize students with and build their knowledge of
       computer architecture, b) familiarize learners with the use of Microsoft ICT tools in daily
       office activities and 3) familiarize learners with the use the internet for communication
       and research.
      The process of ICT integration is closely monitored by Centre teams visiting schools in
       order to analyse the use of curricula and materials and pinpoint areas for improvement.
       The school system however is currently in flux as the structure is changing from a 6 year
       to a 9 year primary cycle. The coming year may also see key changes in assessment
       procedures with a proposed introduction of automatic promotion.
      Each government institution defines its objectives on the basis of the vision emanating
       from the GoR 2020, which when transferred to the education sector is defined in terms of
       enhancing the way of learning and teaching. The Centre in tandem with the General
       Inspectorate of Education monitors all programme implementation to verify whether
       teaching and learning is carried out in accordance with curriculum objectives.


4. Subject/s: Who is involved in curriculum development for ICT?
      The Centre’s multi-disciplinary curriculum development teams with specialists in
       Methodology, Psychology and ICT, guide the process
      Invited ICT Specialists from National Institutions such as KIE
      Invited school teachers selected on the basis of experience and good practice
      Invited students selected on the basis of their performance in national examinations
      Consultations with Education Directors and Heads of best performing schools


5. Tools: What resources (ICT/non-ICT) are available for the programme? What training
   approaches do you apply? What resources are needed?
      The Centre has laboratory facilities for its ICT digitization and integration projects
       inclusive of computers and projectors
      There is also a dedicated budget to cover per diems, contracts and /or consultancy fees
       of selected teachers and lecturers for participation on the ICT curriculum and material
       production panel.
      Printing resources for distribution of curricula, textbooks and materials in text and/or CD
       formats. The centre uses its website as a channel to enable schools to access its
       curriculum products.
          Schools also need a budget to cover up-front and on-going costs for equipment, power,
           connectivity and maintenance in order to operationalize the national curriculum vision for
           ICT integration in their programmes.



6. Rules and regulations: What informal/formal rules have to be followed to meet the goal of
      the ICT curriculum integration programme in terms of ICT policy/ standards/ implicit and
      explicit beliefs and values of lecturers and teachers?
         The focal point in curriculum development for ICT integration is the multi-disciplinary
          Methodology and Psychology specialist team – who provide guidance on determining
          objectives, activities and assessment. Many of those involved in the ICT integration
          programme are ICT lecturers who have an engineering background.
         The standards for all curricula are set by the General Inspectorate. At the same time
          teachers do have a voice in determining policy and standards through their collaboration
          on curriculum panels and their comments on implementation verified on monitoring visits
          to schools and consultation surveys.
         Standards for e-content were not determined by the Textbook Approval Committee as
          digital content is a new phenomenon. A capacity building workshop was organized
          drawing together a cross-institutional team from MinEduc, NCDC and KIE to develop a
          national standards framework for content evaluation.
         The Centre collaborates with the Rwanda Information Technology Authority (RITA) in an
          effort to match the implementation of institutional with central policy.


6. Roles and responsibilities: What specific responsibilities do the actors in your institution
      assume to achieve the goal – teacher educators/ technical staff/ administrators?
         The Curriculum Development team organize workshops and communicate group
          responsibilities.
         The Curriculum Psychology and Methodology specialist team provide guidance and
          overview on the general objectives of the production process.
         Teachers and consultants bring a combination of experience, practice and theoretical
          perspectives to the process.


7. Community: What institutions / group of institutions do you work with to meet the goal?
         Universities – KIE, NUR and Private Universities for consultant and specialists
      Rwanda National Examination Council – Policy and Content
      Rwanda National Examination Council – preparation of examinations in line with new
       curricula
      Textbook Approval Committee – it will depend on the government if TAC will assume the
       role of evaluating e-content
      General Inspection – Monitoring and Evaluation




                                                                    Tool
                                         Modules, Trainers, Budget, Printing Press, Internet, Website




                                                                                         Object                               Outcome
                                          Subject                                        Contextualization multi-media        Technology Literate
Multi-disciplinary teams Methodology, Psychology,                                        content                              Secondary Students
                           ICT Curriculum writers                                        Familiarization of students in the
                                                                                         use of ICT for knowledge
                                                                                         building, communication and
                                                                                         research




                             Rules                             Community                                Division of Labour
                  GoR Vision 2020                          School communities                           Modification of content
      National Education Objectives,                         ICT Specialists                            Training
          Standards and Assessment                       ICT Champion Teachers                          ICT technical support
                RITA Central Policy                    ICT Best Performing Students
                                                          University Community
                                                           General Inspectorate
                                                              MinEduc staff

                                                                     Tension
                                       Inadequate school ICT infrastructure to operationalize ICT curriculum

Figure 2: NCDC ICT Integration Activity System
Table 1: Most Significant Change Story NCDC
From your point of view, can you tell a story which describes the ‘most significant change’ that
ICT integration has brought to teaching and learning?
   ICT represents a new way of thinking and working. The results of the examination council
     are released on the internet and pupils are able to check their results online. When there is a
     tender for a job they can access it through the internet. Pupils completing secondary
     education can write letters, make a presentation, make research through the internet. They
     are able to access all information related to their studies.

Training Needs Analysis (TNA)
In your opinion, what is the most important ICT training need for a teacher in Rwanda?
   ICT content:
    Tachers have to come to a common understanding on the interpretation of ICT content –
      what they are supposed to teach.
    Teacher need to be trained on how to deliver the content.
ICT Competencies for Teachers
If you went into the classroom of a good teacher who is using ICT in his/her practice, what
would you see?
    Interactivity between students and teachers
    Students responding to teachers’ questions
    Objectives being reached on the topic
    Child based education
Thank you
Regional ICT Training and Research Institute (RITC)
On Friday, March 6th the GeSCI Country Programme Facilitator and Education Specialist visited
the Regional ICT Training and Research Centre (RITC). The centre is hosted by the Kigali
Institute of Science and Technology (KIST) main campus in the heart of Kigali, as one of three
components of the Rwanda Development Gateway Group (RDGG). The RITC/RDGG was
established in 2004 as a key part of the Information and Communications Technology initiative
of the Government of Rwanda (GoR) “to reach out to most of the population (and build) hands
on computer skills in Rwanda and in the region” (RITC, 2008)4. It offers both internationally and
locally recognized short and long term in-service trainings in ICT. Since its inception, the centre
in collaboration with the Ministry of Education (MinEduc) has provided in-service training
programmes to nearly 5,000 Secondary School Teachers in different levels of computer skills.
The centre has more recently extended its ICT teacher in-service programmes to train Primary
School Teachers with the introduction of courses for the NEPAD e-Schools and the OLPC
initiatives.

RITC Focus Group Interview
Participants: Director RITC, Quality Assurance and Research Officer and Teacher Trainers
OLPC Programme
Names: Gasane Jerome (Director RITC), Karamage Louise (Quality Assurance and Research
Officer) Mutapazi Emmanuel (OLPC Trainer), Nyirahirkia Pauline (OLPC Trainer)

All participants were briefed on the purpose of the interviews to inform Teacher Professional
Development for ICT programming. All participants indicated their comfort and consent to take
part in the interviews.


5. Programme goal: what is the goal of the centre’s Teacher Professional Development for
      ICT programme?
         To help the government to educate the people in the region, to create employment, to
          achieve the government vision of 20/20 and in the process benchmarking Rwanda
          education with international standards, making Rwanda an international hub, increasing
          ICT literacy.
         The teacher training unit started as a small project to provide ICT in-service courses for
          Secondary School Teachers in Kigali urban zones initially. The project was successful

4
    Regional ICT Training and Research Centre, 2008. RITC Prospectus 2008. Kigali: RITC
       and the government enhanced the institutional mandate to focus on expanding the target
       and scope of the in-service programmes to reach primary and secondary school
       teachers in urban and rural zones.
      The target is to complete the in-service training of all Secondary School Teachers in ICT
       skills by December 2010 with priority given to schools with computers – currently 400
       schools have computer deployments. The target for the primary sector is under review
       with current programme planning developed in line with computer deployment to
       schools.
      The content used in the programmes has been developed from Microsoft modules
       modified to provide a 5 day training programme in ICT basic skills to reach all teachers.
       The overall goal of the programme is to enhance the quality of education through ICTs
       and the specific objectives are to give teachers the knowledge to a) equip themselves
       with ICT tools, b) use the acquired skills for teaching, c) research and administer
       assessments.


6. Subject/s: Who is involved in the programme development?
      The centre has a number of specialized teams for content development, quality
       assurance, research, marketing and training.
      The teams work with the Ministry of Education and with partners such as Microsoft and
       Cisco to analyze training approaches, to design training programmes, to implement and
       evaluate quality of delivery through on-the-ground evaluation feedback focused on
       participant reaction to training programmes.

7. Tools: What resources (ICT/non-ICT) are available for the programme? What training
   approaches do you apply? What resources are needed?
      There is a special budget for Teacher Professional Development for ICT. The Centre
       works in partnership with the Ministry of Finance for budgeting current and newly
       emerging courses.
      The centre currently has 20 full time trainers divided between the secondary and primary
       training programmes. The balance of trainers is in the secondary sector as programmes
       in the primary sector are relatively new having started with NEPAD and OLPC
       deployment in the previous two years. There is a target to expand the trainer cadre to 40
       trainers.
      The training approach for Secondary Teachers is a cascade model, where 16 master
       trainers are trained by the centre’s team at national level. The 16 master trainers in turn
       each train 20-30 Secondary Liaison Teachers for ICT across a network of 16 resource
       centres serving secondary schools in all 30 districts of Rwanda. Each training cycle
       includes quality control visits to the training programmes and follow-up visits to schools
       by district supervisors. The trajectory is for programmes to reach all secondary teachers
       by 2010.
      The training programmes for Secondary Teachers were developed in cooperation with
       partners such as Microsoft Partners in Learning and Worldlinks. While the modular
       resources came from the partners, these resources were adapted to the needs of the
       Ministry of Education (MinEduc) and content is continually enhanced on the basis of
       feedback from teachers.
      The ICT training programme for Primary Teachers is still in the initial stages. For many
       teachers in this sub-sector it is their first time to look at technology, let alone use it. The
       training approach has been to focus on how computers work. The model of training
       centres on expanding initiatives from urban to rural areas, increasing technology
       awareness and helping teachers to gradually use technology as a tool in their practice.
      For the OLPC training, the centre’s trainers tried to develop a teacher manual based on
       the activities learners may find in the laptop’s sugar default software. The team designed
       exercises based on small projects that the teachers might explore in training with their
       peers and subsequently develop further with their learners in the classroom. However
       the timing of the training programmes to coincide with the OLPC deployment during the
       period of national examinations at the end of the 2008 school year was not helpful.
       Teachers were deterred from experimenting with projects in their practice during the
       critical post-training phase.
      Classroom observations since the training indicate that teachers have encountered
       difficulties in incorporating the technology into their routine practice, with a) learners
       learning how to use the technology faster than their teachers, b) teachers not
       comfortable with the implications of knowing less than their pupils and c) teachers in
       need of continuous support.

8. Rules and regulations: What informal/formal rules have to be followed to meet the goal of
   the programme in terms of ICT policy/ standards/ curriculum integration/ implicit and explicit
   beliefs and values of teachers?
       The centre is dedicated to assisting the GoR achieve its Vision 2020 for transforming
        Rwanda into a middle income knowledge-based economy, the second phase of the
        National Information and Communication Infrastructure Plan (NICI 2010) with regard to
        the training of all Primary and Secondary School Teachers on ICTs in Education, as well
        as adhering to the MinEduc ICT Policy frames in development.
       The standards for national programmes are set by the MinEduc with the assistance of the
        RITC technical expertise. The centre’s international programmes such as the International
        Advanced Diploma in Computer Studies (IADCS) of the National Computing Centre (NCC)
        Education of the UK, the IT Certificate programmes of Microsoft, CISCO etc. require joint
        collaboration developed on the basis of the standards set by the respective international
        university bodies and private partner institutions.
       The percentage of time dedicated to ICT integration in the curriculum is a matter for the
        MinEduc and the National Curriculum Development Centre. The MinEduc may introduce
        ICT as a subject in both primary and secondary schools.
       Teachers have a problem in understanding the pedagogy of ICT integration in short-term
        training programmes. Many teachers are also under-qualified, a factor which exacerbates
        the problem.


7. Roles and responsibilities: What specific responsibilities do the actors in your institution
      assume to achieve the goal – teacher educators/ technical staff/ administrators?
       The RITC is accountable to the MinEduc and ensures the quality of its training delivery
        through quality assurance and monitoring and evaluation carried out by its chain of
        supervisors and trainers. The centre relies on the Directors of the District Education and
        Resource Centres for after-training follow-up and support to teachers. These structures
        however do not report to the RITC on post-training school supervision.


8. Community: What institutions / group of institutions do you work with to meet the goal?
       Ministry of Education (MinEduc) – the whole organizational structure to district level
       Rwanda Information Technology Authority (RITA) – responsible for deployment of
        infrastructure to schools
       The private sector, Universities – Public/Private, International Organizations – CISCO,
        Microsoft, Pearson VUE, PROMETRICS
                                                                 Tool
                                         Modules, Budget, Trainers, Cascade Model, ICT Project




                                         Subject                                    Object                            Outcome
    Multi-disciplinary teams for Content, Qaulity                                   Prepare secondary and primary     Quality education
               Assurance, Research, Marketying                                      teachers with ICT skills for      enhancement through
                                                                                    teaching, research and            ICT
                                                                                    assessment




                              Rules                                                               Division of Labour
                  GoR Vision 2020                          Community                              Design training programmes
     National and International ICT                          Teachers                             Training
                          Standards                       MinEduc staff                           Monitoring and evaluation
                        Curriculum                          RITA staff
                      Accreditation                   University community
                                                          public/private
                                                       Partners – Microsoft,
                                                    WorldLinks, CISCO, Pearson
                                                      VUE, PROMETRICS

                                                                  Tension
                       Actualizing ICT experimentation in classroom practice with low teacher technology competency

Figure 3: RITC ICT in Teacher Professional Development Activity System




Table 2: TNA and ICT Competencies RITC
Training needs
In your opinion, what is the most important ICT training need for a teacher in Rwanda?
   Training – Primary and Secondary Teachers to deliver their subjects efficiently using ICT
      skills
   Combination of methodology and ICT in an integrative way – from traditional ways to new
      learner centred methodologies
   ICT equipment preparations
   Research
ICT Competencies for Teachers
If you went into the classroom of a good teacher who is using ICT in his/her practice, what
would you see?
    A teacher who is talking to students and involving them in debates and analysis
    Kids exploring using ICT equipment
    Kids understanding very easily, producing and discovering
    The teacher as guide
    The pass rate higher
    Creative students using the computers with the teacher guiding the creativity and giving
      help as necessary
    A more interactive and participatory classroom
    Students learning faster and producing
Thank you

				
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