| Reporting Organization: | Right To Play International |
|---|---|
| Total Budget ($CAD): | $ 5,639,861 |
| Timeframe: | January 1, 2021 - December 31, 2024 |
| Status: | Implementation |
| Contact Information: |
Pauline Callens [email protected] |
| Rwanda - $ 5,639,861.00 (100.00%) | |
| Education (100.00 %) | |
The PIP project, funded by the LEGO Foundation, aims to improve the quality of education in Rwanda for boys and girls by learning through play with technology (LtPT). RTP will scale making and tinkering to all primary schools of Rwanda by linking the activities and skills to the Rwandan primary curriculum. Right To Play will work in 30 districts across four provinces in Rwanda, as well as Kigali center. The project will collaborate with key stakeholders to develop new resources on learning through play (LtP) and Tech, improve the capacity of teachers and strengthen their support systems. This will lead to teachers using an approach in the classroom that incorporates play and technology (making/tinkering, coding and robotics) to improve learning and the development of holistic skills in children.
| Gender and age: | Adult men Adult women Children, boys Children, girls |
|---|---|
| Descriptors: | Rural Urban |
| Total Direct Population: | 169,526 |
| Total Indirect Population: | 252,000 |
| 1 | Assessment: Conduct assessment of the SET curriculum for P4-6 to determine entry points and opportunities for LtPT integration |
| 1 | Training: Teacher training on LtPT provided for TTC Tutors |
| 1 | Training: Training of Science and Elementary Technology (SET) subject teachers |
| 1 | Training: Train MINEDUC Quality Assurance Inspectors on LtPT (National Examinations and SA CL, SEI LCL) |
| 1 | Workshop: Workshop organised to strengthen capacity of school leaders and education stakeholders at district level to support LtPT in schools |
The intermediate outcomes of the project include (1) LtPT and approaches to LtPT are implemented and support the delivery of the formal curriculum (2) LtPT and approaches to LtPT are integrated into a range of teacher professional de velopment programs (3) Improved knowledge, attitudes, and behaviours of teachers to incorporate LTPT and and (4) Enabling environments that support the implementation of LtPT into classrooms and professional development programs are created by school leaders
(1) 312 schools were reached across six districts in Nyagatare, Kayonza, Musanze, Rubavu, and Ruhango; (2) 81 District Education Officials and Sector Education Specialists, 561 Head Teachers and Directors of Studies, and 838 SET Teachers at the Upper Primary level (including 372 female teachers) received training, coaching, and mentoring directly from Right To Play trainers. PiP also engaged parents through Play Days which further reinforced the importance of LtPT at home and in the community; (3) Classroom observations show that 94% of teachers have access to LtPT materials, leading to greater student engagement, motivation, and knowledge retention; (4) Teachers have demonstrated enhanced attitudes and practices in LtPT application. Classroom observations of 558 teachers show that 78% effectively implement LtPT methodologies, fostering student-centred learning.
