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Itegure Gusoma GET READY to READ, EARLY CHILDHOOD DEVELOPMENT PROGRAMME, RWANDA - BASELINE

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Itegure Gusoma GET READY to READ, EARLY CHILDHOOD DEVELOPMENT PROGRAMME, RWANDA - BASELINE i Itegure Gusoma GET READY TO READ, EARLY CHILDHOOD DEVELOPMENT PROGRAMME, RWANDA - BASELINE June 2018 Submitted to: UNICEF (RWANDA) Submitted by Research World International Ltd Plot 2 Martyrs’ Way, Ntinda, P.O. Box 34148, Kampala Tel+256 0414 699901, 0776 642 764 Email:[email protected] Website: www.researchworldint.net DISCLAIMER “The contents of this REPORT are the sole responsibility of Research World International Limited and are a true reflection of the RESPONDENTS’ AND PARTICIPANTS’ opinions. They can in no way be taken to reflect the views of the UNICEF”. 1 Table of Contents DISCLAIMER .............................................................................................................................................................................. ii ACKNOWLEGEMENT .......................................................................................................................................................... 3 LIST OF ACRONYMS .............................................................................................................................................................. 4 EXECUTIVE SUMMARY ........................................................................................................................................................ 5 1.0 RWANDA EDUCATION BACKGROUND ............................................................................................. 8 1.1 Structure of the Rwandan Education System ................................................................................................. 8 1.2 Pre-primary status in Rwanda ........................................................................................................................... 9 2.0 THE ITEGURE-GUSOMA PROGRAMME DESCRIPTION .........................................................11 2.1 Role of UNICEF, VSO and other stakeholders in programme implementation ....................................11 3.0 THE BASELINE .....................................................................................................................................................13 3.1 The Design Of The Baseline ..........................................................................................................................13 3.1.1 Baseline Approaches ................................................................................................................................................................13 3.2 The Baseline Questions ...................................................................................................................................14 3.3 The Sampling Strategy ......................................................................................................................................15 4.0 DATA COLLECTION ..........................................................................................................................................19 4.1 Data Collection Schools ....................................................................................................................................................................20 4.2 Limitations of the study .......................................................................................................................................................................20 5.0 DATA PROCESSING ............................................................................................................................................21 6.0 BASELINE FINDINGS .......................................................................................................................................22 6.1 Demographics ......................................................................................................................................................22 Pre-primary ..................................................................................................................................................................................................22 P1 Children ..................................................................................................................................................................................................24 Caregivers ...................................................................................................................................................................................................25 Teachers .........................................................................................................................................................................................................26 Head teachers ............................................................................................................................................................................................26 6.2 Pre-intervention indicators along the selected key impact and outcome indicators .........................27 6.2.1 Pre-primary Reading .................................................................................................................................................................27 6.2.2 P.1 EGRA Findings ......................................................................................................................................................................33 6.2.3 Caregiver Related Findings ......................................................................................................................................................40 2 ‘ITEGURE GUSOMA’ – GET READY TO READ, EARLY CHILDHOOD DEVELOPMENT PROGRAMME, RWANDA 6.2.4 Teacher Related Findings ..........................................................................................................................................................42 6.2.5 Head Teacher Related Findings ...........................................................................................................................................43 6.3 Aspects of behavior that are required to achieve the outcomes of the intended interventions ......44 6.3.1 Caregiver Related Findings ....................................................................................................................................................44 6.3.2 Primary 1 Children Related Findings; ..............................................................................................................................48 6.4 The capacity levels of existing systems in schools for effective support delivery of the programme ....51 6.4.1 Teacher Related Findings ..........................................................................................................................................................51 6.4.2 Head teacher Related Findings .............................................................................................................................................60 6.5 Behaviors and attitudes that parents/caregivers have for effective support delivery of the programme ...........................................................................................................................................................62 6.6 Skills, knowledge and attitudes that teachers have for effective support delivery of the programme ....64 6.6.1 Teacher Related Findings .........................................................................................................................................................64 7.0 CONCLUSIONS .....................................................................................................................................................66 8.0 RECOMMENDATIONS ......................................................................................................................................70 9.0 APPENDICES ...........................................................................................................................................................73 3 ACKNOWLEGEMENT Undertaking this work was made possible by financial provisions from UNICEF. Special appreciation goes to the UNICEF - RWANDA Team particularly Sara McGinty and Firmin Dusengumuremyi for the smooth coordination, VSO, REB, MINEDUC, the technical working team of Research World International Limited (Herbert Mugooda, Dr. Yovani Moses Lubaale, Dr. Patrick Wakida, Richard Nsubuga, Susan Mubbala, Assumpta Mushabe and Zipora Rukundo). To all the respondents and participants that provided their valuable time to avail the requested for information, we are very grateful and honoured. Not forgetting the VSO volunteers, thank you. 4 ‘ITEGURE GUSOMA’ – GET READY TO READ, EARLY CHILDHOOD DEVELOPMENT PROGRAMME, RWANDA LIST OF ACRONYMS ABBREVIATION FULL MEANING 9YBE Nine Year Basic Education CSOs Civil Society Organizations DOS Directors of Studies ECD Early Childhood Development EDPRS Economic Development and Poverty Reduction Strategy EGRA Early Grade Reading Assessment ESSP Education and Sports Sector Strategic Plan GPS Global Positioning System ICT Information and Communication Technologies KIIs Key Informant Interviews MINEDUC Ministry of Education OECD Organization for Economic Co-operation and Development ORF Oral Reading Fluency REB Rwanda Education Board RTI Research Triangle Institute RWI Research World International Limited SPSS Statistical Package for Social Scientists TSSs Technical Secondary Schools TTCs Teacher Training Colleges TVET Technical and Vocational Education and Training UNESCO United Nations Educational, Scientific and Cultural
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