Challenge: Expanding children’s potential amid major changes to education
When BLF was launched in 2017, Rwanda needed to improve foundational learning outcomes for children in the early years of primary school, especially for girls and children with special educational needs and disabilities. Contributing to poor outcomes in English and mathematics was limited teacher ability to teach foundational skills effectively, and a lack of support for school leaders to drive learning improvements.
As the programme progressed, it faced additional pressures:
- schools were closed for a prolonged period during the COVID-19 pandemic
- a mass construction project by the Rwandan government in 2020 saw 20,000 new classrooms built, increasing the new teachers entering the system
- Rwanda switched to English as the language of instruction, greatly affecting mathematics teaching and learning.
These developments required us to pivot multiple times to meet the needs of an evolving system.
Solution: Adaptability and a focus on three foundations for better learning
EDT delivered BLF alongside Rwanda’s Ministry of Education, Voluntary Service Overseas (VSO), and British Council. Our approach connected three foundations for improving learning outcomes that would amplify each other, creating impact across the system:
- teacher development – supporting teachers to raise student achievement in English and mathematics, learning both independently and with peers
- leadership for learning – training leaders to drive school performance and support teachers to improve, through coaching, accredited courses, and professional learning communities
- system strengthening – providing advice and training at the national and subnational levels to improve decision-making.
As Rwanda’s education landscape evolved, we adapted our approach. When English became the medium of instruction, BLF expanded support for English language teaching and teacher confidence. During the COVID-19 pandemic, the programme pivoted from face-to-face delivery to remote and blended approaches so educators could continue developing their skills.
Impact: Gains in student achievement and educator capacity, supported by a stronger system
By the end of BLF, many more lower primary pupils were performing at the expected level in English and mathematics.
The percentage of P3 pupils achieving grade-level proficiency increased from 17% to 59% in English, and from 22% to 46% in mathematics.
“Learners have developed sharing and cooperating attitudes… they were fully engaged and participated in Mathematics lessons.”
– District Training Advisor, Nyamasheke District
Pupil learning gains were driven by changes in classroom practice. The percentage of competent English teachers increased from 22% to 69%, and competent mathematics teachers increased from 27% to 90%.
“I could not imagine myself being able to hold a ten-minute conversation in English with such confidence, but now you can hear how we can converse in English.”
– Xaverina, English teacher
This impact was supported by school leaders promoting foundational learning and teacher development.
The percentage of competent school leaders increased from 45% to 90% in existing schools, and to 89% in new schools built during the programme.
“As a leader of learning, I acquired the competencies that are helping me and my colleagues to drive student performance, especially in English and mathematics.”
– Deogratius Tuyisingize, headteacher
Reinforcing these gains was a stronger system at district and national levels. BLF was instrumental in creating a new data system to download exams and upload pupil data, which 100% of headteachers were using by the end of the programme. The number of districts and sectors with quality education plans also increased from 64% to 90%.
BLF’s greatest strengths were its design and adaptability to change, as well as its coverage across the entire country, leaving no primary school behind.
We are proud to continue our work with Rwanda’s Ministry of Education through the RISE Rwanda programme, in partnership with UNICEF.