{"id":114456,"date":"2025-11-01T19:33:38","date_gmt":"2025-11-01T19:33:38","guid":{"rendered":"https:\/\/www.africa-press.net\/rwanda\/all-news\/beneficiaries-praise-mastercard-foundation-project-at-ur-ce"},"modified":"2025-11-01T19:43:40","modified_gmt":"2025-11-01T19:43:40","slug":"beneficiaries-praise-mastercard-foundation-project-at-ur-ce","status":"publish","type":"post","link":"https:\/\/www.africa-press.net\/rwanda\/policy\/beneficiaries-praise-mastercard-foundation-project-at-ur-ce","title":{"rendered":"Beneficiaries Praise Mastercard Foundation Project at UR-CE"},"content":{"rendered":"

Africa-Press – Rwanda. <\/strong><\/span>The University of Rwanda \u2013 College of Education\u2019s (UR-CE) Leaders in Teaching (LIT) Programme has earned praise from its beneficiaries, who credit the initiative with transforming their professional practice and enriching Rwanda\u2019s education landscape.<\/p>\n

Funded by the Mastercard Foundation and implemented by UR-CE between 2018 and 2025, the LIT programme sought to improve teaching and leadership in secondary education through targeted interventions, ranging from Competency-Based Curriculum (CBC) implementation and mentorship for pre-service teachers to ICT integration and research capacity building.<\/p>\n

Officials and participants pose for a group photo during the closing ceremony of the Leaders in Teaching (LIT) program.<\/p>\n

The implementation started in 2019 following an agreement signed between Mastercard Foundation and the University of Rwanda.<\/p>\n

It focused on four components in quest to build the capacity of UR-CE academic staff and pre-service teachers [UR-CE students namely research, ICT, CBC, and practicum to gain school life experience through the visit to schools for lessons observation.<\/p>\n

From pre-service teachers and lecturers to seasoned mentors, participants shared powerful testimonies during a panel discussion, on October 30, highlighting the programme\u2019s impact on teaching quality, leadership development, and institutional innovation.<\/p>\n

Dr. Jeannette Musengimana<\/p>\n

Dr.Jeannette Musengimana, a UR-CE lecturer and researcher, received Rwf 20 million in funding for a research project promoting entrepreneurship among chemistry students in secondary schools.<\/p>\n

\u201cMy project focused on using chemistry knowledge to create small business initiatives. We linked what students learnt in school to internship skills. These small projects will help them after completing secondary school, especially if they do not get the chance to continue to university,\u201d she said.<\/p>\n

She explained that secondary school leavers aged 16 to 24 often struggle to find employment, having studied general education.<\/p>\n

\u201cThe project trained students in making soaps, juices, and bakery products, along with preservation techniques,\u201d she added.<\/p>\n

Implemented in 10 districts\u2014two schools per province and in the City of Kigali\u2014the project trained teachers and students, benefiting at least 200 learners.<\/p>\n

\u201cWe commend the LIT programme. Without it, we could not have implemented such a project, which requires funding,\u201d she said.<\/p>\n

Thirty research projects were funded: three in the first cohort, seven in the second, nine in the third, and 11 in the fourth.<\/p>\n

Albine Niyogushimwa, a pre-service teacher from UR-CE Rukara Campus, said the programme prepared her to become a competent teacher.<\/p>\n

\u201cThis experience built our confidence, familiarised us with school environments, mentors, and students, and prepared us for our careers. We had ample time for practicum in various schools,\u201d she said.<\/p>\n

\u201cWe were also equipped with digital teaching skills and gained expertise in lesson planning,\u201d she added.<\/p>\n

Mentors played a key role in supervising student teachers during school attachments.<\/p>\n

Theophile Habanabakize, a mentor and Head of Studies (DoS) at GS Mukarange Catholique, said that before the programme, mentors and learners were unclear about school attachments.<\/p>\n

\u201cAfter training, we know how to guide student teachers, manage classes, engage learners, and use teaching materials effectively. This programme has greatly improved our ability to support student teachers.\u201d<\/p>\n

He noted that teachers now use learner-centred methods like play-based learning and group discussions, making lessons more engaging.<\/p>\n

\u201cMentors are more confident in guiding student teachers, offering feedback, modelling good practices, and helping them reflect on lessons,\u201d he said.<\/p>\n

He added that inclusive, interactive methods have made learning more enjoyable and meaningful.<\/p>\n

\u201cLearners are more active, motivated, and confident. They participate in discussions, group work, and hands-on activities, which has improved performance.\u201d<\/p>\n

To sustain these changes, he emphasised the need for continuous professional development, regular mentorship, and peer learning sessions.<\/p>\n

Prof. Alphonse Uworwabayeho, a UR-CE lecturer and the coordinator of CBC (1)<\/p>\n

Prof. Alphonse Uworwabayeho, a UR-CE lecturer and the coordinator of CBC component in Leaders in Teaching (LIT) Programme , said courses offered during the project were aligned with Competency-Based Curriculum (CBC).<\/p>\n

\u201cLecturers were trained to adjust to Competency-Based Curriculum (CBC). The project\u2019s outcomes will also help train non-UR-CE staff\u2014those from fields like medicine and engineering who lack pedagogical training,\u201d he noted.<\/p>\n

Dr.Claude Karegeya, the Acting Principal of the University of Rwanda \u2013 College of Education (UR-CE) said the initiative has contributed significantly to enhancing teacher education programmes, promoting evidence-based practice, and building institutional capacity for continuous professional development.<\/p>\n\r\n