Ubwuzu: Shaping the Rwandan National Curriculum through Arts
Lead Research Organisation:
University of Lincoln
Department Name: School of Fine and Performing Arts
Abstract
This project sets out to realise the full impact of our original research project 'Mobile Arts for Peace (MAP)', which was a 'proof of concept' pilot project developed and delivered through the AHRC Network Plus project Changing the Story: Building Inclusive Societies with, and for, Young People in 5 Post-Conflict Countries. The impact follow on funding will extend the reach of the original project, as well as generating policy-level impact through our new relationship with the Rwandan Education Board (REB). In the course of conducting initial research, we discovered that although Music, Dance and Drama was included as a subject in the Curriculum Framework for Pre-Primary to Upper Secondary students (2015), this arts-based curriculum had not been available nor had educators been trained in the subject. Thus, one primary goal for this follow on funding project entitled Ubwuzu (great joy, fullness) is to use the methodology to inform the Curriculum Framework, designing a bespoke creative arts curriculum, and providing training of educators and young people in each province.
Rwanda ratified the UNESCO Convention 2005 in 2012 based on the Protection and Promotion of the Diversity of Cultural Expressions and 'focussed on the upgrading of national cultural expressions and popular participation as a means to promote dialogue and unity'. The UNESCO Diversity of Cultural Expressions Rwanda 2017 report states that measures have significantly contributed to regional integration and sustainable development through the production and dissemination of cultural and artistic performances as well as peace promotion activities'. However, the report notes that these initiatives still need to be scaled up to benefit a much wider audience. Additionally, two of the targeted measures in the report - the implementation of Music and Arts in pre-primary, Primary and Secondary schools and the initiation of the Department of Performing Arts at the University of Rwanda - have yet to be fully actualised. The follow on impact project will address some of these stated needs, to scale up cultural, artistic and peace promotion activities, to promote dialogue and to provide skills in the creative arts.
The Ubwuzu project will include co-investigator Mashirika Creative and Performing Arts and partners Aegis Trust, Rwandan Education Board, and Kwetu Film Institute alongside CSOs Future Vision Acrobats, Mindleaps, Niyo Art Gallery, Niyo Cultural Centre, Umuduri Band, Kigali Centre for Photography, Music Mind Consult and Eric 1Key. The noted aims of this follow on project will be delivered through an initial scoping visit and curriculum workshop, followed by a training of trainers of cultural artists and upper secondary educators and the delivery of youth camps in each of the five provinces. By the end of the 2019, there will be an estimated 75 educators and cultural artists and 150 young people who will have been trained in the Ubwuzu methodology to deliver the curriculum in their schools and community at large (serving an additional 5,000 as audience members and workshop participants).
Rwanda ratified the UNESCO Convention 2005 in 2012 based on the Protection and Promotion of the Diversity of Cultural Expressions and 'focussed on the upgrading of national cultural expressions and popular participation as a means to promote dialogue and unity'. The UNESCO Diversity of Cultural Expressions Rwanda 2017 report states that measures have significantly contributed to regional integration and sustainable development through the production and dissemination of cultural and artistic performances as well as peace promotion activities'. However, the report notes that these initiatives still need to be scaled up to benefit a much wider audience. Additionally, two of the targeted measures in the report - the implementation of Music and Arts in pre-primary, Primary and Secondary schools and the initiation of the Department of Performing Arts at the University of Rwanda - have yet to be fully actualised. The follow on impact project will address some of these stated needs, to scale up cultural, artistic and peace promotion activities, to promote dialogue and to provide skills in the creative arts.
The Ubwuzu project will include co-investigator Mashirika Creative and Performing Arts and partners Aegis Trust, Rwandan Education Board, and Kwetu Film Institute alongside CSOs Future Vision Acrobats, Mindleaps, Niyo Art Gallery, Niyo Cultural Centre, Umuduri Band, Kigali Centre for Photography, Music Mind Consult and Eric 1Key. The noted aims of this follow on project will be delivered through an initial scoping visit and curriculum workshop, followed by a training of trainers of cultural artists and upper secondary educators and the delivery of youth camps in each of the five provinces. By the end of the 2019, there will be an estimated 75 educators and cultural artists and 150 young people who will have been trained in the Ubwuzu methodology to deliver the curriculum in their schools and community at large (serving an additional 5,000 as audience members and workshop participants).
Planned Impact
The Ubwunzu project has been designed with our partners based on suggested needs within the communities of service to ensure sustainable impact.
1) Design and delivery of curricula - Both the Rwandan Education Board (REB) and Aegis Trust identified the need for further training and curriculum development in the areas of Music, Dance and Drama and Peace and Education within the national Curriculum Framework. The methodology was developed with cultural civil society organisations from 15-17 March 2018 that included: Future Vision Acrobats, Mindleaps, Niyo Art Gallery, Niyo Cultural Centre, Kwetu Film Institute, Umuduri Band, Kigali Centre for Photography, Music Mind Consult and Eric 1Key. The curriculum will be available on an Open Access basis in both Kinyarwanda and English. The project will work closely with REB and Aegis Trust to support both institutions to reflect upon their practice and to explore how interdisciplinary participatory arts might serve as a vehicle for young people to explore the legacy of past violence through a culture of their own making versus solely through government driven narratives based on the Rwandan Genocide Against the Tutsi.
2) Development of the cultural arts - Currently, the University of Rwanda does not have a HE Performing Arts programme and there are no official training programmes for cultural artists. However, there are numerous cultural artists throughout Rwanda who can inform the Ubwunzu methodology using cultural forms for dialogic purposes. The cultural artists noted above noted that they had never worked with one another before, and stated their desire to develop an interdisciplinary arts network. The Ubwunzu project will facilitate the development of the network alongside the training of cultural artists to serve as master trainers in Rwanda to ensure the sustainability of the project. By the end of the follow on impact project, 75 educators and 150 young people will have been trained in the methodology to grow the Performing Arts across the country in Rwanda.
3) Youth-led advocacy - Ubwunzu will work alongside young people to co-produce a methodological and dramaturgical model to forge a culture of their own making. The monitoring and evaluation of youth-led advocacy will be extremely important in achieving this goal and will be evidenced via data collection working with the young people to include: graffiti walls, interviews, observations, activity-based focus groups, opinion postcards, peer interviews, photograph diaries and questionnaires. In order to provide a sustainable opportunity to be engaged in the policymaking process, the Ubwunzu project will include national and regional consultations involving a Youth Participation Working Group composed of six children from each province in 2019 to make recommendations concerning the development of the Curriculum Framework. The follow on Ubwunzu project will culminate with a call to action document that will be delivered to policy makers both as a written document and interactive performance to engage policy makers in dialogue concerning their needs, ideas and initiatives during the dissemination event.
1) Design and delivery of curricula - Both the Rwandan Education Board (REB) and Aegis Trust identified the need for further training and curriculum development in the areas of Music, Dance and Drama and Peace and Education within the national Curriculum Framework. The methodology was developed with cultural civil society organisations from 15-17 March 2018 that included: Future Vision Acrobats, Mindleaps, Niyo Art Gallery, Niyo Cultural Centre, Kwetu Film Institute, Umuduri Band, Kigali Centre for Photography, Music Mind Consult and Eric 1Key. The curriculum will be available on an Open Access basis in both Kinyarwanda and English. The project will work closely with REB and Aegis Trust to support both institutions to reflect upon their practice and to explore how interdisciplinary participatory arts might serve as a vehicle for young people to explore the legacy of past violence through a culture of their own making versus solely through government driven narratives based on the Rwandan Genocide Against the Tutsi.
2) Development of the cultural arts - Currently, the University of Rwanda does not have a HE Performing Arts programme and there are no official training programmes for cultural artists. However, there are numerous cultural artists throughout Rwanda who can inform the Ubwunzu methodology using cultural forms for dialogic purposes. The cultural artists noted above noted that they had never worked with one another before, and stated their desire to develop an interdisciplinary arts network. The Ubwunzu project will facilitate the development of the network alongside the training of cultural artists to serve as master trainers in Rwanda to ensure the sustainability of the project. By the end of the follow on impact project, 75 educators and 150 young people will have been trained in the methodology to grow the Performing Arts across the country in Rwanda.
3) Youth-led advocacy - Ubwunzu will work alongside young people to co-produce a methodological and dramaturgical model to forge a culture of their own making. The monitoring and evaluation of youth-led advocacy will be extremely important in achieving this goal and will be evidenced via data collection working with the young people to include: graffiti walls, interviews, observations, activity-based focus groups, opinion postcards, peer interviews, photograph diaries and questionnaires. In order to provide a sustainable opportunity to be engaged in the policymaking process, the Ubwunzu project will include national and regional consultations involving a Youth Participation Working Group composed of six children from each province in 2019 to make recommendations concerning the development of the Curriculum Framework. The follow on Ubwunzu project will culminate with a call to action document that will be delivered to policy makers both as a written document and interactive performance to engage policy makers in dialogue concerning their needs, ideas and initiatives during the dissemination event.
Organisations
- University of Lincoln (Lead Research Organisation)
- ikibondo primary school (Collaboration)
- Rubavu Technical College (RTC) TVET (Collaboration)
- Rwanda Biomedical Center (Collaboration)
- Infirmerie Protestante (Collaboration)
- Family for Every Child (Collaboration)
- KIBALI TVET SCHOOL (Collaboration)
- GS Munyiginya School (Collaboration)
- Sana Initiative (Collaboration)
- Rwanda National Commission for UNESCO (CNRU) (Collaboration)
- University College London (Collaboration)
- UNIVERSITY OF LINCOLN (Collaboration)
- G.S.O. Butare (Official school group of Butare) (Collaboration)
- Institute of Research and Dialogue for Peace (Collaboration)
- Rwanda Education Board (Collaboration)
- University of Rwanda (Collaboration)
- Friends of the Children International School (Collaboration)
- British Youth Council (Collaboration)
- Uyisenga Ni Imanzi (Collaboration)
- National Arts Council, Singapore (Collaboration)
- United Nations Educational, Scientific and Cultural Organization (Collaboration)
- Integrated Polytechnic Regional Centre Kigali (Collaboration)
- School Du Lac Muhazi (Collaboration)
- Buhaza Primary School (Collaboration)
- Ecole Notre Dame de la Providence Karubanda (Collaboration)
- National Comission of Children (Collaboration)
People |
ORCID iD |
| Ananda Breed (Principal Investigator) |
Publications
Breed A
(2019)
Participatory Arts in International Development
Breed A
(2020)
Routledge Applied Theatre Reader
Breed A
(2022)
Mobile Arts for Peace (MAP): creating art-based communication structures between young people and policy-makers from local to national levels
in Research in Drama Education: The Journal of Applied Theatre and Performance
Breed A
(2023)
Sharing and listening to stories for peacebuilding in post-genocide Rwanda
in Research in Drama Education: The Journal of Applied Theatre and Performance
Breed, A
(2019)
Listening and Memory through Cultural Forms in Rwanda
Breed, A.
(2023)
Article
in Sharing and listening to stories for peacebuilding in post-genocide Rwanda
Mobile Arts For Peace
(2020)
Tackling Cultures of Impunity Among Authorities
Mobile Arts For Peace
(2020)
Preventing Child Abuse
Mobile Arts For Peace
(2020)
Preventing Early Pregnancy and Abuse
Mobile Arts For Peace
(2020)
Listening to Children's Needs in the Family
| Title | Isangizanyankuru: Sharing Stories |
| Description | The youth Mobile Arts for Peace facilitators, who were trained by the Connective Memories (Changing the Story Phase 2) project, in collaboration with Ubwuzu: Shaping the National Curriculum Through Arts project produced a film on their research project entitled Isangizanyankuru: Sharing Stories. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2020 |
| Impact | Some of the film was shown as part of the Changing the Story/Mobile Arts for Peace event: Arts-based Research for Education and Peacebuilding in a presentation given by the young researchers on the research project. The event was attended by policy makers, educators, civil organizations and young people in Rwanda, and participants from around the world, part of the Changing the Story and Mobile Arts for Peace networks. |
| Title | MAP in Rwanda - Script by Fred Kabanda (Cultural Artist) |
| Description | MAP Master Trainer and Facilitator, Fred Kabanda, drafted a script which will be performed by MAP facilitators and youth leaders. This twenty-four page script was developed in response MAP activities, including the MAP Youth Camp hosted in Rwanda in November 2019. The script details specific scenarios which youth participants developed in response to social questions and issues in their communities. |
| Type Of Art | Composition/Score |
| Year Produced | 2020 |
| Impact | The script will be performed at a MAP Youth Camp in either 2021 or 2022. |
| Title | MAP testimonial video from Alexandre Iteriteka, Umuduri band leader and MAP Partner |
| Description | Alexandre Iteriteka provided a testimonial about Mobile Arts for Peace in Kinyarwanda and spoke about the Mobile Arts for Peace Pilot Project with the GCRF Builiding Inclusive Societies Project. Iteriteka summarised key activity and the benefits of MAP for local communities. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2020 |
| Impact | This video was shared with key audiences in Rwanda in a local language (Kinyarwanda) and was shared with key MAP partners, including Kwetu Film Festival and, MAP at Home partners, including Rwanda Arts Council. |
| URL | https://www.youtube.com/watch?v=YpVTbSz4X-c |
| Title | Mobile Arts for Peace (MAP) Documentary produced by Kwetu Film Institute |
| Description | This film provides an overview of the MAP project in Rwanda including interviews with project partners, young people, educators, parents and school children. Primarily, the film documents the impact of the project on the wider Rwandan society in terms of how MAP contributes to peacebuilding and informs the National Curriculum. Running length: 22:20. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2019 |
| Impact | This film is used to inform the larger public concerning the function of MAP and has been shown to CSOs, Schools, and Government Institutions involved in the work. Additionally, it has been used in scoping visits prior to the implementation of MAP Network Plus in Kyrgyzstan, Rwanda, Indonesia and Nepal. In particular, it was screened at UNESCO Jakarta for ministers, UN officials and CSO representatives. |
| URL | https://www.youtube.com/watch?v=OxAESACA98o |
| Title | Mobile Arts for Peace Song - Umuduri Band, Rwanda |
| Description | The Umuduri Band in Rwanda created a score and song which reflected on MAP's aims to empower young people and allow them to share their creative talents with adults and policymakers. The lyrics of the song reflect on MAP's work during the Ubwuzu Project in 2019 and on MAP's aims for future projects in Rwanda, Indonesia, Nepal and Kyrgyzstan. |
| Type Of Art | Composition/Score |
| Year Produced | 2020 |
| Impact | The MAP song by the Umuduri Band, Rwanda, has been shared and played during MAP workshops in Rwanda, Indonesia, Nepal, and Kyrgyzstan. Participants have responded positively to the song and it has become a regular part of MAP performance and translation workshops. |
| Title | Mobile Film: Amazing Dog (2019), entered into the Panorama category of the Hillywood International Film Festival, Rwanda |
| Description | The MAP Mobile Films that were created during the MAP Mobile Filmmaking workshop (March 2019) under the direction of Eric Kabera and Rwanda Cinema Centre were selected for the Hillywood International Film Festival (October 2019). http://rwandafilmfestival.net/. Amazing Dog - How might a dog help to promote tolerance? Filmed from the perspective of a dog, a family has to come to terms with their own internal relationships to open up their arms and hearts to their furry friend. Created by MAP participants: Hassan, Dorcas, Elia, Sandrine. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2019 |
| Impact | The mobile films were one of the first projects conducted between the Ubwuzu/MAP project and Rwanda Cinema Centre to provide capacity building through the training of filmmaking within rural areas. The Ubwuzu award provided a three-day training conducted in the Eastern Province with six Master Trainers and ten young people. The films premiered as part of the international festival in Kigali, Rwanda. |
| URL | https://changingthestory.leeds |
| Title | Mobile Film: Headphones (2019), entered into the Panorama category of the Hillywood International Film Festival, Rwanda |
| Description | The MAP Mobile Films that were created during the MAP Mobile Filmmaking workshop (March 2019) under the direction of Eric Kabera and Rwanda Cinema Centre were selected for the Hillywood International Film Festival (October 2019). http://rwandafilmfestival.net/. Headphones - Music can create another world and reality. But, what happens when such a material object is lost and found? How does the original object owner and the object finder balance between the need for an escape and the reality of everyday needs and desires? Created by Florence, Leonard, Assia, and Samuel. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2019 |
| Impact | The mobile films were one of the first projects conducted between the Ubwuzu/MAP project and Rwanda Cinema Centre to provide capacity building through the training of filmmaking within rural areas. The Ubwuzu award provided a three-day training conducted in the Eastern Province with six Master Trainers and ten young people. The films premiered as part of the international festival in Kigali, Rwanda. |
| URL | https://changingthestory.leeds |
| Title | Mobile Film: Telephone (2019), entered into the Panorama category of the Hillywood International Film Festival, Rwanda |
| Description | The MAP Mobile Films that were created during the MAP Mobile Filmmaking workshop (March 2019) under the direction of Eric Kabera and Rwanda Cinema Centre were selected for the Hillywood International Film Festival (October 2019). http://rwandafilmfestival.net/. Telephone: The telephone has become central to our communication and connection to the world. Yet, it is increasingly the object of jealousy, vanity and miscommunication. How might mobile phones create conflict alongside the intended aim for communication? Created by MAP participants: Jean Marie, Erick, and Jeanette. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2019 |
| Impact | The mobile films were one of the first projects conducted between the Ubwuzu/MAP project and Rwanda Cinema Centre to provide capacity building through the training of filmmaking within rural areas. The Ubwuzu award provided a three-day training conducted in the Eastern Province with six Master Trainers and ten young people. The films premiered as part of the international festival in Kigali, Rwanda. |
| URL | https://changingthestory.leeds |
| Title | Mobile Film: The Plate at School (2019), entered into the Panorama category of the Hillywood International Film Festival, Rwanda |
| Description | The MAP Mobile Films that were created during the MAP Mobile Filmmaking workshop (March 2019) under the direction of Eric Kabera and Rwanda Cinema Centre were selected for the Hillywood International Film Festival (October 2019). http://rwandafilmfestival.net/. The Plate at School: A plate or object has a story of its own. What kinds of conversations are conducted over food? How does food shape our everyday encounters? Created by MAP participants: Esther, Reuben, Germain, Leonard. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2019 |
| Impact | The mobile films were one of the first projects conducted between the Ubwuzu/MAP project and Rwanda Cinema Centre to provide capacity building through the training of filmmaking within rural areas. The Ubwuzu award provided a three-day training conducted in the Eastern Province with six Master Trainers and ten young people. The films premiered as part of the international festival in Kigali, Rwanda. |
| URL | https://changingthestory.leeds |
| Title | Ubwuzu Documentary produced by Kwetu Film Institute |
| Description | Film produced by Deus Kwizera (Kwetu Film Institute, see: https://www.facebook.com/kwetufilm/) to document the roll out of the Ubwuzu project to 25 schools across five provinces in Rwanda. In comparison with the earlier documentary (https://www.youtube.com/watch?v=OxAESACA98o), this second documentary provides further evidence concerning the impact of MAP within Schools through testimonials from students, educators, head teachers and artists. The film provides insights about teachers' observations and changes throughout the project, as well as young people's viewpoints about their personal and environmental changes. Moreover, it offers the perspective of NGO staff workers in the field of peacebuilding through the arts in Rwanda. Running length: 35 minutes. |
| Type Of Art | Film/Video/Animation |
| Year Produced | 2020 |
| Impact | It is expected that this documentary will help to raise awareness about the need and potential of arts-based approaches to improve teaching and learning through the Competence-based Curriculum in Rwanda and to communicate across social groups and levels. It will be used to raise the profile of MAP in order to influence policy makers concerning the benefit of arts-based approaches to communicate the issues that young people face. Additionally, to evidence behavioural change in research participants. Depending on the ongoing situation with COVID-19, the documentary can support the dissemination of MAP research and to reach further research beneficiaries. |
| Description | Ubwuzu worked with local communities, cultural artists and partner organisations to identify how cultural forms can be adapted for dialogic purposes and to inform the National Curriculum in Music, Dance and Drama. Breed conducted an initial scoping visit and curriculum workshop with cultural artists in Kigali, Rwanda from 15 - 17 March 2018 with ten cultural organisations including Future Vision Acrobats, Kigali Arts Initiative, Niyo Art Gallery, MindLeaps, Niyo Cultural Centre, Kwetu Film Institute, Umuduri Band, Kigali Centre for Photography, Mashirika Performing Arts and Media Company, and Music, Mind Consult LTD to develop the curriculum for subsequent training of trainer (TOT) workshops from 27 August - 1 August 2018 and youth camps from 28 November - 4 December 2018. Breed trained 25 adult educators in the Eastern Province who trained an additional 68 adult educators in their schools amounting to 93 adult educators trained in the MAP methodology. Additionally, Breed trained 10 youth facilitators who created MAP clubs in their schools. Each of the five drama clubs in the Eastern Province have a minimum of 50 members amounting to 250 members overall. The MAP adult educators integrated MAP into their weekly curriculum and subject activities reaching over 500 young people on a weekly basis. During 2019, due to Ubwuzu funding, Breed extended MAP to 25 schools in five districts (Gicumbi, Rubavu, Huye, Rwamagana, Kicukiro) all five provinces (Northern, Western, Southern, Eastern, Kigali) of Rwanda through training of trainers and youth camps training an estimated 150 adult MAP adult educators and 50 youth facilitators (including 10 youth master trainers) who implemented MAP activities through in-school and co-curricular activities serving over 497 educators and 10,733 young people overall within the MAP affiliated schools (see breakdown per school/district/province within the impact section). Breed established a partnership with the Rwanda Education Board (REB) through a formal MOU, authored a 250 page curriculum manual that was translated into Kinyarwanda, trained local cultural artists, educators and young people through week-long residentials and the established MAP clubs in 25 schools throughout the five provinces. For a report of key findings, please see the evaluation of MAP conducted by Sylvestre Nzahabwanayo (https://changingthestory.leeds.ac.uk/wp-content/uploads/sites/110/2019/10/MAP-critical-review.pdf). Ubwuzu enabled the creation of a Cultural Artist Network and Youth Advisory Board to inform the design, delivery and implementation of MAP. Breed maximised resources, collaborations and consolidated learning by working across AHRC-funded projects in which she served as PI (Ubwuzu) and Co-I including AHRC GCRF Network Plus project Changing the Story led by Paul Cooke (Breed, Co-Investigator), AHRC GCRF CTS project Connective Memories led by Kirrily Pells (Breed, Co-Investigator), and AHRC GCRF CTS project Examining Civic National Values in Kenya and Nepal led by Marlon Moncrieffe (Breed, Co-Investigator) alongside partnering organisations the Institute of Research and Dialogue for Peace (IRDP), Sana Initiative, Uyisenga Ni Imanzi, and University of Rwanda. Additionally, Breed serves as Arts and Humanities Working Group Leader for GCRF Network Building Cultures of Peace in Rwandan Schools. The Ubwuzu award supported the delivery of a three-day mobile filmmaking training conducted in the Eastern Province with six Master Trainers and ten young people (April 2018) through the partnership with Kwetu Film Institute and director Eric Kabera that led to the use of mobile phones for youth-led research. Five MAP films were produced by young people that premiered during the Rwandan International Film Festival (November 2018). The mobile filmmaking and youth-led research activities (April 2018) were delivered in collaboration with the Connective Memories project (Breed, Co-I), further integrating participatory action research into MAP; enabling MAP young people and educators to collaborate on the design, delivery and dissemination of additional small-scale arts-based research projects on conflict-related issues in the community. Mobile Arts for Peace (MAP) and Changing the Story (CTS) hosted a three-day dissemination event that focused on 'Arts-based Research for Education and Peacebuilding' (August 2020) with the Institute of Research and Dialogue for Peace (IRDP) as a co-host in Rwanda. Speakers included the MAP youth facilitators and master trainers alongside the University of Rwanda, the National Unity and Reconciliation Commission (NURC), Never Again Rwanda, Aegis Trust, Rwanda Education Board (REB), and UNESCO as well as workshops, performances and panels. The conference used technology and communication hubs that were set up in each of the five provinces to link registrants across Rwanda, Kyrgyzstan, Indonesia, Nepal, Cambodia, Uganda, and the United Kingdom. Registrants included 42 participants on 5 August, 52 participants on 6 August and 43 participants on 7 August. For reports from the policy-informing event, please see the summary on the MAP website by Ananda Breed (https://map.blogs.lincoln.ac.uk/2020/08/27/arts-based-methods-and-digital-technology-for-peacebuilding-during-the-time-of-covid/). |
| Exploitation Route | The outcomes of this funding has been taken forward and put to use by others through the development of a larger £2M AHRC GCRF Network Plus project entitled Mobile Arts for Peace (MAP): Informing the National Curriculum and Youth Policy for Peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal (PI Breed, 2020-24). In this way, enabling South-South learning and the scaling up of MAP to other national and international contexts. Additionally, MAP was awarded a GCRF Newton Fund award of £500K to adapt the MAP methodology to deliver online mental health and wellness support during the time of COVID through the project Mobile Arts for Peace (MAP) at Home: online psychosocial support through the arts in Rwanda (PI Breed, 2020-22). The MAP at Home project established further partnerships with the Rwanda Biomedical Centre, National Rehabilitation Services, Rwanda Arts Council and UNESCO. Further, an AHRC Inception and Development Award (PI Breed, 2020-21) enabled the training of 10 College of Education lecturers from the University of Rwanda in the MAP methodology to establish a professional development programme to further integrate MAP into the National Curriculum and to establish five additional MAP clubs in the community in partnership with the Institute of Research and Dialogue for Peace (IRDP). |
| Sectors | Communities and Social Services/Policy,Creative Economy,Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections |
| URL | https://map.blogs.lincoln.ac.uk/ubwuzu/ |
| Description | The research has had wide-ranging impacts on international practices of conflict prevention; public awareness and understanding of conflict issues; public access to and participation in political processes; the design and delivery of school curricula and new extra-curricular opportunities for young people; the inspiration, creation and support of new forms of artistic and social expression (particularly in performance art); and the integration of participatory practices as a teaching, research and learning method. The Ubwuzu follow on funding enabled the extension of MAP to five districts (Gicumbi, Rubavu, Huye, Rwamagana, Kicukiro) in all five provinces (Northern, Western, Southern, Eastern, Kigali) of Rwanda. In Gicumbi District, Northern Province, over 592 young people were served through the delivery of MAP in the curriculum; over 136 educators and 733 young people were served through the delivery of MAP Professional Development workshops; and over 20 educators and 283 young people were served through the delivery of MAP Clubs on a weekly basis. MAP served over 156 educators and 1,608 young people overall. In Rubavu District, Western Province, over 1,734 young people were served through the delivery of MAP in the curriculum; over 20 educators and 194 young people were served through the delivery of MAP Professional Development workshops; and over 29 educators and 189 young people were served through the delivery of MAP Clubs on a weekly basis. MAP served over 49 educators and 2,117 young people in the Rubavu District overall. In Huye District, Southern Province, over 597 young people were served through the delivery of MAP in the curriculum; over 29 educators and 153 young people were served through the delivery of MAP Professional Development workshops; and over 36 educators and 158 students were served through the delivery of MAP Clubs on a weekly basis. MAP served over 65 educators and 908 young people in the Huye District overall. In Kicukiro District, Kigali Province, over 1,140 young people were served through the delivery of MAP in the curriculum; over 121 educators and 871 young people were served through the delivery of MAP Professional Development workshops; and over 40 educators and 977 young people were served through the delivery of MAP clubs on a weekly basis. MAP served over 161 educators and 2,108 young people in the Kicukiro District overall. In the Rwamagana District, Eastern Province, over 1,763 young people were served through the delivery of MAP in the curriculum; over 26 educators and 672 young people were served through the delivery of MAP Professional Development workshops; and over 22 educators and 506 young people were served through the delivery of MAP clubs on a weekly basis. MAP served over 66 educators and 3,992 young people in the Rwamagana District overall. In summary, MAP extended to 25 schools reaching all five provinces and served over 497 educators and 10,733 young people overall through the Ubwuzu follow on funding. Other impacts include the creating and screening of 5 mobile films produced as part of the workshop with Kwetu Film Institute. The films premiered as part of the international festival in Kigali, Rwanda organised by Rwanda Cinema Centre (October 2019). Six policy briefs have been created by the young people and teachers attending the youth camp (November 2019) arising out of the research and arts activities conducted during the camp, centred on the creation and performance of Forum Theatre performances. Topics included child abuse, early pregnancy, disability and child domestic workers. The policy briefs were presented and refined in dialogue with policy makers from the Rwanda Education Board (REB), UNESCO, and UNICEF at a MAP and Changing the Story dissemination event in August 2020. In terms of economic and societal impact, Ubwuzu has engaged MAP master trainers and MAP youth trainers through paid positions to serve as trainers during the roll out of MAP from the Eastern Provinces to the remaining four provinces. Additionally, MAP has contributed to the engagement of learners; many who are at risk of drop out. Educators have stated that MAP has established a positive learning environment that has increased student performance and integrated creative and student-led approaches to teaching and learning. MAP has provided resources (hard copy manuals in Kinyarwanda and English) to all participating schools alongside materials such as flip chart, markers, pens, notebooks and mobile phones for mobile filmmaking. There have been safeguarding workshops conducted and psychosocial wellbeing workshops that have generated an ethics of care within the project and participating schools. The psychosocial dimension of MAP has been scaled up to address COVID through an additional GCRF Newton Fund award (2020-21) providing psychosocial support through the online provision of MAP working in partnership with the Institute of Research and Dialogue for Peace (IRDP), Uyisenga Ni Imanzi, Rwanda Biomedical Centre, National Rehabilitation Services, Rwanda Arts Council and UNESCO. Findings have been used to inform the GCRF Network Building Cultures of Peace in Rwandan Schools, AHRC GCRF Network Plus Changing the Story and the AHRC GCRF Network Plus project Mobile Art for Peace: Informing the National Curriculum and Youth Policy for Peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal. Additionally, to inform partnering projects Connective Memories (CTS) and Examining Civic National Values in Kenya and Nepal (CTS). Due to findings related to the positive affects of MAP to address mental health-related issues, we have received UKRI GCRF Newton Funds for project Mobile Arts for Peace (MAP) at Home: online psychosocial support through the art in Rwanda. |
| First Year Of Impact | 2019 |
| Sector | Communities and Social Services/Policy,Creative Economy,Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections |
| Impact Types | Cultural,Societal,Economic,Policy & public services |
| Description | 'Listening to Children's Needs in the Family' Policy Brief (Mobile Arts for Peace Camp in Muhanga, November 2019) |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | This policy brief was created by adult and youth participants attending a Mobile Arts for Peace camp in Muhanga, November 2019. During the camp, MAP participants shared stories of conflict affecting youth in our communities. One story was selected to serve as the basis for a Forum Theatre performance, through which attendees explored causes, consequences and possible solutions to children being ignored within families. The policy brief identified a clear need for partnership from national to local government to ensure that cases of child abuse can be reported and on time, to prevent problems before they occur and so build sustainable peace. |
| Description | 'Preventing Child Abuse' Policy Brief (Mobile Arts for Peace Camp, Muhanga, November 2019) |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | This policy brief was created by adult and youth participants attending a Mobile Arts for Peace camp in Muhanga, November 2019. During the camp, attendees shared stories of conflict affecting youth in our communities. Attendees selected one story to serve as the basis for a Forum Theatre performance. Through this performance, the audience explored causes, consequences and possible solutions which were presented in the policy brief. The brief provided recommendations to prevent child abuse. These included: providing education on children's rights; victims of child abuse receiving first aid; and the government working to intervene to prevent child abuse and working in partnership with public and private institutions. |
| Description | 'Preventing rights violation of child domestic workers' Policy Brief (Mobile Arts for Peace Camp in Muhanga, November 2019) |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | This policy brief was created by adult and youth participants attending a Mobile Arts for Peace camp in Muhanga, November 2019. During the camp, attendees shared stories of conflict affecting youth in our communities. They selected one story to serve as the basis for a Forum Theatre performance. The audience explored causes, consequences and possible solutions, which are presented in this brief. Policy suggestions included creating strong communication channels between marginalized people and decision-makers |
| Description | Development of the Continuous Professional Development (CPD) Certificate for secondary school teacher in Teaching and Learning using music, dance and drama: 1. Program proposal, program specification, modules development |
| Geographic Reach | National |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | ________________________________________ PROJECT NAME: MOBILE ARTS FOR PEACE (MAP): INFORMING THE NATIONAL CURRICULUM AND YOUTH POLICY FOR PEACEBUILDING IN KYRGYZSTAN, RWANDA, INDONESIA AND NEPAL (PROJECT REFERENCE: AMS452316) REPORT OF THE WORKSHOP TO DEVELOP THE CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) CERTIFICATE IN TEACHING AND LEARNING USING MUSIC, DANCE AND DRAMA UR-SPIU, October 4-8, 2021 (Arrival: 03/10/2021; Departure: 09/10/2021) ________________________________________ 1. Background The University of Rwanda, College of Education (UR-CE) in collaboration with the University of Lincoln - Lead partner (UoL-UK) has received a grant from the Arts and Humanities Research Council (AHRC-UK). The grant is meant to implement the research project entitled "Mobile Arts for Peace (MAP): Informing the National Curriculum and Youth Policy for Peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal". For the side of UR-CE, the core objective of the grant is to develop a Continuous Professional Development (CPD) Certificate in teaching and learning using music, dance and drama for high school teachers and pilot the CPD in one district (Kicukiro). It is expected that the CPD will serve as a tool to implement the Competence-Based Curriculum (CBC). The Rwanda Basic Education Board (REB) is happy with the initiative. The first step involved training a group of 15 UR-CE Lecturers in the Mobile Arts for Peace (MAP) methodology which uses music, dance and drama for teaching and learning and for promoting peace in schools. The developed CPD was deeply informed by the MAP approach. It is expected that the CPD Certificate in teaching and learning using music, dance and drama will address some of the following problems observed in the education system in Rwanda: • Teacher-centred pedagogies in high schools where learners are considered as empty vessels to be filled with content/knowledge. • Low involvement of learners in the learning and teaching process. • Lack of a sustained teaching methodology to implement the Competence-Based Curriculum (CBC) in high schools in Rwanda as recommended by the Rwanda Basic Education Board (REB). • Low involvement of local cultural art forms in teaching and learning but also in promoting the culture of peace in Rwanda schools. • High levels of dropout and repetition in primary and secondary schools due to children 'disliking' the school . • Potential instances of physical violence infringed on learners observed in the form of corporal punishment and conflated with promoting discipline. Also, the CPD intends to address potential structural and cultural (symbolic) violence in the form of ideologies, beliefs, attitudes and values which might be at odds with the ideal of creating conditions allowing high school learners to bring the best out of themselves and actualize their potentials. More often than not, there is a tendency among scholars and practitioners to neglect and sideline our cultural wealth and heritage at the expense of Western models on the assumption that African modes of thinking and representation are ill suited for knowledge transfer. Most of the time teaching and learning is informed by categories, beliefs, images and representations from the West and learners struggle to understand these categories because not only they are taught in foreign languages but also these categories do not correspond to or feature children's world view. The project MAP seeks to retrieve the Rwandan cultural repertoire and use it as a means for enhancing learning and teaching. The idea is to retrieve available local cultural art forms (music, dance and drama) and use them as means for an interactive teaching and learning session. Understood this way, the project MAP is broadly responding to the epistemological agenda of decolonizing education and knowledge. Basically what this means is that in MAP approach we are bridging the gap between Rwandan local cultural artists and high school teachers. MAP seeks to create a situation where an artist is working alongside a high school teacher to create knowledge and teach. This team-teaching between the artist and high school teachers deconstruct dominant narratives in Rwanda were art is seen as meant for entertainment purposes only. 2. Objectives of the workshop The five-day workshop took place within the premises of UR-SPIU and sought to achieve the following objectives: • Complete the development of 12 MAP lesson plans - this work was initiated last April 2021. • Produce the program proposal, program sturcture as well as program specification for the CPD in teaching and learning using music, dance and drama. • Develop module descriptions. • Edit and finalize CPD module descriptions. 3. Expected results At the end of the workshop, it was expected that: • The 12 MAP lesson plans corresponding to 12 MAP units are completed. • The program proposal, program structure and program specifications for the CPD in teaching and learning using music, dance and drama are developed and available in the format required by UR-CE. • Module descriptions are produced and edited. 4. Dates and participants The five-day workshop took place from October 4 to October 8, 2021. A complete list of all participants who attended the workshop is provided in Table 1. Table 1. List of participants to develop the CPD Certificate in teaching and learning using music, dance and drama SN Name & surname Institution Department District 1 Dr. André Muhirwa UR-CE CLTE Kayonza 2 Mr. Felix Muhire UR-CE CLTE Kayonza 3 Dr. Gabriel Nizeyimana UR-CE FMCS Nyagatare 4 Dr. Gaspard Gaparayi UR-CE FMCS Nyagatare 5 Mrs. Bugingo Murereyimana Marie Solange UR-CE FMCS Kayonza 6 Dr. Jean Baptiste Ndagijimana UR-CE FMCS Nyagatare 7 Dr. Emmanuel Ahimana UR-CE HLE Nyagatare 8 Mrs. Mukingambeho Delphine UR-CE HLE Kayonza 9 Mr. Twahirwa Jean Bosco UR-CE HLE Kayonza 10 Dr. Jean Leonard Buhigiro UR-CE HLE Kayonza 11 Mr. Sylvestre Ntabajyana UR-CE HLE Nyagatare 12 Dr. Jean François Maniraho UR-CE MSE Kayonza 13 Mr. Thacien Musabyimana UR-CE HLE Nyagatare 14 Ms. Daniella Aimée ABANE UR-CE HLE Nyagatare 15 Dr. Alphonse Uworwabayeho UR-CE ECE Kayonza 16 Schadrack Ntirandekura UR-CE Public Relations and commmunity Engagement Officer Kayonza 17 Mrs. Florence NYIRANSENGIYUMVA Lyce du Lac Muhazi (ASPEG) - Rwamagana 18 Mr. Germain MBONIGABA GS Rwamagana A - Rwamagana 19 Mrs. Esther MUSABYIMANA G.S Rwamagana A - Rwamagana 20 Mr. Jean Claude NGABOYABAHIZI G.S Munyiginya - Rwamagana 21 Mr. Frederick KABANDA Friends of the Children International School - Rwamagana 22 Mr. Jean Marie NTAWIREMA Rwamagana Leaders School - Rwamagana 23 Victor Ntezirembo Institute of Research and Dialogue for Peace (IRDP) - Gasabo 24 Intore Tuyisenge Jean de Dieu Rwanda Art Council-Rwanda Music Federation - Bugesera 25 Murayire Protais Rwanda Art Council - Rwanda Traditional Dance Federation - Ngoma 26 Kalinda Isaie Rwanda Art Council - Rwanda Performing Arts Federation - Ngoma 27 Dr. Sylvestre Nzahabwanayo, MAP Principal Investigator (UR) UR-CE FMCS Kanyonza (no mission order ) 5. Covid-19 preventive measures During the workshop all Covid-19 measures related to meetings and other forms of gathering were observed. These included social distancing, handwashing/sanitizing, and facemask bearing. Also, all participants had to pass the Covid-19 rapid test 72 hours prior to attending the workshop. The test fees was paid by the participant and reimbursed by the MAP project after successful completion of the workshop. Enough hand sanitizers were placed in the room for regular use. 6. Agenda The following agenda guided the workshop. SN Day & Date Task Responsible/Leader Comments 1 Monday, 04/10/2021 Completing the 12 MAP lesson plans Group Leaders The MAP manual and REB lesson plan format were used. 2 Tuesday 05/10/2021 Presentation of the 13 lesson plans and editing - Dr. André Muhirwa - Mr. Felix Muhire - Dr. Emmanuel Ahimana - Dr. Jean Baptiste Ndagijimana. See CPD Guidelines from the CLTE 3 Wednesday 06/10/2021 Producing module descriptions Group leaders See 2. 4 Thursday 07/10/2021 - Producing module descriptions - Presentation of all module descriptions Group leaders 5 Friday 08/10/2021 Editing and finalizing module descriptions based on comments given by colleagues Group leaders In the morning groups completed their respective module descriptions. From 10:30 onwards, groups presented their module descriptions and received feedback. 7. Key achievements The milestones achieved during the workshop are described in paragraphs that follow. 1. We completed the development of 13 lesson plans corresponding to 13 MAP Units. These units are: trustbuilding, teamwork, active listening, improvisation/creativity, image theatre, characterization, conflict analysis, dialogue, problem solving, leadership, adaptation, innovation, and research skills. 2. After intense discussions, we adopted the name of the program as follows: Continuous Professional Development (CPD) Certificate in teaching and learning using music dance and drama. 3. Also, key documents to the program were produced. These include Program Proposal, and Program Specifications. The core parts of these forms were dully completed and the uncompleted sections will be finalized drawing on module descriptions. 4. We structured the program alongside two modules: MDD1141 Teaching and Learning using music and dance; and MDD 1142 Drama based teaching and learning. We produced module descritpions for the two modules. The two groups had the opportunity to present their work and receive feedback from colleagues. The two modules were reviwed based on comments. Final copies were submitted to the Principal Investigator. 5. Way forward. In the near future we intend to organize the following activities: a. Completing the program proposal and program specifications; b. Producing model lesson plans in (i) teaching and learning using music and dance for maths, sciences, social sciences and languages; (ii) drama-based teaching and learning of maths, sciences, social sciences and languages. c. Producing the teacher guider as to how music and dance, and drama can be used to teach the different subjects mainly maths, sciences, social sciences and languages. d. Piloting the CPD in five schools of Kicukiro district. Prepared by Dr. Sylvestre Nzahabwanayo (PhD); October 11, 2021 Principal Investigator |
| URL | https://youtu.be/Z2izE3kla6c |
| Description | Development of the Continuous Professional Development (CPD) Certificate for secondary school teacher in Teaching and Learning using music, dance and drama: Development of Model lesson plans and Teacher guide |
| Geographic Reach | National |
| Policy Influence Type | Contribution to new or Improved professional practice |
| Impact | PROJECT NAME: MOBILE ARTS FOR PEACE (MAP): INFORMING THE NATIONAL CURRICULUM AND YOUTH POLICY FOR PEACEBUILDING IN KYRGYZSTAN, RWANDA, INDONESIA AND NEPAL (PROJECT REFERENCE: AMS452316) REPORT ON THE WORKSHOP TO DEVELOP MODEL LESSON PLANS & TEACHER GUIDE FOR THE CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) CERTIFICATE IN TEACHING AND LEARNING USING MUSIC, DANCE AND DRAMA CMHS (Confucius Institute), December 12-17, 2021 (Arrival: 12/12/2021; Departure: 17/12/2021) WEBPAGE LINK: https://youtu.be/fdg4fd8aMNw ________________________________________ 1. Introduction and background The University of Rwanda, College of Education (UR-CE) in collaboration with the University of Lincoln - Lead partner (UoL-UK) has received a grant from the Arts and Humanities Research Council (AHRC-UK). The grant is meant to implement the research project entitled "Mobile Arts for Peace (MAP): Informing the National Curriculum and Youth Policy for Peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal". For the side of UR-CE, the core objective of the grant is to develop a Continuous Professional Development (CPD) Certificate in teaching and learning using music, dance and drama for high school teachers and pilot the CPD in one district (Kicukiro). It is expected that the CPD will serve as a tool to implement the Competence-Based Curriculum (CBC). The Rwanda Basic Education Board (REB) is happy with and supportive of the initiative. The first step involved training a group of 15 UR-CE Lecturers in the Mobile Arts for Peace (MAP) methodology which uses music, dance and drama for teaching and learning and for promoting peace in schools. The CPD being developed is deeply informed by the MAP approach. The second step involved producing the program proposal, program specifications and module descriptions. The present workshop focused on developing model lesson plans to teach different high school subjects (maths and sciences, social sciences and languages) using music, dance and drama. Funds to be used to develop this CPD are from the MAP project and are already hosted by UR-SPIU. It is expected that the CPD Certificate in teaching and learning using music, dance and drama will address some of the following problems observed in the education system in Rwanda: • Lack of a sustained teaching methodology to implement the Competence-Based Curriculum (CBC) in high schools in Rwanda as recommended by the Rwanda Basic Education Board (REB). • Teacher-centred pedagogies in high schools where some learners are considered as empty vessels to be filled with content/knowledge. • Low involvement of learners in the teaching and learning process. • Low involvement of local cultural art forms in teaching and learning but also in promoting the culture of peace in Rwanda schools. • High levels of dropout and repetition in primary and secondary schools due to children 'disliking' the school . • Potential instances of physical violence infringed on learners observed in the form of corporal punishment and conflated with promoting discipline. Also, the CPD intends to address potential structural and cultural (symbolic) violence in the form of ideologies, beliefs, attitudes and values which might be at odds with the ideal of creating conditions allowing high school learners to bring the best out of themselves and actualize their potentials. 4. Dates and participants The five-day workshop spaned from December 12 to December 17, 2021. The arrival date was 12/12/2021 and the departure was 17/12/2021. The workshop took place in the premises of the College of Medecine and Health Sciences (CMHS) - former KIE precisely in the Confucius Institute. Participants to this workshop included 15 UR-CE lecturers already trained in the MAP methodology, three UR-CE lecturers teachng biology, physics, and chemistry; six high school teachers from Rwamagana district (these teachers are Master Trainers in MAP approach because they have been trained in this methodology by the University of Lincoln for more than 3 years); and 3 officials from the Rwanda Art council representing music, dance and drama federations, respectively; and one official from the Institute of Research and Dialogue for Peace (IRDP), another partner to the MAP project in Rwanda. Key achievements of the workshop • A total of 8 model lesson plans showing how to teach maths, sciences (biology, chemistry, physics), social sciences (history) and languages (Kinyarwanda, English and literature) using music, dance and drama were developped. • A teacher guide showing how high school teachers can use music, dance and drama as they teach different subjects: maths, sciences (biology, chemistry, physics), social sciences and languages was produced. The teacher guide has the following structure: Foreword; Introduction; Section 1: How to teach maths using music, dance and drama; Section 2: How to teach sciences - biology, chemistry and physics using music, dance and drama; Section 3: How to teach social sciences usign music, dance and drama; Section 4. How to teach languages using music, dance and drama; Conclusion and references. • It was noted that some guidelines should accompany the teacher guide. Some of the guidelines are: 1. Multiple Intelligence: Learners have different learning styles and preferences. The arts-based methodology does not replace other approaches that were in use by teachers. It comes to enrich them. Some learners enjoy learning seeing the writing of the teacher on the blackboard, some enjoy watching a movie, etc. 2. In case a teachers has an activity which can serve as a warm up and lead-in this would be the ideal. In some cases an activity can even be used throughout the lesson and adapted to different sections of the lesson: introduction, development, and conclusion & evaluation. 3. The arts-based approach has to take into consideration learners with disability and indicate how these impairments will be catered for. 4. In the future, there is a need to think about the digital content in terms of digital model lesson plans and teacher guide. Way Forward The next step will involve a couple of things. First, there is a need to put together all developed materials for edititng. These materials include (i) MAP lesson units; (ii) CPD Program proposal, program specification and module descriptions; (iii) model lesson plans; and (iv) teachers guide. Secondly, the piloting of the CPD will be conducted in Kicukiro District. Prepared by Ass. Prof. Sylvestre Nzahabwanayo (PhD) Principla Investigator; Date: December 19, 2021 |
| URL | https://youtu.be/fdg4fd8aMNw |
| Description | Influence on the National Curriculum framework for Music, Dance and Drama in Rwanda (Mobile Arts for Peace camp in Muhanga, November 2019) |
| Geographic Reach | Africa |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | MAP has informed the National Curriculum framework in Music, Dance and Drama in Rwanda through its partnership with the Rwanda Education Board (REB). On a local level, MAP has provided the training of practitioners through the training of educators and young people across 25 schools (5 schools in each of the five provinces of Rwanda) to deliver the subject of Music, Dance and Drama in their schools. Thus far, MAP has provided the only resource available to teach the subject. Alongside the development and delivery of the MAP manual (also translated into the local language of Kinyarwanda), MAP conducted training of trainers and youth camps to embed the MAP methodology into Schools and MAP Drama Clubs. In 2020, MAP served over 479 educators and 9,682 young people. In September 2020, REB created a dedicated MAP task force to establish MAP within the National Curriculum framework. |
| Description | Preventing Early Pregnancy and Abuse (Mobile Arts for Peace camp in Muhanga, November 2019) |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | This policy brief was created by adult and youth participants attending a Mobile Arts for Peace camp in Muhanga, November 2019. During the camp, attendees shared stories of conflict affecting youth in our communities. One story was selected to serve as the basis for a Forum Theatre performance and the audience explored causes, consequences and possible solutions, which were presented in this brief. Participants found that, in the community where they live, early pregnancy is mainly happening to girls as a result of sexual intercourse with older men. Parents and the community are also affected by this issue and it brings different consequences for the girls and their families. |
| Description | Tacking Discrimination Faced by Disabled Children' Policy Brief (Mobile Arts for Peace Camp, November 2019) |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Disabled children face discrimination throughout Rwandan society. Adults do not always listen to children about problems and abuses they face in their lives. This policy brief was created by adult and youth participants attending a Mobile Arts for Peace camp in November 2019. During the camp, attendees shared stories of conflict affecting youth in our communities. Attendees selected one story to make a Forum Theatre performance, through which the audience explored causes, consequences and possible solutions, which were presented in the policy brief. Policy brief recommendations were: to tackle discrimination, it is essential that everyone is respected regardless of their status and that everyone fights against divisionism, favouritism, injustice, hatred and harassment. Information needs to be shared on time and investigated deeply. Everyone should be held accountable |
| Description | AHRC: Research Grant |
| Amount | £100,000 (GBP) |
| Funding ID | AH/S005978/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 01/2019 |
| End | 12/2020 |
| Description | Building Cultures of Peace in Rwanda Schools - An inter-disciplinary network of research, policy and practice |
| Amount | £151,827 (GBP) |
| Funding ID | EP/T00469X/1 |
| Organisation | Engineering and Physical Sciences Research Council (EPSRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 09/2019 |
| End | 03/2022 |
| Description | GCRF Development Award: Mobile Arts for Peace (MAP) |
| Amount | £53,748 (GBP) |
| Funding ID | AH/T005599/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 07/2019 |
| End | 06/2020 |
| Description | Mobile Arts for Peace: Informing the National Curriculum and Youth Policy for Peacebuilding in Kyrgyzstan, Rwanda, Indonesia, and Nepal |
| Amount | £1,861,636 (GBP) |
| Funding ID | AH/T008164/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 06/2020 |
| End | 07/2024 |
| Description | UKRI GCRF / Newton Fund: Mobile Arts for Peace (MAP) at home: online psychosocial support through the arts in Rwanda |
| Amount | £523,961 (GBP) |
| Funding ID | EP/V034502/1 |
| Organisation | Newton Fund |
| Sector | Public |
| Country | United Kingdom |
| Start | 09/2020 |
| End | 03/2022 |
| Description | Ubwuzu: Shaping the Rwandan National Curriculum through Arts |
| Amount | £86,399 (GBP) |
| Funding ID | AH/S005978/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 02/2019 |
| End | 01/2020 |
| Title | MAP Critical Review and Evaluation Report |
| Description | The seventy-two page critical review written by Dr Sylvestre Nzahabwanayo from the University of Rwanda provided a synopsis of peacebuilding approaches with and for young people in Rwanda alongside providing an evaluation of the MAP project that was conducted in the Eastern Province in Rwanda. The contents included: methods of data collection and analysis; practices and barriers of using arts for peacebuilding; MAP impact report; methods and findings; teachers report; methods and findings; youth report; methods and findings. Additionally, an artist report and appendix with relevant interview and survey questions. For the Training of Trainers and Youth Camp, a number of research tools were designed and delivered including: pre and post workshop surveys, reflection worksheets, reports and significant change questionnaires. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2019 |
| Provided To Others? | Yes |
| Impact | The development of this research tool has informed the overarching design and delivery of the Network Plus Changing the Story project alongside the evolution of the MAP project to continuously inform the project through monitoring and evaluation alongside its delivery. |
| URL | https://changingthestory.leeds.ac.uk/map-critical-review/ |
| Title | Mobile Arts for Peace Participatory Action Research Toolkit |
| Description | This toolkit is designed was an output of the Connective Memories (Changing the Story Phase Two) project designed to accompany the Mobile Arts for Peace (MAP) manual on arts for peacebuilding authored by Professor Ananda Breed. The toolkit provides guidance and suggestion on how to adapt MAP activities for a participatory action research (PAR) project, including how to design, undertake and disseminate the project. The toolkit includes additional activities and tools drawn from PAR approaches and arts-based methods to supplement the MAP methodology. The toolkit is for children, youth and adults collaborating to produce action research. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2020 |
| Provided To Others? | No |
| Impact | The toolkit was used to train the 10 young MAP facilitators and 6 MAP Master Trainers from the Ubwuzu: Shaping the National Curriculum Through Arts project in participatory action research and is now being rolled out in the GCRF Network Plus project Mobile Arts for Peace (MAP): Informing the National Curriculum and Youth Policy for Peace Building in Kyrgyzstan, Indonesia, Rwanda and Nepal to train youth researchers in each country. . |
| Title | Ubwuzu Impact Report |
| Description | The sixty-eight page monitoring and evaluation report written by Dr Sylvestre Nzahabwanayo from the University of Rwanda. Research tools included: methods of data generation, analysis and dissemination. A number of research tools were designed and delivered including: pre and post workshop surveys, reflection worksheets, reports and significant change questionnaires. The report evidenced some of the findings related to the Training of Trainers. One of the objectives of the MAP training was to empower teachers to share their life stories as part of trust building and promoting mental health and wellbeing. We sought to investigate the extent to which this objective was achieved. To measure this impact a self-rating 10-points Likert scale was used where participants had to indicate their level of sharing stories before and after MAP training. Results show that the mean of the ability to share stories before the training was 4.00 (SD = 2.25, Min = 1, Max = 8). At the end of the training the mean reached 8.73 (SD = 1.08, Min = 6, Max = 10). T-Test results indicate that there was no statistically significant difference between males and females in improving their ability to share their life stories [t(25) = 1.165; p = .25]. These results suggest that the TOT improved teachers' ability to share stories as it is evidenced in the following testimonies from teachers. 'Because of my history, I found it difficult to trust people. But with MAP training I decided to open up.' 'Before MAP it was not easy to share my story because it was hard to identify a person who can listen to me and I could not predict his/her reaction. But after being trained in the MAP methodology and its associated skills I can now share my story with others.' The MAP project sought to use performing arts (music, dance, and drama) for education and peacebuilding. The training of trainers TOT partly aimed at equipping teachers with necessary skills to be able to teach these subjects. Results show that before the training, teachers were struggling to teach music, dance and drama because the mean before training is 3.97 (SD = 2.23; Min = 1; Max = 9). The training was immensely helpful in empowering teachers to teach concerned subjects. This is evidenced in the obtained mean after the training which is 9.00 (SD = 1.23; Min = 5; Max = 10). The empowerment in teaching music, dance, and drama is evident in some of the following teachers' testimonials: 'Although before MAP I had some knowledge about these subjects, after the MAP training I feel more confident because I have acquired relevant skills to teach the concerned subjects.' 'Before MAP I thought that music, dance and drama were not related to the subjects I teach. But after MAP because of detailed explanation and practice, I can use music, dance and drama in my lesson.' 'Before this training, I had no skills in music, dance, and drama. After this training I can teach these subjects because I am well trained.' In the training teachers were asked to rank their skills in identifying conflict issues before and after the training. Results show that before MAP training teachers had a limited knowledge and skills in identifying conflict issues. This is evidenced in the mean before the training which is 4.93 (SD = 2.21; Min = 1; Max = 8). The training improved teachers' knowledge and skills in identifying conflict issues as it is evidenced in the after training mean which reached 8.73 (SD = 1.17; Min = 6; Max = 10). These findings suggest that the training impacted positively on teachers' knowledge and skills in identifying conflict issues. Consider the following teachers' opinions in this regard: 'Usually I am involved in resolving conflict at my school. With MAP training I have acquired further knowledge and skills to do it better. I can identify conflicts and their causes.' 'Before MAP training I could identify conflict issues but not on high level and not with a given strategy. After MAP, I know how to identify systematically the conflict issue and strategies I can use to handle them effectively.' 'Before MAP training, I was ignorant about causes of conflicts and the very essence of conflicts. With MAP training I have understood what a conflict is and its root causes. I saw varied drama/performances about conflict and the way these conflicts might be addressed.' The MAP training of trainers was meant to train teachers who would initiate MAP clubs and facilitate MAP activities in those clubs. With this in mind, facilitating activities was a key aspect of the training. Some teachers were requested to lead some activities as part of the learning by doing approach. The evaluation shows that before the MAP training teachers had some skills in facilitating activities but this was not at a good level. The mean before training is 4.37(SD = 2.09; Min = 1; Max = 8). The training uplifted teachers' skills in facilitating activities because the mean achieved the value of 9.00 (SD = 1.03; Min = 6; Max = 10). Consider the following testimonies from teachers: 'As a teacher, I am also a facilitator. With MAP I came to realize that I was missing a series of skills to become a super facilitator.' |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2020 |
| Provided To Others? | Yes |
| Impact | The core component of the MAP approach is to use performing arts (music, dance and drama) for learning and teaching. At the end of the training, teachers were asked to express their opinions about ways in which MAP serve to the implementation of Competence-based Curriculum (CBC) in Rwandan Schools. Unanimously all teachers hold the view that MAP activities can contribute significantly to the implementation of CBC they narrow the gap between the teachers and learners. It was noted that when teaching is informed with MAP activities learners' motivation and engagement are maintained. |
| Description | Buhaza Primary School in Rubavu district, Rwanda |
| Organisation | Buhaza Primary School |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Eastern Province trainers as Master Trainers. This was achieved during the delivery of the training of trainers (predominantly high school teachers) for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. The Master Trainers engage with the PI through bi-weekly Zoom meetings. Due to the contributions made by the MAP research team, Buhaza Primary School (in Rubavu district, Eastern Province) integrates MAP into the curriculum for 76 male and 78 female students three days a week. Also, through the implementation of an extra-curricular MAP club delivering MAP activities for 113 male and 117 female students alongside 2 male and 2 female teachers on a weekly basis. A professional development workshop was delivered to the school from 22-23 June 2019 that involved 6 male and 7 female teachers alongside 113 male and 117 female students. The Master Trainers from Buhaza Primary School stated: 'MAP has had a number of benefits to our school for both teachers and students. I see that MAP has brought about significant changes in relation to unity, tolerance, cooperation, listening to others, and sharing stories. With regards to students who are involved in the MAP activities, they are now working together and feel happy to be together. They have learnt to work together and loving each other. Love and cooperation are critical elements to the well being of the family in Rwanda. They lead to unity, peace and reconciliation. It is important that young people are taking the lead in spreading this virtues around'. |
| Collaborator Contribution | The partnership with Buhaza Primary School has enables MAP to take root in schools because a site was provided to see how MAP can be used as an instrument for education and peace building. |
| Impact | Integration of MAP in learning and teaching for the sake of implementing the Competence -based curriculum, creation of MAP Clubs. |
| Start Year | 2020 |
| Description | Connective Memories: intergenerational expressions in contemporary Rwanda |
| Organisation | Institute of Research and Dialogue for Peace |
| Country | Rwanda |
| Sector | Charity/Non Profit |
| PI Contribution | Connective Memories is an interdisciplinary project, funded by the ECR phase 2 grants of Changing the Story. CM is working alongside Mobile Arts for Peace (CTS Phase One project) to learn from, and build on, the knowledge and capacities of local actors to extend, elaborate and reimagine responses to the legacies of violence by adapting the Mobile Arts for Peace methodology to a participatory action research project undertaken by youth trained in MAP. The project asks three questions. First, what are the characteristics and dynamics of memory among children and youth? Second, how are memories constituted and mediated intergenerationally? Third, how might arts-based methodologies open up possibilities for a) understanding and exploring memories and how these are mediated in transgenerational spaces and b) for creating more locally-grounded and culturally sensitive approaches to envisaging alternative futures in addressing past legacies of violence? |
| Collaborator Contribution | UCL Institute of Education is the lead institution for this project, where the PI, Dr Kirrily Pells is based. The Institute for Research and Dialogue into Peace (IRDP) is the lead research institution in Rwanda, where Co-I Dr Eric Ndushabandi is based. Uyisenga Ni Imanzi is the lead CSO in Rwanda, where Co-I Chaste Uwihoreye is based. University of Lincoln is where Co-I Professor Ananda Breed is based and Professor Breed has facilitated the connection with the MAP project, as well as contributing substantively. |
| Impact | This collaboration is interdisciplinary, spanning childhood studies, performing arts, political science, memory studies and psychosocial studies. There are 4 core outputs in progress from this award: a PAR research toolkit for children and youth; a youth produced film on the themes of the research; a journal article on psychosocial approaches to memories and healing in the Rwandan context; a journal article on the PAR project on memories. CM is also contributing to the production of policy briefs, produced in conjunction with the Mobile Arts for Peace Project. Other outputs include training workshops in research skills with youth and teachers and community intergenerational dialogues around issues in the community affecting children. |
| Start Year | 2019 |
| Description | Connective Memories: intergenerational expressions in contemporary Rwanda |
| Organisation | University College London |
| Department | Institute of Education (IOE) |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Connective Memories is an interdisciplinary project, funded by the ECR phase 2 grants of Changing the Story. CM is working alongside Mobile Arts for Peace (CTS Phase One project) to learn from, and build on, the knowledge and capacities of local actors to extend, elaborate and reimagine responses to the legacies of violence by adapting the Mobile Arts for Peace methodology to a participatory action research project undertaken by youth trained in MAP. The project asks three questions. First, what are the characteristics and dynamics of memory among children and youth? Second, how are memories constituted and mediated intergenerationally? Third, how might arts-based methodologies open up possibilities for a) understanding and exploring memories and how these are mediated in transgenerational spaces and b) for creating more locally-grounded and culturally sensitive approaches to envisaging alternative futures in addressing past legacies of violence? |
| Collaborator Contribution | UCL Institute of Education is the lead institution for this project, where the PI, Dr Kirrily Pells is based. The Institute for Research and Dialogue into Peace (IRDP) is the lead research institution in Rwanda, where Co-I Dr Eric Ndushabandi is based. Uyisenga Ni Imanzi is the lead CSO in Rwanda, where Co-I Chaste Uwihoreye is based. University of Lincoln is where Co-I Professor Ananda Breed is based and Professor Breed has facilitated the connection with the MAP project, as well as contributing substantively. |
| Impact | This collaboration is interdisciplinary, spanning childhood studies, performing arts, political science, memory studies and psychosocial studies. There are 4 core outputs in progress from this award: a PAR research toolkit for children and youth; a youth produced film on the themes of the research; a journal article on psychosocial approaches to memories and healing in the Rwandan context; a journal article on the PAR project on memories. CM is also contributing to the production of policy briefs, produced in conjunction with the Mobile Arts for Peace Project. Other outputs include training workshops in research skills with youth and teachers and community intergenerational dialogues around issues in the community affecting children. |
| Start Year | 2019 |
| Description | Connective Memories: intergenerational expressions in contemporary Rwanda |
| Organisation | University of Lincoln |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Connective Memories is an interdisciplinary project, funded by the ECR phase 2 grants of Changing the Story. CM is working alongside Mobile Arts for Peace (CTS Phase One project) to learn from, and build on, the knowledge and capacities of local actors to extend, elaborate and reimagine responses to the legacies of violence by adapting the Mobile Arts for Peace methodology to a participatory action research project undertaken by youth trained in MAP. The project asks three questions. First, what are the characteristics and dynamics of memory among children and youth? Second, how are memories constituted and mediated intergenerationally? Third, how might arts-based methodologies open up possibilities for a) understanding and exploring memories and how these are mediated in transgenerational spaces and b) for creating more locally-grounded and culturally sensitive approaches to envisaging alternative futures in addressing past legacies of violence? |
| Collaborator Contribution | UCL Institute of Education is the lead institution for this project, where the PI, Dr Kirrily Pells is based. The Institute for Research and Dialogue into Peace (IRDP) is the lead research institution in Rwanda, where Co-I Dr Eric Ndushabandi is based. Uyisenga Ni Imanzi is the lead CSO in Rwanda, where Co-I Chaste Uwihoreye is based. University of Lincoln is where Co-I Professor Ananda Breed is based and Professor Breed has facilitated the connection with the MAP project, as well as contributing substantively. |
| Impact | This collaboration is interdisciplinary, spanning childhood studies, performing arts, political science, memory studies and psychosocial studies. There are 4 core outputs in progress from this award: a PAR research toolkit for children and youth; a youth produced film on the themes of the research; a journal article on psychosocial approaches to memories and healing in the Rwandan context; a journal article on the PAR project on memories. CM is also contributing to the production of policy briefs, produced in conjunction with the Mobile Arts for Peace Project. Other outputs include training workshops in research skills with youth and teachers and community intergenerational dialogues around issues in the community affecting children. |
| Start Year | 2019 |
| Description | Connective Memories: intergenerational expressions in contemporary Rwanda |
| Organisation | Uyisenga Ni Imanzi |
| Country | Rwanda |
| Sector | Charity/Non Profit |
| PI Contribution | Connective Memories is an interdisciplinary project, funded by the ECR phase 2 grants of Changing the Story. CM is working alongside Mobile Arts for Peace (CTS Phase One project) to learn from, and build on, the knowledge and capacities of local actors to extend, elaborate and reimagine responses to the legacies of violence by adapting the Mobile Arts for Peace methodology to a participatory action research project undertaken by youth trained in MAP. The project asks three questions. First, what are the characteristics and dynamics of memory among children and youth? Second, how are memories constituted and mediated intergenerationally? Third, how might arts-based methodologies open up possibilities for a) understanding and exploring memories and how these are mediated in transgenerational spaces and b) for creating more locally-grounded and culturally sensitive approaches to envisaging alternative futures in addressing past legacies of violence? |
| Collaborator Contribution | UCL Institute of Education is the lead institution for this project, where the PI, Dr Kirrily Pells is based. The Institute for Research and Dialogue into Peace (IRDP) is the lead research institution in Rwanda, where Co-I Dr Eric Ndushabandi is based. Uyisenga Ni Imanzi is the lead CSO in Rwanda, where Co-I Chaste Uwihoreye is based. University of Lincoln is where Co-I Professor Ananda Breed is based and Professor Breed has facilitated the connection with the MAP project, as well as contributing substantively. |
| Impact | This collaboration is interdisciplinary, spanning childhood studies, performing arts, political science, memory studies and psychosocial studies. There are 4 core outputs in progress from this award: a PAR research toolkit for children and youth; a youth produced film on the themes of the research; a journal article on psychosocial approaches to memories and healing in the Rwandan context; a journal article on the PAR project on memories. CM is also contributing to the production of policy briefs, produced in conjunction with the Mobile Arts for Peace Project. Other outputs include training workshops in research skills with youth and teachers and community intergenerational dialogues around issues in the community affecting children. |
| Start Year | 2019 |
| Description | Ecole Notre Dame de la Providence Karubanda (ENDP Karubanda) in Huye District |
| Organisation | Ecole Notre Dame de la Providence Karubanda |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Southern Province trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Due to the contributions made by the MAP research team, Ecole Notre Dame de la Providence Karubanda (ENDP Karubanda) in Huye District integrates MAP into an extra-curricular MAP club delivering MAP activities for 64 female students alongside 4 male teachers and 3 female teachers every Wednesday from 3:00pm to 5:00 pm. The adult trainer Riziki Francoise from Ecole Notre Dame de la Providence Karubanda (ENDP Karubanda) in Huye District stated "As a teacher, MAP helps me to improve my teaching methodology and my relationship with teachers as well as learners. Learners have become more involved in their different lessons". |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Huye, Southern Province through the daily delivery of MAP activities within extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs; integration of MAP in learning and teaching; creation of MAP club. |
| Start Year | 2020 |
| Description | Family for Every Child |
| Organisation | Family for Every Child |
| Country | United States |
| Sector | Charity/Non Profit |
| PI Contribution | Family for Every Child joined Mobile Arts for Peace as a partner for the Network Plus bid, as a result of contact established during the Development Award, facilitated by Chaste Uwihoreye and Kirrily Pells. |
| Collaborator Contribution | Family for Every Child, is a global alliance of leading local civil society organisations working with vulnerable children and we will collaborate to share resources, learning and expertise through outputs and webinars across the 36 member organisations in 33 countries. |
| Impact | Ongoing conversations as part of the Development Award |
| Start Year | 2019 |
| Description | Groupe Scolaire Officiel Butare (GSO Butare) |
| Organisation | G.S.O. Butare (Official school group of Butare) |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Southern trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Due to the contributions made by the MAP research team, Groupe Scolaire Officiel de Butare (in Huye district) integrates MAP into an extra-curricular MAP club delivering MAP activities for 19 male and 13 female students alongside 10 male teachers and 4 female teachers on a bi-weekly basis. The adult trainer Habumugisha Emmanuel Groupe Scolaire Officiel de Butare stated "Since my participation in MAP, I have noticed that my class has become more active and learners are more involved in learning and teaching. I have also created a close relationship with my students. MAP activities have made my learners more innovative and creative in class activities especially when it comes to the core content of the lesson. I have noticed that we do not need expensive teaching materials. Even one's body can become a didactic material. " |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Huye, Southern Province through the daily delivery of MAP activities within extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs; integration of MAP in learning and teaching; creation of MAP clubs. |
| Start Year | 2020 |
| Description | Groupe Scolaire Remera Protestant in Kicukiro District |
| Organisation | Infirmerie Protestante |
| Country | France |
| Sector | Hospitals |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of trainers (in Kigali City) as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Due to the contributions made by the MAP research team, Groupe Scolaire Remera Protestant in Kicukiro district integrates MAP into an extra-curricular MAP club delivering MAP activities for 29 male and 31 female students alongside 4 male teachers and 3 female teachers on a bi-weekly basis. The adult trainer Jean Pierre Celestin Harelimana stated "In our MAP club, we focus on many subjects: anti-drugs, anti-sida, anti-crime, unity and reconciliation. Since our school has been engaging with MAP, I have seen a change of behavior in learners. This change is very important. I saw people changing their behaviour and are committed towards unity, peace, and harmony among themselves. Before MAP, learners were not happy. They weren't interested with learning and teaching. With the introduction of MAP I see them active " |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Kicukiro in Kigali City through the daily delivery of MAP activities within extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs; integration of MAP in learning and teaching; creation of MAP clubs. |
| Start Year | 2020 |
| Description | IPRC Kigali in Kicukiro District |
| Organisation | Integrated Polytechnic Regional Centre Kigali |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of Kigali City trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Due to the contributions made by the MAP research team, IPRC Kicukiro integrates MAP into an extra-curricular MAP club delivering MAP activities for 310 male and 127 female students alongside 5 male teachers and 3 female teachers twice a week. The adult trainer Gatoyi Vital stated: "since my engagement with MAP, I feel more professional at work and I became more friendly with my students. Before being trained in MAP, I was teaching traditionally. Now I am using interactive approaches and my students are more engaged. Students have become more dynamic and as a result their academic achievement has increased". |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Kigali City, Kicukiro district through the daily delivery of MAP activities within extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs; integration of MAP in learning and teaching; creation of MAP clubs. |
| Start Year | 2020 |
| Description | Ikibondo Primary School in Huye District |
| Organisation | ikibondo primary school |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Southern trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Due to the contributions made by the MAP research team, Ikibondo Primary School in Huye district integrates MAP into an extra-curricular MAP club delivering MAP activities for 29 male and 40 female students alongside 2 male teachers and 1 female teachers on a bi-weekly basis. The adult trainer Isingizwe Aline Prudence from Ikibondo Primary School stated "Although I was open to many person, through engagement with MAP, I became more open than before. When I use MAP activities, I feel confident and have intrinsic motivation. Also, I am able to solve conflicts. Being open and entertained is the most significant change because because the MAP activity of story telling showed that we can learn from each other's story. In relation to learning and teaching, lMAP activities have increased the motivation of learners. They are no longer bored during classes" |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Huye, Southern Province through the daily delivery of MAP activities within extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs |
| Start Year | 2020 |
| Description | Kibali TVET school in Gicumbi District |
| Organisation | KIBALI TVET SCHOOL |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Northern Province trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Due to the contributions made by the MAP research team, Kibali TVET School integrates MAP into an extra-curricular MAP club delivering MAP activities for 64 male and 77 female students alongside 5 male teachers and 5 female teachers on a bi-weekly basis. The adult trainer Dukuzumuremyi Lambert stated, 'Since I started engaging with MAP, I have stopped being in dispute with my brother. I also see that learners involved in MAP activities are motivated and happy. The motivation of both students and teachers has increased. |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Gicumbi district, Northern Province through the daily delivery of MAP activities within extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs; integration of MAP in teaching and learning; creation of MAP clubs. |
| Start Year | 2020 |
| Description | National Children Commission (NCC) |
| Organisation | National Comission of Children |
| Country | Rwanda |
| Sector | Public |
| PI Contribution | With the National Children Commission we are exploring possibilities of using arts as a two-way communication between young people and policy makes and vice versa. The idea is to use performing arts (music, dance, and drama) as a means through which young people identify and express burning issues in the community and through the same channel policy makers provide responses to these issues. |
| Collaborator Contribution | So far we re working with young people in 5 schools: Kicukiro, Rwamagana, Rubavu, Gicumbi, Huye. |
| Impact | MAP clubs have been put in place in all the 25 districts. |
| Start Year | 2020 |
| Description | Partnership - Rwanda Education Board (REB) |
| Organisation | Rwanda Education Board |
| Country | Rwanda |
| Sector | Public |
| PI Contribution | REB oversees the provision of basic education through curriculum development, development and management of teachers, assessment, and promotion the use of information and communication technology in education. IRDP and UR have been working with REB to update the original MoU to reflect the expansion of MAP activities and to work towards the integration of MAP as part of the national curriculum on music, dance and drama. |
| Collaborator Contribution | Dr Eric Ndushabandi was invited to attend a meeting with REB Senior Management Team (07/09/20) to talk about MAP and forthcoming plans. REB has requested IRDP and UR compile a pack with all the reports, manuals and film from the different phases of the MAP project. Once the pack is ready IRDP and UR will request an official handover meeting with the Director General. |
| Impact | MAP/University of Rwanda has been invited to lead a training of teachers in the MAP methodology in order to scale-up the reach of the project. |
| Start Year | 2020 |
| Description | Partnership with 20 Schools in Eastern Province, Western Province, Northern Province, Southern Province and Kigali Province, Rwanda |
| Organisation | Rwanda Education Board |
| Country | Rwanda |
| Sector | Public |
| PI Contribution | The Mobile Arts for Peace (MAP) project delivered two seven-day training the trainer workshops from 2 July - 8 August 2019 at St André Hotel (Kabgayi) in Muhanga district; Southern Province of Rwanda. A total of 80 secondary school teachers (20 teachers from each of the four provinces including Gicumbi, Huye, Rubavu, Kicukiru) attended the two week, seven day residential trainings. Two provinces were paired over the course of each seven-day residential including Gicumbi and Huye in week one and Rubavu and Kicukiru in week two. The contribution made by myself and the research team includes the training of adult educators to deliver Music, Dance and Drama in their classrooms. Also, to provide much needed resources including a hard copy MAP manual (both in English and Kinyarwanda) plus flip chart paper, markers, ball, pens, pencils, post it notes and other stationary. Participants also have ongoing access to the Master Trainers from the Eastern Province who contributed to the facilitation of the training, MAP staff at partnering organisation IRDP, and site visits (October 2019) to help support the delivery of MAP within the partnering schools. |
| Collaborator Contribution | The contribution of the partners includes in-kind support through the attendance of teachers from the five provinces. Districts, schools and teachers volunteered their time to participate in the MAP project with the understanding that they would receive knowledge and skills concerning the subject of Music, Dance and Drama to then implement MAP clubs into their schools. |
| Impact | Working Paper; Kinyarwanda/English MAP Manual; Delivery of TOT by Master Trainers from Eastern Province (originally trained by Breed; Impact Documentary; MAP Clubs in 25 Schools; Policy Briefs; Cultural Artist Network |
| Start Year | 2020 |
| Description | Partnership with Buhaza Primary School, Rubavu District, Western Province, Rwanda |
| Organisation | Buhaza Primary School |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Western Province trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Also, the delivery of a Youth Camp from 21 November - 1 December. Due to the contributions made by the MAP research team, Buhaza Primary School integrates MAP into the school curriculum alongside delivering MAP activities for 76 male and 78 female students on a daily basis within the Social Studies and Arts and Craft subjects. Also, delivering MAP through an extra-curricular MAP Unity club for 47 male and 39 female students every Monday, Wednesday and Thursday. Fidéle Habimanya noted that a professional development was conducted on 12/8/2019 with the inclusion of 76 male students and 78 female students who attended the workshop. The adult trainer Fidéle Habimana from Buhanza Primary School stated, 'Since participating in MAP, I have noticed a change within myself and my life related to: unity, tolerance, cooperation, listening to others, and sharing stories. I have usually kept my stories, but MAP enabled me to share my personal story during the Muhanga camp in July.' |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Rubavu, Western Province through the delivery of MAP activities in the school curriculum, professional development trainings, and extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs |
| Start Year | 2020 |
| Description | Partnership with Friends of the Children International School (FCIS), Eastern Province, Rwanda |
| Organisation | Friends of the Children International School |
| Country | Rwanda |
| Sector | Charity/Non Profit |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Easter Province trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. The Master Trainers engage with the PI through bi-weekly Zoom meetings. Due to the contributions made by myself and the MAP research team, Friends of the Children International School integrates MAP into the curriculum for 84 male and 60 female students on a weekly basis. Also, through the implementation of an extra-curricular MAP club delivering MAP activities for 152 male and 184 female students alongside 3 male and 4 female teachers on a weekly basis. A professional development workshop was delivered to the school from 22-23 June 2019 that involved 6 male and 7 female teachers alongside 152 male and 184 female students. The Master Trainers from FCIS stated: 'Since MAP, my communication skills, counselling and ability to help others has increased. I have become a confident man. I have a new methodology for my teaching career. With MAP, I completed my university studies and managed to buy a plot of land. I am now constructing a house. The teachers in our school have started to use the new methodology of MAP which leads to the goal of improving the performance of the students. The students are now motivated. The MAP clubs are booming throughout the whole school. Teachers have changed the way that they teach. Students use all the MAP activities in their studies. The school administration has also appreciated MAP and its methodology and they also participate in order to help the teachers and students. I think these kinds of partnerships and collaborations lead to good performance.' 'My life has changed due to MAP; creating in me a positive attitude towards myself. I used to have many challenges in the way that I delivered my lessons in the class. I have been healed from the problems that I faced over the last 34 years. Changes in the school are numerous; collaboration among the staff and the learners; low rate of offences; and understanding among the students. Even some long lasting problems between staff members were solved. Performance has improved significantly because we've addressed the problems that caused individuals to fail. MAP helps you identify problems without taking too many risks. We bring out the problem of a conflict using images and we can then suggest reasonable and possible solutions for the problem.' |
| Collaborator Contribution | The partnering school and Master Trainer has contributed to the evolution of MAP within the region of Rwamagana, Eastern Province through the weekly delivery of MAP activities both within the school curriculum and class instruction time alongside afterschool extra-curricular activities. The Master Trainer has contributed to the translation of the MAP manual into Kinyarwanda and the delivery of professional development workshops in the school. Additionally, to conduct site visits to the other four provinces in order to support the incoming trainers and young people with the expansion of MAP through the Ubwuzu follow on funding. |
| Impact | MAP Manual; MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019) |
| Start Year | 2020 |
| Description | Partnership with GS Munyiginya, Eastern Province, Rwanda |
| Organisation | GS Munyiginya School |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Eastern Province trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. The Master Trainers engage with the PI through bi-weekly Zoom meetings. Due to the contributions made by myself and the MAP research team, GS Munyiginya integrates MAP into the curriculum for 54 male and 79 female students at O level and 48 male and 60 female students at A level on a weekly basis. Also, through the implementation of an extra-curricular MAP club delivering MAP activities for 18 male and 31 female students alongside 2 female teachers on a weekly basis. The Master Trainer from GS Munyiginyai stated: 'Since MAP there is a focus on good listening (both teachers and listeners) and integration of motivating games and exercises alongside flexibility and the spirit of peace. The operation of MAP at our school is through MAP clubs were we insert songs and dances related to peace. Also, we use the skill of counselling. We meet to share stories, then we perform those stories. MAP helps learning and teaching processes to be applied well and real changes are happening now. MAP activities are changing minds and solving conflicts through games and activities like obstacle tree.' |
| Collaborator Contribution | The partnering school and Master Trainer has contributed to the evolution of MAP within the region of Rwamagana, Eastern Province through the weekly delivery of MAP activities both within the school curriculum and class instruction time alongside afterschool extra-curricular activities. The Master Trainer has contributed to the translation of the MAP manual into Kinyarwanda and the delivery of professional development workshops in the school. Additionally, to conduct site visits to the other four provinces in order to support the incoming trainers and young people with the expansion of MAP through the Ubwuzu follow on funding. |
| Impact | MAP Manual; MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019) |
| Start Year | 2020 |
| Description | Partnership with Lycee Du Lac Muhazi/ASPEJ, Eastern Province, Rwanda |
| Organisation | School Du Lac Muhazi |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Easter Province trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. The Master Trainers engage with the PI through bi-weekly Zoom meetings. Due to the contributions made by myself and the MAP research team, Lycee Du Lac Muhazi/ASPEJ integrates MAP into the curriculum for 300 male and 500 female students on a weekly basis. Also, through the implementation of an extra-curricular MAP club delivering MAP activities for 10 male and 25 female students alongside 1 male and 1 female teacher on a weekly basis. The Master Trainer from Lycee Du Lac Muhazi stated: 'Due to MAP, I noticed different changes like being more flexible, the way I solve conflict in my own family or among my colleagues and workmates in class. Also, the way I counsel others and manage emotions. I have the spirit of solving problems. Since MAP has been running in our school, the changes that I've noticed include the way students solve problems among themselves; the way they follow sessions in class; the way they collaborate with their teachers and leaders in general; and the way that they entertain. MAP clubs engage our young people even over the weekend on Sundays. Before inaugurating the MAP club on Sundays, students go out without permission. But now they have activities to engage them and to build community.' |
| Collaborator Contribution | The partnering school and Master Trainer has contributed to the evolution of MAP within the region of Rwamagana, Eastern Province through the weekly delivery of MAP activities both within the school curriculum and class instruction time alongside afterschool extra-curricular activities. The Master Trainer has contributed to the translation of the MAP manual into Kinyarwanda and the delivery of professional development workshops in the school. Additionally, to conduct site visits to the other four provinces in order to support the incoming trainers and young people with the expansion of MAP through the Ubwuzu follow on funding. |
| Impact | MAP Manual; MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs |
| Start Year | 2020 |
| Description | Partnership with RTC, Rubavu District, Western Province, Rwanda |
| Organisation | Rubavu Technical College (RTC) TVET |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | The MAP project has provided ongoing training and support including site visits, sustainability training workshops, manuals and toolkits and professional development through the coaching of the Western Province trainers as Master Trainers during the delivery of the training of trainers for the Western, Southern, Northern, and Kigali provinces between 20 July - 8 August 2019. Also, the delivery of a Youth Camp from 21 November - 1 December. Due to the contributions made by the MAP research team, RTC integrates MAP into the school curriculum alongside delivering MAP activities for 280 male and 20 female students on a daily basis. MAP helps students to understand peace values and peace education and how they can solve conflict in class, school, and society in general. Also, delivering MAP through an extra-curricular MAP club for 25 male and 15 female students alongside 5 male teachers and 2 female teachers every Wednesday and Friday. Josiane Mukabugingo noted that a professional development was conducted to train 7 male teachers and 3 female teachers with the inclusion of 25 male students and 15 female students who attended the workshop. The professional development enabled learners to feel motivated about their learning which leads to good performance. The adult trainer Josiane Mukabugingo from RTC stated, 'Nowadays after being trained by MAP, I am very active in comparison to before. I can manage my class by using warm ups and energisers to avoid the students being bored. I became open and flexible. I learned how to be honest; helping and assisting others. Now, the students are involved with my teaching. Now, I am always finding ways to bring MAP into the curriculum to motivate the learners. There has been a very big change in the learners and teachers are more open. They feel free and confident. They are now able to solve problems amongst themselves. One of the most significant changes is the ability to problem solve. MAP is important to society. It helps students to know how to solve problems. Now students feel unique; they have the main purpose of peace building. I would like MAP to spread even to the government authorities. Additionally, there are those students who don't attend school. They could be trained in MAP in order to build a strong society.' |
| Collaborator Contribution | The partnering school and Adult and Youth Trainers have contributed to the evolution of MAP within the region of Rubavu, Western Province through the delivery of MAP activities in the school curriculum, professional development trainings, and extra-curricular activities. |
| Impact | MAP Training of Trainers (20 July - 8 August 2019); Youth Camp (21 November - 1 December 2019); Policy Briefs |
| Start Year | 2020 |
| Description | Partnership with UNESCO |
| Organisation | United Nations Educational, Scientific and Cultural Organization |
| Country | France |
| Sector | Academic/University |
| PI Contribution | MAP has co-produced the MAP Network Plus model to provide a sustained link between local/national, regional and global engagement and to create inclusive partnerships with youth where they are consistently involved at ail stages of informing policy. UNESCO has appreciated its aim to scale-up youth-led projects through the Network Plus model and to provide a clear methodology to engage with youth organisations, enabling capacity building from a grassroots to policy level. MAP has provided a network-approach that will allow UNESCO to work alongside youth-led projects and to create inclusive partnerships with youth. In this way, MAP will be instrumental in addressing some of their current challenges concerning youth engagement, particularly in terms of leaving no one behind. |
| Collaborator Contribution | UNESCO has supported the network by providing access to Field offices and local partners, sharing available knowledge on youth-related (including education) policies in the project countries, as well as by enabling the uptake of the research results by policy stakeholders, including through the development policy briefs. UNESCO has connected the MAP project in each country to the respective UNESCO office and informed baseline data collection. |
| Impact | One-day symposium conducted at the UNESCO country office Mataram Hall in Indonesia on 12 December 2019 https://drive.google.com/drive/folders/115RmyBHg7z5fV9qPEeq5yG8j6X7Un_xE?usp=sharing Symposium presenters included: UNESCO Youth and Sport Task Force, UN agencies : UNFPA, UNICEF, UNODC, ILO, UNDP, Art for Refuge, C-Save, Search for Common Ground, World Vision, and MAP. Attendees including representatives from HE organisations, IO / CSO organisations and policy makers. During the event, challenges and successes were discussed in relation to youth-led research and projects related to curricula, peacebuilding and policy engagement. |
| Start Year | 2019 |
| Description | Rwanda Art Council |
| Organisation | National Arts Council, Singapore |
| Country | Singapore |
| Sector | Public |
| PI Contribution | In collaboration with Rwanda Arts Council, the Ubwuzu Project has worked with artists to use their art work for peace building and reconciliation in Rwanda. In this regard, a cultural workshop was organized with 10 cultural organizations and 4 artists have been engaged in all the activities of the Mobile Art for Peace project in Rwanda, i.e training of trainers and youth camp. |
| Collaborator Contribution | 10 cultural organizations have been trained and are now conversant with the MAP Methodology. |
| Impact | 10 cultural organizations have been trained and are now conversant with the MAP Methodology. |
| Start Year | 2020 |
| Description | Rwanda Biomedical Center (RBC) |
| Organisation | Rwanda Biomedical Center |
| Country | Rwanda |
| Sector | Hospitals |
| PI Contribution | Ubwuzu has worked and is working with the Rwanda Biomedical Center especially the Division of mental health to reinforce mental health and well being of young people in high schools through the use of performing arts (music, dance, and drama) in Rwanda. In this regard, Ubwuzu in collaboration with RBC and local partner "Uyisenga ni Imanzi" are finalizing the mental health and well being manual to be used by counselors and clinical psychologists in each school. |
| Collaborator Contribution | The Rwanda Biomedical Center (RBC) is supporting the development of the mental health and well being manual in schools. |
| Impact | The production of the mental health and well being Manual informed by performing arts (music, dance, and drama) |
| Start Year | 2020 |
| Description | Rwanda Education Board (REB) |
| Organisation | Rwanda Education Board |
| Country | Rwanda |
| Sector | Public |
| PI Contribution | Ubwuzu project has worked with the Rwanda Education Board (REB) to develop a manual for teaching music, dance and drama in high schools in Rwanda. This comes to fill a real gap in secondary education in Rwanda because although the subject of music, dance and drama is on the curriculum, it is not offered due to the lack of teaching materials and qualified teachers. Currently the manual is being reviewed by the REB team to fit REB modules. The module will serve the purpose of being a tool for implementing the competence based curriculum (CBC) but also a means to peace education in schools and outside of schools. |
| Collaborator Contribution | REB has a availed some of its staff from the division of curriculum to review the MAP manual. |
| Impact | Output The MAP is being reviewed by REB officials from the division of Curriculum. |
| Start Year | 2020 |
| Description | Rwanda National Commission for UNESCO (CNRU) |
| Organisation | Rwanda National Commission for UNESCO (CNRU) |
| Country | Rwanda |
| Sector | Public |
| PI Contribution | Ubwuzu has established relationship with the Rwanda National Commission for UNESCO (CNRU) especially the division of social sciences and humanities. This has enabled to access Rwanda artists grouped under the umbrella of Rwanda Art Council. Ubwuzu has worked with Rwandan cultural forms to promote peace in schools and outside schools. |
| Collaborator Contribution | The Rwanda National Commission for UNESCO (CNRU) has support our work in Rwanda and is ready to collaborate with us in the future for Network Plus. |
| Impact | The output has been to access Rwandan artists. |
| Start Year | 2020 |
| Description | Rwanda National Youth Council (NYC) |
| Organisation | British Youth Council |
| Country | United Kingdom |
| Sector | Charity/Non Profit |
| PI Contribution | The Ubwuzu project has worked and is working with the National Youth Council to foster youth participation in policy formulation and policy implementation through the use of performing arts. |
| Collaborator Contribution | Young people has developed policy briefs through the use of performing arts (music, dance, and drama). |
| Impact | Policy briefs produced by young people. |
| Start Year | 2020 |
| Description | Sana Initiative |
| Organisation | Sana Initiative |
| Country | Rwanda |
| Sector | Charity/Non Profit |
| PI Contribution | MAP has contributed to the integration of participatory arts-based practices in relation to mental health and psychosocial wellbeing. In this way, enabling Sana Initiative to deliver mental health and wellbeing workshops throughout the 25 partnering schools. In particular, Sana Initiative has identified MAP exercises that support psychosocial wellbeing towards the development of MAP at Home. |
| Collaborator Contribution | Sana Initiative will offer workshops and one-to-one support as needed and contracted. |
| Impact | Ongoing psychosocial support; steering group membership. |
| Start Year | 2020 |
| Description | The Institute of Research and Dialogue for Peace (IRDP) |
| Organisation | Institute of Research and Dialogue for Peace |
| Country | Rwanda |
| Sector | Charity/Non Profit |
| PI Contribution | The Institute of Research and Dialogue (IRDP) is an independent think tank dedicate for dialogue and peace in Rwanda. IRDP is host for the MAP project in Rwanda. With this status it coordinates all MAP activities in Rwanda and guarantees their legitimacy. |
| Collaborator Contribution | In collaboration with IRDP MAP has trained teachers and young people from from 25 high schools distributed in 6 districts: Rwamagana, Kicukiro, Gicumbi, Huye, and Rubavu. It has also established 25 MAP clubs in 25 schools. Further, the collaboration with IRDP is critical to ensure that the MAP manual is approved by the Rwanda Education Board (REB) to inspire the subject of music, dance, an drama in schools and to be used by teachers for implementing the Competence Based Curriculum (CBC). With the Network Plus award, in collaboration with IRDP it is excepted that MAP will be extended in the remaining 25 districts. Further, community dialogues groups will be infused will be MAP approaches for these dialogues spaces to me more participatory and engaging. |
| Impact | Training of trainers (TOT) Training of Young People (Youth Camp) Translation of the MAP manual in Kinyarwanda |
| Start Year | 2020 |
| Description | University of Lincoln |
| Organisation | University of Lincoln |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | The Network brings together scholars from the Global South and Global North for mutual learning purposes. The University of Lincoln has one of the best Schools of Performing Arts in Europe. Given the interest of the Network in understanding positive peace from the view of cultural arts and humanities, we are working with Professor Ananda Breed (specialist in theatre) to interrogate this problematic. |
| Collaborator Contribution | Prof. Ananda Breed has developed a methodology and manual meant to use arts-based approaches in promoting peace. The methodology is known as Mobile Arts for Peace (MAP). MAP has been working in Rwanda since 2108 and currently it is operational in 25 schools in all the five provinces of Rwanda. Building on this existing initiative, the Network under the thematic group of Cultural arts and Humanities, the Network wants to research the use of arts-based approaches in promoting positive peace in Rwandan schools. To this effect, in collaboration with Dr Sylvestre Nzahabwanayo and Mr. Ferdinand Munezero, the thematic group seeks to engage with the following research questions: 1. How do young people define peace? 2. How can young people promote peacebuilding in schools? 3. What kind of programmes have been delivered concerning peacebuilding in schools using arts-based approaches? 4. How does peace acquired by students transfer to communities? 5. How can MAP clubs work with cultural organisations together towards peacebuilding in school and out of school settings? 6. What kinds of structures need to be in place to support youth-led and youth-based peacebuilding initiatives? |
| Impact | The thematic group on Cultural art and humanities is expected to produce a peer reviewed article, a book chapter and policy brief, all of which centered around using arts-based approaches for promoting positive peace in Rwandan schools. Additionally, members of this thematic group are to hold a policy event at the end of the project. |
| Start Year | 2019 |
| Description | University of Rwanda, College of Education (UR-CE), Department of Language and Humanities |
| Organisation | University of Rwanda |
| Country | Rwanda |
| Sector | Academic/University |
| PI Contribution | On the 22/02/2020, during the scoping visit organized in Rwanda, Prof. Ananda and Dr. Sylvestre Nzahabwanayo (Senior Researcher in the MAP Project) met the Principal of the University of Rwanda, College of Education (UR-CE) and HoD Language and Humanities at Rukara in Kayonza district to discuss about collaboration opportunities. The following conclusions were arrived at: (a) The Network Plus project would support the UR-CE department of music, dance and drama by reviewing the program, bringing in qualified teachers, and providing required resources. (b) The Network Plus project would train UR-CE lecturers in the department of Foundations, Management and Curriculum and those from the department of Language and Humanities in the MAP methodology to run a certificate in MAP as part of the Continuous Professional Development (CPD) program for 250 high school teachers. These UR-CE teachers would also work hand in hand with the Rwanda Education Board (REB) curriculum department to adapt the MAP manual to the REB format. |
| Collaborator Contribution | The University of Rwanda has strongly supported the Network Plus application, which was successful. So far the UR-CE HoD department of Languages and Humanities has provided a budget needed for the training of UR-CE lecturers. The next step would include to draft a collaboration agreement to define roles and responsibilities of every partner. The university of Rwanda will be instrumental in running the MAP certificate and in validating the MAP manual. |
| Impact | The UR-CE Lectures will be delivering the MAP Professional certificate. The UR-CE Lectures will be working alongside REB officials and MAP master trainers to adapt the MAP manual to the REB format. |
| Start Year | 2020 |
| Description | Uyisenga Ni Imanzi |
| Organisation | Uyisenga Ni Imanzi |
| Country | Rwanda |
| Sector | Charity/Non Profit |
| PI Contribution | The collaboration with Uyisenga Ni Imanzi builds on the collaboration established as part of the Connective Memories: intergenerational expressions in contemporary Rwanda project (as part of the Changing the Story Network Plus) |
| Collaborator Contribution | Supporting the engagement of marginalised youth through psychosocial approaches. |
| Impact | Participation in the team meeting in Rwanda in August 2006. |
| Start Year | 2019 |
| Title | Mobile Arts for Peace (MAP) Website |
| Description | Website that engages audiences with in-country information, policy reports/toolkits and resources. |
| Type Of Technology | Webtool/Application |
| Year Produced | 2020 |
| Impact | Integration of TextUnited translation software into the web software. |
| URL | http://map.blogs.lincoln.ac.uk |
| Description | "Beyond voice: expressing youth agency through arts-based approaches in Mobile Arts for Peace (MAP)" |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Study participants or study members |
| Results and Impact | Di Wu, UCL student at the Institute of Education, authored a blog for the MAP website on the Ubwuzu policy-informing event hosted by Mobile Arts for Peace (MAP) and Changing the Story (CTS), in collaboration with the Institute of Research and Dialogue for Peace (IRDP) in Rwanda. The blog reviewed how the event aimed at using art-based approaches to engage young people, educators, cultural artists and policy makers to influence curriculum and policy-making for peacebuilding. The event provided a rich and dynamic platform that enabled participants from Rwanda, Kyrgyzstan, Indonesia, Nepal, Cambodia, Uganda, and other countries to actively build conversation, share ideas and find solutions by addressing the young people's theatre play, story-telling and other art-based activities despite the time and geographical differences across the countries as well as the limited conditions caused by Covid-19. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://map.blogs.lincoln.ac.uk/2020/11/22/beyond-voice-expressing-youth-agency-through-arts-based-a... |
| Description | "Rethinking young people's 'right to participation': the case of the Mobile Arts for Peace and Changing The Story Project" |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Study participants or study members |
| Results and Impact | UCL students, Danae Chatzinikoli and Stefania Vindrola, authored a blog-post on the Ubwuzu policy-informing event hosted by Mobile Arts for Peace (MAP) and Changing the Story (CTS) hosted a three-day conference in collaboration with the Institute of Research and Dialogue for Peace (IRDP) in Rwanda. The conference focused on encouraging child and youth participation through arts-based methods to inform policy and decision-making. The blog-post reviewed how the event was an opportunity for MAP facilitators, master trainers, policymakers, organisations, partners and participants from Rwanda, Indonesia, Kyrgyzstan, Nepal, the United Kingdom and other countries, to interact through both physical and online spaces. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://map.blogs.lincoln.ac.uk/2020/11/22/rethinking-young-peoples-right-to-participation-the-case-... |
| Description | "The Role of Arts in Education for Peacebuilding and Learner-Centred Approach in Rwanda" |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Study participants or study members |
| Results and Impact | Anna Hata, UCL MA student in the Institute for Education, authored a blog-post for the MAP website reviewing MAP's learner-centered approach in education and its significance for peacebuilding in Rwanda. The blog-post discussed how MAP highlights the importance of intergenerational dialogue to create the foundations to affect a more just society. The blog-post summarised how the MAP approach is adaptable to different local contexts and societies. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://map.blogs.lincoln.ac.uk/2020/12/01/the-role-of-arts-in-education-for-peacebuilding-and-learn... |
| Description | Arts-based workshop and community dialogues |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | We held a a three-day arts-based workshop led by the 10 young people and 6 adult facilitators as part of the Isangizanyankuru (memories) PAR project. The workshop was conducted with another group of 20 young people from marginalised backgrounds, supported by Uyisenga Ni Imanzi. The young people created pieces of Forum Theatre to explore stories from their communities. We then had a day of community dialogues where the young people performed the Forum Theatre and community dialogue facilitators from IRDP facilitate group intergenerational dialogues between young people and the adults (mostly parents) on the issues raised. A further 19 women and 8 men participated in the community dialogues alongside 7 community dialogue facilitators (three male and three female). The Forum Theatre performances generated considerable discussion among community members who reported a greater understanding of children's experiences and perspectives. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Building two-way communication between youth and policymakers - Presentation of policy brief |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Mobile Arts for Peace and Changing the Story held a three-day semi-blended event 'Arts-based Research for Education and Peacebuilding' (5 to 7 August 2020) in Kigali (Rwanda). On the 7 August 2020, young people presented a policy brief on the physical abuse of children with disabilities in the communities in the last session. Developed as part of the Ubwuzu project, the policy brief articulated young people's observations, concerns and claims for change made to society and the authorities. The session sought to give young people a platform to be perceived as active members of society. They got the chance to present their thought to a broader audience composed of policymakers, politicians, staff of the third sector. Moreover, they were listened to by academics, NGO staff and artists from Rwanda and abroad who are working in projects for the empowerment of young people through arts-based approaches in post-conflict settings. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Cultural Artist Network |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A cultural network has been created to inform the MAP methodology and the National Curriculum in Music, Dance and Drama. The network includes ten cultural organisations alongside the partnership with the Rwanda Arts Council (RAC) to link local level community artists with the MAP clubs in each of the five provinces. Cultural artists have been contributing to the MAP methodology through curriculum workshops, the facilitation of TOT and Youth Camps and the creation of artistic outputs including mobile films, songs, paintings and performances with and for young people. In addition, a Cultural Artist Network meeting was conducted in Rwanda with attendance from subject based representatives of the Rwanda Arts Council and MAP cultural artists (January 2020). |
| Year(s) Of Engagement Activity | 2019,2020 |
| Description | Group discussions - Analysis on roots problems and recommendations for change |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Study participants or study members |
| Results and Impact | Mobile Arts for Peace and Changing the Story held a three-day semi-blended event 'Arts-based Research for Education and Peacebuilding' (5 to 7 August 2020) in Kigali (Rwanda). On the 6 August 2020, MAP and Changing the Story held a half-day event with workshops for young people. One of the activities was the presentation of a short theatre piece followed by a group discussion with members of the audience. The group discussion was facilitated by MAP master trainers. This activity aimed at stimulating young people to reflect on the performance and the issues raised, as well as to come up with potential solutions to address the situation (ill-treatment of pupils with disabilities) at family, community and national level. To guide the discussion and to embed different observations on the root problems and ideas to prevent such scenarios (including conflict between parents and school members, and/or the community), young people were using a solution tree that was divided into different angles: the roots represented the root problem of the situation; the leaves indicated proposed solutions at family, community and national level; the branches represented organizations or other institutions that could help to address the situation, and the fruits showed the changes. Each group was asked to pick 1 or 2 presenters to explain their thought and recommendations to the broader group. The exercise demonstrated the critical thinking of young people and the ability to articulate their demands and suggestions for change. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Group discussions - Presentation of discussion points to policymakers/ politicians |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Mobile Arts for Peace and Changing the Story held a three-day semi-blended event 'Arts-based Research for Education and Peacebuilding' (5 to 7 August 2020) in Kigali (Rwanda). On the 6 August 2020, MAP and Changing the Story held a half-day event with workshops for young people. In groups, they had to analyse the potential root problems of abuse and violence against pupils with disabilities and suggest measures to prevent such scenarios. Each group had to present their thoughts to the broader audience (online and offline) of the event. This way, young people were given the opportunity to communicate their thoughts on current problems and related recommendations for change to non-profit organisations and policymakers on national level. They further helped people from the audience abroad to understand how young people in Rwanda think about their environment, and the suggestions they have to solve the problem without violence on different levels of society. All in all, this session aimed to promote the discussion about socio-political problems within society, and to offer young people a platform that enables them to be heard by policymakers and organizations of the third sector. |
| Year(s) Of Engagement Activity | 2020 |
| Description | International Advisory Board |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | There have been a series of activities in relation to the coordination and input of the International Advisory Board including: selection of board members, introductory Zoom meetings, inaugural International Advisory Board meeting and follow up peer review of the Network Plus proposal by advisory board members. The inaugural meeting was conducted at the University of Lincoln on 11 July 2019. The International Advisory Board consists of the following board members who have confirmed their current and ongoing commitment in this regard: Ashkok Kafle, Ministry of Education (Nepal); Rajesh Magar, UNICEF (Nepal); Maria Kypriotou, UNESCO; Chinara Omurkulova, USAID (Kyrgyzstan); Edem Agbe, Participatory Development Associates Ltd (Ghana); Yvonne Akoth, Impart Change (Kenya); Professor Irwanto, Atma Jaya Catholic University (Indonesia); Professor Virginia Morrow, University of Oxford & UCL (UK); Ine´s Soria-Turner, University of Leeds (UK), Professor David Stephens, University of Brighton (UK); Professor Katherine Wimpenny, Coventry University (UK) and Professor Tim Prentki, University of Winchester (UK). The range of Advisory Board members includes expertise in: education policy (Kafle, Abdyldaeva, Irwanto); international policy (Magar, Kypriotou); international development (Omurkulova); youth-led policy (Agbe, Akoth); comparative international education (Stephens, Wimpenny); youth-led research and ethics (Morrow); applied performance and theatre for development (Prentki); and the Network Plus model (Soria-Turner). |
| Year(s) Of Engagement Activity | 2019 |
| Description | International Peace Day Interview with Isango Star |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Dr Eric Ndushabandi, as Co-Investigator for Mobile Arts for Peace, was interviewed by Isango Star, a private Rwandan media company based in Kigali, Rwanda. The interview addressed the Institute for Research and Dialogue for Peace's celebrations for International Peace Day. MAP activities were prominently featured in the interview and included an overview of MAP Youth Camp activities (November 2019) and a discussion of a policy-led event dedicated to arts and peace-building (funded by Ubwuzu Follow-On Impact funding, August 2020). |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://twitter.com/19732708/status/1311034725281214465 |
| Description | Interview for Rwanda Broadcast Agency |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Dr Eric Ndushabandi, as Co-Investigator for Mobile Arts for Peace, discussed the significance of teachers, parents and young people to peace-building in Rwanda. The MAP methodology was the focus of the interview and Dr Ndushabandi summarised key activity, including the MAP Youth camps (hosted in November 2019). The interview also addressed on MAP's partnership with the Institute for Research and Dialogue for Peace. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://twitter.com/19732708/status/1307807029872988166 |
| Description | MAP (TOT) for the Western, Northern, Southern and Kigali Provinces (20 July - 8 August 2019) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | The Mobile Arts for Peace (MAP) project delivered two seven-day training the trainer workshops from 20 July - 8 August 2019 at St André Hotel (Kabgayi) in Muhanga district; Southern Province of Rwanda. A total of 80 secondary school teachers (20 teachers from each of the four provinces including Gicumbi, Huye, Rubavu, Kicukiru) attended the two week, seven day residential trainings. Two provinces were paired over the course of each seven-day residential including Gicumbi and Huye in week one and Rubavu and Kicukiru in week two. The contribution made by myself and the research team includes the training of adult educators to deliver Music, Dance and Drama in their classrooms. Also, to provide much needed resources including a hard copy MAP manual (both in English and Kinyarwanda) plus flip chart paper, markers, ball, pens, pencils, post it notes and other stationary. Participants also have ongoing access to the Master Trainers from the Eastern Province who contributed to the facilitation of the training, MAP staff at partnering organisation IRDP, and site visits (October 2019) to help support the delivery of MAP within the partnering schools. The residential trainings researched: use of cultural forms, monitoring and evaluation, and arts-based research methods through workshops that focused on trust building, team building, telling stories, identifying conflict issues, problem solving, and designing and implementing MAP workshops. The research participants then designed next steps, in terms of implementing MAP into their schools, communities, and establishing MAP clubs. Research participants reported an increased ability to address conflict related issues and to apply the subject of Music, Dance and Drama within their in school and out of school settings. |
| Year(s) Of Engagement Activity | 2019 |
| Description | MAP (Youth Camp) for the Western, Northern, Southern and Kigali Provinces (21 - 30 November 2019) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Breed extended MAP to the other four provinces amounting to 25 schools in Rwanda through training of trainers (July 2019) and youth camps (November 2019). The youth camps involved the training of 50 young people (2 per school) in addition to a trainer from each School, alongside cultural artists, master trainers and youth trainers. The residential one week training researched: use of cultural forms, monitoring and evaluation, and arts-based research methods through workshops that focused on trust building, team building, telling stories, identifying conflict issues, problem solving, and designing and implementing MAP workshops. The youth research participants then designed next steps, in terms of implementing MAP into their schools, communities, and establishing MAP clubs. Research participants reported an increased ability to address conflict related issues and to apply the subject of Music, Dance and Drama within their in school and out of school settings. Breed trained 25 adult educators in the Eastern Province who trained an additional 68 adult educators in their schools amounting to 93 adult educators trained in the MAP methodology. Additionally, Breed trained 10 youth facilitators who created MAP clubs in their schools. Each of the five drama clubs in the Eastern Province have a minimum of 50 members amounting to 250 members overall. The MAP adult educators have integrated MAP into their weekly curriculum and subject activities reaching over 500 young people on a weekly basis. During 2019, due to Ubwuzu funding, reaching an estimated 150 adult MAP adult educators and 50 youth facilitators (plus 10 youth master trainers from Eastern Province) who implemented MAP activities through in-school and co-curriculum activities. |
| Year(s) Of Engagement Activity | 2019 |
| Description | MAP Network Plus Co-Production Meeting |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Study participants or study members |
| Results and Impact | The Development Award provided an opportunity for researchers and partnering organisations to co-produce the MAP Network Plus proposal during a three-day workshop conducted from 1-3 August 2019 in Muhanga District, Rwanda. The workshop was attended by Co-Investigators from Rwanda, Indonesia and Nepal alongside previous email and Zoom input from our Co-Investigator from Kyrgyzstan who could not attend the event due to fitness for travel concerns. During the co-production workshop, each Co-Investigator provided a presentation that summarised the main issues related to young people and peacebuilding issues within their countries alongside routes to impact from a local and national level. Outcomes included the drafting of Pathways to Impact and in-country context for addressing the needs of intended beneficiaries alongside exploring key partnerships that would be integral to the successful delivery of the project. The meeting included partners Institute of Research and Dialogue for Peace (IRDP), University of Rwanda, Atma Jaya Catholic University, University College London, University of Lincoln, Human Rights Film Centre, Uyisenga Ni Imanzi, and Sana Initiative. |
| Year(s) Of Engagement Activity | 2019 |
| Description | MAP Website |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | The MAP website was designed by Inés Soria-Turner and hosted by University of Lincoln to provide a format for resources to be shared and to enable translation software. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://map.blogs.lincoln.ac.uk/ |
| Description | Mobile Arts for Peace Project Launch, Lincoln (2 March) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The MAP Network Plus project launch took place on 2 March 2020. The project was launched with a welcome talk from Vice Chancellor Professor Mary Stuart and 75 attendees included staff, research centres and students across the College of Arts, College of Science, College of Social Science and International Business School. The launch included presentations by the Principal Investigator (Ananda Breed) and Co-Investigators including Anara Eginalieva (Foundation Tolerance International, Kyrgyzstan); Sylvestre Nzahabwanayo (University of Rwanda, Rwanda); Eric Ndushabandi (Institute of Research and Dialogue for Peace, Rwanda); Hara Sara Octarra (Atma Jaya Catholic University, Indonesia); Rajib Timalsina (Tribhuvan University, Nepal); Bishnu Khatri (Human Rights Film Centre, Nepal); Kirrily Pells (University College London, UK); and Koula Charitonos (Open University, UK). Presenters explored topics related to conflict, childhood, policy and peacebuilding through arts-based approaches. Event schedule: 16:00 - 16:30, Registration and refreshments 16:30 - 16:40, Opening welcome 16:40 - 17:30, Presentations 17:30 - 18:00, Networking |
| Year(s) Of Engagement Activity | 2020 |
| Description | Mobile Arts for Peace theater performance |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Study participants or study members |
| Results and Impact | Mobile Arts for Peace and Changing the Story held a three-day semi-blended event 'Arts-based Research for Education and Peacebuilding' (5 to 7 August 2020) in Kigali (Rwanda). On the 6 August 2020, MAP and Changing the Story held a half-day event with workshops for young people. One of the activities was the presentation of a short theatre piece that was staged by young people who took part in one of MAPs workshops (it concerned the ill-treatment of a disabled pupil by a teacher), followed by a group discussion with the audience (composed of young people, professionals, artists from Rwanda). The play was developed by young people as part of the Ubwuzu project - as one of the tasks, young people had to reflect about their environment and come up with tools (such as theatre or dance) to encourage the discussion for change within the community. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Mobile Filmmaking Workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | Partner organisation Kwetu Film Institute (also goes by the name Rwanda Cinema Centre) led a three-day mobile filmmaking workshop. The aim of the workshop was to introduce 10 MAP young people and 6 MAP master trainers to the methodology of using film and photography to explore issues that young people face. Renowned filmmaker Eric Kabera (Director of Kwetu), led the training. Mobile phones were given to the five schools and MAP clubs in the Eastern Province to create films. Five films were created and screened as part of the Rwanda International Film Festival (October 2019) in the category of Panorama. The mobile filmmaking skills have been used to create a youth-led research project to document the MAP methodology and the impact on young people. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Networking Meeting with Centre for Culture and Creativity |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Study participants or study members |
| Results and Impact | The Centre for Culture and Creativity hosted a networking event on 6 March to introduce members of the research centre to MAP investigators. There were 20 participants in attendance. Invitation for Professor Ananda Breed and MAP to be included as a fellow of the centre. Correspondence between the Vice Chancellor of University of Rwanda and Lincoln Institute for Advanced Studies (https://www.lincoln.ac.uk/home/test/testlj/deleteditems/instituteforadvancedstudies/) in relation to possible partnerships between institutions. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://c4cc.org/ |
| Description | New Times Article, 'Teachers Highlight Role of Theatre and Drama in Solving Conflicts' |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | The article about the MAP training of trainers written by Jean de Dieu Nsabimana states the importance of MAP for conflict prevention and to influence the competence-based curriculum. The Director General of Rwanda Education Board noted the importance of simulation and sketches as best practices for children to learn. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.newtimes.co.rw/news/teachers-highlight-role-theater-drama-lesson-delivery |
| Description | Participatory Action Research workshops for young people and teachers in Rwanda |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Study participants or study members |
| Results and Impact | We held two, two-day Participatory Action Research (PAR) workshops with 10 young people and 6 adult facilitators in April where we explored what is PAR and participatory research methods and designed a research project on the topic of Isangizanyankuru (shared stories and memories) in Kinyarwanda. The young researchers reported great enthusiasm for the project, stating that they did not know research is something that young people could do prior to this project. One of the adult facilitators has created his own research project on understanding the barriers faced by children with disabilities or long-term illness within the school environment and one of the young participants is researching the impact of Mobile Arts for Peace in her school. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Three-day event on arts-based approaches for peacebuilding - Academic exchange and networking |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Mobile Arts for Peace and Changing the Story held a three-day semi-blended event 'Arts-based Research for Education and Peacebuilding' (5 to 7 August 2020) in Kigali (Rwanda). The three-day event aimed to promote the discussion about arts-based peace education through panels and workshops. The event was attended by a wide range of scholars from different disciplines in Rwanda, Nepal, Indonesia and the UK who engaged in debates surrounding the need for participatory arts-based research and the integration of the arts into the national curriculum in Rwanda. This way, the event promoted the exchange of experiences gained in diverse research projects (target groups, country, culture) and networking for potential future event and projects. Most scholars joined the MAP network throughout the Ubwuzu project - some of them have become country partners of the current project 'MAP Network Plus'. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Two panels on peace education and the role of the arts |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Mobile Arts for Peace and Changing the Story held a three-day semi-blended event 'Arts-based Research for Education and Peacebuilding' (5 to 7 August 2020) in Kigali (Rwanda). On the 5 August 2020, the event opened with two panels with a total of seven presentations on peace education and the role of the arts in peace education within the Rwandan context. The panelists represented UNESCO, the Rwandan Education Board, the National Unity and Reconciliation Commission and national non-profit organizations (Aegis Trust, Never Again Rwanda, Institute of Research and Dialogue for Peace). The event sought to highlight the potential and the need to incorporate the arts as a tool for education and peacebuilding into the national educational curriculum. It further discussed current developments, local practices and observations from local practitioners working with young people. It was attended by a national and international audience in situ in Kigali and from Nepal, Indonesia, Kyrgyzstan, and the UK via Zoom (approx. 40 people in situ and 40-50 people online). Overall, the event benefited from national and local networks and partnerships that were expanded and deepened during the Ubwuzu project. The Rwandan Educational Board invited MAP Co-investigators to continue the discussion about the integration of the performing arts into the national educational curriculum right after the event. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Two panels on peace education and the role of the arts |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Mobile Arts for Peace and Changing the Story held a three-day semi-blended event 'Arts-based Research for Education and Peacebuilding' (5 to 7 August 2020) in Kigali (Rwanda). On the 5 August 2020, MAP and Changing the Story held a half-day event with two panels on peace education and the role of the arts in peace education in the Rwandan context. The panelists represented governmental and non-governmental national and international organizations and institutions (Rwandan Education Board, the National Unity and Reconciliation Commission, Aegis Trust, Mindleap, Never Again Rwanda, Institute of Research and Dialogue for Peace and UNESCO). The event sought to stimulate the discussion on the potential of the arts to address the different needs of young people to express themselves and to be listened to as an equal member of society. It also shed light on the promising influence of the arts as a tool to create a space for discussion, healing and preventing conflict within the communities. Overall, the event supported the exchange of experiences and lessons learned among national and international institutions, organizations, and artists including those which attended online (Nepal, Indonesia, Kyrgyzstan, and the UK). Several of these organizations are partnering with MAP in another project and are currently benefitting from the experiences gained and lessons learned during the Ubwuzu project. Offering a space for exchange and learning across geographic regions was particularly appreciated by the audience and panellists who continued the discussion after the end of the event in personal or Zoom meetings. Practitioners and artist got the opportunity to learn from each other and to reflect on their ongoing projects and measures on the ground, including the MAP methodology. |
| Year(s) Of Engagement Activity | 2020 |
| Description | Ubwuzu webpage and digital resource |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Study participants or study members |
| Results and Impact | The Ubwuzu webpage summarised the key aims and funding of MAP's Ubwuzu project which was funded through AHRC follow-on funding for impact and engagement (2019-20). The Ubwuzu project extended the original pilot project's reach and generated policy-level impact through our partnership with the Rwanda Education Board (REB). The Ubwuzu webpage summarised key achievements from the Ubwuzu project, which included extending MAP to 25 schools in five districts (Gicumbi, Rubavu, Huye, Rwamagana, Kicukiro) and all five provinces (Northern, Western, Southern, Eastern, Kigali) of Rwanda. The webpage was visited by over 200 website users in countries including the UK, Rwanda, Colombia and Nepal and has supported MAP's international profile. |
| Year(s) Of Engagement Activity | 2020 |
| URL | https://map.blogs.lincoln.ac.uk/ubwuzu/ |
| Description | Youth Advisory Board |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | MAP young people and adult trainers attended a two-day workshop to co-produce a call for small grants in order to engage the 25 MAP clubs with youth-led research projects based on issues that they face. The MAP young people created a youth advisory board to coordinate communication amongst the MAP clubs and youth-led initiatives that has resulted in regular meetings between the young people and an analysis of the successes and challenges of the MAP clubs thus far. Additionally, the young people have created a documentary that emerged from a mobile filmmaking workshop conducted by MAP, to deliver a visual report. The youth advisory board will continue to advise concerning the youth-led focus of MAP activities. |
| Year(s) Of Engagement Activity | 2019,2020 |
| Description | Youth-led research during Mobile Arts for Peace ToT camp (Connective Memories project) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | In July/August, during two, six-day Training of Trainer camps run by Mobile Arts for Peace (MAP) attended by around 80participants, we worked with a core group of three young researchers (the others were unavailable because of examinations, but with whom we re-engaged in November 2019) to pilot some tools for a new PAR module being developed for the MAP manual and to conduct youth-led research with adults as part of the Connective Memories project. The young researchers have begun making a film combining their research skills, with the mobile filmmaking training provided as part of MAP. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Youth-led research during Mobile Arts for Peace Youth camp (Connective Memories project) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | In November, during a six-day Youth Camp run by Mobile Arts for Peace (MAP) attended by around 80 participants, we worked with a core group of 10 young researchers to conduct youth-led research as part of the Connective Memories project. We discussed analysis and the youth film on the topic of sharing memories and stories. |
| Year(s) Of Engagement Activity | 2019 |