Building Cultures of Peace in Rwanda Schools - An inter-disciplinary network of research, policy and practice
Lead Research Organisation:
University of Rwanda
Department Name: College of Education
Abstract
The impetus for this research network derives from the premise that children and youth cannot learn the skills and values of peace, in a context of violence. This context includes perspectives often missing from academic research and scholarship on post-genocide education, such as: the 'everyday' physical violence young Rwandans experience in their homes, communities and schools, often in the form of corporal punishment; the symbolic violence and social embarrassment they experience and/or reproduce through various forms of stigma related to poverty, narrowly prescribed gender and sex roles, and ongoing ethnic tensions, stereotypes and divisions; and the structural violence, experienced in schools through educational inequality, constant competition, testing, ranking, and severe consequences for failure; as well as children and young people's sense of experiencing injustices, not being listened to and having unmet emotional and psychological needs.
Thus, there is a need to open-up and interrogate our understanding of 'education for prevention'; to look beyond simply the content and methodologies for teaching and learning about identity and citizenship, to the environment or context in which children and young people learn, mature and develop their identities and relationships with others.
This calls for an interdisciplinary network of researchers, whose individual work may be focussed on only one aspect of childhood or schooling and from only one disciplinary perspective, to learn from and build upon one another's work, towards producing a holistic framework for defining and evaluating cultures of peace in Rwandan schools. This would include topics such as curriculum and pedagogy, but also positive discipline; pastoral care and child protection; gender; inclusion, the role of the arts and humanities in developing critical thinking skills; the school's engagement with parents and the community; methods for including children and young people's voices in school governance; and extra-curricular learning. Such themes could be looked at from the disciplines of education studies, child and educational psychology, sociology, and leadership and management studies and by researchers who use quantitative, qualitative and mixed methods.
While these topics are well-explored in western contexts, the dominant paradigms shaping schooling practices in Rwanda are very different and require the development of new approaches based on local understandings and concepts. For this reason, while the network would include contributions from international scholars, it is to be Rwandan-led; underscoring the need for a network such as this, to enhance local capacity for research and dissemination of knowledge.
In facilitating collaboration and knowledge sharing - between researchers in the global north and south; between researchers, practitioners and policy-makers; and between different academic disciplines - the network will strengthen individual and collective capacity to address the education, health and peace and security challenges.
The network will address these various themes through five 'working groups', each of which would include researchers from Rwanda, the UK and elsewhere, as well as representatives from ministries and local government, local civil society organisations, international NGOs and any other interested stakeholders. Each of the five groups will focus on one of the following: 1) aspects of child mental health/wellbeing, personal and social development; 2) the use of cultural arts, literature and humanities to foster self-expression, respect and critical thinking; 3) issues of curriculum, pedagogy, assessment and teacher training; 4) aspects of school governance, including engagement with parents and the wider-community, and youth voice; 5) inclusion (including disabilities) and gender.
Thus, there is a need to open-up and interrogate our understanding of 'education for prevention'; to look beyond simply the content and methodologies for teaching and learning about identity and citizenship, to the environment or context in which children and young people learn, mature and develop their identities and relationships with others.
This calls for an interdisciplinary network of researchers, whose individual work may be focussed on only one aspect of childhood or schooling and from only one disciplinary perspective, to learn from and build upon one another's work, towards producing a holistic framework for defining and evaluating cultures of peace in Rwandan schools. This would include topics such as curriculum and pedagogy, but also positive discipline; pastoral care and child protection; gender; inclusion, the role of the arts and humanities in developing critical thinking skills; the school's engagement with parents and the community; methods for including children and young people's voices in school governance; and extra-curricular learning. Such themes could be looked at from the disciplines of education studies, child and educational psychology, sociology, and leadership and management studies and by researchers who use quantitative, qualitative and mixed methods.
While these topics are well-explored in western contexts, the dominant paradigms shaping schooling practices in Rwanda are very different and require the development of new approaches based on local understandings and concepts. For this reason, while the network would include contributions from international scholars, it is to be Rwandan-led; underscoring the need for a network such as this, to enhance local capacity for research and dissemination of knowledge.
In facilitating collaboration and knowledge sharing - between researchers in the global north and south; between researchers, practitioners and policy-makers; and between different academic disciplines - the network will strengthen individual and collective capacity to address the education, health and peace and security challenges.
The network will address these various themes through five 'working groups', each of which would include researchers from Rwanda, the UK and elsewhere, as well as representatives from ministries and local government, local civil society organisations, international NGOs and any other interested stakeholders. Each of the five groups will focus on one of the following: 1) aspects of child mental health/wellbeing, personal and social development; 2) the use of cultural arts, literature and humanities to foster self-expression, respect and critical thinking; 3) issues of curriculum, pedagogy, assessment and teacher training; 4) aspects of school governance, including engagement with parents and the wider-community, and youth voice; 5) inclusion (including disabilities) and gender.
Planned Impact
Positive social impacts of the network are:
1. The 'decolonisation of knowledge': developing distinctly 'Rwandan' insights to national challenges will lead to better, more context-sensitive proposals for intervention. By supporting Rwandan researchers to generate and communicate research findings to the global research and policy community, we also expect to see better-informed and more context-sensitive policy decisions and donor agendas, leading to better outcomes for Rwanda's school children.
2. Inclusion of grass-roots voices: the inclusion of grass-roots initiatives such as the Masharika performing arts for peace project, the Sana Initiative for mental health, or various youth-led community-based initiatives will promote a culture of research as 'learning from practice', and provide a means for Rwandan and international researchers to encounter and learn from experience and experimentation at grass-roots.
3. Empowering civil society and researchers in Rwanda to collectively bid for large grant funding: the intellectual work performed by the network, of breaking down disciplinary silos and developing a conceptual framework around the various aspects of schooling that contribute to a "culture of peace", will form the basis of collaborative applications for larger research grants. We hope future action research funding will not only generate new knowledge but help to fund socially-positive learning-based grassroots interventions.
4. Providing an evidence-base for global advocacy: network partner, Aegis Trust is forging a new partnership with the Jesuits of Africa and Madagascar aimed at changing attitudes and approaches to learning, towards more 'peaceful' child-centred approaches, first in the Jesuits own schools across the continent, then all Catholic schools and beyond. This will require changes at the levels of policy, leadership, and teaching. We hope the insights and connections generated from this network will contribute to this endeavour, in terms of improving concepts and evaluation methods and generating new practice guidelines.
The network will monitor the following:
1. The network will measure research and scholarship output of Rwandan contributors, both quantitatively (in terms of papers, conferences and reach) and qualitatively, in terms of how new insights challenge current thinking and generate new policy proposals or good-practice guidelines. These can be mapped from idea-stage, to being on decision-makers' radar, to uptake and inclusion, to implementation.
2. The network will monitor the level of inclusion of non-academic contributors at grass-roots, with particular emphasis on ensuring lesser-heard voices are given prominence. It will also conduct periodic skills audits and self-assessments to measure capacity-growth of civil-society and other grassroots practitioners.
3. The Network Management will identify specific policy asks and trace them through the policy process to compare with outcomes. In this sense, we should see where knowledge generated by researchers or those on the ground feeds into and shapes decisions of donors, ministries and local government.
4. The project will consider its role in supporting the acquisition of further funding for 'action research in schools', whether as a multi-member consortium receiving a large grant, or several smaller projects, as a major 'success factor' of this project. In addition, any socially positive outcomes from action research funding, such as 'improved child mental health' or 'decrease in incidents of violence against children' will be partly attributable to this initial phase.
5. The combined M&E data of action-research-based interventions will be recorded and reported.
6. Where insights generated from this network are used in the initiative summarised above, they will be properly referenced with due credit given. This will enable fuller outcome mapping of the social impact of this proposed network.
1. The 'decolonisation of knowledge': developing distinctly 'Rwandan' insights to national challenges will lead to better, more context-sensitive proposals for intervention. By supporting Rwandan researchers to generate and communicate research findings to the global research and policy community, we also expect to see better-informed and more context-sensitive policy decisions and donor agendas, leading to better outcomes for Rwanda's school children.
2. Inclusion of grass-roots voices: the inclusion of grass-roots initiatives such as the Masharika performing arts for peace project, the Sana Initiative for mental health, or various youth-led community-based initiatives will promote a culture of research as 'learning from practice', and provide a means for Rwandan and international researchers to encounter and learn from experience and experimentation at grass-roots.
3. Empowering civil society and researchers in Rwanda to collectively bid for large grant funding: the intellectual work performed by the network, of breaking down disciplinary silos and developing a conceptual framework around the various aspects of schooling that contribute to a "culture of peace", will form the basis of collaborative applications for larger research grants. We hope future action research funding will not only generate new knowledge but help to fund socially-positive learning-based grassroots interventions.
4. Providing an evidence-base for global advocacy: network partner, Aegis Trust is forging a new partnership with the Jesuits of Africa and Madagascar aimed at changing attitudes and approaches to learning, towards more 'peaceful' child-centred approaches, first in the Jesuits own schools across the continent, then all Catholic schools and beyond. This will require changes at the levels of policy, leadership, and teaching. We hope the insights and connections generated from this network will contribute to this endeavour, in terms of improving concepts and evaluation methods and generating new practice guidelines.
The network will monitor the following:
1. The network will measure research and scholarship output of Rwandan contributors, both quantitatively (in terms of papers, conferences and reach) and qualitatively, in terms of how new insights challenge current thinking and generate new policy proposals or good-practice guidelines. These can be mapped from idea-stage, to being on decision-makers' radar, to uptake and inclusion, to implementation.
2. The network will monitor the level of inclusion of non-academic contributors at grass-roots, with particular emphasis on ensuring lesser-heard voices are given prominence. It will also conduct periodic skills audits and self-assessments to measure capacity-growth of civil-society and other grassroots practitioners.
3. The Network Management will identify specific policy asks and trace them through the policy process to compare with outcomes. In this sense, we should see where knowledge generated by researchers or those on the ground feeds into and shapes decisions of donors, ministries and local government.
4. The project will consider its role in supporting the acquisition of further funding for 'action research in schools', whether as a multi-member consortium receiving a large grant, or several smaller projects, as a major 'success factor' of this project. In addition, any socially positive outcomes from action research funding, such as 'improved child mental health' or 'decrease in incidents of violence against children' will be partly attributable to this initial phase.
5. The combined M&E data of action-research-based interventions will be recorded and reported.
6. Where insights generated from this network are used in the initiative summarised above, they will be properly referenced with due credit given. This will enable fuller outcome mapping of the social impact of this proposed network.
Organisations
- University of Rwanda (Lead Research Organisation)
- University College London (Collaboration)
- Wellspring (Collaboration)
- Uyisenga Ni Imanzi (Collaboration)
- A Partner in Education (Collaboration)
- University of Rwanda (Collaboration)
- University of East Anglia (Collaboration)
- Rwanda Arts Initiative (Collaboration)
- The Aegis Trust (Collaboration)
Publications
Anna Hata, Delphine Mukingambeho
(2022)
Building the culture of peace in Rwandan schools
Dr Emmanuel Sibomana & Dr Jean Leonard Buhigiro
(2021)
Worldview education in Rwandan schools: a teachers' and teacher trainers' perspectives
Dr Emmanuel Sibomana & Dr Jean Leonard Buhigiro
(2021)
Peace and values education as a cross-cutting issue in Rwandan schools: a teachers' and classroom based perspective
Dr Jolly Rubagiza & Jane Mutoni
(2021)
Exploring the gender dimensions of COVID 19 disruptions on education among adolescents in rural Rwanda
Dr Kirrily Pells & Dr Samuel Rushworth
(2021)
Children and Youth Participation - Democratizing the School Community
Jolly Rubagiza And Jane Umutoni
(2022)
Building the culture of peace in Rwandan schools
Leonard BUHIGIRO , Emmanuel SIBOMANA , Jean De Dieu AMINI NGABONZIZA , And Delphine MUKINGANGAMBEHO 1
(2022)
Peace and values education as a cross-cutting issue in Rwandan schools: a teachers and classroom based perspective
Leonard BUHIGIRO, Emmanuel SIBOMANA, Jean De Dieu AMINI NGABONZIZA, And Delphine MUKINGANGAMBEHO
(2022)
Building the culture of peace in Rwandan schools
Mukingambeho Delphine, Anna Hata, Samuel Rushworth, Pells Kirrily, Dusingize Jean De Dieu
(2022)
Peace in Rwandan schools: The views and experiences of primary and secondary school students and teachers
Prof. Ananda Breed, Dr Sylvestre Nzahabwanayo & Ferdinand Munezero
(2021)
Using arts-based approaches for positive peace in and out-of-schools in Rwanda
Description | The Network worked on the basis of eight thematic groups bringing together academicians; members of civil society organizations - CSOs; public servants engaged in peacebuilding, healing, and social cohesion; secondary school teachers and learners; artists; and representatives of international organizations such as Save the Children, Right to Play. These thematic groups are: (1) Curriculum, Pedagogy, Assessment and Teaching; (2) Social and Emotional Learning and Positive Discipline; (3) Mental health and well-being; (4) Inclusion - Gender Transformative Learning & Socioeconomic Disparities; (5) Cultural Arts and Humanities; (6&7) Democratic Governance and Youth Voice; (8) Engagement with Parents and Communities. A number of things were discovered or achieved. They are briefly described in what follows: 1. Creation of the Network. The Network is new in its own right beause in the past people have been going in schools as signle organization. A lack of coordination was lacking. The Newtwork was an opportunity for various peacebuilding actors in Rwanda to come together and lay the foundation for a discussion on positive peace in Rwanda. 2. to understand what positive means in schools in Rwanda. As of now, thematic group leaders and members are busy collecting data consistent with their respective thematic areas. Thus far we are exploring the following topics: 1) An action research on effectiveness of narrative & arts therapeutic intervention for children and young people with socio-psychological issues in Rwandan schools. (2) Exploring the gender dimensions of COVID 19 disruptions on education among adolescents in rural Rwanda. (3) Children and Youth Participation - Democratizing the School Community (4) Peace and values education as a cross-cutting issue in Rwandan schools: a teachers and classroom based perspective. (5) Worldview education in Rwandan schools: a teachers' and teacher trainers' perspectives. (6) Inclusive Education for Peace Building in Rwanda: Reflecting on historical trails of empowerment and inclusion of marginalized groups for sustainable peace building (7) Using arts-based approaches for positive peace in and out-of-schools We can argue that (a) Interrogating positive peace matters in Rwandan schools; (b) positive peace covers a range of broad areas: Curriculum, Pedagogy, Assessment and Teaching; Social and Emotional Learning and Positive Discipline; Mental health and wellbeing; Inclusion - Gender Transformative Learning & Socioeconomic Disparities; Inclusion - Special Educational Needs; Cultural Arts and Humanities; Democratic Governance and Youth Voice; and Engagement with Parents and Communities; (c) Covid-19 has exacerbated positive peace related issues in schools chief among which is access to and quality of education especially during times of school closure. |
Exploitation Route | It is too early to tell. It is only after completing the project that we can authoritatively indicate ways in which outcomes of this funding can be taken forward. |
Sectors | Education |
Description | In Rwanda (and probably elsewhere) there is a deep seated assumption that schools are places of peace. The Network is challenging this assumption by advancing the idea that schools can and are sometimes places of violence, i.e., direct (physical), structural and symbolic. In this context, the Network is impacting on schools by highlighting ways in which positive peace (understood as conditions where every person is empowered to fulfil her or his potential, and, although roles and responsibilities vary, everybody has a voice, and everybody is valued equally) can be established through different pathways mainly: (1) Curriculum, Pedagogy, Assessment and Teaching; (2) Social and Emotional Learning and Positive Discipline; (3) Mental health and wellbeing; (4) Inclusion - Gender Transformative Learning & Socioeconomic Disparities; (5) Inclusion - Special Educational Needs; (6) Cultural Arts and Humanities; (7) Democratic Governance and Youth Voice; and (8) Engagement with Parents and Communities. The focus of the Network (positive peace) has both economic and societal impact in the sense that learners' are being provided with an environment conducive for developing their full potentials which is likely to result in better learning outcomes where learners are equipped with strong knowledge, skills, values, and attitudes to develop themselves and the country at large both economically and socially. Although the Network started its activities fairly recently, some impact is noticeable in some schools working with the Network. We hope to see the impact emerging and expanding in other schools at the Network grows up and its members reach a large audience. Beside we produced book chapters (7), manuscripts to be submmited to peer reviewed journals (6), and policy brief (6). |
First Year Of Impact | 2022 |
Sector | Education,Government, Democracy and Justice |
Impact Types | Cultural,Societal,Economic,Policy & public services |
Description | Transforming Education for Sustainable Futures (TESF) |
Amount | £30,000 (GBP) |
Organisation | University of Bristol |
Sector | Academic/University |
Country | United Kingdom |
Start | 07/2021 |
End | 08/2022 |
Description | Aegis Trust Rwanda |
Organisation | The Aegis Trust |
Country | United Kingdom |
PI Contribution | Aegis Trust is a Rwanda civil society organization in charge of managing genocide memorials especially the Kigali Genocide Memorial (KGM). Also, Aegis contributes to peace and values education in schools. We are working with Aegis to manage the Network. Aegis has provided the Network Manager who ensures the daily administration and management of the activities of the Network. |
Collaborator Contribution | Aegis has provided the Network Manager who ensures the daily administration and management of the activities of the Network. This involves drafting and signing contracts with group leaders, organizing events (such as workshops and meetings - both online and physical), facilitating thematic group meetings by securing venues and all logistics, etc. Additionally, Aegis will support research seminars for Masters and PhD students as well as policy events. |
Impact | There is a collaboration agreement between the University of Rwanda and Aegis Trust |
Start Year | 2019 |
Description | Rwanda Art Council |
Organisation | Rwanda Arts Initiative |
Country | Rwanda |
Sector | Charity/Non Profit |
PI Contribution | The Network is working with Rwanda Art Council especially in the thematic group entitled "Cultural Arts and Humanities and peacebuilding in schools". The thematic group is exploring the use of arts-based approaches for improving quality education, teaching and learning as well peacebuilding in Rwandan schools. At the helm of this thematic group there is the presence of the president of Rwanda Art Council by the name of Umunezero Ferdinand. |
Collaborator Contribution | In collaboration with other group members (Prof. Ananda Breed and Dr. Sylvestre Nzahabwanayo), Ferdinand from Rwanda art council has co-produced a paper entitled "Using arts-based approaches for positive peace in and out-of-schools". |
Impact | Form of arts that are conducive to mental health wellness and peace in schools will be known and communicated to the larger community. |
Start Year | 2019 |
Description | The WellSpring Foundation |
Organisation | Wellspring |
Country | Canada |
Sector | Charity/Non Profit |
PI Contribution | We are collaborating with the WellSpring Foundation (Rwanda) in researching values education as part of strategies of building peace in Rwandan schools. Recently WellSpring has introduced in school a course entitled "Worldviews". Through our group leader Dr Emmanuel Sibomana (Director of Policy and Program) the Network is researching the impact of this course on both teachers and learners. |
Collaborator Contribution | The Wellspring has provided us with group leader in the name of Dr Emmanuel Sibomana and the research referred to in the previous sections will be conducted in schools managed by WellSpring. |
Impact | Dr Emmanuel from WellSpring has produced a working paper titled "Worldview education in Rwandan schools: a teachers' and teacher trainers' perspectives". |
Start Year | 2019 |
Description | Umubano Academy - A Partner in Education |
Organisation | A Partner in Education |
Country | Rwanda |
Sector | Charity/Non Profit |
PI Contribution | In unpacking the contours of positive peace in schools, the Network engages with academics, researchers, policy makers and more importantly practitioners. Umubano Academy is a Nursery, Primary and Lower secondary School, founded by British NGO, A Partner in Education. The Network is working with this school to explore learners' perspectives of positive peace. This is important in a context where conceptualizations and characterizations of peace are predominantly adult dominated. Also, the engagement with the school allows to get to the core of positive peace from the perspective of parents and community. Peace is not only taught in schools. It is also taught in families and most of the time there are tensions if not competition between the two institutions. Additionally, research has shown that peace is not only taught, it is also "caught". Hence the need to interrogate the role of community in peace education. |
Collaborator Contribution | The Principal of the Umubano Academy (Mr. Jean de Dieu Dusingize) brings the perspective of both parents and community in fostering positive peace in schools. |
Impact | In collaboration with Dr Samuel Rushworth, Mr. Jean de Dieu will co-produce a piece of academic article publishable in a peer reviewed journal, a policy brief and a book chapter. Equally, the two will host a policy event on the role of parents and community in fostering positive peace in Rwandan schools. |
Start Year | 2019 |
Description | University College London |
Organisation | University College London |
Country | United Kingdom |
Sector | Academic/University |
PI Contribution | The Network seeks to bring together scholars from Global South and Global North for mentoring and mutual learning purposes. In this regard, the Associate Professor Kirrily Pells is mentoring two PhD candidades (Mrs. Delphine Mukingambeho - PhD candidate at the University of Rwanda, College of Education, and Anna Hata, PhD candidate at UCL) in the thematic group entitled "Democratic Governance and Youth Voice". Essential to this group is to unpack positive peace from the perspective of leaners' participation in school governance. |
Collaborator Contribution | We expect the Associate Professor Kirrily to share her academic experience in research, knowledge creation and publication with the young scholars in her group. Also, given the scarcity and inaccessibility to update academic resources (online articles, books , etc) in the Global South, Kirrily will draw from UCL resources to support in closing this gap. |
Impact | The thematic group on Democratic Governance and Youth Voice is expected to produce a peer reviewed article, a book chapter and policy brief. Additional, members of this thematic group are to hold a policy event at the end of the project. |
Start Year | 2019 |
Description | University of East Anglia |
Organisation | University of East Anglia |
Country | United Kingdom |
Sector | Academic/University |
PI Contribution | The University of East Anglia (UEA) has provided the Co-Director of the Network and Co-Principal Investigator by the name Dr Samuel Rushworth. |
Collaborator Contribution | The vast majority of our group leaders are from the Global South (chiefly Rwanda) and have limited access to updated journal articles. Sam, based at UEA, is drawing on UEA academic resources and subscriptions to provide online articles and books to group leaders who cannot access these resources in their respective institutions. Having access to recently published articles is of crucial importance because it allows our group leaders to make good progress with their project research which will lead to the publication of a peer reviewed journal article, book chapter and a policy brief. |
Impact | There is an agreement between the University of Rwanda (UR) and the University of East Anglia (UEA). |
Start Year | 2019 |
Description | University of Rwanda, College of Education (UR-CE) |
Organisation | University of Rwanda |
Country | Rwanda |
Sector | Academic/University |
PI Contribution | The Network is supporting Masters and PhD students by organizing research methods skills workshops covering various aspects such as literature review, data analysis, writing the discussion chapter, publication, research software (Nvivo and SPSS) |
Collaborator Contribution | The University of Rwanda has provided 3 members who are serving in the Network as thematic group leaders. The latter are people who monitor the daily management and organize activities of the thematic group. Our Network works on the basis of thematic groups. We have eight working groups as described below: Group 1: Pedagogy Theme 1: Curriculum, Pedagogy, Assessment and Teaching (led by Emmanuel Sibomana and Jean Leonard Buhigiro) Group 2: Social and Emotional Wellbeing Theme 2: Social and Emotional Learning and Positive Discipline (led by Sam Rushworth and Chaste Uwihoreye) Theme 3: Mental health and wellbeing (led by Chaste Uwihoreye and Sam Rushworth) Group 3: Inclusion Theme 4: Inclusion - Gender Transformative Learning & Socioeconomic Disparities (led by Jolly Rubagiza and Umutoni Jane) Theme 5: Inclusion - Special Educational Needs (led by Evariste Karangwa) Group 4: Arts Theme 6: Cultural Arts and Humanities (led by Ananda Breed, Ferdinand Munezero & Sylvestre Nzahabwanayo) Group 5: School Community Theme 7: Democratic Governance and Youth Voice (led by Kirrily Pells, Anna Hata and Delphine Mukingambeho) Theme 8: Engagement with Parents and Communities (led by Sam Rushworth and Jean de Dieu) |
Impact | Research methods skills workshops covering various aspects such as literature review, data analysis, writing the discussion chapter, publication, research software (Nvivo and SPSS) |
Start Year | 2019 |
Description | Uyisenga Ni Imanzi |
Organisation | Uyisenga Ni Imanzi |
Country | Rwanda |
Sector | Charity/Non Profit |
PI Contribution | The Network is working hand in hand with Uyisenga ni Imanzi (UNM) in two thematic areas: (i) Social and Emotional Learning and Positive Discipline; (ii) Mental health and wellbeing in Rwandan schools. The Network and Uyisenga ni Imanzi (a Rwanda-based NGO) are investigating the effectiveness of narrative and arts therapy among children and young people who have social-emotional issues in schools. In this endeavor, the two thematic groups are supported by the Country Director of UNM, Dr Chaste Uwihoreye. |
Collaborator Contribution | In collaboration with Dr Samuel Rushworh, Dr Chaste has produced the paper entitled "An action research on effectiveness of narrative & arts therapeutic intervention for children and young people with psycho-social issues in Rwandan schools". UNM is sharing its expertise and experience in promoting positive peace in schools through the lenses of mental health wellness among learners. This area of research is critical in Rwanda where the vast majority of learners are either experiencing the second transmission of trauma (if they come from victim families) or are living under the shadow of guilty and shame - in case these learners come from perpetrator families. |
Impact | Currently the output is the paper entitled "An action research on effectiveness of narrative & arts therapeutic intervention for children and young people with psycho-social issues in Rwandan schools". However, this is a work in a progress to result into a peer reviewed article, a policy brief and a book chapter. The Network will also produce a tool kit to support children with psychosocial issues using narrative and arts therapy. |
Start Year | 2019 |
Description | An international conference on building cultures of Peace in Rwandan schools |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | Conference objectives The purpose of the conference was to share knowledge and insights generated by eight thematic groups of the Network 'Building Cultures of Peace in Rwandan Schools'. These thematic groups are: Theme 1: Curriculum, Pedagogy, Assessment and Teaching; Theme 2: Social and Emotional Learning and Positive Discipline; Theme 3: Mental health and wellbeing; Theme 4: Inclusion - Gender Transformative Learning & Socioeconomic Disparities; Theme 5: Inclusion - Special Educational Needs; Theme 6: Cultural Arts and Humanities; Theme 7: Democratic Governance and Youth Voice; Theme 8: Engagement with Parents and Communities. Participants The conference brought together all Network members, government officials, representatives of government institutions, researchers and academics, representatives of civil society organizations, teachers and learners, community practitioners, artists and faith-based organization leaders. Covid-19 test was taken onsite. Format and topics The conference took the format of a workshop instead of a lecture. The idea was to create a safe space where knowledge about peace in schools is constructed and shared. Each thematic group hosted a panel in the course of which key insights emerging from their findings were shared. Further details about topics which were covered are to be found in the agenda herewith attached. The conference successfully took place at Hotel des Milles Collines from 24th March to 25th March 2022. During the conference thematic group leaders had the opportunity to present their findings and receive feedback. Currently they are busy finalizing their book chapters, article manuscript and policy brief. Final book chapters, articles and policy briefs are due to be submitted at the end of June 2022. |
Year(s) Of Engagement Activity | 2022 |
Description | MASTERS AND PhD Research Seminars - Phase 2 for the University of Rwanda College of Education (UR-CE) and the College of Arts and Social Sciences |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Postgraduate students |
Results and Impact | Building Cultures of Peace in Rwandan Schools Network (BCPN) Research Skills Workshops - PHASE TWO REPORT 1. General introduction The "Building Cultures of Peace in Rwandan Schools Network" (BCPN) is a collaboration between Aegis Trust, The University of Rwanda and the University of East Anglia (UK). The purpose of the network is to bring together researchers from multiple disciplines, with policy-makers, practitioners and children themselves, to develop shared understandings around what Positive Peace would look like in the context of Rwandan primary and secondary schools. To achieve this, the Network is engaged in a number of activities including; thematic working group meetings, mini researches, research to policy and practice seminars, research skills workshops and local and international conferences. This report documents the Research Skills Workshops activity Phase Two, after the first phase of training was held in October 2021. 2. Research Skills Workshops Postgraduate research is a complex work which requires a combination of efforts in order to support students' learning. In this regard, postgraduate seminars, workshops and conferences have great value in developing students' scholarship and their reflective practice by providing support and encouraging them towards the completion of their research. Due to multidisciplinary approach adopted in academic research, the support from the supervisory team alone is not enough. Students therefore should benefit from various forums so as to accomplish a multiplicity of tasks required for postgraduate studies. The skills required include developing research proposals, selecting appropriate research methodology and writing skills. As such, interdisciplinary seminars/ workshops play an important role in enhancing postgraduate students' research skills and create communities of practice. In this regard the BCPN organized the research skills seminars and workshops to provide added value for postgraduate students engaged in research. These workshops targeted University of Rwanda research students at the College of Education (CE) and the College of Arts and Social Sciences (CASS). The first series of workshops were held for both Masters and PhD students in October 2021, covering a broad range of research topics. Following the success of this previous activity and recommendations from participants, it has been deemed necessary to organize phase two of the Research Skills Workshops as follow-up support for the students. 3. Aims and objectives The aim of the phase two research skills workshops was to provide continued support to current research students (both PhD and Masters level) at the colleges of Education (CE) and Arts and Social Sciences (CASS), the University of Rwanda 3.1 Objectives • To provide students with practical hands-on support in qualitative and quantitative data analysis, and report writing • To provide space for students to network, give and take constructive feedback and share experiences about their research 4. Target Audience The phase two workshops targeted students who participated in the previous training in October 2021. Workshops were organized for both PhD and Master's students according to their level. This time, we aimed to organise smaller groups especially for the master's students (that were bigger last time), in order to have manageable numbers for practical sessions. The workshops covered three weekends, for three days each (starting on Friday afternoon to Sunday). Proposed Topics The workshops were more practical in nature covering three broader areas as state below: The sessions were however organized to suit the specific student audience as highlighted above. • Qualitative data analysis (including use of tools like NiVivo and Taguette) • Quantitative data analysis (including use of tools like SPSS, Stata • Report writing • Referencing and organizing reading materials using Mendeley. 5. Timing and Workshop Venue The time schedule for each workshop was three days starting with Friday afternoon, Saturday and Sunday. This was to provide more time for participants engagement, considering feedback received from previous training, about the time limitation. It was assumed that starting on Friday afternoon all the way to Sunday is most suitable for students and facilitators, most of whom have other engagements during the week days. The workshops were conducted on the following three days in a row: 5th - 7th March; 11th -13th March and 18-20 March (forthcoming). The workshop sessions were organized to run parallel, for example, the 1st group of Master's & the PhD Beginner group or two Masters' groups were held simultaneously, since they were targeting different students. Moreover, there were a number of eligible facilitators from both colleges to conduct such workshops. The venue for workshops was Aegis Trust Training Centre at Gisozi Memorial Site. A COVID Test was required for every participant, and preventive measure to mitigate the spread of COV19 were adhered to throughout the duration of the workshops. 6. Workshop Delivery Approach As suggested the research skills workshops were organized taking the workshop model to ensure student maximum participation. Hands on activities, practical exercises and student presentations were utilized as much as possible. RESEARCH SKILLS WORSHOPS SCHEDULES & PROPOSED FACILITATORS Master's Group A Date Time Theme Facilitators Friday 4th/03/2022 2:30 - 5:00pm Referencing in academic research (e.g. use of Mendley, etc). Mr Gonzalve Nizeyimana & Mr Leon Ntabomvura Saturday 5th/03/2022 8:15 -10:15am Qualitative data analysis - Dr Dan Imaniriho -Mr Theoneste Ntalindwa 10:15 - 10:45am Health Break 10:45 - 12:30pm -Dr Dan Imaniriho -Mr Theoneste Ntalindwa 12:30 - 1:30pm Lunch 2:00 - 3:00pm Academic report writing (thesis, dissertation) - Dr Faustin Mutwarasibo 1:30 - 3:15pm Break 3:15 - 4:30pm Academic report writing (thesis, dissertation) - Dr Faustin Mutwarasibo Sunday 6th/03/22 8:15 -10:15am Quantitative data analysis -Dr Odette Umugiraneza - Dr Philothere Ntawiha 10:15 - 10:45am Health Break 10:45 - 12:30pm Quantitative data analysis Dr Odette Umugiraneza - Dr Philothere Ntawiha 12:300 - 1:30pm Lunch 1:300 - 3:00pm Quantitative data analysis Dr Odette Umugiraneza - Dr Philothere Ntawiha 3:00 - 3:15pm Break 3:15 - 4:15pm Quantitative data analysis -Dr Odette Umugiraneza - Dr Philothere Ntawiha 4:15 - 4: 30pm Closing Remarks Master's Group B Date Time Theme Facilitators Friday 11/03/22 2:30 - 5:00pm Referencing in academic research (e.g. use of Mendeley, etc.) Dr Berthe Uwamwezi & Mr Leon Ntabomvura Saturday 12//03/22 8:15 -10:15am Qualitative data analysis Dr Alice Karekezi - Dr Celestin Hategekimana 10:15 - 10:45am Health Break 10:45 - 12:30pm Qualitative data analysis - Dr Alice Karekezi - Dr Celestin Hategekimana 12:30 - 1:30pm Lunch 1:30 - 3:00pm - Dr Alice Karekezi - Dr Celestin Hategekimana 3:00 - 3:15pm Break 3:15 - 4:30pm Academic report writing (thesis, dissertation) - Dr Hilaire Habyalimaa Sunday 13/03/22 8:15 -10:15am Quantitative data analysis -Dr Dieudonné Uwizeye -Dr François Niragire 10:15 - 10:45am Health Break 10:45 - 12:30pm Quantitative data analysis Dr Dieudonné Uwizeye -Dr François Niragire 12:30 - 1:30pm Lunch 1:30 - 3:00pm Quantitative data analysis -Dr Dieudonné Uwizeye -Dr François Niragire 3:00 - 3:15pm Break 3:15 - 4:15pm Quantitative data analysis - Dr Dieudonné Uwizeye -Dr François Niragire 4:15 - 4: 30pm Closing Remarks Master's Group C Friday 18th/03/22 2:30 - 5:00pm Referencing in academic research (e.g. use of Mendley, etc.) Mr Gonzalve Nizeyimana & Mr Theoneste Ntalindwa Saturday 19th/03/22 8:15 -10:15am Qualitative data analysis Dr Nizeyimana Gabriel Dr Jean Leonard Buhigiro 10:15 - 10:45am Health Break 10:45 - 12:30pm Qualitative data analysis Dr Nizeyimana Gabriel Dr Jean Leonard Buhigiro 12:30 - 1:30pm Lunch 1:30 - 3:00pm Academic report writing (thesis, dissertation) Dr Peter Mugume 3:00 - 3:15pm Break 3:15 - 4:30pm Academic report writing (thesis, dissertation) Dr Peter Mugume Sunday 20th/03/22 8:15 -10:15am Quantitative data analysis -Assoc.Prof. Sylvestre Nzahawaayo - Dr François Maniraho 10:15 - 10:45am Health Break 10:45 - 12:30pm Quantitative data analysis - Assoc.Prof. Sylvestre Nzahabwanayo - Dr François Maniraho 12:30 - 1:30pm Lunch 1:30 - 3:00pm Quantitative data analysis Assoc.Prof. Sylvestre Nzahabwanayo - Dr François Maniraho 3:00 - 3:15pm Break 3:15 - 4:15pm Quantitative data analysis - Assoc.Prof. Sylvestre Nzahabwanayo - Dr François Maniraho 4:15 - 4: 30pm Closing Remarks PhD Beginners' Group Date Time Theme Facilitators Friday 11th/03/22 2:30 - 5:00pm Referencing in academic research (e.g. use of Mendeley, etc.) -Mr Gonzalve Nizeyimana & - Mr Theoneste Ntalindwa Saturday 12th/03/22 8:15 -10:15am Qualitative data analysis -Dr Innocent Iyakaremye - Dr Vedaste Ndizera 10:15 - 10:45am Health Break 10:45 - 12:30pm Qualitative data analysis -Dr Innocent Iyakaremye - Dr Vedaste Ndizera 12:30 - 1:30pm Lunch 1:30 - 3:00pm Academic report writing (thesis, dissertation) Dr Jolly Rubagiza 3:00 - 3:15pm Break 3:15 - 4:30pm Academic report writing (thesis, dissertation) Dr Jolly Rubagiza Sunday 13th/03/22 8:15 -10:15am Quantitative data analysis -Dr. Irénée Ndayambaje -Dr. Leon Mugabo 10:15 - 10:45am Health Break 10:45 - 12:30pm Quantitative data analysis -Dr. Irénée Ndayambaje -Dr. Leon Mugabo 12:30 - 1:30pm Lunch 1:30 - 3:00pm Quantitative data analysis -Dr. Irénée Ndayambaje -Dr. Leon Mugabo 3:00 - 3:15pm Break 3:15 - 4:15pm Quantitative data analysis -Dr. Irénée Ndayambaje -Dr. Leon Mugabo 4:15 - 4: 30pm Closing Remarks PhD Advanced Group Friday 18th/03/22 2:30 - 5:00pm Referencing in academic research (e.g. use of Mendeley, etc.) -Dr Berthilde Mukamwezi -Mr Leon Ntabomvura Saturday 19th/03/22 8:15 -10:15am Qualitative data analysis - Assoc. Prof. Evode Mukama & -Assoc. Prof. Nzabalirwa 10:15 - 10:45am Health Break 10:45 - 12:30pm Qualitative data analysis -Assoc. Prof. Evode Mukama & -Assoc. Prof. Nzabalirwa 12:30 - 1:30pm Lunch 1:30 - 3:00pm Academic report writing (thesis, dissertation) -Assoc. Prof. Evode Mukama & -Assoc. Prof. Nzabalirwa 3:00 - 3:15pm Break 3:15 - 4:30pm Academic report writing (thesis, dissertation) -Dr Anne Marie Kagwesagye Sunday 20th/03/22 8:15 -10:15am Quantitative data analysis -Dr. Dieudonné -Uwizeye - Dr François Niragire 10:15 - 10:45am Health Break 10:45 - 12:30pm Quantitative data analysis - Dr. Dieudonné -Uwizeye - Dr François Niragire 12:30 - 1:30pm Lunch 1:30 - 3:00pm Quantitative data analysis Dr. Dieudonné -Uwizeye - Dr François Niragire 3:00 - 3:15pm Break 3:15 - 4:15pm Quantitative data analysis -Dr. Dieudonné -Uwizeye - Dr François Niragire 4:15 - 4: 30pm Closing Remarks Ass. Prof. Sylvestre Nzahabwanayo (PhD) Principal Investigator & Network Director |
Year(s) Of Engagement Activity | 2022 |
Description | Masters and PhD Research Seminars for the University of Rwanda College of Education (UR-CE) and College of Arts and Social Sciences (CASS) |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | National |
Primary Audience | Postgraduate students |
Results and Impact | BUILDING CULTURES OF PEACE IN RWANDAN SCHOOLS NETWORK (BCPN) RESEARCH SKILLS WORKSHOPS REPORT BY THE ORGANIZING TEAM: Dr. Jolly Rubagiza and Dr. Jean Léonard Buhigiro October 2021 1. INTRODUCTION The research skills workshops are one of the planned activities of the Building Cultures of Peace in Rwandan Schools Network (BCPN). These workshops were held on the weekends of 9th - 10th and 16th - 17th October 2021 at Aegis Trust Training Centre, at Gisozi Memorial Site in Kigali. 2. AIMS AND OBJECTIVES The aim of these research skills workshops was to support the work of current research students (both PhD and Masters level) at the colleges of Education (CE) and Arts and Social Sciences (CASS), the University of Rwanda 2.1 OBJECTIVES • To enhance students' research skills in areas like proposal writing, methodology and academic writing and presentation • To provide space for students to network, give and take constructive feedback and share experiences about their research 3. TARGET AUDIENCE The workshops targeted students, both at PhD and Master's level in different groups and categories a) The Master's students were divided into two groups, with the first group attending on the weekend of the 9th-10th October and the second group attending the weekend of 16th-17th October. At Master's level, targeted students are those who have completed their course work and about to, or already started on their research projects. b) PhD Beginners Group -This was attended by PhD students in the beginning months of their studies (proposal writing stage). This group attended the weekend of 9th-10th October. c) PhD Advanced Group - This was attended by PhD students at a more advanced level (data collection, analysis & writing stage). The group attended the weekend of 16th-17th October. This means that two workshops (one Master's and one PhD) were conducted simultaneously each weekend. 4. TOPICS EXPLORED The workshops facilitation centered on the following topics below. The workshops were however organized to suit the specific student audience as highlighted above. • Research proposal writing • Defining research questions and developing a conceptual framework; • Writing a literature review (including Search Tools and End Note); • Philosophical Approaches in Education & Social Science Research; • Quantitative Methods Approach; • Qualitative Methods Approach; • Data Analysis, both qualitative and quantitative (including SPSS, Nvivo etc); • Academic Writing (including writing for publication). 5. WORKSHOP DELIVERY APPROACH As suggested the research skills workshops were organized taking the workshop approach to ensure student maximum participation. Hands on activities, practical exercises and student presentations were utilized. Moreover, students had the opportunity to share progress with their research projects and receive feedback from facilitators and also their fellow students. 6. FACILITATING TEAM The facilitators for the skills workshops were mainly drawn from URCE and UR/CASS lecturers, with only one coming from outside the university. Most of them have a long experience in training students in research skills and are expert researchers. It was therefore a privilege to have such expertise work with the students; an opportunity that the students did not put to waste given the enthusiasm shown throughout the training sessions. (See list of facilitators in annex 1). 7. WORKSHOP ATTENDANCE Category Date attended Actual No. of participants Expected No. of participants Master's Group 1 9th - 10th Oct 26 30 Master's Group 2 16th - 17th Oct 25 30 PhD Beginners 9th - 10th Oct 13 15 PhD Advanced 16th - 17th Oct 14 15 8. RECOMMENDATIONS Both PhD and Master's students who participated in the workshops recommended that such workshops should be organized regularly. For most of them this was the first time they had an opportunity to discuss and share their work and get feedback from experts and fellow students in their college or UR level. The students were also grateful for the facilitator expertise, and in particular for the team facilitation. It is also important to mention that feedback received from facilitators was positive where they also recommended support for research students through such forums Below are some of the areas where students suggest more focus should be put the next time: • Data analysis and presentation • More practical activities to help them get used to appropriate software for data analysis (qualitative and quantitative research) with a particular focus on data cleaning in quantitative research; • Conceptual and theoretical frameworks in educational & social science research • Writing up a dissertation • Writing for publication and identification of predatory journals • Referencing systems Also recommended was an extended time (more days) in which the workshops are held to give more time for more students to share their work and receive feedback. 9. ANNEXES 9.1. RESEARCH SKILLS WORSHOPS SCHEDULES & FACILITATORS GROUP 1 Date Time Activity Responsible October 9th, 2021 8:00-9:00 Arrival and Registration of participants Aegis Trust 9:00-9:15 Opening remarks Dr. Sylvestre Nzahabwanayo 9:15-10:15 Session 1: Proposal writing Dr. Peter Mugume Dr. Celestin Hategekimaa 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 1: (Continued): Students' presentations Dr. Peter Mugume Dr. Celestin Hategekimana 12:30-1:30 Lunch Aegis Trust 1:30-300 Session 2: Literature review Dr. Peter Mugume Dr. Celestin Hategekimana 3:00-3:15 Break Aegis Trust 3:15-4:30 Session 2 (Continued): Students' presentations Dr. Peter Mugume Dr. Celestin Hategekimana Day 2 October 10th, 2021 8:00-8:30 Arrival and Registration of participants Aegis Trust 8:30-10:15 Session 1: Qualitative research approach (data collection and analysis) Dr. Alphonse Uworwabayeho & Dr. Innocent Iyakaremye 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 1(Continued): Students' presentations Dr. Alphonse Uworwabayeho & Dr. Innocent Iyakaremye 12:30-1:30 Lunch Aegis Trust 1:30-2:45 Session 2: Quantitative research methods (data collection and analysis) Dr. Alphonse Uworwabayeho & Dr. Innocent Iyakaremye 2:45-3:45 Session 2: Students' presentations Dr. Alphonse Uworwabayeho & Dr. Innocent Iyakaremye 3:45-4:00 Closing remarks Facilitators GROUP 2 Date Time Activity Responsible Day 1 October 16th, 2021 8:00-9:00 Arrival and Registration of participants Aegis Trust 9:00-9:15 Opening remarks Dr. Sylvestre Nzahabwanayo 9:15-10:15 Session 1: Proposal writing Dr. Philothere Ntawiha & Dr Gabriel Nizeyimana 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 1: (Continued): Students' presentations Dr. Philothere Ntawiha & Dr Gabriel Nizeyimana 12:30-1:30 Lunch Aegis Trust 1:30-300 Session 2: Literature review Dr. Philothere Ntawiha & Dr Gabriel Nizeyimana 3:00-3:15 Break Aegis Trust 3:15-4:30 Session 2 (Continued): Students' presentations Dr. Philothere Ntawiha & Dr Gabriel Nizeyimana Day 2 October 17th, 2021 8:00-8:30 Arrival and Registration of participants Aegis Trust 8:30-10:15 Session 1: Qualitative research approach (data collection and analysis) Dr. Jean Leonard Buhigiro & Dr Dieudonné Uwizeye 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 1(Continued): Students' presentations Dr Jean Leonard Buhigiro & Dr Dieudonné Uwizeye 12:30-1:30 Lunch Aegis Trust 1:30-2:45 Session 2: Quantitative research methods (data collection and analysis) Dr. Jean Leonard Buhigiro & Dr. Dieudonné Uwizeye 2:45-3:45 Session 2: Students' presentations Dr. Jean Leonard Buhigiro & Dr Dieudonné Uwizeye 3:45-4:00 Closing remarks Facilitators PHD (BEGINNERS GROUP) Dates Time Activity Responsible Day 1: October 9th, 2021 8:00-8:45 Arrival and Registration of participants Aegis Trust 8:45-9:00 Opening remarks Dr. Sylvestre Nzahabwanayo 9:00-10:15 Session 1: Philosophical Approaches in Education & Social Science Research Assoc. Prof. Kamuzinzi Masengesho Dr. Irénée Ndayambaje Dr. Leon Mugabo 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 2: Proposal writing Assoc. Prof. Kamuzinzi Masengesho Dr. Irénée Ndayambaje Dr. Leon Mugabo 12:30-1:30 Lunch Aegis Trust 1:30-300 Session 3: Literature review and search tools Assoc. Prof. Kamuzinzi Masengesho Dr. Irénée Ndayambaje Dr. Leon Mugabo 3:00-3:15 Break Aegis Trust 3:15-4:30 Session 2: Students' presentation/practical exercises Assoc. Prof. Kamuzinzi Masengesho Dr. Irénée Ndayambaje Dr. Leon Mugabo Day 2: October 10th, 2021 8:00-9:00 Arrival and Registration of participants Aegis Trust 9:00-10:15 Session 1: Framing research questions & preparing data collection tools (qualitative) Dr Odette Umugiraneza Dr. Sylvestre Nzahabwanayo Dr. Jolly Rubagiza 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 2: Students' presentations/practical exercise Dr Odette Umugiraneza Dr. Sylvestre Nzahabwanayo Dr. Jolly Rubagiza 12:30-1:30 Lunch Aegis Trust 1:30-2:45 Session 3: Framing research questions & preparing data collection tools (quantitative) Dr Odette Umugiraneza Dr. Sylvestre Nzahabwanayo Dr. Jolly Rubagiza 2:45-3:45 Session 2: Students' presentation/practical exercises Dr Odette Umugiraneza Dr. Sylvestre Nzahabwanayo Dr. Jolly Rubagiza 3:45-4:00 Closing remarks Facilitators PHD (ADVANCED GROUP) Dates Time Activity Responsible Day 1: October 16th, 2021 8:00-9:00 Arrival and Registration of participants Aegis Trust 9:00-10:15 Session 1: Qualitative data analysis techniques (including Nvivo or any other software) Dr. Sylvestre Nzahabwanayo Assoc. Prof Evode Mukama Assoc. Prof. Wenceslas Nzabalirwa Dr. Dieudonne Uwizeye 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 2: Students' presentations/Practical activities Dr. Sylvestre Nzahabwanayo Assoc. Prof Evode Mukama Assoc. Prof. Wenceslas Nzabalirwa Dr. Dieudonne Uwizeye 12:30-1:30 Lunch Aegis Trust 1:30-300 Session 3: Quantitative data analysis techniques (including SPSS and any other software) Dr. Sylvestre Nzahabwanayo Assoc. Prof Evode Mukama Assoc. Prof. Wenceslas Nzabalirwa Dr. Dieudonne Uwizeye 3:00-3:15 Health break 3:15-4:30 Session 2: Students' presentation/practical exercises Dr. Sylvestre Nzahabwanayo Assoc. Prof Evode Mukama Assoc. Prof. Wenceslas Nzabalirwa Dr. Dieudonne Uwizeye Day 2 October 17th, 2021 8:00-9:00 Arrival and Registration of participants Aegis Trust 9:00-10:15 Session 1: Dissertation/thesis writing Dr. Anne Marie Kagwesagye Mr. Gilbert Mucyo 10:15-10:45 Health break Aegis Trust 10:45-12:30 Session 2: Writing for publication and research dissemination (including use of social media) Dr. Anne Marie Kagwesagye Mr. Gilbert Mucyo 12:30-1:30 Lunch Aegis Trust 1:30-2:45 Session 2: Writing for publication and research dissemination (including use of social media) cont'd Dr. Anne Marie Kagwesagye Mr. Gilbert Mucyo 2:45-3:45 Session 2: Practical activities Dr. Anne Marie Kagwesagye Mr. Gilbert Mucyo 3:45-4:00 Closing remarks Facilitators |
Year(s) Of Engagement Activity | 2021 |
Description | Official Launch of the Network Building Cultures of Peace in Rwandan Schools. |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | On the 23 February 2020 we launched officially the Network at Lemigo Hotel in Kigali. The purpose of the event was to bring together thematic group leaders and other members of the Network. We explained core features of the Network including the purpose, structure, working mechanisms as well as output. The overarching theme of this network is to develop a shared understanding of what policies and practices lead to "cultures of positive peace" in Rwandan primary and secondary schools. By 'culture' we mean that positive peace is not merely an aspect of schooling, a programme, or a subject on the curriculum; rather, it is a set of core values imbedded within every relationship, discourse, and practice. By 'positive peace', we draw on Galtung, to envisage a peace which is more than the absence of physical violence (though that would be a good place to start in some schools). A helpful working definition for our purpose is that Positive Peace exists when "every person is empowered to fulfil her or his potential, and, although roles and responsibilities vary, everybody has a voice, and everybody is valued equally". At the end of the event, members were advised to register themselves in one of the following thematic groups: Curriculum, Pedagogy, Assessment and Teaching; Social and Emotional Learning and Positive Discipline; Mental health and wellbeing; Inclusion - Gender Transformative Learning & Socioeconomic Disparities; Inclusion - Special Educational Needs; Cultural Arts and Humanities; Democratic Governance and Youth Voice; and Engagement with Parents and Communities. |
Year(s) Of Engagement Activity | 2020 |
Description | Online Conference for Network Group Leaders |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | International |
Primary Audience | Professional Practitioners |
Results and Impact | On the 1st March 2021, the Network organized an online conference bringing together all thematic group leaders and some key members. The purpose of the conference was to give space to group leaders to present their concept notes and receive feedback from peers. Each thematic group lead presented the title of their research, objectives, research questions, methodology, and timeline. It was an inspiring event where everyone got to know what all thematic groups are working on. Also, the purpose of the conference was to allow possible collaborations between groups and possibly enable participants to see some potential cross over. The concepts are to be developed to result in a peer reviewed journal article, book chapter and a policy brief, all of which are subject to a policy informing event to be organized at the end of the project. The following concept notes were presented: (1) An action research on effectiveness of narrative & arts therapeutic intervention for children and young people with socio-psychological issues in Rwandan schools. (2) Exploring the gender dimensions of COVID 19 disruptions on education among adolescents in rural Rwanda. (3) Children and Youth Participation - Democratizing the School Community (4) Peace and values education as a cross-cutting issue in Rwandan schools: a teachers and classroom based perspective. (5) Worldview education in Rwandan schools: a teachers' and teacher trainers' perspectives. (6) Inclusive Education for Peace Building in Rwanda: Reflecting on historical trails of empowerment and inclusion of marginalized groups for sustainable peace building (7) Using arts-based approaches for positive peace in and out-of-schools As mentioned previously the purpose of this online conference was to update one another on the focus and research plans of the various thematic areas in order to (a) ensure we are working with a shared framework, (b) identify areas of cross-over for potential inter-group collaboration, (c) provide opportunities to receive feedback. |
Year(s) Of Engagement Activity | 2021 |