EDUCATION/BNEP Coordinator
The Protestant education service began its activities in Rwanda during the colonial period, before Rwanda gained its independence with the Protestant Alliance of Ruanda-Urundi. Since 1963, the organs of the Protestant Council in Rwanda (CPR) had set up an Education Commission with a President at the head and a secretary of this commission who was responsible for monitoring educational activities and the problems arising from them on a daily basis in order to find solutions. It is this service responsible for education within the CPR which took the name of the National Bureau of Protestant Education (BNEP).
Since the creation of the CPR, the BNEP has been directed and coordinated by the Secretary General of the CPR. It was in June 1988 that the BNEP was given a permanent staff headed by a Director responsible for monitoring and coordinating all educational activities in the schools of the Protestant churches that are members of the CPR. Currently, the activities of the BNEP are governed by the articles that make up Chapter II of Organic Law No. 20/2003 of 03/08/2003 on the organization of education. These articles recognize the partnership in education. Article 18 of this Chapter stipulates that the State recognizes parents, private individuals, associations and various communities as partners in education in compliance with the laws in force as well as the agreements signed with its partners.
Teaching is an integral part of the general mission of the Church as recorded in various biblical texts. This mission is summarized as follows: “To make disciples of the People of God, to educate, instruct and develop them in every way so that they may become wise and understanding” (cf. Deuteronomy 4:4-6; Matthew 28:19-20; John 10:10b-20). The leitmotif of the BNEP then becomes: A wise and understanding people (Dt. 4:6b).
In 20 years, the nationals of the schools of the Protestant churches members of the CPR demonstrate:
BNEP Structure
Members of Education Commission
Education Projects
Partners
The general objective of the program is to improve the quality of Protestant Education in Rwanda.
This is a contribution to the national policy of promoting and improving the quality of education in Rwanda. This objective is translated into more specific terms at three levels, namely:
Professional aspect:
The program aims to improve and/or strengthen the professional pedagogical capacities of the teacher and the administrator for a better qualitative and quantitative performance of their services. It also aims to create a climate favorable to learning and the development of the learner
Human and social aspect:
The program aims to change the attitudes and behaviors of teachers for the adoption and embodiment of attitudes and behaviors acquired with positive human and social values such as: social harmony, conviviality, positive communication, respect for others, development of the spirit of participatory responsibility and initiative, culture of democracy, justice and peace.
Moral and ethical aspect:
It aims to make teachers and school administrators feel more strongly about the need and importance of respecting the professional ethics of their faith. It also aims to create conditions conducive to the practical practice of their faith in everyday life at school.
The 684 Protestant Church schools, including 42 nursery schools, 552 primary schools, and 90 secondary schools, currently have 68 teachers and 2,324 children, 5,872 teachers and 429,758 students, and 1,370 teachers and 38,362 students, respectively.
Training all these teachers in active and participatory teaching is a major challenge for the National Bureau of Protestant Education.
We have therefore set ourselves qualitative and quantitative objectives to achieve within a three-year period (from July 2007 to June 2010), which is the current phase of our program.
The training
The three-week PAP training sessions for teachers are held during the holidays on the themes of pedagogy, psychology, methodology and communication, while for administrators it is according to their availability and convenience; they have seminars and conferences on counseling, school management, and the quality of Protestant education.
Monitoring
Monitoring is carried out by BNEP staff. BNEP aims to ensure that trained teachers are visited in their classrooms.
The assessment
The evaluation of the program is carried out at specific periods by a team of experts identified and agreed upon by the partner in collaboration with the Protestant Council of Rwanda (CPR).
The collection, entry and management of school statistics for Protestant Education.
The BNEP has statistics management software that helps establish a Protestant Education database system. This system is under construction, and a first version of our database is already available. However, one challenge remains: having an effective system for collecting consistent and reliable data in schools.
The beneficiary groups remain primarily teachers and principals of kindergarten, primary and secondary schools.
The target groups targeted by the program are:
Direct and indirect beneficiaries cover a variety of areas. We can broadly classify them as follows:
The PAP training program includes the following structure:
1. In-service teachers
Teacher training goes through different stages, all of which contribute to strengthening the skills acquired in PAP.
The content of PAP training is determined and recorded in a document called a “portfolio” in the form of themes (more than eighty themes). The initial portfolio was designed by the main trainer of the program, Mr. Christian Grêt. Principals in training do not have the chance to do the third week of practice.
Here are the different stages of training for in-service teachers
2. Training of trainers
Candidate trainers of trainers are recruited from among the best PAP elements of primary or secondary school teachers or principals. Different stages of training of trainers of trainers:
3. Administrative staff:
Principals of secondary schools, prefects of studies, prefects of discipline, representatives, etc., religion teachers are invited and trained on specific topics that each category needs as a priority to fulfill its functions. The Legal Representatives of the member churches of the CPR and their wives have a retreat every year on a priority theme for the improvement of Protestant education.
The representatives have their quarterly meeting to update the situation in our schools. The directors of education in the districts also held their workshop seminar to make them aware of the PAP in schools and its importance.
Difficulties and constraints encountered in the implementation of the PAP The difficulties and constraints expressed by the beneficiaries are:
After the war and the genocide of 1994, education suffered from a quantitative and qualitative lack of teaching and administrative staff. It was therefore urgent to implement programs to reduce the acuity of this problem.
We are challenged to manage the obvious consequences resulting from the war and the genocide: trauma, insufficient communication, the need for reconciliation and peace between people, physical and spiritual suffering, the loss of interest in school by children, etc.
We have opted for the change of teaching methods by introducing and promoting the practice and concretization of active, participatory and creative pedagogy in our schools not only to improve the methods and conditions of learning of children but also to promote the culture of peace, solidarity, democracy, dialogue, mutual respect, etc.
We therefore note with satisfaction that this pedagogy is taking root in a good number of Protestant schools. But we realize that the administrators of these schools and the planners of Protestant education in our schools do not apply active and participatory methods in their activities.
We therefore wish to promote among administrators a pedagogy that is in correlation with this active, participatory, and creative pedagogy in their management of schools. Administrators, mainly the Directors of secondary schools, therefore need participatory management to know the management strategies of their teams at school and of employees, so that everyone can play their role well.
We would like all principals to take this training, but they have many missions and responsibilities to fulfill. Some are not available to follow the participatory management training. Others leave their careers for other positions. The contribution requested from them hinders the commitment of some principals, saying that the school does not have the financial resources for principal training.
The Christian Education program is part of the services that are in the Department of Education also called the National Bureau of Protestant Education (BNEP) in Rwanda. This component has existed since the creation of the Protestant Council of Rwanda (CPR) in the 1960s and even before when the Protestant Churches of Rwanda were part of the Rwanda-Urundi Protestant Alliance.
In Rwanda, in Protestant churches, women, children and young people constitute the majority of the faithful. And at the same time, this category of people constitutes the most vulnerable group and a section excluded from full participation in all activities of church life: whether worship activities or decision-making.
However, according to the basic principles of the Christian Faith, it is necessary to have education for children, young people and adults, regardless of whether they are new converts, first or second generation Christians. If we accept the principle that church growth is not defined only in terms of numbers, but that the church must help its members to always commit themselves to living a Christian life, then Christian education must therefore be ongoing (Esther L. Megill, Education in the African Church, Revised Edition, London, 1981).
Youth work is the activity by which the church educates young people and provides them with the information and skills necessary for them to understand and live the Christian life. In this sense, Christian education is the effort to further consolidate the activities of young people within the church and society. The Bible recommends that Christians teach the Word of God to children, to perpetuate biblical teachings from generation to generation. In the Old Testament, parents had the task of educating and instructing their children.
Education was primarily moral and religious. On the moral level, parents were to teach children how to conduct themselves in life; on the religious level, they taught them the great things God had done for his people, the origin and significance of religious festivals and sacred customs… According to the New Testament, the mission of the Church received from its founder (Jesus Christ) is to teach (Mt 28:19).
This teaching includes both Christian formation and general formation. The two aspects are closely linked to each other. This is why the Church, from its inception, developed catechetical teaching to form people in the Christian faith and created schools for general instruction.
Mission
Christian education has the mission of proclaiming the Word of God in schools and universities, of extending the religious and biblical presence in these environments and of opening the minds of young people to the problems of society with the aim of awakening their consciences to the demands of our societies today.
Objectives
The Christian Education program at the Protestant Council of Rwanda has several objectives to achieve, the main ones being the following:
Christian education is a ministry among young people. In this sense, it is primarily an activity of youth mobilization (an effort undertaken primarily by young people themselves with the support of the church) with the aim of achieving the following results:
Evangelistic activities
These are activities related to the proclamation of the Good News of Jesus Christ by young Christians to their peers who are not yet engaged in Christian life and community. They are invited to enter into communion with Jesus Christ as their personal Lord and Savior. In this context, pupils and students, in collaboration with their chaplains, their churches, and their local authorities, organize evangelistic campaigns to announce the Good News to young people and give them the opportunity to discover the call of Jesus Christ as their Savior and Lord.
Catechesis activities
These are the activities that aim to ensure the promotion of the growth of young people in the Christian faith. They are carried out in the form of biblical and theological teachings centered on the Bible and on the context of the country. They are generally provided by chaplains and teachers of religious studies following the Protestant religious curriculum according to the levels: nursery, primary and secondary. Within this framework, there are study sessions where the principles of the Bible, faith and Christian action are taught.
Teaching methods may include conferences, symposia, debate meetings, discussion groups, in-depth biblical and theological studies, guided studies, etc. The general objective is to provide a biblical and religious culture, to transmit moral and civic values inspired by the Christian faith to form responsible young people, to prevent certain dangers in society (AIDS, drugs, violence.)
Religious activities
These are activities related to prayer and worship. They are opportunities given to young people to worship God and in various contexts. These are Sunday services and other services according to needs and circumstances. These services are often opportunities for pupils and students to discover their talents and gifts in the liturgical and religious domain. Some of them proclaim the Word of God, others sing and others intercede for the community. These services are opportunities to bear witness to the Christian faith within the school, to represent the Christian and Protestant identity of the school, to lead young people to deepen their faith through prayers and biblical readings.
Community life
In this area, activities aim to encourage social policy within student communities through service and fraternity.
Leadership and Healing
These are activities aimed at spiritual and moral support. A group of pupils and students, in collaboration with pastors, supports other pupils and students with family difficulties and behavioral difficulties. They advise their colleagues with difficulties in school and academic learning, moral life, and spiritual life. It is within this framework that local committees, in collaboration with leaders, can first ensure the application of justice in the exercise of discipline and the prevention and management of conflict situations.
In detail, the activities recorded in the specifications of the head of the Christian education program at the Protestant Council include, among others:
The beneficiaries include:
In this Christian education program, one methodological approach highlighted is an ecumenical approach. It has the merit of bringing together several Christian denominations or confessions around an ecumenical activity.
Several churches of Protestant tradition, including the Seventh-day Adventist Church and the Catholic Church, actively participate in the various activities organized by the Protestant Council of Rwanda in this area of Christian education. Thus, the various followers of these churches meet in the following activities:
The preferred approach helps us to teach young people about Christian principles and the perspectives of their denominations on the issue of Living for Christ. Thus, we prioritize the search for a Christ-centered spirituality that responds to the message of the Gospel and the action of the Holy Spirit. This spirituality must be rooted in the life, history, and struggle of our peoples. This will help establish and consolidate ecumenical links among young people at the local, regional, national, and continental levels and develop prophetic commitment through theological reflection and awareness-raising based on concrete participation by the Church and the community.
The training sessions we organize for young Christians sometimes touch on various themes where they must determine the importance of their role and commit themselves resolutely to improving the situation in our country. We can cite among other themes:
The Christian Education component of the Protestant Council of Rwanda (CPR) serves Protestant churches and aims to meet the aspirations of young people, preparing them for full participation and responsibility within the church and society.
Young people are challenged to develop their abilities to live usefully as children of God in a fragmented world and to participate fully in the life of the church. This enables young people to fulfill the role entrusted to them by God, to be agents of transformation in the church and society.
School Statistics of Protestant Education in Rwanda
The National Office of Protestant Education at the Protestant Council of Rwanda (CPR) coordinates all nursery, primary, vocational and secondary schools belonging to the Protestant Churches that are members of the Protestant Council of Rwanda.
Protestant education in 2020:
1. Preschool education in 2020:
2. Primary education in 2020:
3. Secondary education in 2020:
4. Vocational education statistics, 2017 estimate:
NB : The Protestant Churches have 7 Universities and/or Institutions of Higher Education.
Table 1: Number of students and distribution of teachers in kindergarten.
Table 2: Distribution of nursery schools by province for the year 2008
Table 3: Distribution of nursery schools by province for the year 2009
Table 4: Distribution of nursery schools by province for the year 2010
Table 5: Distribution of nursery schools by province for the year 2013
Table 1: Number of students and distribution of teachers in Primary School.
Table 2: Distribution of primary schools by province for the year 2008
Table 3: Distribution of primary schools by province for the year 2009
Table 4: Distribution of primary schools by province for the year 2010
Table 5: Distribution of primary schools by province for the year 2013
Table 1: Number of students and distribution of teachers in secondary education.
Table 2: Distribution of secondary schools by province for the year 2008
Table 3: Distribution of secondary schools by province for the year 2009
Table 4: Distribution of secondary schools by province for the year 2010
Table 5: Distribution of secondary schools by province for the year 2013
One of the specific objectives of CPR is to promote human dignity. For the early education we have to teach the children how they should live and they will remember it all their lives as it is said in Proverbs 22 : 6. Sunday School Ministry is the pillar of churches. Neglecting it is like building a house without foundation.
Different protestant churches put their emphasis on youth and adults teachings. This is unfair because most of Rwandan churches are full of children which need reliable evangelization as children not using adult or youth methods.
Sunday Schools’ Ministry in Protestant churches in Rwanda is not well organized. This is the concern of churches that are members of CPR. Children go to churches with adults, or would be left to child carers just to avoid annoyance during the worship service.
Each protestant church may have an average of 150 registered children in local congregation. Sunday School children. There is a need to worry about this situation that weakens protestant churches in Rwanda.
The Objective of Sunday School Ministry is :
We have
CPR has trained pastors in different provinces ; North, East, and South province. Those trainings were organized by churches. CPR organizes seminars for teachers training at Kigali city. Every Sunday morning at 7h A.M Sunday school radio broadcasting in Kinyarwanda.
In our churches there are not enough trained teachers for Sunday school. Although children are not having well conceived program, they are as many as adults and in others churches, they are more than adults. Each protestant church may have an average of 150 registered children in local congregation. There is a need to have more trained teachers. They must have sufficient materials to help those children. Church members of CPR have more than 1081 parishes and each parish has at least one Sunday School. More training for teachers and pastors of Sunday school are needed.
The presence and the use of Sunday Schools materials in some parishes and the presence of few trained Sunday Schools teachers in different parishes are remarkable. Sunday school classes are organized. But they need to learn by group of age 3-5years ; 6-9years ; 10-13years. Church members understand the necessity of an organized Sunday School.
Our training program in the practice of active and participatory pedagogy (PAP) implemented by the National Bureau of Protestant Education (BNEP) is funded by a German organization called the Protestant Work of Diaconia and Development – Bread for the World – Protestant Development Service. It has its administrative headquarters in Berlin, Germany. The partnership relationships between the CPR and Bread for the World (PPLM) are harmonious, honest, frank, and respectful of the fundamental values of each institution. This training program for teaching and administrative staff has been supported by PPLM for several years because this educational work is a long-term endeavor. It aims for social transformation and changing people’s mentalities and behaviors as well as working methods in our education. Bread for the World regularly sends its staff to evaluate the progress of the work and to assess the results of the program. The main trainer, Dr. Christian Grêt, spares no effort to support the BNEP pedagogically in its teacher training activities in order to improve the quality of teaching in our schools.
The Alliance of Religions and Conservation (ARC) is a secular organization founded by Prince Philip in 1995. It assists religions in developing environmental protection programs based on their teachings, beliefs, and practices. This organization assists the Protestant Council of Rwanda (CPR), through the National Bureau of Protestant Education (BNEP), in our Green Campus project, which aims to mobilize young people in schools in the fight for environmental protection. With good collaboration, BNEP hopes to strengthen our partnership with ARC so that, in the future, we can expand our scope of action in this program.
The Outreach Foundation is a Christian organization whose mission is to engage Presbyterians and global partners in proclaiming the Good News of Jesus Christ. Its vision is to create dynamic relationships to deepen passion for mission and build mission capacity. This organization assists the Protestant Council of Rwanda (CPR), through its National Bureau of Protestant Education (BNEP), in training Sunday school leaders and in designing and developing manuals for Sunday schools in Protestant churches. BNEP is committed to a good and respectful partnership with The Outreach Foundation, with the goal of expanding the Kingdom of God on earth by effectively mentoring children and youth through Sunday schools. We hope that, in the future, our partnership will have more positive effects on children’s ministry.
The Protestant Churches members of the CPR, aware that their vision and objectives in the field of education cannot be properly achieved without close collaboration with the bodies and services of the State, they maintain and strengthen their partnership and collaboration with, among others, the Ministry of Education (MINEDUC) at all levels. It is in this context that the National Bureau of Protestant Education (BNEP), which is a technical service of these churches in educational matters, collaborates closely in its activities with the authorities of this Ministry and its various institutions at all levels. Also, the Ministry of Education associates the BNEP with meetings to reflect on the development and implementation of educational policy and school legislation in our country. The BNEP is also associated with other meetings on various themes relevant to improving the quality of education in Rwanda. The BNEP also collaborates with local government authorities in our various activities operating at the level of local geographical entities.
The National Bureau of Protestant Education (BNEP) collaborates closely in various areas with other national denominational education services of other churches in our country. These are primarily the National Secretariat of Catholic Education (SNEC) and the Education Service of the Seventh-day Adventist Church.
The BNEP is also a member of a network of collaboration and exchanges with colleagues engaged in a dynamic of reflection and action on pedagogical innovations in our denominational schools, through the programs of Protestant churches in French-speaking African countries. This network is called the Forum d’Echanges sur les Innovations Pédagogiques (FEsIP).
The BNEP works and collaborates closely with other Protestant school coordination bodies in the Great Lakes region. These include, for example, the coordination of the Baptist Community’s accredited schools in Central Africa in Goma and the Churches of Christ in Congo in Bukavu. Experience-sharing meetings between the two countries are often organized and are enriching.
The BNEP is working closely with the Protestant Institute of Arts and Social Studies (PIASS) , particularly its Faculty of Education, to explore opportunities and strategies for integrating Active and Participatory Pedagogy (PAP) into higher education. It should be noted that the Protestant Council of Rwanda (CPR) has already signed a Memorandum of Understanding (MOU) with the PIASS.
The BNEP works and collaborates closely with NUMA Y’AMAHORO/WHY WAIT? RWANDA I in training teachers who will supervise young students in Christian schools. In this collaboration, we often emphasize the Christian values that should guide the attitudes and behaviors of young students in Protestant schools. The CPR already signed a Memorandum of Understanding (MOU) with this organization on June 13, 2013.
Finally, the BNEP facilitates research by students from universities and higher education institutions in our country for the preparation of their final dissertations in the field of education.
It is clear that we are always carrying out activities to explore the possibilities of new partners while maintaining existing ones. In this perspective, the BNEP is in dialogue with two international organizations:
The BNEP works in collaboration with consulting partners who help it improve the quality of its programs and the services it provides. These include
Professor Dr. Christian Grêt, who supports the BNEP in its training program for teaching and administrative staff in PAP. He is a Swiss national and has extensive professional experience in education, especially in new methods that allow learners to actively participate in their learning. This is pedocentrism in the truest sense of the term. He has been supporting the BNEP since 1997.
Mrs. Esther Grêt, she is the wife of Dr. Christian Grêt. She has been collaborating with the BNEP since 2006 in its training program for teaching and administrative staff in PAP and especially for the training of nursery school teachers. She also has extensive experience in this field.
Mr. Dr. Jacob Sovoessi is of Beninese nationality. He is Director of NEGO-COM in Benin and also works for the School and Development Network (RED). He supports the BNEP in its training program for Protestant education administrators in Rwanda in participatory management. He has extensive experience in the field of education and school management.
Mr. Emmanuel Kouakam, computer scientist, ICT coach, of Cameroonian nationality. He is Director of GITECH Consulting. He works with the BNEP in the framework of the implementation of the school statistics management software called Skou’L 4.0 and the training of BNEP staff on information and communication technology.
Professor Dr. Annette Scheunpflug, she is Professor and head of the chair of general pedagogy at Otto-Friedrich-Universität Bamberg in Germany. The BNEP collaborated with Prof. Dr. Annette Scheunpflug in the framework of the promotion of Active and Participatory Pedagogy (PAP). She and her assistant Ms. Susanne Krogull helped the BNEP in 2010 to carry out a scientific evaluation in which they identified the impact of this pedagogy in Protestant schools in Rwanda. Based on this evaluation, a book in English was written by Prof. Dr. Annette Scheunpflug. This book will soon be published by a German publishing house.
Based on this book in English, the BNEP is ready to publish a summary in a small book to allow the Rwandan-speaking public to read the results of this scientific evaluation of the PAP program in Protestant schools in Rwanda. Ms. Prof. Dr. Annette Scheunpflug, in collaboration with the PIASS, initiated a Master’s program in education called the International Master Program in Educational Quality. 10 education managers in Protestant churches, including two BNEP agents, are already following this training program.
Some data on education in Rwanda
The 2002 general population census showed that 60% of the population aged over 15 is literate and 40% is illiterate.
Of a school-age population, aged 6 to 24, which was estimated at 3,871,989, or 47.6% of the country’s total population, the actual school-going population was estimated at 1,525,525, or 40%. Therefore, the school-age population whose demand for education is not met was estimated at 60%.
The figures from the Ministry of Education indicate in 2007, for all public, contracted and private schools, the number of 2,370 primary schools and 643 secondary schools, including 405 public and contracted and 238 private, the net primary enrollment rate for school-age children is estimated in 2007 at 95.8% with 94.7% for boys and 96.8% for girls and the net secondary enrollment rate is 13.1%; the teacher/student ratio is 1/74 for primary and 22.2% for public and contracted secondary schools and 21.7% for private secondary schools; the transition rate from primary to secondary is 49%.
It also gives for the same year the rates of pedagogical qualification of teachers which are evaluated respectively at 75.4% for primary and 53.4% for secondary.
To increase the rate of access to secondary education, the Government has just opted for a 9-year basic education program, consisting of 6 years of primary school plus 3 years of lower secondary education. This will facilitate entry into lower secondary education for as many children as possible, as facilities for welcoming students from primary education will often be built as annexes to each primary school.
But also, a thorny problem arises in the country regarding children who complete primary school and do not access secondary education, approximately 51%.
Thus, a policy for the promotion of vocational training is in the process of adoption and implementation.
Some indicators of our education system indicate that efforts are still needed from all stakeholders, including churches, to improve its effectiveness and efficiency. Indeed, the same Ministry estimates that for 2007, the primary school repetition rate and the primary school dropout rate were 18.1% and 14.3%, respectively.
The Government, aware of this problem, has undertaken to implement policies and mechanisms to reduce these rates substantially so that by 2015 we have at most the following rates: repeat rate 6% in 2015 and dropout rate: 5% in 2015.
The Ministry plans to achieve teacher-student ratios of 1/45 and 1/29.6 respectively for primary and secondary education in 2015.
The same Ministry, in order to resolve the current problem of insufficient school textbooks, is planning a school textbook policy so that by 2015 there will be one textbook for no more than three students.
According to the school legislation in force in our country, there are three types of school status in the Rwandan education system, namely public schools, state-funded schools and private schools.
Contracted schools are private schools owned by individuals or legal entities but which are governed by an agreement between the owner and the State for management.
It is expected that all schools, regardless of status, and all stakeholders in the education sector must follow the national education policy, the guarantor of which is the Ministry of Education.
The post-genocide context in which we are currently evolving is still characterized by problems relating to the serious physical, moral and psychological consequences of the atrocities that were committed in 2004. It is therefore common to observe trauma and post-traumatic stress situations in our schools.
Situation of Protestant Education
In November 1963, the Protestant churches that were members of the CPR established a structure to help them coordinate their work in the field of education. This structure was called the National Bureau of Protestant Education (BNEP).
The BNEP therefore works for the benefit of Protestant schools in 9 member churches of the CPR which are
These churches are involved in the education sector through the establishment and management of schools.
These so-called Churches are therefore the owners of the schools and currently have a total of 42 nursery schools, 552 primary schools and 90 secondary schools.
These schools include those that are under the status of approved schools and others that are under the status of private schools. These are particularly primary and secondary schools, while nursery schools, according to Rwanda’s educational policy, remain under the initiative of parents and other promoters while receiving state support such as teacher training.
The teacher training plan covers three main parts
The basic training, which normally lasts three weeks, consists of two parts:
A teaching file will include three essential parts:
An Introduction (which justifies the choice of lessons and presents the document, the methodology used, its objective, its usefulness, etc.) A body which will include at least 5 lessons prepared in the dynamics of active, participatory and creative pedagogy on the same chapter of the official program taught a conclusion.
Test lesson: The teacher, after having sufficiently practiced the PAP in the classroom, gives a summative assessment lesson in front of a panel of trainers appointed by the BNP. As this is an exam, the verdict of success or failure is communicated directly to the person concerned.
In our PAP training courses, teachers benefit from the themes of pedagogy, psychology, methodology, communication but also benefit from the values of living in a “family”, exchange their experiences, ask their questions (question space) and share biblical meditation every morning.
A basic teacher training session (duration: three weeks)
Family life:
In a training session, the techniques or tools used are numerous and varied so that the seminarians do not feel bored.
Techniques and/or tools used in training sessions:
Group work : (Very important)
Individual work (from time to time depending on the objective of the exercise) Discussions, results or development of a theme in plenary Role plays (Very important)
The teacher training plan covers three main parts
The basic training, which normally lasts three weeks, consists of two parts:
A teaching file will include three essential parts:
An Introduction (which justifies the choice of lessons and presents the document, the methodology used, its objective, its usefulness, etc.) A body which will include at least 5 lessons prepared in the dynamics of active, participatory and creative pedagogy on the same chapter of the official program taught a conclusion.
Test lesson: The teacher, after having sufficiently practiced the PAP in the classroom, gives a summative assessment lesson in front of a panel of trainers appointed by the BNP. As this is an exam, the verdict of success or failure is communicated directly to the person concerned.
In our PAP training courses, teachers benefit from the themes of pedagogy, psychology, methodology, communication but also benefit from the values of living in a “family”, exchange their experiences, ask their questions (question space) and share biblical meditation every morning.
A basic teacher training session (duration: three weeks)
Family life:
In a training session, the techniques or tools used are numerous and varied so that the seminarians do not feel bored.
Techniques and/or tools used in training sessions:
Group work : (Very important)
Individual work (from time to time depending on the objective of the exercise) Discussions, results or development of a theme in plenary Role plays (Very important)
To promote unity of action and vision of Christian churches in Rwanda according to John 17.21 for the evangelistic witness and for the well-being of the people of Rwanda.
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