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Insights from the Adaptive Planning Process Study to Improve Maths and Science Lesson Delivery in Rwanda Secondary Schools

20 Jan 2025

The study findings dissemination event brought together a diverse group of stakeholders and the research team

A dissemination event for the study "Using the Adaptive Planning Process to Improve Maths and Science Lesson Delivery in Rwanda Secondary Schools" took place on 18 January 2025 at GS Kabgayi A. The event brought together a diverse group of stakeholders, including teachers, headteachers, students, parents’ committee members, and Sector Education Inspectors. The study was conducted by a dedicated research team from the University of Rwanda – College of Education, led by Associate Professor Venuste Nsengimana as the Principal Investigator. The team also included Dr. Claude Karegeya, Mrs. Ruth Ntihabose, Dr. Innocente Uwineza, Dr. Joseph Nzabahimana, Prof. Vedaste Mutarutinya, Mrs. Henriette Mushimiyimana, and Dr. Pascasie Nyirahabimana.

Associate Prof. Venuste Nsengimana, the Principal Investigator (PI), presented the findings on behalf of his team.

The study provided valuable insights into the vital role mathematics and science education plays in shaping Rwanda’s future workforce, particularly in STEM fields that are central to the country’s development goals. However, it revealed significant challenges in the way lessons are planned, delivered, and assessed. Teachers were found to be working largely in isolation, managing lesson planning and delivery without sufficient collaboration or involvement from other stakeholders. This gap in engagement was seen as a contributing factor to limited student performance and a lack of connection between lesson content and the broader educational goals.

A key insight from the study emphasized the importance of adopting a collaborative approach to maths and science lesson planning. The research suggested that by involving a diverse range of stakeholders—teachers, school leaders, parents, and even students—lessons could be made more engaging, relevant, and aligned with national development priorities. This collaborative approach fosters a supportive learning environment and encourages shared accountability for student success.

The research also highlighted the flexibility of the Adaptive Planning Process (APP), which empowers teachers to be more responsive and adaptable in their teaching practices. The APP allows teachers to adjust lessons based on the varying needs of students, leading to improved engagement and academic performance. Teachers who participated in the study reported greater confidence and a stronger connection with their students, as they could tailor their lessons to meet the diverse learning styles and needs of their classrooms.

Furthermore, the study underscored the significance of collaboration among teachers. Teachers involved in the research reported more frequent sharing of resources, strategies, and best practices. This cooperative effort not only enhanced the delivery of lessons but also fostered professional growth and development. Continuous professional development was emphasized as crucial for the successful implementation of the Adaptive Planning Process, ensuring that teachers are well-equipped to adapt their teaching methods to the needs of their students.

The research team recommended a broader adoption of the APP to personalize lesson delivery and ensure that all students, regardless of their learning styles, can access and grasp essential mathematical and scientific concepts. The study also stressed the need for ongoing teacher training to support the implementation of adaptive planning strategies, alongside greater stakeholder involvement—especially from parents and students—during the planning and delivery of lessons. This inclusive approach ensures that the education process is collaborative, holistic, and more effective in meeting the needs of all learners.

In conclusion, the study highlighted the transformative potential of the Adaptive Planning Process when combined with strong collaboration among teachers, school leaders, parents, and students. By embracing this approach, the quality of maths and science education in Rwanda can be significantly enhanced, better preparing students for the demands of the future workforce while supporting the country’s educational reforms aimed at strengthening STEM education. The insights from this study are a critical step towards creating a more adaptive, inclusive, and effective educational system in Rwanda.

Story by

NTIRANDEKURA Schadrac
PRO, UR-CE

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