Foundation of Education

Key Unit Competence:

Apply management skills for effective functioning of ECD centre and a preprimary school.

Introductory activity

The government of Rwanda considers education as the best way of the

quick development of its population. This is because education changes

people’s mindset, reduces illiteracy, fights against poverty and improves the

well-being of Rwandans. However, public educational institutions cannot

accommodate all Rwandan children at the age of schooling.

1. What do you think the government shall do to have enough schools

to accommodate all children at the schooling age?

2. Which categories of schools that are needed?

3. Suggest the characteristics a required school in Rwanda.

1.1: Types (forms) of ECD centres and pre-primary schools in Rwanda

Activity 1.1

From which settings young children between 0-6 years can acquire any skills? ECD centre is defined as a centre, which offers day care program for children less than (under) six years. It promotes the growth and development of children through provision of healthcare, nutrition,child protection, education, stimulation and training services. The following as types/forms of ECD centres and preprimary schools organised in Rwanda:

• Crèche/child-day-care centers: These are care and education centers

catering for children below 3 years. These centers provide child care services like:

- Caring for children whose mothers are working

- Providing balanced diet for children

- Providing play opportunities for early stimulation

• Play group: This is an organized group of young children and their parents

that meet regularly so that children can play (learn) together. It can also be

a school where children younger than five years old go to play and learn.

• Nursery schools: They refer to pre-primary programmes for young children

from age of three through six, intentend to prepare them to easily follow

primary school. Nursery schools or pre-primary schools have different

therminologies depending on countries they are also called kindergarden

(Wilhelm Froebel, 1837) or Montessori schools (Maria Montessori). It was

originated by Margaret Mc Milan.

• Cented-Based ECD: An early learning and development center where

children from 3 to 6 years are sent to undergo sensory motor, social

emotional and cognitive development support as well as training on school

readiness by experienced caregives.

• Home-based ECD: An informal arrangement where a group of neighboring

households designate one home to host children aged between 0 and 6

years, to benefit from ECD services. Parents take turns to care for the

children which allow them/to do their daily work.

Application activity 1.1

1. Advise some parents especially in rural areas who hesitated to enrol their young children (0-6 years old) in ECD centres and pre-primary schools arguing that it is wasting time because they are not ready to learn.

2. Differentiate Crèche from Nursery school.

1.2. Norms and standards of ECD centres and pre-primary schools according to Rwandan/law and policy

Activity 1.2

The officials from Ministry of Education, Rwanda Education Board, partners and stakeholders usually visit different schools to check the implementation of Competence Based Curriculum leading to the achieving quality education. In their visit exercise, they focus on different aspects of the school life and after they provide pieces of advice to the school administration, teaching staff and sometimes to the students. 

Propose any five aspects that they observe in the school.

The National Pre-Primary Education Minimum Standards and Guidelines for Rwanda, 2018 describe the standards of a pre-primary school in relation to physical environment, facilities, equipment, special needs education, children health and safety, teaching, learning and assessment, administration and management. The following sections give more information about these standards.

1.2.1. Standards for physical environment, facilities and equipment

.   Pre-school/primary school location

The pre-school has access to the road, is free from excessive noise (workshop, industrial parks, and markets and the maximum walking distance from home to pre-school does not exceed 2 kilometers. Children should be accompanied by an adult to school.

• School environment

The preschool compound and surrounding areas are free from rubbish and have proper disposal for trash, is safe and secure, free from harmful objects such as sharp objects, poisonous plants. The play area has plants, flowers, and trees to provide shade in the compound. No footpaths cross the school grounds. A sign prohibits smoking and alcohol consumption within the premises by staff members and visitors. Children should participate in the maintenance of school garden and other properties to promote a sense of ownership.

• Infrastructures

An ECD centre and primary school should have appropriate, sufficient and secure buildings/infrastructures. These are for example enough classes, enough toilets separately for boys and girls, a clean kitchen, a staffroom for head teacher, a store for keeping items(materials) like food, construction materials…, sleeping room for rest especially for sick children. Classroom has at least two rubbish bins. It is child friendly (age appropriate, attractive, engaging, and culturally appropriate). Classroom dimensions are equivalent to at least 2 sqm for each child. The capacity for each classroom does not exceed 25 children with one teacher and an assistant teacher. The floor of the classroom is cemented and the walls are constructed with durable materials and are painted. Each classroom has two doors, four glassed windows of at least 1m x 1m. The school has a reading area/library for children’s books. Water container and clean water for drinking are available at the school. The preschool is fenced with durable materials. Buildings and walkways are inclusive (ramps are used as needed), the pre-school has electricity, has at least three classrooms for a complete cycle (Grade one; Grade two and Grade three) and eligible children to enroll in grade one are of 3 years old.

• Play equipment

There are child friendly and fixed equipment that include rubber, ladders, swings, tunnels, slides and logs to walk on. There are also movable play materials that include ropes, balls, tyres, hoops, small riding vehicles, tree branches, and boards. There is water play area with many recycled containers, hoses, and other research tools. All surfaces of play materials are smooth, with no sharp edges, no protruding surfaces, and no damage. The end of climbing and sliding areas is covered with soft ground or grass. The materials also like ropes, small size balls, toys of different types are used in various games.

• Furniture

Tables and benches/chairs are child-sized, durable and are painted in stimulating colors, Teacher’s chair and tables with drawers to keep their documents are available.

Open shelves are provided to keep learning materials, each class has a coat hanger with a wooden hook for each child and the cupboards are available to keep children’s snacks.

1.2.2. Inclusive and special needs education considerations

Teachers are equipped with basic knowledge and skills to identify and handle observed cases for children with special educational needs and demonstrate positive attitudes towards children with Special Educational Needs (SEN). These children are referred to specialists accordingly. The preschool has an agreement with a multidisciplinary team of experts to provide technical support for learners with various special educational needs and teachers have skills required to work with children with SEN. The school’s schedule, teaching strategies, learning environment, equipment, and play/learning materials are adapted to be inclusive for children with differing abilities. The facilities for Children with Special Educational Needs are available and the admission of children and recruitment of staff are inclusive.

1.2.3. Standards for children’s health

The standards for children’s health include the following components:

• Health practices and procedures

Children’s registration forms include medical history, up-to-date immunizations, emergency contact information, and any parent’s concerns. The preschool has a nurse to provide health services for children on daily basis. A record of services offered by a nurse is available. Medicines brought to school are kept out of reach of the children. Teachers administer the medicines as directed. Containers with safe drinking water are available in each classroom and cups for all children. Assistant takes the child to the nearest health centre/hospital. Children’s health cards are current. These cards record regular health inspection. De-worming is regularly done. The school has information about children with medical insurance. Guidelines with pictures are posted on how to manage communicable disease outbreaks.

• Hygiene and sanitation

Availability of the staff responsible for school hygiene and sanitation. The entire compound and equipment are clean including classrooms, toilets (modern), kitchen, and playground. All children are clean, have school uniform that bears a badge, and wear shoes. Three hand washing stations with clean water and soap: one for boys, one for girls and another for teachers. Adequate facilities for disposal of waste (rubbish pit, waste bin) are available and enclosed and regularly collected for the safety of children.

• Healthy eating

Children are provided with a healthy snack, such as porridge and lunch is provided as part of a balanced diet. Snacks and meal times are supervised by teachers. Cooks and food handlers have certificates of good health and good conduct. There should be safe drinking water (safe and clean drinking water must always be available in a school). Where piped water is not available, water should be made safe and treated according to the approved national health guidelines for treating water. Water storage containers should be covered at all times.

• Physical activities

Daily schedule provides time for physical play periods. The weekly plan and scheme of work indicates time for outdoor activities to develop gross motor skills through football, jumping, running, climbing, dancing, skittle, and throwing. The weekly scheme of work indicates activities to develop fine motor skills through: writing, painting, decorating, drawing, shading, threading, cutting, collage, mosaic, clay work, and fitting in, construction using locally available materials.

1.2.4. Standards for safety and security of children in the preschool compound

• Safety

Knives and other sharp objects are kept out of reach of children. A fire extinguisher is available to protect children and teachers and teachers are trained on how to use it. Guidelines to prevent accidents and how to deal with emergencies

are posted with pictures. Health centre telephone numbers are available to call in emergency cases. A first aid kit is accessible to adults but out of reach of children. Its contents are regularly checked and updated. Teachers are trained on how to use first aid kit.

• Social and emotional security

Teachers are knowledgeable and skilled about practices that establish a joyful school culture and encourage children to love learning. These strategies include:

- Warmly greet children by name

- Offer children real choices and respect their work

- Sit on the child’s bench level when talking with them

- Be consistent with children

- Play with children and enjoy their ideas

- Ask questions and make encouraging comments, but do not interfere with their activity.

- Tell children it is natural to feel sad, angry, or hurt

- Talk with children in a soft voice using familiar vocabulary

- Spend time one-to -one with each child every day

- Talk about children’s experiences and preferences in informal, friendly conversations.

- Ask children to sit where they can see, such as in a semi-circle

- Seat children in groups to develop collaboration and cooperation

- Children are free to choose where to sit.

1.2.5. Standards for effective partnership and networking

The effective partnership and networking is shown by the following practices:

- Parents are trained through seminars and workshops.

- All parents meet in a general assembly at least once a term.

- They are advisors/counsellors in supporting their children’s education.

- The school organizes meeting with parents on different issues that are of interest to their children.

- The school welcomes all parents to visit the school for different purposes.

- Parents are active volunteers at the school, sharing their expertise with staff or children.

- There is a parents’ committee to assist in the preschool administration.

- Committees meet as needed.

- Parents contribute to the feeding of children.

- Parents are trained in topics related to education, nutrition, health, child protection, hygiene and sanitation through meetings, community work (umuganda).

- The school has established good collaboration with partners and stakeholders.

1.2.6. Standards for teaching and learning in a pre-school and primary school setting

• Teaching and learning resources

Room set up also includes space for playing on mats and on the floor, shelves for children to access learning materials. Learning and play materials for indoors and outdoors are intended to engage children’s senses: see, hear, touch, smell, and taste. Availability of appropriate learning materials for all learning areas: numeracy, language and literacy, creative art and culture, discovery of the world, social and emotional development, physical development and health. Use of ICTs and internet in lesson preparation, making materials, searching the content. Availability and use of textbooks, reading books and other approved teaching documents.

• Organization of teaching-learning activities

There is one teacher and one assistant in each classroom. Learners develop basic and generic competences in the learning areas through daily play and experiences (Discovery of the world, Numeracy, Physical development and Health, Creative art and culture, Language and literacy, Social and Emotional development).

• Teaching and learning strategies

Teachers apply thematic-integrated, holistic and contextualized approaches: Daily and weekly plans are based on themes integrating all CBC learning areas. Teachers use multi-sensory approach: activities that engage children’s senses such as sight, smell, hearing, tasting and sense of touch. . Teachers tell/read stories to children. Teachers use various songs/rhymes/poems to develop different skills connected to themes.

• Organization of field visits

Children make at least three trips per year beyond their community to explore their country more fully.

1.2.7. Standards for assessment

• Assessment tools and principles

There is no period for exam, assessment is done progressively, and assessment is holistic and qualitative rather than quantitative. Children are compared to developmental standards/milestones rather than to one another (criterion-based assessment). At least two dated, objective observations per term are entered into children’s files, Photos of children’s constructions and other projects are kept in their files which are kept electronically.

• Content for assessment

The assessment covers the six learning areas based on specific expectations according to the curriculum such as Discovery of the world, Numeracy, Language: Kinyarwanda, & English, Creative Art and Culture, Physical development and Health, Social and Emotional Development.

• Analysis and sharing of children’s progress

Teachers meet every day for reflection and analysis. Children’s progress reports contain detailed developmental information and positive narrative comments about the child’s success in school.

1.2.8. Standards for administration and management of ECD centre and pre-primary schools

• Admission and enrollment of pupils

There is inclusive recruitment of pupils. All children are eligible for admission to grade one if they are 3 years old or if they become 3 years old in the first trimester of the school years.

• Teacher recruitment

The recruitment is done by Rwanda Education Board in public ECD centre and pre-primary schools and by an appointed recruitment committee in private schools. The recruitment process follows procedures.

• Qualifications and competences

Entry-level qualifications: at least Secondary Certificate (S6) in Early Childhood Education or the equivalent from Teacher Training College or other accredited institutions.

• Working conditions

Pre-primary school teachers are entitled to salary and other related benefits, are provided with teaching materials to successfully accomplish their task and are provided an assistant teacher.

• Continuing professional development (CPD)

CPD is annually provided by a reputable organization or institution for teachers and assistants in areas such as: implementation of the Curriculum, using Rwandan resources as learning materials. Teachers are regularly mentored in their classrooms to improve their teaching skills, knowledge and competences.

1.2.9. Standards for stakeholders’ roles in ECD centre and pre-primary education

At national level the Ministry of Education has the following responsibilities:

- Disseminating and raising awareness of pre-primary education standards to the public at different levels.

- Distributing of the standards to public and private pre-primary schools.

- Monitoring and supervising the implementation of these pre-primary education minimum standards.

- Capacity building of users about these standards.

- Approval and accreditation of public, government aided, and private preprimary schools.

- Provide professional advice and technical assistance to other stakeholders in pre-primary education.

- Make comprehensive annual report on educational matters in pre-primary education.

- Close collaboration with other key Ministries to ensure full implementation of these standards.

- Mobilize development partners and other stakeholders to ensure effective implementation of these standards.

The district has the following responsibilities:

- Oversee the management of pre-primary schools;

- Conduct inspection and provide technical advice to the service providers to ensure compliance with these standards;

- Temporary closure of schools in emergency situations;

- Placement of teachers and school managers in pre-primary schools based on pre-primary education minimum standards.

Application activity 1.2

At the beginning of the school year, a team of inspectors of education visited a pre-primary school in one of the districts of Rwanda. After the visit, they recommended the school to close its doors and transfer children to the nearest school.

What do you think are the reasons that led the inspectors to recommend the closure of that school?

1.3. ECD centre and pre-primary school management committee structure

Activity 1.3

1. Describe how your TTC is managed from the highest level to lowest level.

2. Do you have some committees in your TTC? Which ones?

ECD and pre-primary management committee or board has ultimate responsibility for directing the activity of the ECD centre or pre-primary school, ensuring it is well run and delivering the outcomes for which it has been set up.

It should provide leadership to the ECD centre by:

- Setting the strategic direction to guide and direct the activities of the ECD centre;

- Ensuring the effective management of the ECD centre and its activities; and monitoring the activities of the ECD centre to ensure they are in keeping with the founding principles, objects and values. At national level, the management of pre-primary education for 3-6 year-olds is under the Ministry of Education. According to MIGEPROF, Early Childhood Development Policy, (2016) , at school level, the ECD centre and pre-primary school is managed by the following:

- School General Assembly (SGA),

- Parents’ committee,

- School leaders,

- Local leaders,

- Community stakeholders and

- Owners of the school

Structure of ECD or Pre-primary school management committee

Source: Adapted from MINEDUC, (2018): National Pre-primary Education Minimum standards and Guidelines for Rwanda.

Application activity 1.3

It has been realized that education is not only for teachers, parents also should play a big role in education of their children not only at home but also at school. It is in this context parents’ involvement in education increases as the time goes on.

1. Identify any three indicators of parents’ involvement in education.

2. Who is the coordinator of all school activities?

3. In the structure of ECD centre and/or a pre-primary school management, which among the committees discussed above does take fine decisions of increasing school fees and teachers’ salary?

4. What are the advantages of having management committee that works effectively in a pre-primary school?

1.4. Steps/procedures of ECD centre and primary school licensing

Activity 1.4

Suppose you are investor in education and you want to establish a private

ECD centre or a primary school. What will you do before?

The Ministry of Education (MINEDUC)is responsible for ECD center or preprimary schools established to provide services to 3-6 year olds.

The licensing authority for services provided to children below 3 years belongs to the Ministry of Gender and Family Promotion (MIGEPROF).

ECD centre and pre-primary school can be public or private. When one wants to establish an ECD centre and pre-primary school, he/she should go through different steps to get license/authorization to run it. The National Pre-Primary Education Minimum Standards and Guidelines for Rwanda (MINEDUC, 2018) provide the steps/procedures of ECD centre and primary school licensing:

- The applicant should apply to the Ministry of Education through the District for full registration. An inspection report from the district and the project proposal indicating the source of funding as well as activities to be performed during the period of three years are attached to the application letter.

- If all required documents are in order, the Minister of State for primary and secondary education provides the acceptance letter.

- If not accepted, the service provider is communicated in written the reasons for rejection. 

The district authorities may be advised to drop their decision. The applicant is then informed of the decision taken and is availed the inspection report which  clearly stipulates the requirements that were not fulfilled in order for school to open.

Application activity 1.4

Ten years ago, two investors (Bwenge and Mutubuzi) opened pre-primary schools. The school of Bwenge run well until now and it is one of the excellent school in the East African Community region, but the school of Mutubuzi closed the doors just after only 2 months and children were transferred in Bwenge’s school.

1. Why do you think Bwenge’s school is excellent?

2. Explain the reasons why Mutubuzi’s school closed its doors.

1.5. Childcare (Early Childhood Development) services

Activity 1.5

When a child is born in the family, family members and neighbours are happy and wish him/her to grow and develop holistically. To realize this wish, child’s family does many things. Propose actions that child’s family particularly parents do to ensure better development of the child.

A. Meaning of childcare /ECD services:

Childcare/ECD services are defined as a range of services provided to facilitate the emotional, intellectual, spiritual, moral, physical and social development and growth (holistic development) of children from conception to six year for effective ECD program implementation, 5 pillars have to be considered.These include: education, sanitation, nutrition, health and child protectio. All ECD services are interconnected and shall be offered in an integrated manner.

B. Services to be provided to young children (0-3 years)

- Proper nutrition/balanced diet: for instance, morning or mid-morning porridge, fostering health eating habits…should be provided adequately.

- Health care (health checks): developmental health checks or growth monitoring and immunization/vaccination…should be provided adequately.

- Services that support acquiring motor, language, socio-emotional, and cognitive skills should be given.

- Child birth registration.

- Children should be given opportunities to explore their environment. Exploration allows children to learn about objects and solve problems. Children should be listened to and allowed to explore in a safe environment. Common ways of how children explore their world include; climbing furniture, playing with water, opening things, approaching and touching animals.

- Appropriate language stimulation should be provided.

- Children should be given opportunities to begin to learn to care for  themselves.

- Provide daily opportunities to play with a variety of objects.

- Help children learn how to control their own behavior. Caregivers should help the child understand that their unacceptable behavior has a logical consequence; acknowledge the child’s feelings but let him/her know that the behavior was unacceptable.

- There should be regular and trained caregiver who understands and responds to their signals.

- Socialization and character development.

- Early identification of disabilities and other special educational needs through assessment.

- Provision of protective environment for safeguarding the rights of children.

C. Services to be provided to pre-school children (3-6 years)

- Services that encourage creativity for example reading and imaginative plays. Imaginative play is when children are role-playing and are acting out various experiences they may have had.

- Activities that develop fine motor skills. These include, writing, painting, drawing…

- Experimentation with pre-literacy, and pre-numeracy.

- Activities that encourage language development for example, talking, being read to, singing.

- Children should be given opportunities to express themselves and listened to.

- Parenting education: this includes breastfeeding and nutrition advice, prenatal and post-natal care, hygiene and sanitation, positive discipline and awareness of child’s rights, child development, health awareness and advice.

D. Importance of providing quality early childhood development services

Providing quality childcare or ECD services is very important to children in the following ways:

• Childcare services provide education and care to children in temporary absence of their parents or adult caregivers. These services should be holistic and demonstrate the appreciation of the importance of considering the child’s health, nutrition, education, psychosocial and other needs within the context of the family and the community.

• Disadvantaged children and children with disabilities and other SEN are often marginalized and their development ignored. These children should be accommodated in ECD services to meet their specific needs.

• Early learning experiences/early education. For example, play and child appropriate learning activities, school readiness skills, stimulation for future development.

• Early Childhood Development services have a responsibility to educate children about their rights and responsibilities as part of their developmental programs. Children have the right to be listened to, respected, protected, educated and cared for. Children also have responsibilities towards others. They have to listen to others, care for and respect their peers, siblings, parents and other members of the community. This will ensure that the  child develops into a confident, well-balanced, and secure person.

• The childcare service is important support system within the community, parents, families and the communities have a responsibility to complement the services provided at early childhood development centers. In order to address the child’s needs holistically, it is important that there should be close collaboration between the families and the ECD practitioner.

• A practitioner should have a positive attitude towards children. A practitioner should be sensitive to the needs of children and therefore needs more training. These training needs to be of an ongoing nature and practitioners must be prepared to expand their knowledge (MINEDUC, National Pre-primary Education Standards and guidelines for Rwanda, November,2018).

Application activity 1.5

Researchers have shown that early experiences for children between 0-6 years are very crucial and have a great influence on children’ future life. As a prospective teacher, suggest the impacts of services that children benefit from ECD centre and pre-primary schools.

1.6. Resource management in ECD centre and pre-primary school

Activity 1.6

Suppose that you are a teacher in a given pre-primary school, what do you think are the things you shall manage in your classroom?

Resource management is the process of ensuring that resources are sufficient and efficient for a task. Resources may include anything an organization like a school possesses that is used in the process of creating or maintaining school operations.

1.6.1. Types of Resources in an ECD/E centre or pre-primary school

A. Human resource (workforce resource) management

Human resources can be managed through the following techniques:

- Providing on the job training in terms of continuous professional development

- Monitoring and guiding employees

- Motivating employees to be more productive

- Giving support to employees for healthy interpersonal relationship for

example during grievances, success like weeding, graduations…

B. Financial resource management

Financial resources can be managed through the following techniques:

- Planning future budgets in advance

- Making realistic budgets

- Managing day-to-day financial tasks like tracking every day’s income and expenditure

- Reporting financial activities quickly and clearly as possible either to parents, teachers, ECD/E or primary school committees, 

C. Physical resource management

The physical resources in ECD centre and pre-primary school can be managed

through the following techniques:

- Identifying physical resources which are more needed in school and budget for it.

- Identifying the best ways of acquiring the physical resources, for instance buying, collecting from local environment, borrowing…

- Registering all physical resources in school. For example how many classes, books, furniture…

- Developing plans to ensure appropriate use of physical resources like chalks, pencils , play materials…

- Implementing an appropriate maintenance plan. For example timetable showing for example how often should classes be cleaned, how often should play equipment be maintained.

D. Social emotional resource management

The following are the strategies of managing the social emotional resources in an ECD/E centre or a primary school:

- Recognizing emotions in self and others

- Regulating and managing strong emotions(positive and negative emotions)

- Listening and communicating accurately and clearly

- Taking others’ perspectives and sensing their emotions

- Respecting others and self and appreciating differences

- Approaching others and building positive relationships

- Resisting negative peer pressure

- Cooperating, negotiating and managing conflicts non violently

- Showing ethical and social responsibility

1.6.2. Records and registers resource management

To run an ECD/E centre or a school efficiently, some records and registers have to be maintained. Those are for example:

- Attendance register: this will include the names of all children who come to the centre/school and daily attendance.

- Attendance register for employees: this helps to check their absence and presence.

- Stock register: it helps to maintain records of durable and consumable  equipment in the centre.

- Food stock register: this will include records of food items purchased and consumed.

 - Health and growth chart register: particularly in the case of crèche to record the weight and the height of the child every month (immunization given to the child should also be recorded as well as his/her illness. If a child has been referred to a doctor, this should also be recorded).

- Records for progress made by the children: these will be like a life where records on the child’s progress are kept every month.

- A cash book: this is for making daily entrees of money received and spent.

- A salary register: this for writing down salaries paid to employees.

- A fee register

1.6.3. Importance of resource management in ECD centre and pre-primary school

- It helps an ECD centre and pre-primary school to reduce costs of expenditure for instance taking care of physical resources like textbooks, chalks; furniture…will reduce the cost of buying new ones.

- It helps an ECD centre a primary school activities to be carried out smoothly.

- It helps to ensure that holistic needs of children are met.

- It helps an ECD centre and a pre-primary school to meet learning objectives.

- It helps to improve productivity, for example management of teachers,  children, parents, cooks…(human resource management) motivates them to work smoothly and hence, good performance at the end.

Application activity 1.6

Match the type of resources with its corresponding strategy that can be used to manage it.

End of unit assessment

1) Suppose you are appointed as a leader of a given ECD centre or a pre-primary school in one of the districts in Rwanda. What do you think should be your qualities for its effective functioning?

2) As an ECD/E centre or a pre-primary school leader, what can you do to motivate the employees?

3) Differentiate a well-managed ECD/E from a school poorly managed

4) According to the Rwandan law and policy, how an ECD centre and a pre-primary school should look like?