Unit 1: Concept of Competence-Based Curriculum

Peace and Values Education

Peace and Values Education (PVE) is all about how education can contribute to a better awareness of the root causes of conflict, violence and disturbances at the personal, interpersonal, community, national, regional, and international/global levels on the one hand, and, on the other hand, about how education can simultaneously cultivate values and attitudes which will encourage individual and social action for building more peaceful selves, families, communities, societies, nations and ultimately a more peaceful world.

Through a given lesson: How do educators teach values? 

Set a learning objective addressing attitudes and values. The learning objective may be set this way: ‘By the end of the lesson, learners will be able to appreciate the importance accuracy in their daily life’.

Bringing out the value: In the course of the lesson development, the teacher can use ‘probing questions’ in order to increase feelings in learners about the value. For instance, the teacher asks learners: ‘what do you think if the person who built our classroom was not accurate in the angles?’ Then the learners discuss this in a group of three or so and give feedback. 

Assessing the value: this is done when the teacher is summarizing the lesson. The teacher makes the evaluation of the understanding and readiness to put the value into practice in daily life. 

Standardization Culture

A key element of Rwanda’s drive for growth and development is its standardization culture. By setting and working to achieve high standards, the nation has a constant focus on improvement and this culture needs to be fostered in learners from an early age. As a result, they will be well prepared for their responsibilities as adults to contribute to, for example, health improvement, economic growth, industrialization, trade and general welfare.

Contextual learning: Teachers as facilitators must plan lessons that are centred on learners’ daily life challenges and society in general that are linked to standardization culture. 

Brainstorming: Through discussion on challenging questions related to standardization culture, learners will develop critical thinking abilities and get intrinsically motivated to start delving deeper to find answers for these questions; 

Field trips: outdoor activities allow learners to connect theoretical knowledge with the reality on field. Learners can visit nearby processing industry, construction sites, shops, and water treatment plants, waste dumping sites to observe how standardization brings safety, order, harmony and interoperability among human made things as well as systems. 

Co-curricular activities: through Standardization club activities such as competition essays, school’s tournaments, public lectures/awareness sessions on specific standards, learners will strengthen their knowledge that enables them to apply standards in everyday life.

Inclusive Education

Inclusive education is perceived as the core of EFA (Education for All) and must be an integral part of the education reform, from vision through to classroom practice. All learners’ learning needs are to be considered and accommodated for when teaching each learning expectation.   

Special attention will be paid to learners with functional difficulties

(disabilities):

1. Physical and Motor 

2. Intellectual 

3. Visual 

4. Hearing 

5. Developmental 

6. Multiple 

7. Speech & Language and Communication

The inclusive educator (class teacher or school leaders) is expected to be the central agent of inclusive education planning and implementations. These are some of the roles expected of an inclusive educator:    

Identify units within the school syllabus and programs that require adjustments/ modifications for learners with different Special Education Needs (SEN), and plan suitable teaching and learning and assessment strategies.

Plan collaboration framework with parents, support services and all other stakeholders involved in the education process of the learner with SEN.    

During lesson planning, identify and specify the SNE resources and prerequisites required by both the teacher and learners with SEN. 

Conduct SEN assessment and plan individual education plan (IEP), for learners with SEN within the school program.

Ensure that the expectations and learning procedures are clear to the learner with SEN him/herself, parents, peers and all other stakeholders involved in teaching and learning process.       

Ensure that alternative learning tools and /or assistive devices are available and properly fitted and used by the learners with SEN during the learning process.

Avoid focusing on the learners’ disadvantages or difficulties, rather on what the learner with SEN, and the educational procedure dully planned to achieve the educational goal.    

Foster inclusive and active learner–centred learning practices, by engaging task–based and outcome-focused groups of learners with & without SEN (boys and girls).

The teacher needs to be continuously sensitive to learners’ specific educational needs, from lesson planning, through its assessment phase, to its conclusion. 

Plan and involve within the whole school programs (formal, informal and non-formal), issues and activities related to inclusion.

(Sports, debates, SST, school clubs etc.)