|ECD PROGRAMMING FOR CHILDREN AGES 4-6: SUCCESS &CHALLENGES||The available ECD services do not give enough emphasis to Early Literacy and Maths (ELM) skills development, which is crucial in order for children to attain the necessary school readiness skills. This includes support by parents or other caregivers at home, as well as the form of teaching and learning taking place in classrooms. In response, Save the Children targeted its ECD programming for children ages 4-6 to focus on training parents on simple activities they can do with their children at home, and working with teachers and the government to improve the way children are taught in ECD centres or pre-primary classrooms.
|ECD PROGRAMMING FOR CHILDREN AGES 0-3:SUCCESSES & CHALLENGES||Children acquire foundational skills in all developmental domains from the earliest ages; however, most programming for children ages 0-3 in Rwanda has focused on the health and nutrition needs for securing children’s physical development. In response, Save the Children and its partner, Umuhuza, initiated its 0-3 Early Childhood Development (ECD) programming to particularly address language, communication and wider cognitive development deficits, while simultaneously highlighting holistic child development in all domains.
|Providing refugee children the education they were promised||Did you know that world’s 3.5 million out of school refugee children have lost out on more than 700 million school days since last year? And the number grows by 1.9 million every day. That’s a lot of lost learning.
Check out the full Report:||22/09/2017||1MB|
|First Steps Qualitative Report-Rwanda||Qualitative Evaluation of Save the Children's First Steps Program in Rwanda||26/08/2017||7MB|
|Saving Brains: First Steps 0-3 Program in Rwanda Endline Rep||First Steps towards quality Early Childhood Care and Development through Holistic Parenting Education: A Randomized Control Trial in Ngororero District, Rwanda||26/08/2017||970KB|
|Literacy Boost in Rwanda: Endline Report Summary||This summary document reports the results of a mixed-methods study evaluating the impact of assignment either to Teacher Training or to Literacy Boost as compared with assignment to a Control group on children’s learning outcomes. The report uses advanced statistical methods to isolate the effect of TT and LB on learning outcomes and qualitative methods to explore the impact in greater depth. The report concludes with a general discussion of findings and recommendation for action and future research.||16/09/2016||3MB|
|Literacy Boost in Rwanda: Endline Report||This document reports the results of a mixed-methods study evaluating the impact of assignment either to Teacher Training or to Literacy Boost as compared with assignment to a Control group on children’s learning outcomes. The report uses advanced statistical methods to isolate the effect of TT and LB on learning outcomes and qualitative methods to explore the impact in greater depth. The report concludes with a general discussion of findings and recommendation for action and future research.||13/09/2016||6MB|
|Literacy Boost in Rwanda: Endline Report Annex Toolkit||Toolkit for the Endline Report for Literacy Boost in Rwanda||18/08/2016||4MB|
|First Steps Holistic Parenting Education Baseline Report||First Steps (Intera za Mbere) is a nationally-scalable approach to promoting healthy early childhood development by offering holistic parenting education to parents of 0-3 year olds in Rwanda.||06/07/2016||928KB|
|First Read 0-6 Endline Assessment Full Report||In 2014-2015, Save the Children International Rwanda Piloted First Read, a new programme focusing on developing emergent literacy skills in children aged 0‐6, in three sectors of Rwanda’s Ngororero district This programme was piloted as part of Save the Children International Rwanda Country Programme’s ‘Advancing The Right To Read’ Education Signature Programme||06/07/2016||517KB|