Implementation of Competence-Based Curriculum for Kinyarwanda Subject at IPRC Karongi Technical Secondary School, Rwanda

Authors

  • Alphonse Nteziyaremye Rwanda Polytechnic/IPRC Karongi, Rwanda
  • Alphonse Ndizeye Rwanda Polytechnic/IPRC Karongi, Rwanda
  • Jean de Dieu Murenzi University of Gitwe, Rwanda

DOI:

https://doi.org/10.51867/ajernet.5.2.37

Keywords:

Competence-Based Assessment (CBA), Competence-Based Curriculum (CBC), Competence-Based Training (CBT), IPRC Karongi/TSS, Kinyarwanda Subject, Trainer

Abstract

In 2015, the thirteenth resolution of the Rwanda National Dialogues Council concluded that Rwanda should implement strategies for promoting the Kinyarwanda language and the values of Rwandan culture at all levels of education. The National Constitution of 2003, revised in 2015, stipulates Kinyarwanda as both the national and official language, a status this resolution aims to reinforce.  This study was conducted to analyze the best practices and challenges encountered by trainees and trainers during the implementation of Kinyarwanda Competence-Based Curriculum (CBC) at the school under study, and to provide suggestions to mitigate these challenges. Two theories, namely constructivism and curriculum implementation theories, guided the conduct of the study. To address the identified research questions, the researchers employed a descriptive research design, conducting both quantitative and qualitative analyses of the collected data, which included both numerical and non-numerical information. The researchers used a questionnaire to collect data from both trainers and trainees. The study's key findings underscore the need to encourage certain best practices, including motivated learners and qualified and experienced trainers. However, some challenges persist in implementing Kinyarwanda CBC at IPRC Karongi/Technical Secondary Schools (TSS), such as the lack of specific training for Kinyarwanda trainers, the insufficient weekly timetable for Kinyarwanda subjects, and the lack of useful teaching and learning resources. Lastly, as recommendations of this study, trainees, should maximize their efforts in writing and speaking Kinyarwanda, trainers, on the other side, should increase their efforts in practicing CBT/CBA approaches, parents are urged to be role models and encourage their children to use Kinyarwanda language effectively, the school is should provide enough time for Kinyarwanda readings as well motivating trainees who participate in competitions of Kinyarwanda language whereas the decision makers in education are advised to carefully select and employ the qualified trainers, increase the weekly time allocated for teaching Kinyarwanda subject, improve the preparation and implementation of comprehensive assessments.

Author Biographies

Alphonse Nteziyaremye, Rwanda Polytechnic/IPRC Karongi, Rwanda

Primary Author, General Courses Department, Assistant Lecturer at Rwanda Polytechnic/IPRC Karongi, MEd-Kinyarwanda.

Alphonse Ndizeye, Rwanda Polytechnic/IPRC Karongi, Rwanda

General Courses Department, Assistant Lecturer at Rwanda Polytechnic/IPRC Karongi, MEd-English

Jean de Dieu Murenzi, University of Gitwe, Rwanda

Department of Arts and Humanities, Assistant Lecturer at the University of Gitwe, Rwanda

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Published

2024-05-17

How to Cite

Nteziyaremye, A., Ndizeye, A., & Murenzi, J. D. D. (2024). Implementation of Competence-Based Curriculum for Kinyarwanda Subject at IPRC Karongi Technical Secondary School, Rwanda. African Journal of Empirical Research, 5(2), 438–452. https://doi.org/10.51867/ajernet.5.2.37