To the present, the English language advancement scheme has positively impacted over 2500 secondary school tutors.
A substantial 2500 secondary school tutors in Rwanda have successfully completed comprehensive English language teacher training delivered by the Norwich Institute for Language Education (NILE), associated with the INTO University Partnerships Group.
This training programme was digitally executed by NILE’s seasoned language consultants, in collaboration with the British Council, cementing NILE’s status as a leading provider of professional development courses for English language educators on a global scale.
In August 2023, the programme welcomed its initial batch of educators, who promptly commenced their online studies on the digital tablets provided for the project’s duration. The curriculum included regular interactive sessions with e-Teacher moderators and self-paced learning in English vocabulary and grammar, culminating with assessments at the end of each module, facilitated via the Rwandan Education Board (REB) learning platform.
Part of the broader STELIR (Secondary Teachers English Language Improvement Rwanda) initiative, this 20-week educational programme is a collaborative effort with the Mastercard Foundation, spearheaded by the British Council in conjunction with the Rwanda Basic Education Board (REB). STELIR’s objective is to elevate the English language proficiency of Lower Secondary Teachers within Rwanda’s public education system to at least an intermediate level. The initiative aims to reach 6,000 in-service teachers across 14 districts and 1,000 Lower Secondary Pre-Service educators at the University of Rwanda College of Education (URCE), with the ultimate aim of improving educational prospects for lower secondary pupils.
Rwandan education has seen considerable growth and reform recently, now viewed as a critical investment in the nation’s economic prospects. The system is currently in the final phase of a seven-year strategic vision focused on improving the relevance, quality, and accessibility of education.
“Throughout the project, both learning participants and e-Teacher moderators grew in confidence,” shared Rose Aylett, a Consultant Trainer with NILE. “By the end of the session, those teachers who had spoken very little were confidently and enthusiastically speaking English with their colleagues. In a similar vein, the e-Teacher moderators I had the good fortune to collaborate with also advanced their technology skills and learned a great deal of new, practical teaching methods.”
Jean, an English language programme graduate, expressed, “It’s been an extremely productive experience engaging in live sessions with our e-Trainer throughout the training programme, enhancing our skills to deliver English language lessons effectively as teachers.”
Jean reiterated, “It’s been an extremely productive experience engaging in live sessions with our e-Trainer throughout the training programme, enhancing our skills to deliver English language lessons effectively as teachers.”
Francois, a secondary English teacher and part of the first group of participants, who also has visual impairments, recounted his experience. “At first, I was afraid of not being able to keep up with others,” he mentioned. “But in the live meetings, the teachers actively involved me, which made the learning process approachable. I became more proficient in speaking, listening, and writing over the course, and I also developed a deeper comprehension of English concepts. My e-trainers were all inclusive, taking into account my unique learning requirements. The in-person lessons were truly welcoming, treating both myself and my other instructors fairly and offering extra assistance so that I could take part in activities with other students.”
Moreover, a group of local English teacher trainers also completed the programme, equipping them to further support Rwandan teachers with ongoing English language instruction after the initial training phases.
“They were organised, communicative, and student-centred throughout the six months I worked with the NILE team,” remarked Ruth Bath, Senior Trainer and STELIR Project Coordinator at British Council Rwanda. “Because of this partnership, the public education system in Rwanda now benefits from a group of proficient, confident trainers ready to deliver high-quality online sessions that exemplify the inclusive teaching methods and pedagogical skills they’ve learnt from their e-trainers.”
Mike Riley, Deputy Director of NILE, commented, “It has been inspiring working with teachers across the whole of Rwanda and supporting efforts to achieve a sustainable change in the Rwandan education system. As they continue to train local secondary teachers in Rwanda, who we know are eager to apply their newfound knowledge, we send our best wishes to the English instructors working there.”
Since its acquisition by INTO University Partnerships in 2006, NILE has expanded its international footprint, providing educational professionals worldwide with a vast array of English language teaching and support services.
Since its inception in 1995, NILE has provided training to over 70,000 educators from more than 90 countries, supporting thousands in diverse aspects of English Language Teaching (ELT), including engagements with government ministries, private language schools, and educators at all levels from primary to university. NILE is also actively involved in the planning and implementation of major global education reform projects, in addition to its comprehensive training programmes offered online, in the UK, and internationally.
In the forthcoming weeks, NILE, in collaboration with the British Council, will persist in delivering training in Rwanda, including a second cohort of 800 trainee teachers expected to complete the programme in March 2024.
