Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

D'Angelo, Sophia; Marcus, Rachel; Ngabo, Ernest

doi:10.1111/dpr.12622

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…The influence of Minke's education outside the formal school setting is primarily conspicuous in the domain of skills. While Minke's initiation into honing his reading and writing skills within the school environment initially serves personal interests, including potential economic, social, or political gains, his extracurricular learning experiences propel these skills toward broader societal impacts (D'Angelo et al, 2022). Minke transcends personal intellectual satisfaction and extends his reading endeavors to draw insights crucial for social and political activism.…”

Section: Enrichment From Outside Schoolmentioning

confidence: 99%

How Formal and Nonformal Education Shapes a Student: A Case of Minke from Pramoedya A. Toer’s Buru Tetralogy

Sunardi,

Retnaningdyah,

Setiawan

2024

IJORER Int. J. Recent Educ. Res.

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Objective: The study aims to investigate the interplay between formal and non-formal education and their cumulative impact on the character development of Minke, a central figure in Pramoedya Ananta Toer’s Buru Tetralogy. Method: Drawing upon a comprehensive analysis of the tetralogy, the research meticulously examines Minke's educational experiences within and outside the institutionalized academic framework. By categorizing and evaluating his cognitive skills, linguistic proficiencies, and cultural identities acquired through formal education, juxtaposed with his extracurricular engagements and interactions outside the school, the study provided a nuanced portrayal of Minke's holistic learning journey. Results: The findings underscore the pivotal role of both formal and non-formal educational paradigms in shaping Minke's multifaceted persona. While formal education endows Minke with foundational skills and introduces him to European intellectual traditions, non-formal experiences enrich his character by exposing him to diverse societal challenges, fostering critical thinking, and nurturing a voice against colonial oppression. The synergistic integration of these educational modalities emerges as instrumental in molding Minke into a discerning, empathetic, and critically astute individual, distinctively depicted across the tetralogical narratives. Novelty: Contrary to prior singular emphases on formal or non-formal education, this research presents a holistic exploration that underscores the complementary nature of both educational realms in character development. The nuanced analysis provides fresh insights into the transformative potential of integrating diverse educational experiences, emphasizing their collective influence on individual and societal narratives as depicted in literary representations.

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Section: Enrichment From Outside Schoolmentioning

confidence: 99%

How Formal and Nonformal Education Shapes a Student: A Case of Minke from Pramoedya A. Toer’s Buru Tetralogy

Sunardi,

Retnaningdyah,

Setiawan

2024

IJORER Int. J. Recent Educ. Res.

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“…Teaching and learning for life skills development: Insights from Rwanda's 12+ programme for adolescent girls (D'Angelo et al, 2022).…”

Section: An Introduction To the Articlesmentioning

confidence: 99%

Building resilience now and for the future: Adolescent skills to address global challenges

D'Angelo

2022

Development Policy Review

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Motivation: Young people's futures are at risk. Global crises such as armed conflict, climate change, mass displacement, and public health emergencies are threatening the education and wellbeing of adolescents all over the world. But young people are also resilient and innovative. It is vital that they have opportunities to develop relevant skills and knowledge, to build resilience, and overcome these challenges now and in the future. Purpose: This special issue brings together researchers and practitioners in the field of international education. Its purpose is twofold: to illustrate how current global challenges shape the types of skills needed to build resilience; and to offer possible solutions to supporting young people's development of such skills. Methods and approach: The articles in this special issue draw on both quantitative and qualitative data, including surveys and interviews with students, parents, teachers, school leaders, nonformal education providers, and government officials. Most studies present evidence from sub-Saharan Africa. Findings: The findings presented in this special issue address a range of skills, including foundational literacy and numeracy, hard skills in digital literacy, financial literacy, and entrepreneurship, and soft skills, such as critical thinking, confidence, voice and agency. Policy implications: With the special issue we aim to draw more attention to the need for research and policy that equip youth with relevant skills and that see them not just as subjects of the challenges they encounter, but also as active agents of change. We also highlight the importance of an intersectional lens that addresses not just gender, but also other individual and household characteristics, such as student age, disability status, and poverty to support youth resilience and skills development.

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Exploring the Effects of Mathematics Laboratory Usage on students’ Skills Development: A Case of Selected Public Secondary Schools in Musanze District, Rwanda

Ngayubwiko,

Andala

2024

AJERNET

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The aim of this study was to explore how the use of mathematics laboratories affects the development of mathematics skills in learners from selected public secondary schools in Musanze District, Rwanda. Adopting constructivism theory, the study utilized a descriptive research design and a mixed-methods approach to collect both quantitative and qualitative data from surveys, interviews, and classroom observations, respectively. The study randomly sampled 348 learners and 16 mathematics teachers from the targeted population of 2679 participants. In relation to students' standardized test scores and teacher assessments, the analysis examined the frequency of lab use, lab activities, resource quality, and teacher training. Findings from quantitative data revealed positive correlations between lab usage and skill development across all measures. The frequency of lab use and teacher training were particularly strong predictors of improved performance. The results show that how often teachers use the lab (B =.122, p <.001) and their training and support (B =.150, p =.010) have a big effect on their evaluations, which means that these things have a positive effect on evaluations. In contrast, the types of lab activities and the quality of lab resources have no significant impact. These findings suggest that enhancing lab use frequency and providing robust training and support for teachers are crucial for improving teacher assessments. Interview results show that hands-on activities significantly boost critical thinking and the real-world application of mathematical concepts. From classroom observations, the study revealed remarkable discrepancies in student participation and resource availability between day and boarding schools. The findings suggest that the school administration should incorporate lab activities into the curriculum, enhance the frequency of lab use, and facilitate continuous teacher training by providing sufficient resources. Teachers should integrate engaging lab activities to strengthen theoretical concepts and encourage active learning. Students are urged to actively participate in lab sessions and look for help when necessary. These results help us understand how mathematics laboratories can improve learning outcomes in Rwandan secondary schools.

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Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

Cited by 3 publications

References 22 publications

How Formal and Nonformal Education Shapes a Student: A Case of Minke from Pramoedya A. Toer’s Buru Tetralogy

How Formal and Nonformal Education Shapes a Student: A Case of Minke from Pramoedya A. Toer’s Buru Tetralogy

Building resilience now and for the future: Adolescent skills to address global challenges

Exploring the Effects of Mathematics Laboratory Usage on students’ Skills Development: A Case of Selected Public Secondary Schools in Musanze District, Rwanda

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