Baseline Report: Itegure Gusoma - Get Ready to Read, Early Childhood Development Programme, Rwanda

The pre-primary education system in Rwanda is not well-established, with limited access to early childhood development programs. The country's education system is overseen by the Ministry of Education (MINEDUC), with the Rwanda Education Board (REB) responsible for implementing policies and regulations. The Itegure-Gusoma Programme is an early childhood development initiative aimed at improving reading skills among pre-primary students in Rwanda. The programme is a collaborative effort between UNICEF, VSO, and other stakeholders, with the primary goal of enhancing the quality of early childhood education in Rwanda. The programme's implementation is guided by the Economic Development and Poverty Reduction Strategy (EDPRS) and the Education and Sports Sector Strategic Plan (ESSP). The baseline study was designed to assess the current state of early childhood development in Rwanda, with a focus on pre-primary education. The study employed a mixed-methods approach, combining both quantitative and qualitative data collection methods. The sampling strategy involved selecting a representative sample of pre-primary schools across the country, with a total of 120 schools participating in the study. Data collection for the baseline study was conducted in June 2018, with a team of researchers visiting the selected schools to collect data. The data collection process involved administering questionnaires to caregivers, teachers, and head teachers, as well as conducting key informant interviews with stakeholders. The data was processed using the Statistical Package for Social Scientists (SPSS) software, and the findings were analyzed to identify trends and patterns. The baseline findings indicate that pre-primary education in Rwanda faces several challenges, including limited access to early childhood development programs, inadequate teacher training, and insufficient resources. The study also found that caregivers and teachers have limited knowledge and skills in early childhood development, which hinders the effective delivery of the programme. The study's findings highlight the need for capacity building and support for teachers, caregivers, and head teachers to enhance the quality of early childhood education in Rwanda. The study's results also indicate that the capacity levels of existing systems in schools for effective support delivery of the programme are limited. The study found that teachers and head teachers lack the necessary skills, knowledge, and attitudes to support the programme effectively. The study's findings also highlight the need for behaviour change among caregivers and parents to support the programme's objectives. The study's conclusions emphasize the need for a comprehensive approach to address the challenges facing early childhood development in Rwanda. The study recommends that the programme should focus on building the capacity of teachers, caregivers, and head teachers, as well as promoting behaviour change among caregivers and parents. The study also recommends that the programme should be integrated into the existing education system, with a focus on enhancing the quality of early childhood education in Rwanda.