Kayonza: JICA trains science teachers
Posted on February 20, 2013 by admin in Amasomo, English
Science teachers from four Secondary Schools from four Districts of the country were trained on a new methodology of instruction that makes students understand much quicker what they are being taught.
The training was prepared by Kayonza Modern School in Kayonza district and the schools mathematician teacher who is a volunteer of The Japan International Cooperation Agency (JICA) called Kadota Ryo.
Teachers in the training
Science teachers from St Aloys Scondary School from Rwamagana district, Kayonza Modern School from Kayonza district, Nyagatare Secondary School from Nyagatare District and Doctrina Vitae School from Gasabo district were trained and all these schools have something in common that is volunteers from JICA.
Teachers were trained how to easily give science lessons to their students even if the school does not have enough equipment for the lesson. Experiments were done like on how to use plastic water bottles in science experiments instead of using test tubes that are bit expensive.
Teachers who attended this training say they benefited a lot from this training saying they will be able to teach science subjects well even in schools with no science laboratories just as David Ndayishimiye a teacher at St Alloys’ secondary school in Rwamagana said.
“In Rwanda we are mostly faced with lack of equipment and science laboratories but we have learnt in this training that one can use what is on your reach and teach to your students” said David Ndayishimiye.
Kadota Ryo a mathematician who played a big role in the preparation of this training said it was increase the knowledge of teachers for the quality education of Rwandan students.
This is the 2nd time such training was done in Kayonza district and the 11th in the whole country. The director of JICA in Rwanda said teachers who attend such trainings benefit a lot and it will be done in all parts of the country if its benefits are shown through performance of students.
