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All Journal Jurnal Edukasi Terkini
Ganyata, Obert
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Barriers to Parental Engagement: Perspectives from Parents and Teachers in Primary Schools in Rwanda Ganyata, Obert
Jurnal Edukasi Terkini Vol. 2 No. 2 (2025): April-June
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/jet.2025.020206120

Abstract

Purpose: This study looks at the barriers to parental involvement in education from the views of parents and teachers in five primary schools in Matimba, Nyagatare, Rwanda. It highlights the importance of strong family-school partnerships to improve student success. Research Methodology / Design / Approach: The study used a mixed method, gathering data through surveys, interviews, and group discussions with parents and teachers. Findings: Key challenges include lack of awareness about the importance of involvement, cultural differences, and poor communication between schools and families. Parents feel uneasy about the school environment and unsure how to support their children, while teachers face time and resource limits. Both groups agree on the barriers but see their impact differently. Originality / Value: This research offers important insights into parental involvement in Matimba. It stresses the need for better communication, community support, and inclusive school policies to boost parental engagement. The study calls for cooperation between parents and teachers and suggests ways to improve involvement in education.  
Reimagining English Teaching Methods: Music Integration in a Rwandan Pre-Service Teacher Training Colleges. Ganyata, Obert
Jurnal Edukasi Terkini Vol. 2 No. 3 (2025): July-September
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/jet.2025.02030909

Abstract

Purpose-This study examines the role of music education in improving English language skills among pre-service teachers in Rwandan Teacher Training Colleges (TTCs) following the full implementation of the Competence-Based Curriculum (CBC) in 2021. Research Methodology/Design/Approach-Guided by contemporary perspectives on second language acquisition, the study employs a mixed-methods design. Quantitative data were collected through English proficiency assessments administered before and after the implementation of music-centered instructional activities. Qualitative data were generated from semi-structured interviews with TTC educators to capture instructional practices and perceived learning changes. Qualitative analysis was conducted inductively by grouping recurring patterns into themes until thematic saturation was reached, and the two strands were integrated to strengthen interpretation. Finding-Preliminary results indicate that integrating music into English instruction increases learner motivation and participation while supporting phonological awareness, pronunciation accuracy, and vocabulary retention. Music-based activities appear to create a collaborative and low-anxiety classroom climate that encourages practice, enhances confidence, and sustains engagement during language learning. Originality/Value-This study contributes practical evidence for TTC educators and policymakers by positioning music as an accessible, culturally responsive, and potentially high-impact approach for strengthening English competence among future teachers in Rwanda. Beyond language outcomes, the findings suggest that music can function as a transferable pedagogical resource with broader relevance for learner-centered teaching across subjects and diverse educational contexts.
Music Education Training and Classroom Practice: Evidence from Two Rwandan Teacher Training Colleges Maeresera, Jones; Ganyata, Obert
Jurnal Edukasi Terkini Vol. 3 No. 1 (2026): Janury-March-Forthcoming
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/

Abstract

Purpose – This study aims to analyze the disparities in music education provision within two Teacher Training Colleges (TTCs) in Rwanda and examine their practical implications in affiliated demonstration primary schools. The study seeks to understand how music education within teacher preparation programs contributes to learners’ creativity, cultural awareness, cognitive development, and emotional intelligence, and to what extent its implementation aligns with national curriculum expectations. Research Methodology/Design/Approach – A qualitative case study approach was employed to investigate the curriculum, pedagogical practices, and instructional readiness of TTCs. Data were collected through semi-structured interviews with primary school teachers, student teachers, and music tutors; classroom observations involving integrated lessons; and document analysis of lesson plans, curriculum frameworks, and resource inventories. This approach enabled a comprehensive exploration of how music education is delivered and contextualized in both TTCs and demonstration schools. Findings – The findings reveal substantial inconsistencies in the quality and frequency of music education instruction. Practical music lessons were allocated limited instructional time, and several instructors demonstrated insufficient musical competence and pedagogical confidence. Both TTCs and demonstration schools lacked adequate resources, particularly musical instruments and suitable teaching aids. In primary schools, music education was often intermittent or overlooked due to limited teacher capacity, resource shortages, and inconsistent curricular demands. Originality/Value – This study highlights a clear gap between teacher preparation and the actual delivery of music education in Rwandan primary schools. It recommends increasing practical music instruction time in TTCs, improving the availability of musical resources, and providing targeted professional development to strengthen consistent and effective pedagogical practice
The Compatibility of English Language Textbooks with Rwanda’s Competency-Based Curriculum in Primary Education Maeresera, Jones; Ganyata, Obert
Jurnal Edukasi Terkini Vol. 2 No. 4 (2025): October-December
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/10.70310/jet.2025.02041211

Abstract

Purpose -This study examines how well English language textbooks align with Rwanda’s national Competence-Based Curriculum (CBC) in primary schools, and identifies where alignment succeeds at the design level but breaks down during classroom implementation. Research Methodology/Design/Approach-the study conducts a critical content review of selected primary English textbooks (P2, P4, P5, and P6) alongside official CBC curriculum documents approved/published by the Rwanda Education Board (REB). The analysis integrates content and thematic analysis to compare intended competencies, learning outcomes, language expectations, and assessment orientations across policy and textbook materials. Finding-The findings reveal strong design-level alignment in learning intent and competency orientation across textbooks and curriculum documents. However, substantial implementation-level misalignments persist, driven by (1) tensions between Kinyarwanda use and English as the mandated medium of instruction, (2) limited teacher English proficiency, (3) structural constraints such as insufficient instructional time and overcrowded classrooms, and (4) assessment practices that may inadvertently shift teaching away from CBC goals. Although Rwanda demonstrates policy commitment through supportive legislation, investment in teacher training, and digital learning initiatives, a persistent gap remains between the availability of high-quality resources and their effective accessibility and use in classrooms. Originality/Value -This study contributes a curriculum–textbook–implementation alignment perspective that clarifies why competence-based reforms may appear coherent on paper yet underperform in practice. It offers actionable recommendations to strengthen policy coherence, refine pedagogy and assessment practices, enhance teacher preparation, and accelerate equitable resource allocation to improve English proficiency and overall learning quality in Rwanda.
Co-Authors Maeresera, Jones