CORRESPONDENCE COURSE PROGRAM AND TEACHER ACHIEVEMENT AT KIGALI, RWANDA

Authors

  • Kwizera Janvier School of Education, Mount Kenya University, Rwanda
  • Olivier Mukurira Dr., School of Education, Mount Kenya University, Rwanda

DOI:

https://doi.org/10.46827/ejes.v10i7.4887

Keywords:

correspondence course program, teacher achievement

Abstract

The study was mainly about the effects of correspondence course programs and teachers’ achievement in Kigali City and was led by the following objectives: to examine the effect of correspondence course programs and teachers’ achievement in Kigali City; to examine the problems faced by teachers undertaking correspondence courses or learning programs in Kigali City and to investigate ways through which we can reduce the problems facing correspondence course programs in Kigali City. The study was mainly evaluative and qualitative in nature, although for the purposes of accuracy and clarity, some quantitative aspects were used. The study comprised 227 respondents, who included 10 community leaders, 193 students, and 17 teachers. 3 head teachers, 2 representatives from NGOs, and 12 civil servants, including the chief administrative officer Gasabo, Kicukiro, Nyarugenge district, and Kigali City development officer 5 education officers, who included the district inspector of schools and Kigali City education officer, plus 20 parents whose children were undertaking a correspondence course program. Therefore, the sample population of 350 selected from three sectors of Kigali City made up 227 of the sample size population, which was selected using purposive sampling and simple random sampling. This ponder embraced a survey investigation plan that utilized surveys as a means of information collection and guided meetings. Information was displayed and examined in tables and graphs, applying expressive insights (frequencies, rates, and cruel) as well as utilizing the SPSS bundle. 95% of the respondents who were inquired said that the correspondence course program in Kigali City is confronted by high and steady loss and dropout rates. 73% of the respondents whom the analyst caught up with said that correspondence courses advance great learning involvement because learners are free to connect with other individuals within the communities where they take off and within the dialects that they learn. This has advanced them to distinctive levels in numerous zones where they work.

 

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Author Biographies

  • Kwizera Janvier, School of Education, Mount Kenya University, Rwanda

    Kwizera Janvier holds bachelor’s degree in Education from Mount Kenya University. He has a wide experience in teaching both in primary, secondary and college level. He is currently Head of Department at King David Academy and part time teaching Professional at PRA Health Sciences.

  • Olivier Mukurira, Dr., School of Education, Mount Kenya University, Rwanda

    Dr. Mukulira Olivier is a PhD holder, and he is currently serving as Managing Director of the Rwanda Institute of Cooperatives, Entrepreneurship, and Microfinance (RICEM). Before joining RICEM, he was working for USAID as a research specialist. Prior to that, he worked for other projects like USAID's Huguka Dukore and VVOB. Dr. Mukulira has a wide range of experience in academia, where he has served as a lecturer, Dean of faculty, vice principal, and finally principal. His areas of specialization include, but are not limited to, curriculum design (particularly competence-based curriculum using the DACUM approach), education research, guidance and counseling, and education management. Dr. Mukulira has served as a senior manager in different organizations, both public and private, where he contributed to project design and fundraising.

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Published

2023-06-14

Issue

Vol. 10 No. 7 (2023)

Section

Articles

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