Eric Iyamuremye has been a teacher for six years. He travels seven kilometres every day to G.S Gikaya, a 12-Year Basic education school in Kayonza District, Eastern Province, where he teaches mathematics. Mr Iyamuremye dreamed about becoming a teacher since he was a child. He scored as the best teacher in Eastern Province for 2021, mainly because of his commitment to support other teachers to improve learning outcomes.
The criteria for the best teacher set by the Rwanda Basic Education Board (REB) include excellence in integrating ICT in lesson preparation and teaching, ensuring effective implementation of competence-based curriculum, helping students to continue learning during the Covid-19 lockdown, working relationships, among others.
Helping students during the Covid-19 lockdown
Mr Iyamuremye is not an ICT person, but he likes ICT. “I had not received any formal training about ICT but I tried to learn by my own,” he said.
When the government closed all schools due to the Covid-19 pandemic, Mr Iyamuremye knew how to support his students remotely. “I created Google Classroom dashboard, then collected parents’ email addresses so that I could send assignments to my S4 and S5 students. I could correct the assignments and give feedback online. At least 11 parents managed to help their children to follow lessons via Google classroom. I also used WhatsApp to send assignments to students through their parents’ cell phones,” Mr Iyamuremye said.
In addition, Mr Iyamuremye could call and remind parents to facilitate their children to follow REB programmes on radio and TV during the Covid-19 lockdown.
ICT After Class programme
In April 2021 Mr Iyamuremye attended a 12-day VVOB training on Digital Literacy for Online Learning (DLOL), which inspired him to start thinking about supporting his colleagues to improve ICT skills. The training was conducted both face-to-face and online. It focused on the use of Microsoft Office Programs as well as Moodle Learning Management System (LMS) that will help ICT and science teachers pursue the Scratch 2050 Project training.
“Most of my colleagues at school were lacking basic ICT skills. I was already supporting some of them to create email addresses, use social media such as Facebook, and search teaching resources on Internet. This training made me think of helping my colleagues in a more structured way. I also shared this idea with other participants and promised to do it at their schools after the training. When I completed the training, I started an ICT After Class program to help my colleagues improve their knowledge and skills in using ICT in teaching and learning. With the support of my two colleagues with whom I attended the DLOL training, we started organising a 40-minute after class session twice a week, first with 15 out of 35 primary teachers. We grouped them in three groups so that everyone has access to a computer—our school has six computers only.”
Outcomes so far
“Today all the trained teachers have got basic ICT skills. Each of them knows how to tun on a computer. We taught them basics in Microsoft Word, and plan to teach them Microsoft Excel during the next school year, and support other teachers as well.”
To continue improving his ICT skills and earn some extra income, Mr Iyamuremye also decided to pay $100 yearly subscription to use the Canva software, after a friend introduced it to him. “With this application I can earn additional income by designing certificates, service cards, wedding invitation cards, reports, prepare presentations for customers, among others. I do this during weekends or during holidays.”
Offering health care services
Mr Iyamuremye was trained in basic health care services by Partners in Health through the Ministry of Education to provide basic health care services at his school. “Given the skills I gained in basic health care, I also trained my colleagues and initiated a health club for teachers called Gira ubuzima bwiza munyeshuri, meaning healthy students. When a student gets injured, we can help with basic care such as bandaging him or her. We can also diagnose and treat malaria among students and teachers. In addition, our club promotes sexual reproductive education among students,” he said.
Promoting a saving culture among teachers
Mr Iyamuremye initiated a teacher Savings and Loan Association known as Ikimina cy’Abarimu for all 50 teachers at his school. “Our savings are currently 6.4 million Rwanda francs ($6,400). Teachers can get small loans at a low interest rate of 5 per cent and pay it back over a period of two months,” he said.
Personal growth
When Mr Iyamuremye started teaching, he had a diploma in mathematics-education. “I used cash advance from Umwalimu SACCO, a Saving and Credit Cooperative for teachers, and managed to pay tuition fees for my bachelor’s degree at the University of Rwanda College of Education. I am very proud of such achievement.”
Additionally, in February 2021, Mr Iyamuremye requested for a 1.4 million Rwanda francs ($1400) cash advance from SACCO and started a passion fruit farming project. “I currently employ five vulnerable women, four of whom widows, and were all in category 1 of Ubudehe ranking when I started the project. They all relied on government support for medical insurance as well as other support,” he said.
Ubudehe is a social stratification programme depending on income among households. Category 1 consists of those who are the most vulnerable in the society. “For the first harvest I made about 500,000 Rwandan francs ($500) profit and I paid 50 per cent of this amount to these ladies who regularly work in the farm. I am proud that they can now pay medical insurance on their own and have improved their living conditions.”
When Mr Iyamuremye was selected as the best teacher at provincial level, he also competed at national level but did not win. However, he was not discouraged. “I will keep my commitment and dedication to support my colleagues to contribute to improving learning outcomes. I will never give up.”
