Education for Peace
Reconciliation – addressing the root causes of conflict – is central to healing the wounds of the past and enabling post-conflict populations to move forward in peace and stability. We believe that teachers are central to this process; education has the power to shift perceptions and support the next generation to build a future to be proud of. Our aim is to support Rwandan educators to develop their practice, teaching children to love challenges, learn from mistakes, enjoy effort and develop empathy. We believe that the outcome of this will be a generation of global advocates for peace.
The Aegis Trust and the Kigali Genocide Memorial Centre have provided a strong starting point for us in introducing Education for Peace to the curriculum. In 2017, we established a formal partnership with the Aegis Trust, to share training, workshops and work together in developing the Education for Peace model in pursuit of sustainable peace in Rwanda. In addition, through this partnership Umubano Academy became Rwanda's first Lead School for Peace.
We do not underestimate the challenges of working in this arena, nor the powerful emotions that it can evoke. However, this work is crucial for Rwanda so that all the incredible achievements made in this country in the years since the genocide will go on to ensure peace, progress and prosperity in Rwanda. If we work together in getting this right, the impact will go way beyond Rwanda's borders to show the world what a country's post-conflict generation can achieve if given the right start.
Our Education for Peace outreach programme has taken place in 16 Teacher Training Colleges, 16 Model schools, 5 Government schools and 1 private school across 17 districts in Rwanda. The course included online units and in person workshops focussing on positive behaviour management and inclusive education strategies.
'I completed the E4PP course in June 2022. I never received training like this. It has changed my relationship with the students in a positive way. After the E4PP training, I go around to hear from each group of students when I give them group work. Thus, I am able to assess their level of understanding. I now find ways to help students with SEN so that they can be included in the learning process. I have started using differentiated activities to support each learner depending on their capacity and giving them relevant, concrete teaching aids to help them understand. As for behavior management, I no longer use corporal punishment. I find other ways to discipline them'
- Teacher Training College student.
