The Implementation of Lower Secondary Science Curriculum in Rwanda Schools ： Case Studies

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The Implementation of Lower Secondary Science Curriculum in

R

wanda Schools: Case Studies

Education for Specialized Subject Matter & Field Supervisor: Hiroaki OZAWA International Education Course NSENGIMANA Theophile The undertaken qualitative research investigated how and to which extent the lower secondary science curriculum was being implemented in three schools. ln additionラthe factors that promote or hinder its implementation were identified. Various methods such as books and journals exploration have been used in collecting data Furthermore， for deeply studying the situationラ three case studies through interviews， observation and videotaping of the science lessons have been conducted in selected schools. The research reveals that in twenty analysed lessol1s， the lower secondary science curriculum is 110t wel1implemented since in generalラmany aspects namely specific objectivesラ contentof the lessons， teaching and learning instructionsラ teaching and learning activities， methods and approaches， assessrnentラ natureof the lessonラ and structure of the lessons are not reaching at least level 3 or 4 which are preferable and rnost preferable respectively. Two aspects which are specific objective and science-society are poorly implementedラ theirextent of implementation is not even reaching level 2; the less preferable in this case. ln general， teachers still dominate in whole lesson rather than involve learners in constructing their own knowledge and acquiring skills through learner centered method stipulated by the revised lower secondary science curriculum. Despite thatラallteachers understood that science lessons have to be implemented in learner centered method through various activities like experiments， exercisesラ discussions in groupラ and oral interaction by questions. They were also aware of the role played by activities in learning whereby easy understanding of the learning

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knowledge construction and retention of the learning were pronounced by the participants. The identified physical resources that contribute to the implementation of the lower secondary science curriculum even if are not the same in quantity in three schools include science textbooks for students and teacher and laboratory equipment From interview data and observation， the leadership of school headteacher was found predominant in promoting the implementation of the curriculum whereby all school leaders were atlributed to have good qualities from which teachers can get possible support. Additionally， the leadership was found to be the reason of teachers and studentsラpunctualityparticularly in being in right place at time.And also the follow up of lesson timetable particularly in school A and B. The lesson study， curriculum managernent activitiesラanddaily diary checking found in school A are other factors atlributed to the leadership. Teacher's punctuality， understanding towards the curriculumラandability to teach in English were found in all schools but at high level in school A and B. Learner centered skills was found particularly in school B while content -knowledge of teachers were found in all schools despite sorne topics rnentioned to be difficult to

－ 432 － some teachers and in tum to the students. Teachers are in general qualified for teaching and some are experienced except the case of school C where only one teacher is quali日ed while others didnラtdo education but some possess satisfactory degree. The professional developments received by teachers were reported to' help them in implementing the cuniculum. Studentsうdisciplineラproficiencyin English， and positive attitude towards science education were identified in school A and B as promoting factors. The discipline and positive attitude towards science education were found in school

c

The hindrance in implementing lower secondary science cuniculum are mostly pertained to physical resources， teache内 factors， leamer泡 factors， and outside influence. There is limited number or absence of physical resources such laboratory equipment (apparatus and reagents)ラchartsand models in school C Inappropriate teaching skills to deliver leamer-centred lessons were found in many lessons observed in schooI A and C， and some of B. Tardiness to arrive at school and in implementing the cuniculum was found in school C. English proficiency of some teachers and lack of extrinsic motivation were identified particularly in school C. Unprepared teaching and some teachers' negative attitude such as overloaded cuniculum， and lack of time for preparing their teaching. Low academic backgroundラlowEnglish abilityラ not having lunch at school， some cases of absenteeism， long distance from home to schoolラ not having time and means to revise their Iearning either at school or at home， and lack of family academic support are the most identified challenging issues in students of school C. Lack of support and monitoring from outside educational organisation was found in all schools. The professional development was mentioned not to fit some teachersラneedsdue to tackling some of the contents which are not relevant to some teachers because they are not teaching them. Lower secondary science cuniculum was found not always guiding teachers about how to do and also not giving adequate leaming situation. Since there is gap between intended cuniculum and the actual implemented， the study concludes with many suggestions and recommendations which may contribute to the e百ective implementation of lower secondary science cuniculum once attention is given to them. Some ofthem are given hereunder: -The pre-service training should not only focus on subject and pedagogical contents but also to pedagogical skills throughout the training for filling the existing gap. -The cuniculum has to be clear and understandable to the implementers. -The curriculum has to be implemented in manageable steps through a zone of feasible mnovatlOn. 国There is need to undertake continuous professional development and leaming at school level as it is in schoolA.And outside support in terms of professional training should consider school context and teachersラneedsin preparing and providing training. -More focus and support should be given to the young school that presented many challenges.