application/pdfFinal Report First Steps Program First steps is a program implemented by Save the Children and Umuhuza that aims to increase the knowledge and skills of parents to support their children's cognitive, social emotional and physical development in Rwanda.20/06/20228MB
application/pdfEndline Evaluation of Advanced School Readiness ProjectSchool readiness is the foundation of equity and quality education. It is gaining global support as a viable means to help young children reach their full developmental potential and engage in lifelong learning. 20/06/20222MB
application/pdfMale Engagement in ECD Save the Children Rwanda Report In recognition of the potential for fathers and other male caregivers to positively contribute, Save the Children Rwanda, in collaboration with the National Early Childhood Development Programme (NECDP),1 has commissioned this Rwanda-specific assessment to document factors, attitudes and behaviours inhibiting male engagement in early childhood development (ECD). The assessment aims to study both rural and urban settings to formulate recommendations for future integrated ECD programming, helping the Government of Rwanda, Save the Children and other ECD actors to develop programmes that better address certain potentially harmful social norms related to male involvement. The research sets out to produce tangible findings to inform actionable recommendations to promote male engagement in ECD – both through community-based services as well as within the household.15/04/20212MB
application/pdfEnjoying Books Together At Home: Ideas for parents and carer"Enjoying Books Together at Home" is a short guide for parents to use when introducing their children to the importance of reading outside of school. It includes suggestions for parents and caregivers of activities they can use to encourage reading at home.16/11/20204MB
application/pdfECD PROGRAMMING FOR CHILDREN AGES 4-6: SUCCESS &CHALLENGESThe available ECD services do not give enough emphasis to Early Literacy and Maths (ELM) skills development, which is crucial in order for children to attain the necessary school readiness skills. This includes support by parents or other caregivers at home, as well as the form of teaching and learning taking place in classrooms. In response, Save the Children targeted its ECD programming for children ages 4-6 to focus on training parents on simple activities they can do with their children at home, and working with teachers and the government to improve the way children are taught in ECD centres or pre-primary classrooms. 13/03/2019229KB
application/pdfECD PROGRAMMING FOR CHILDREN AGES 0-3:SUCCESSES & CHALLENGESChildren acquire foundational skills in all developmental domains from the earliest ages; however, most programming for children ages 0-3 in Rwanda has focused on the health and nutrition needs for securing children’s physical development. In response, Save the Children and its partner, Umuhuza, initiated its 0-3 Early Childhood Development (ECD) programming to particularly address language, communication and wider cognitive development deficits, while simultaneously highlighting holistic child development in all domains. 13/03/20192MB
application/pdfProviding refugee children the education they were promisedDid you know that world’s 3.5 million out of school refugee children have lost out on more than 700 million school days since last year? And the number grows by 1.9 million every day. That’s a lot of lost learning. Check out the full Report:22/09/20171MB
application/pdfFirst Steps Qualitative Report-RwandaQualitative Evaluation of Save the Children's First Steps Program in Rwanda26/08/20177MB
application/pdfSaving Brains: First Steps 0-3 Program in Rwanda Endline RepFirst Steps towards quality Early Childhood Care and Development through Holistic Parenting Education: A Randomized Control Trial in Ngororero District, Rwanda26/08/2017970KB
application/pdfLiteracy Boost in Rwanda: Endline Report SummaryThis summary document reports the results of a mixed-methods study evaluating the impact of assignment either to Teacher Training or to Literacy Boost as compared with assignment to a Control group on children’s learning outcomes. The report uses advanced statistical methods to isolate the effect of TT and LB on learning outcomes and qualitative methods to explore the impact in greater depth. The report concludes with a general discussion of findings and recommendation for action and future research.16/09/20163MB
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