| Type | Name | Description | Modified | Size |
|---|
 | Male 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. | 15/04/2021 | 2MB |
| Next Generations Kids and Integrations Projects | Sustainable success in protecting refugee Children lies in integrating their matters into existing national child protection and welfare systems. | 20/06/2022 | 4MB |
| Nutrition Programme Brief | Detailed breakdown of Save the Children's Nutrition Programme, which is implemented in concert with USAID, Global Communities Rwanda and Feed the Future, a US government Global Hunger and Food Security Initiative. | 25/06/2015 | 663KB |
| OLIVE UWAMARIYA - TEACHER | Literacy Boost works with parents, teachers and children to promote literacy in the classroom, in after school reading clubs and in community training sessions. Olive Uwamariya, a teacher and Consolee Mukahakuzimana the Head Teacher at the school ‘Groupe Scolaire Rukizi’ in Cyumba, Gicumbi district in Rwanda have benefitted from Literacy Boost teacher training sessions by Save the Children’s Literacy Boost education team. Olive and Consolee tell us how they are implementing the techniques in the school and classrooms and the changes they have seen in children’s literacy. | 16/01/2015 | 218KB |
| Pan-Africa Polcy Paper: COVID-19 Impact on African Children | The comprehensive report underlines that although children do not represent a high-risk group for direct COVID-19 fatality, the pandemic posts a far-reaching secondary impact that heightens risks to the rights and wellbeing of children in Africa.
With the rapid spread of COVID-19, this pandemic is overburdening the under-resourced African health systems and disrupting routine health services, jeopardising Africa children’s access to formal learning, health and safety/protection, especially girls and this is unfolding in Africa against a backdrop of worrying hunger levels driven by climate shocks, conflict and economic challenges.
| 08/06/2020 | 2MB |
| Parenting Education Literacy Position Paper | Position Paper indicating that parents need guidance on how to support children’s physical, emotional, social, and cognitive development, and also touches on the significance of cognitive development and emergent literacy as among the most important foundations for later school and life achievements. | 22/04/2015 | 770KB |
| Parenting Education Literacy Position Paper | Kinyarwanda version of Parenting Education Literacy Position Paper. | 22/04/2015 | 537KB |
| Parenting Education Literacy Position Paper - 2014 | Early Childhood (0-6 years) is a critical stage of human development and Parents are the first educators of their children. Significant development of the brain, body, and emotions happens during the first years of life. | 23/10/2015 | 770KB |
| Pre-Primary Position Paper | Position Paper highlighting Emergent Literacy is one of the most important foundational abilities children must develop before beginning primary school. Also forwards suggestions as to what the Pre-Primary curriculum should be predominantly composed of. | 22/04/2015 | 1MB |
| Pre-Primary Position Paper | Emergent Literacy is one of the most important foundation abilities children must develop before beginning Primary School | 29/10/2015 | 773KB |
Rwanda 