Over the past five years, Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge have led a research programme as part of the Mastercard Foundation’s Leaders in Teaching initiative. This research revealed important insights about secondary teaching and learning in Rwanda.
This blog summarises highlights from our latest research synthesis (also translated into Kinyarwanda) focusing on Rwandan secondary school teacher attitudes, training and retention, as well as student learning outcomes, when schools reopened after the COVID-19 closures. The publication also shares implications for policy and future research based on the findings.
An important part of any research project should be engaging research participants so that both researchers and research participants have the chance to learn and reflect together on the findings. Engaging research participants in the findings they have contributed to can also help to identify rich evidence-based solutions. However, this…
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge. Both are learning partners for the Mastercard...
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the...
This blog was written by Laterite and the REAL Centre and reflects on their work as part of the Mastercard Foundation’s Leaders in Teaching initiative in Rwanda. It was published on the...
This blog highlights lessons learned from using the World Bank’s Teach tool and video recordings to observe classroom activities in over 100 Rwandan secondary schools. It was written by...
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge. Laterite and the REAL Centre are learning partners on the...