UR - Elearning Platform

The module aims to equip third year students with advanced knowledge and skills to enhance their academic and scientific writing.  The content will consist of academic essay writing, speaking skills for academic purposes, listening skills for academic purposes, reading skills for academic purposes, critical reading, critical thinking, plagiarism, citing and referencing, information sources, research proposal writing, and rhetorical writing.  

The module aims to equip second year students with advanced knowledge and skills to enhance their academic and scientific writing.  The content will consist of  reading skills for academic purposes, critical reading, critical thinking, plagiarism, citing and referencing, information sources, research proposal writing, and rhetorical writing.

This part of the module aims to equip year 3 students with advanced knowledge and skills to enhance their academic and scientific writing. The content consists of academic essay writing, speaking skills for academic purposes, listening skills for academic purposes, reading skills for academic purposes, critical reading, critical thinking, plagiarism, citing and referencing, information sources, research proposal writing, and rhetorical writing.

This module aims at giving learners a background in Social Studies by emphasizing especially on what is the significance of a family as a small political unity of a society, the habits, customs, culture, values, social cohesion and organization, education in general, civilization, norms, faith, beliefs, status, socialization process etc.. The students should know by the end of the course how to link and explain social change and transformation, tradition and modernism, the key role of global education and the value of tradition in social adaptation to modernity.

Parental involvement is an umbrella term that describes all the models of liaison between parents, schools and other community institutions that provide education to children. Education takes place not only in schools but also within families, communities, and society. Parents and families cannot be the only group of people for children’s education as long as their children interact with and learn from the world outside their families. Communities and society must support parents and families in the upbringing, socializing, and educating of their children. For this purpose, Epstein summarizes various types of partnerships between schools, families, and communities (Davis, 2000).

This module aims to orient learners with Knowledge about culture, values and child rearing. The learners will be able to use the knowledge gained from the course to explain to the Community the importance of culture in child rearing. This module further explains how the child is brought up according to cultural practices. The module is to help students to compare different cultures and how one can use his/her culture while rearing his/her child. It also elaborates on parenting styles and how they can affect the child character.

This module aims at giving student the knowledge and skills required to ensure the availability and maximum use of appropriate low cost teaching and learning materials in preschools. The content covers the importance of teaching and learning materials in pre-schools, as well as how to design and display materials in different learning areas to enhance children’s learning and store them to maximise their longevity.

This module introduces students to various needs, rights and responsibilities entitled to children for them to support them accordingly since they are supposed to know children before teaching them.  It also takes them through Rwandan practices in relation to children' rights protection in relation to international standards. 

The module will be facilitated by: Jean Baptiste MUSHIMIYIMANA. Tel: 0788754646

This module aims at providing the learners with basic competencies required for implementing developmentally appropriate practices in teaching Art and Crafts in preschools. The content of the module includes the specific knowledge and skills required for understanding these learning areas and their roles in children’s development, and planning for and implementing effective lessons in these areas and assessing children’s skill levels.

This module is reserved for Early Childhood Education Students Teachers. It introduces the student teachers to the nature of Science and Mathematics. It promotes the awareness of factors affecting development of Science and Mathematics concepts in young children. Specifically, it discusses the following concepts in science: Fundamental Process in teaching science and mathematics in pre-schools, human body parts and their functions, animal, plants and their functions. It also discusses the basic mathematics concepts such as operations, elementary and spatial geometry, measurements approximations and estimations among others.

You are all welcome to this module: ECE2247: Instructional Media and Technology for Children

The module will be facilitated by: 

Jean Baptiste MUSHIMIYIMANA

Tel: 0788754646

Email: j.b.mushimiyimana@ur.ac.rw

This module aims at providing the learners with knowledge and skills required so they can plan implement, monitor and evaluate programmes related to Early Childhood Education. It includes basic concepts of educational planning such as, planning approaches and levels of planning. It encompasses techniques of projects implementation including monitoring techniques. It also includes techniques of project implementation to ensure effectiveness, efficiency, relevance, cost-effectiveness and sustainability of Early Childhood Education Programmes.

The main aim of this module is to: bring to the notice of the learners the contributions of assessment in an effective teaching- learning system at the childhood school level; make the teaching-learning process more attractive at the nursery school level; be able to describe and apply the principles used in the teaching-learning process at the early childhood level.

Course outile:

1. Theoretical bases related to ECD.
2. Concepts used in assessment such as: Theoretical bases of assessment under a learner-centred approach and curriculum planning.Evaluation, instructional assessment, diagnostic assessment and screening assessment.
3. Theory of Multiple intelligences and assessment;
4. Contemporary issues: Early brain growth and development, interrelationship between earliest experiences and social and moral competence in the context of assessment and curriculum decisions and design.
5. Tools for evaluation and assessment of young children;
6. Assessment in the new preschool curriculum

This module introduces the students to an in-depth study of Human Nutrition. It will assist the students in their search for a basic and logical understanding of relationship between nutrition and health. The module introduces the students to basic concepts of health and nutrition, and highlights ways that they can integrate good nutrition into their lifestyles to improve their health.

There have been new trends and changes in education globally, regionally and nationally. Curricula have been reviewed and changed to meet contemporary society needs. The module of Curriculum Design, Implementation and Evaluation provides you with opportunities to understand and critique theories, foundations and models that inform curriculum development process. The module particularly engaged you in critically analysing, individually or wit peers, contemporary educational practices, issues and challenges in relation to curriculum design, implementation and evaluation at global, regional and national levels. With acquired knowledge, skills and values you will be able to work out practical models for curriculum design, implementation and evaluation in Rwandan context. 

This course will prepare students to understand different theories and models that inform curriculum change and how change is brought about. Basing on current research and professional experience, students will critically analyze comparative curriculum philosophies and contemporary issues in curriculum change and innovation. A successful completion of this course will equip learners with the skills and competencies that will enable them to: to analyze curriculum trends, and where possible craft solutions to curriculum challenges.

Using technology provides many opportunities to enable learning but also it brings with it expectations for a new role for teachers and for learners. Why is that important? Teachers need two skills beyond their subject knowledge:

1)          ICT skills and comfort with technology tools, and

2)          Pedagogical practice aligned with meaningful student-centred learning.

This module integrates these two components together and this dynamism must be reflected in the planning, conduct and validation of your teaching and learning practice. This module is not designed for programmers or IT-specialists, but it is intended for you and for any student teacher/educator who has some basic knowledge of digital environments and who is interested in engaging or engaging learners in learning with ICT.