Effectiveness Study of Teacher Training and Social and Financial Education in Rwanda's Primary and Secondary Schools
NCT ID: NCT02348580
Last Updated: 2015-07-31
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
1750 participants
INTERVENTIONAL
2013-09-30
2015-03-31
Brief Summary
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Teacher training will take place in November-December 2013 and the curriculum implementation will be evaluated in the 2014 school year.
The study will examine the following hypotheses:
1. Did teachers use of active learning methods in class increase due to the training received?
2. Did students' levels of engagement and on-task behaviour increase as a result of the intervention's pedagogy and content?
3. Did the following competencies of students improve due to the intervention?
1. Self-efficacy
2. Social skills
3. Financial literacy
4. Planning attitudes
5. Savings attitudes
6. Savings behavior
7. Entrepreneurship
4. Did the intervention change student's pass rates on the primary six (P6) and secondary three (S3) final examinations for the classes in which it was implemented?
5. Did the intervention change student drop out rates in the classes which it was implemented?
Detailed Description
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Conditions
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Keywords
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Study Design
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RANDOMIZED
PARALLEL
NONE
Study Groups
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Treatment as usual
Schools in which regular curriculum is delivered and teachers do not receive any additional training in child centered methodologies.
No interventions assigned to this group
Child centered teaching of life-skills
Training of teachers and weekly implementation of hour long sessions based on child centered teaching of life-skills education over the course of the school year in P6 and S3 classes as designed by Aflatoun Stichting Child Savings International and the Association of Microfinance Institutions in Rwanda (AMIR). The life-skills curriculum is known as Aflatoun's Child Social and Financial Education program. The training of teachers element of the intervention is known as Aflatoun Academy, which trains teachers in active learning, child centered methodologies as well as how to implement the life-skills curriculum of Aflatoun Child Social and Financial Education.
Child centered teaching of life-skills
The intervention includes five core components: (1) personal understanding and exploration, (2) rights and responsibilities, (3) savings and spending, (4) planning and budgeting, and (5) social and financial enterprise. The training and curriculum are both manualized. The curriculum is in English and is regionally specific (for Anglophone Africa) and has been contextualized for Rwanda. The minimum hours required by Aflatoun's fidelity guide is 20 hours which includes 10 hours of curriculum lesson and 10 hours of learning activities (savings groups, social and financial projects, club activities etc).
Interventions
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Child centered teaching of life-skills
The intervention includes five core components: (1) personal understanding and exploration, (2) rights and responsibilities, (3) savings and spending, (4) planning and budgeting, and (5) social and financial enterprise. The training and curriculum are both manualized. The curriculum is in English and is regionally specific (for Anglophone Africa) and has been contextualized for Rwanda. The minimum hours required by Aflatoun's fidelity guide is 20 hours which includes 10 hours of curriculum lesson and 10 hours of learning activities (savings groups, social and financial projects, club activities etc).
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
* Classes of students in grade P6 or S3 during academic year 2014
* Teachers of entrepreneurship, social studies, or mathematics
Exclusion Criteria
ALL
Yes
Sponsors
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Association of Microfinance Institutions in Rwanda
UNKNOWN
Stichting Child Savings International
OTHER
Responsible Party
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Locations
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Association of Microfinance Institutions in Rwanda
Kigali, Kigali City, Rwanda
Countries
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Other Identifiers
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TOUN-2013-Rwanda-AMIR01
Identifier Type: -
Identifier Source: org_study_id