Bachelor of Education
Overview of Education Program
The Faculty of Education has two main departments namely Department of Arts and Humanities and Department of Sciences.
The Department of Arts and Humanities in the Faculty of Education has been started with the following options:
- Education in English-French
- Education in English-Kiswahili
- Education in English-Kinyarwanda
- Education in History-Economics
The Department of Sciences in the Faculty of Education was started with the following options:
- Education in Mathematics-Biology
- Education in Mathematics-Geography
- Education in Mathematics-ICT
- Education in Biology-Geography
The Department of Education works in close partnership with schools, Local Authorities, NGOs and a range of cultural and educational organizations. We provide high-quality learning, teaching, and research as a means to a better future for all. We see education as a powerful vehicle for personal and social change within the wider com-munity locally and globally. We aim to develop a community of learners which inspires and supports reflective educators who share our core values. These are:
- Celebrating diversity
- Democratic participation
- Human rights
- Mutual respect
The work of the Department is underpinned by our commitment to diversity and equality (see our policy document for further details). We aim to provide a learning community that actively challenges inequality and injustice. In short, this program aims at preparing world class teachers for secondary level and senior secondary level by providing up to date techno-pedagogical, professional knowledge skills and values appropriate the branch of study a student has chosen to specialize that enable them to produce future citizens with global competency.
The mission of the Education Department is to develop an ethos and a learning community which promote:
Thus, it leads to developing:
- A shared understanding of and an engagement with our core values between all those engaged in education;
- The values, skills, knowledge, and understanding needed to be an effective agent for change;
- A commitment to continuing personal and professional development;
- A respect for and commitment to individual potential;
- Intellectual honesty.
- To offer innovative undergraduates programme.
- To provide a simulating environment to practice techno pedagogical and professional skills in schools.
- To create right aptitude and positive attitude towards teaching profession and research.
- To train student teachers to bring out full potentiality of their future students.
- To reflect values in all the teaching learning activities
We will do this by/through:
- Competence to teach the subjects of specialization on the basis of the accepted principles of learning and teaching
- Skills, understanding, interests and attitudes which would enable the to foster all-round growth and development of students
- Skills in identifying, selecting, innovating and organizing learning experiences for teaching school subjects
- Understanding of psychological principles of growth and development, individual differences and cognitive, psychomotor and attitudinal learning
- Skills in guiding the students in order to enable them to solve their personal as well as academic problems
- Understanding of the role of home, school and community in shaping the personality of the child and help to develop an amicable home-school relationship for mutual benefit
- Understanding of the role of school in a changing society and
- Ability to undertake investigatory projects and action research to improve the school system
- Honoring our commitment to our core values
- Developing critical and reflective thinking
- Developing empowering and efficient systems to support us
- Acknowledging and learning from mistakes
- Creative, innovative, inspirational teaching and learning
- Collaboration and partnership
- Encouraging risk taking and challenge
- Regularly reviewing and revisiting our policies and practices
- Encouraging and modeling sustainable work practices.
- Develop competencies in disseminating knowledge to others,
- To develop an education system allowing students to learn and transmit efficiently their knowledge
- Develop competencies in planning and conducting research and/or development activities, and
develop competencies in leadership roles within formal and/or informal educational institutions, agencies or communities.
- To strengthen the research capacity of students resulting in improved knowledge that produces more effective education
- To offer an education which favors equilibrium of the physical potential, mental, spiritual, and social capacity enhancement of our graduates
- To promote a competitive education considering the needs of our country and abroad.
Why study the Bachelor of Educational Studies at the University of Gitwe?
This is a degree with flexibility, in which you can incorporate a wide range of subjects from across the University. This course offers flexibility in Education career options. In addition, completion of various credit points of Discipline units offered in this course will meet Board of Studies Teaching and Educational Standards our Ministry of Education. We offer different students’ facilities including day, week-end, and holiday programs facilitating the student-workers to carry out their higher studies. We additional offer various accommodation facilities to the graduates following this program.
Click here to download the admission requirements (UPDATED: All programs)
Learning and Teaching Strategy
To achieve the previous learning outcomes, at the University of Gitwe, we implement the following teaching and learning strategies:
To achieve the success of our students' lectures depends as much on the planning as it does on the delivery. For this end, we have a lot of information available on the factors that make lectures effective. We of course deliver the lectures work best when they are in service of the appropriate learning objectives, such as:
- To transmit cutting-edge information which supplements or enhances reading
- To promote understanding via explanations of particularly difficult concepts
- To respond to student misconceptions or difficulties
- To create or engage interest in a new area
- To synthesize information across a range/variety of material
- To persuade
All of the students from both the level 1 and level 2 once a week usually attend a small-group tutorial.
Exercises in class
Students at both level 1 and level 2 often acquire some class-exercises aiming at facilitating the enhancement of problem-solving skills.
At all the levels, students use both computer laboratory and libraries which help them gain more computer-skills, they also have access to the Internet services while collecting and analyzing of information during their course-related researches.
Numerical, and quantitative methods
Numerical and computational techniques are very important in various areas of Education. Research methodology module aims at introducing students to the Quantitative Methods which are the systematic empirical investigation of observable phenomena via statistical, mathematical or computational techniques.
Parting from level 3 and above, students conduct seminars in a form of academic instruction, this seminar has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. This is often accomplished through an ongoing Socratic dialogue with a seminar leader or instructor, or through a more formal presentation of research. It is essentially a place where assigned readings are discussed, questions can be raised and debates can be conducted. It is relatively informal, at least compared to the lecture system of academic instruction
At level 5, students carry out one 40-credit research project, supervised by one of the staff members. Research projects are assessed after submitting a written report, followed by an oral presentation. Aided-learning and computer-aided assessment packages are used to supplement lectures and provide to assess student performance. Students on the course have extensive access to IT facilities within the university.
Achievement of the programme learning outcomes is provided through the following assessment strategies:
1. Formal examinations
Formal examinations provide effective tests of knowledge and basic problem-solving skills. Questions are structured and presented with an indicative marking scheme.
2. Practice reports
Students will participate in both discussions-leading and exercises-reading processes.
3. Formative assessment or quizzes
Most taught modules have a speciality of formative assessment (homework or progress tests).
These are marked according to the features such as content's quality, clarity of the exposition, and styles, following marking schemes which are public and available to students.
5. Research project assessment
The research project report and an oral presentation are assessed before completing the final level i.e. level 5. Students are assessed by a panel mainly comprising the supervisor and any two independent co-assessors.
The following table provides the awards that will be issued to the graduates upon completing each level, the number of credits dispensed at each level, and the maximum duration of the program for both full-time and part-time students.
Graduate from this program will be able to enhance the professional competencies and skills of serving teachers in Elementary, Secondary and Senior Secondary Schools.
Graduates from educational program will be able to work as professional teachers in the following careers: English, French, Swahili, Kinyarwanda, History, Economics, Mathematics, Biology, and Geography.
Openings for further studies
Graduates from this program are able the join the post graduate courses (MSc) of Educational Administration, Educational Curriculum and Teaching support, Secondary Educational Facilities, Educational Planning, School Technology, etc.
FOCAL PERSON TO CONTACT
Dean of Faculty of Education
Prof. NYAGAHENE Antoine
Phone number: +250 784819531