Jean François Maniraho
Biographic Data
| ID | 6964408 |
|---|---|
| NAME | Jean François Maniraho |
| GIVEN NAMES | Jean François |
| FAMILY NAME | Maniraho |
| SIGNATURE | MANIRAHO J F |
| AFFILIATIONS | University of Rwanda |
| ORCID | 0000-0002-9888-6457 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The effects of a certificate programme regarding educational mentorship and coaching on the rise of induction programmes for new teachers in Rwandan Primary Schools
Lesson observation tool for project-based learning
Introduction The CBC has been implemented in pre-primary through secondary schools in Rwanda. However, a gap was found in assessing the implementation of the CBC since there is no documentation to fulfill the need. Methodology This study is a product of a validated and reliable Lesson Observation Tool for Project-based Learning (LOTPBL), designed to fill the gap in monitoring and assessing the implementation of a competence-based curriculum withi…
Exploring mathematics teachers’ insights and practices of project-based learning in primary schools of Nyamasheke district, Rwanda
Introduction Project-based Learning (PjBL) holds a paramount foundation in fostering a human resource equipped with practical skills and innovative mindset necessary for sustainable growth and prosperity. Methods This study investigated the teachers’ insights and practices in project-based learning teaching methods of mathematics, with eight teachers selected in one district of Rwanda. A qualitative exploratory design was used to collect data fro…
Climate action to enable quality education
This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge …
Climate action to enable quality education
This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge …
Climate action to enable quality education
This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge …
Lesson observation tool for project-based learning
Introduction The CBC has been implemented in pre-primary through secondary schools in Rwanda. However, a gap was found in assessing the implementation of the CBC since there is no documentation to fulfill the need. Methodology This study is a product of a validated and reliable Lesson Observation Tool for Project-based Learning (LOTPBL), designed to fill the gap in monitoring and assessing the implementation of a competence-based curriculum withi…
Exploring mathematics teachers’ insights and practices of project-based learning in primary schools of Nyamasheke district, Rwanda
Introduction Project-based Learning (PjBL) holds a paramount foundation in fostering a human resource equipped with practical skills and innovative mindset necessary for sustainable growth and prosperity. Methods This study investigated the teachers’ insights and practices in project-based learning teaching methods of mathematics, with eight teachers selected in one district of Rwanda. A qualitative exploratory design was used to collect data fro…
The effects of a certificate programme regarding educational mentorship and coaching on the rise of induction programmes for new teachers in Rwandan Primary Schools
Problem and Project Based Learning (2 works) · Action (physics (1 work) · Authentic learning (1 work) · Certificate (1 work) · Coaching (1 work) · Curriculum (1 work) · Documentation (1 work) · E-Learning and COVID-19 (1 work) · Early Childhood Education and Development (1 work) · Economic growth (1 work)