Fostering a social practice approach to adult literacies for improving people's quality of life in Western Rwanda

Impact

Description of impact

This case study is about the innovation of the social practices approach to adult literacies and its imbedding in the education system in Rwanda as well as 1,500 adults graduating from an adult literacies course. A professional development programme in adult literacies delivered at the College of Education and three teacher training colleges.

Who is affected

Describe the impact or benefit and how the research contributed to this
Grant from Scottish Government to innovate the Scottish social practice approach to adult literacies innovation in Rwanda.

Anticipated impact by July 2020


The main impact is anticipated to be:
1. Trained professional developers in the social practices approach to adult literacies;
2. Trained tutors in the social practices approach to adult literacies;
3. Validated programmes in place for training professional developers and tutors in the social practices approach to adult literacies in the college of Education, University of Rwanda and three teacher training colleges in Western Rwanda;
4. A Rwandan curriculum informed by a social practices approach to adult literacies;
5. 3,000 adults in the Western Province of Rwanda with increase literacies skills.

Narrative

2. Underpinning research (Maximum 500 words)Research on the social practices approach in adult literacies combined with a detailed understanding of the political and socioeconomic situation in Rwanda led to an application to the Scottish Government to innovate the social practices approach to adult literacies for implementation in Rwanda. (Note there will be further research in the next 6 months in Rwanda which will underpin the development and delivery of adult literacies courses/projects in Rwanda. Publication from this research should be published by REF deadline)3. References to the researchProvide references to key research outputs, any key research grants, and evidence of the quality of the research (Maximum of 6 references).Ackland, AM. (2014). 'More…or less? Towards a critical pedagogy of Adult Numeracy'. Adults Learning Mathematics – An International Journal, vol 9, no. 2, pp. 7-21Ackland, A. (2013). 'At play in the space: the concept of ‘the social practice approach’ in the Scottish adult literacies field'. Literacy & Numeracy Studies, vol 21, no. 1, pp. 59 -84Ackland, A. (2011). 'The eye of the storm: discursive power and resistance in the development of a professional qualification for adult literacies practitioners in Scotland'. European Journal for Research on the Education and Learning of Adults , vol 2, no. 1, pp. 57-73Abbott, P. and Malunda, D. (2016). The Promise and Reality of Women's Rights in Rwanda African Journal of International and Comparative Law 24(4):561-581. http://www.euppublishing.com/doi/abs/10.3366/ajicl.2016.017Abbott, P., Sapsford, R. and Rwirahira, J, (2015). Overcoming Poverty and Inequality: Rwanda’s Progress towards the MDGs. Development in Practice 25 (7): 921-934, http://www.tandfonline.com/doi/abs/10.1080/09614524.2015.1073691?src=recsys&journalCode=cdip20http://dx.doi.org/10.1080/09614524.2015.1073691.£1.2 millon grant from the Scottish Government 2017-2022: Fostering a social practice approach to adult literacies for improving people’s quality of life in Western Rwanda. Award holders Pamela Abbott, Aileen Ackland, Peter MtikaAll the journal articles are published in peer review journals. The Grant was awarded on a competitive basis by the Scottish Government
Impact statusIn preparation
Impact date1 Oct 201731 Jul 2020