Over time, the HEP-TED -project has sparked a range of new forms of cooperation between Finland and Rwanda. The following story offers one example: a student teaching placement in Kigali, where collaboration becomes tangible for Annina Kurkela, Saara Swanson, and Pinja Tuomainen in everyday school life, professional exchange, and mutual learning.
Through the university’s GINTL project, we participated in a student teaching placement in Kigali, Rwanda. Overall, we spent two intensive weeks immersed in the daily life of a local school. Imanzi City of Mainz School is a private institution that follows Rwanda’s national curriculum. The school uses two languages of instruction: in the nursery and grades 1–2, teaching is conducted in French, while from grade 3 onwards, instruction is in English. In addition, students study the local language, Kinyarwanda, which is the home language of the majority of the pupils.
The school houses both a nursery (kindergarten) and a primary school. Primary education covers grades 1–6, while the nursery serves children aged 3–5. The school operates in a multilingual and multicultural environment, which was evident in everyday life. For example, a large number of the teachers were not originally Rwandan, but came from neighboring countries such as Congo and Uganda.
The placement was organized in collaboration with Fun Learning Campus, a professional development center for teachers and early childhood educators founded by the Finnish organization The Campus Company. One of Fun Learning Campus’ Rwandan branches operates on the school premises. During the placement, we became familiar with their goal of combining practical teaching experience, mentoring, and digital learning environments to support local teachers’ ongoing professional development. At the same time, we explored their Fun Learning pedagogical approach, which emphasizes child-centered, play- and experience-based learning, fostering curiosity, creativity, confidence, and the joy of learning.
Daily life at the school differed in many ways from Finland. Class sizes were large, and a single subject teacher was responsible for instruction, with no special education teachers or other adults in the classroom. School days were long for both students and teachers. Breaks were taken for breakfast, lunch, and an afternoon water break. As lessons changed subjects, students remained in the classroom while teachers moved between rooms. Instruction was mainly teacher-led, with the teacher writing on the board and students copying into their notebooks. A small but memorable detail was that all students wrote with ballpoint pens. Textbooks were used in some subjects, but learning and task completion mainly relied on copying from the board. Everyday life also revealed small interesting differences: for example, students were asked to put on a sweater or jacket when it started raining outside, even if the temperature was still above 25°C.
The classrooms were full of sound and movement; the noise was part of daily life. Classroom soundscapes included cheering, class-specific greetings, and repeating the sounds of the lesson content. These observations prompted us to reflect on how learning occurs in different auditory environments.
Our placement involved two distinct roles. We observed school life by following lessons, engaging in discussions, sharing ideas with teachers, and striving to understand local pedagogy as comprehensively as possible. We also had the opportunity to teach ourselves, aiming to introduce elements of Finnish pedagogy, such as active learning, student-centered approaches, and alternative working methods alongside teacher-led instruction.
During the placement, we frequently reflected on how culture shapes our understanding of learning and students’ needs. As special education students, we focused particularly on questions related to supporting learning and school participation. We discussed the extent to which it is meaningful to examine the same phenomena as we would in Finland and considered whether we recognize similar learning challenges, given that we are accustomed to identifying and naming them within our own context.
The two weeks also included visits to institutions such as the University of Kigali, the African Leadership University, and the National Child Development Agency, which focuses on promoting children’s well-being, development, and protection. We also had the opportunity to explore life outside the school. We enjoyed Rwanda’s stunning landscapes, delicious coffee, and the warm atmosphere created by local people. Daily life felt smooth, and hospitality was present everywhere we went. We also deepened our understanding of the country’s culture and history, adding meaningful context to our experience.