Learning Beyond Academics: The Transformative Social Impact of Foundational Learning Assistants (FLAs) on Students and Communities
DOI:
https://doi.org/10.68050/JAMS.2026.422Keywords:
Foundational Learning Assistants, Remedial Education, Community TransformationAbstract
Remedial learning interventions implemented through Inspire, Educate and Empower Rwanda (IEE Rwanda), in partnership with stakeholders such as the Ministry of Education, Rwanda Basic Education Board (REB) and UNICEF, have demonstrated that FLAs can contribute not only to academic improvement but also to broader social transformation. This article examines the transformative social impact of FLAs on students, schools, families, and communities, with particular attention to remedial teaching and learning. The study reviews the evolution of foundational learning support and analyses how the integration of FLAs has enhanced learning outcomes, reduced dropout risks, promoted learner confidence, strengthened community engagement, and inspired youth participation in the teaching profession at large. The paper further explores the role of remedial learning programs on lower primary kids. Within these two years support since 2024 learners have never stopped evolving in literacy and numeracy gaps especially in Mathematics and English. Evidence from project implementation suggests that FLAs contributed to improved classroom participation, individualized learner support, emotional wellbeing, and learner retention. The programme has created pathways for youth empowerment, professional growth, and increased interest in education careers while providing up to date and technological research through Joint CPDs and Refresher Trainings. This paper adapted qualitative and analytical review approach, drawing on project reports, policy documents, and educational literature. Findings indicate that FLAs linked schools and communities by reinforcing and strengthening lower primary education within five districts operation. The paper concludes that institutionalizing FLAs or youth volunteers within Rwanda’s education system could significantly contribute to national educational transformation and social development, as there is no greater legacy we can offer our children today than education. Recommendations emphasize policy support, increased investment in remedial education, structured training frameworks, community ownership, and integration of the youth-high school leavers into national educational system.
References
Banerjee, A. V., Cole, S., Duflo, E., & Linden, L. L. (2007). Remedying education: Evidence from two randomized experiments in India. The Quarterly Journal of Economics, 122(3), 1235–1264. doi:10.1162/qjec.122.3.1235
Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. Chicago, IL: University of Chicago Press.
Cacciattolo, M. (2015). Ethical considerations in research. In The praxis of English language teaching and learning (PELT) beyond the binaries: Researching critically in EFL classrooms (pp. 61–79). Rotterdam, Netherlands: Sense Publishers.
de Dieu, H. J., Theogene, H., Philothere, N., & Ke, Z. (2022). Quality education in Rwanda: A critical analysis of quality indicators. IOSR Journal of Humanities and Social Science, 27(2), 52–70.
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research project. London, England: Sage.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote understanding. Alexandria, VA: ASCD.
Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–412.
Hanushek, E. A., & Woessmann, L. (2015). The knowledge capital of nations: Education and the economics of growth. Cambridge, MA: MIT Press.
Kothari, C. R., & Garg, G. (2019). Research methodology: Methods and techniques (4th ed.). New Delhi, India: New Age International Publishers.
Levin, H. M., & Calcagno, J. C. (2008). Remediation in the community college: An evaluator's perspective. Community College Review, 35(3), 181–207.
Ministry of Education (MINEDUC). (2019). Education statistical yearbook 2018. Kigali, Rwanda: Ministry of Education.
Ministry of Education (MINEDUC). (2024). Foundational learning strategy 2024–2029. Kigali, Rwanda: Ministry of Education.
Mohanasundaram, S. S. T., BV, P., & Harsha, H. (2024). Selecting the right sample size: Methods and considerations for social science researchers. International Journal of Business and Management Invention (IJBMI), 13(7), 152–167.
Niyigena, J., & Mutarutinya, V. (2024). Competency-based curriculum implementation in Rwanda: Strategies and challenges. International Journal of Research and Innovation in Social Science (IJRISS), 9(11).
Nsengimana, V. (2021). Implementation of competence-based curriculum in Rwanda: Opportunities and challenges. Rwandan Journal of Education.
Otero, V. K., Pollock, S. J., & Finkelstein, N. D. (2010). A physics department's role in preparing physics teachers: The Colorado Learning Assistant model. American Journal of Physics, 78(11), 1218–1224. doi:10.1119/1.3471291
Rwanda Basic Education Board (REB). (2015). Competence-based curriculum framework: Pre-primary to upper secondary. Kigali, Rwanda: Rwanda Basic Education Board.
Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51(1), 1–17.
Sen, A. (1999). Development as freedom. New York, NY: Alfred A. Knopf.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: ASCD.
UNESCO. (2022). From learning recovery to education transformation: Insights and reflections from the Transforming Education Summit. Paris, France: United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2024). Global education monitoring report 2024: Learning counts. Paris, France: United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2025). Global education monitoring report country case study: Rwanda. Paris, France: United Nations Educational, Scientific and Cultural Organization.
UNICEF. (2022). Are children really learning? Exploring foundational skills in the midst of a learning crisis. New York, NY: United Nations Children's Fund.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
World Bank. (2018). World development report 2018: Learning to realize education's promise. Washington, DC: World Bank.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles published in the Journal of Advanced Multidisciplinary Studies (JAMS) are licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), unless otherwise stated. Authors retain copyright of their work and grant JAMS the right of first publication.
