ENGLISH LANGUAGE ADOPTION AS A MEDIUM OF INSTRUCTION AND UNIVERSITY STUDENTS’ ACADEMIC PERFORMANCE
A CASE STUDY OF UNIVERSITY OF RWANDA COLLEGE OF EDUCATION
KAYONZA DISTRICT
CHAPTER ONE: INTRODUCTION
1.0 Introduction
The study will investigate the influence of English language adoption as a medium of instruction and students’ academic performance. This chapter will cover the historical, theoretical, conceptual and contextual perspectives, statement of the problem, purpose of the study, objectives, and research questions, significance of the study and the scope of the study and the justification of the study.
1.1 Background of the study
1.1.1 Historical Background
According to Guloba et al., (2010) English is the international language of the era and it is a widely recognized medium of communication in international arena with specific reference to business, science, politics, and academics. Today the role and status of English has gained in a fast globalizing world, especially in the field of higher education is outstanding.
During the early times academic performance of students was not paid so much attention when Free and compulsory education came to England and Wales following the Elementary Education Acts of 1870 and 1876 the priority of the leaders was school attendance not academic performance and until early 1900’s that is when they realized the better student academic performance in the universities was worthy being given priority (Morrish, 2013).
Since most of the students in African universities use their mother tongue at home while at the universities they use English as medium of instruction, this makes students to face a challenge of adjusting to speaking and writing in English this has thus led to Poor performance of students in universities across the African continent (Reese, 2011).
The majority of educational institutions in the East African region, use English as the medium of instruction since independence in all the education levels from primary school, secondary and university education, this is because majority of the countries in East Africa were colonized by Britain. The key rationale for this language policy has mainly centered on the creation of a knowledge economy that can more effectively serve the citizens and the future aspirations of the country. Other factors contributing to this policy have been the forces of globalization, with the perceived benefits of enabling the citizens of the Individual countries to effectively compete in a contemporary globalized economy; however most of the universities in East African have raised challenges of poor performance amongst the students because of the inability to understand English language (Galloway, 2014).
Belgium was a colonial master of Rwanda and therefore French was left as a medium of instruction in schools from primary to secondary level up to the university while English was used in a limited way and taught as a subject. But after the 1994 Rwandan genocide English was adopted as a medium of instruction in a few schools alongside French and Kinyarwanda until it was instituted as the sole medium of instruction in all schools and the university by a resolution of Cabinet in October 2008 this required a general shift were all the university programs were changed in English. The shift in the use of English as a medium of instruction in Rwanda did not take into consideration the ability of students to quickly understand English. However proficiency in English by many educated people in Rwanda and teachers has been found wanting (Samuelson & Freedman, 2010; Pearson, 2013)
1.1.2 Theoretical background
This study will be guided by Urie Bronfenbrenner’s ecological system’s theory of 1979 which holds that learners encounter different environments throughout their lifespan that may influence their behavior in varying degrees. These systems include the micro system, the mesosystem, the ecosystem, the macro system, and the chronosystem. All these systems influence child development and adjustment. Bronfenbrenner stressed the importance of studying a child in the context of his/her multiple environments, also known as ecological systems in the attempt to understand his or her individual development, (Luvmour, 2010). Although generally well received, Urie Bronfenbrenner’s system theory has encountered some criticism throughout the years. Most criticism center on the difficulties to empirically test the theory and model and the broadness of the theory that makes it challenging to intervene at any given level. Some examples of critiques of the theory are:-It’s challenging to evaluate all components empirically, Its difficult explanatory model to apply because it requires extensive scope of ecological detail with which to build up meaning that everything in someone’s environment needs to be taken into account and failure to acknowledge that children positively cross boundaries to develop complex identities (Blitter, 2013).
1.1.3 Conceptual background
This section presents the definitions of the key terms in the study; Academic performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals (Vervloed et al.,2013).
Language is a system of communication, a vehicle for literary expression, a social institution, a matter of political activities and a catalyst for nation building (Bashejja, 2012, not published).
A language of instruction is assumed to be an enabling tool which facilitates the learning of content subjects (Zacharis, 2015).
According to (Fasold, 2014) , English is a West Germanic language that was first spoken in early medieval England and is now the third most widespread native language in the world.
1.1.4 Contextual background
A 2008 strategy document from the Rwandan Ministry of Education signaled another change in language emphasis, moving more decisively from French to English. The document states: “English language shall be a medium of instruction. It shall be taught as a second language while French is taught as an optional language at all levels except in lower primary (P.1, P.2 and P.3) where the medium of instruction shall be Kinyarwanda” (Ministry of Education, 2010).
After several years of radical language policy shifts (Samuelson & Freedman, 2010; World Bank, 2011), Rwanda now has two official languages of instruction throughout the educational system: Kinyarwanda in the lower primary years, and English from upper primary through university (Nzabalirwa, 2014).
1.2 Statement of the problem
Academic performance, which is measured by the examination results, is one of the major goals of a school. The 2009 shift from French to English as the medium of instruction (MoI) at all levels of education in Rwanda was implemented when the majorities of teachers had studied and/or were teaching in French. From 1994 when English acquired the official language status until 2008 only 5% of schools could teach through the medium of English, while only 1.9% of the people of Rwandese could speak English (République du Rwanda, 2015). These numbers obviously show that the Rwandan use of English was minimal, which implies that neither teachers nor learners, particularly in primary schools, had been exposed to much English while they were required to implement English as the MoI, exacerbating their task. Teachers have to teach in English while learning it; and pupils have to be taught in English while learning this language. There is a need to investigate the English language adoption as a medium of instruction and students’ academic performance.
Ever since the adoption of English as a medium of instruction in Rwanda the academic performance of students has declined this is witnessed by the fact that there is a drop in the pass rate of the students at the university most of the students often get below average especially those in college of education at the University of Rwanda.
Most of the lecturers in the University of Rwanda College of education have witnessed a total decline on the rate of concentration of the students during lecture hours and also failure by the students to get the required mark and this has made the university top management to question the adoption of English as a medium of instruction.
Basing on this Background the researcher therefore intends to investigate into English language adoption as a medium of instruction and students’ academic performance with specific reference to University of Rwanda College Of Education.
1.3 Purpose of the study
The purpose of study is to investigate into English language adoption as a medium of instruction and students’ academic performance.
1.4 Objectives of the study
i. To analyze the strategies used by university of Rwanda collage of education -Rukara in improving academic performance of university students.
ii. To investigate the challenges of English language adoption on students as a medium of instruction
iii. To examine the Influence of quality of lecturers of English on academic performance of students.
1.5 Research Question
i. What are the strategies used by university of Rwanda in improving academic performance of students?
ii. What are the challenges of English language adoption as a medium of instruction?
iii. What is the Influence of quality of English lecturers on academic performance of students?
1.6 Scope of the study
This will include, content scope, time scope and geographical scope
1.6.1 Content scope
The study will cover; English language adoption as a medium of instruction and students’ academic performance.
1.6.2 Time scope
The study will cover a period from February to December 2018
1.6.3 Geographical scope
Geographically, the study will be conducted in Uninversity of Rwanda in Kayonza District located in the Eastern Province of Rwanda. Kayonza district borders with the Republic of Tanzania in the East,Rwamagana district in West, Gatsibo district in North, Ngoma and Kirehe districts in the South. Kayonza district is divided into twelve sectors which are: Rukara, Gahini, Mukarange, Mwili, Murundi, Nyamirama, Kabarondo, Rwinkwavu, Murama, Kabare, Ndego and Ruramira. From these 12 sectors, only 1 sector, which is Rukara where the collage of Education is located will serves as an area of the study.
1.7 Significance of the study
Ministry of education in Rwanda.
The study will help the ministry of education in Rwanda in making improvement in education systems so as to produce high quality graduates who are globally competitive.
The study will enable the government of Rwanda develop different ways of improving academic performance of Rwanda.
Future Academicians
The study will enable future academicians have knowledge regarding the benefits of English language adoption as a medium of instruction.
The study will also provide information on the challenges of English language adoption as a medium of instruction.
The study will also add information on the existing literature regarding the different ways of enhancing better academic performance not only at the University level but at all leels of education.
1.8 Conceptual frame work
Independent Variable Dependent Variable
Moderating Variables
Source: The Researcher
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
This chapter includes the views of other scholars in line with study objectives; this will specifically include; strategies used by university of Rwanda collage of education -Rukara in improving academic performance of students, challenges of English language adoption on students as a medium of instruction and the Influence of quality of English lecturers on academic performance of students.
2.1 The strategies in improving academic performance of university students
Training of teachers.The quality of education of a country depends on the ability, hard work and dedication of the its teachers. If a teacher fails to keep himself in touch with the rapid scientific and educational developments then he or she would become inefficient and ineffective. It is a fact that the academic qualifications, knowledge of the subject matter, competence and skills of teaching and the commitment of the teacher have effective impact on the teaching learning process, for the teachers of any schools to be effective they must have quality training to enable good performance and improve on productivity of the teachers (Coggshall et al., 2012).
Training of teachers provides them the knowledge, skill, and ability that are relevant to the professional life of a teacher. Teacher training moulds the personality of a teacher such that their attitudes are reshaped, their habits are reformed and their personality is reconstituted through teachers training (Gereluk & Becker , 2015).
Provision of reading materials to student. Textbooks are also scarce in most of the universities in Africa; this has affected the ability of most of the universities especially in areas of research apart from that the university students suffer from lack of students text books especially those who study languages. Though sub-Saharan Africa is the most affected by lack of text books for the universities in Paraguay, only one-quarter of sixth graders had their own mathematics textbook (Yeboah, 2014).
Motivation of teachers. Teacher motivation has become an important issue given their responsibility to impart knowledge and skills to learners. It is argued that satisfied teachers are generally more productive and can influence students ‘achievement, when teachers are motivated they are able to teach with a proper attitude , which enable the students to be in position to understand what is being taught by the teachers (Nyamekye, 2010) , on the same not (Fernandes et al, 2016). asserts that Motivation guide people‘s actions and behaviors toward achievement of some goals.
Teacher’s motivation is a global issue in different of the world in developed and developing countries, Africa, Ethiopia in different parts or regions. Every school whether governmental or private, profit maximization or service rendering, nonprofit organization, whether big or small cannot achieve their objectives and goals without teachers’ motivation (Whitby et al., 2010).
Providing meals at schools, improves learners academic performance, Food is important for human being as well as students and is a part of education, when students have meals at school they are able to concentrate during lessons and therefore enhance their academic performance(Ankomah et al., 2012). The findings by Kaklamanou et al. (2012) stated that students need to feed to actually make them study well and be attentive and manage the responsibility of class. It has been discovered that skipping breakfast can adversely affect problem-solving tasks such as mathematics grades which require problem solving skills.
Provision of better salary, Poor salary is also another challenge that teachers face. Teachers like most civil servants in Tanzania are poorly paid. This becomes a hindrance for them to purchase their own teaching materials or acquisition of new ideas, skills and knowledge by failure in enrolling for further educational programs including Information and Communication Technology (ICT). With this, the academic and intellectual capacities of teachers and learners are bound to be affected substantially during classroom interaction (Onche, 2015).
Provision of instructional materials to the university students. Provision of instructional materials to university students is imperative to enhance better academic performance for students, when students are provided with the instructional materials they are able to perform well and be able to learn better and understand what they are being taught in class as stressed in the role of instructional materials in teaching and learning, Makombe et al, 2010)
2.2 Challenges of English language adoption as a medium of instruction
The limited use of ICT has also led to a big challenge in the use of English as a medium of instruction in both public and private universities across Rwanda, According to Abdinoor, (2012), the use and rapid spread of electronic communications has the capacity to affect the quality and efficiency of basic education throughout the world. The ease with which teachers and students can gather information over the Internet on virtually any topic has the potential to transform instructional content and pedagogical practice.
According to Wlodkowski & Ginsberg, (2017) is that while the global status of English is a motive for its adoption in higher education, using English in higher education is boosting its global spread. Although it has been challenged with counter arguments and opposing views, the common argument is that English is the language of science and business, and so the medium of education should be English if the aim is to prepare students for an international career. It is argued that the field of higher education has already undergone the influence of globalization and become a global market due to the increase in demand for English speaking graduates.
According to Mun & LEE (2015) showed that, the geographical location of university has a significant influence on the academic achievement of students. Also he pointed out that uneven distribution of resources, poor school mapping, facilities, problem of qualified teachers refusing appointment or not willing to perform well in isolated villages, lack of good road, poor communication, and nonchalant attitude of some communities to school among others are some of the factors contributed to a wide gap between rural and urban schools. Schools located in rural areas lack highly qualified teachers.
There is a significant relationship between physical school environment and students’ academic performance in university education. To him, the physical university environment has some influences on students’ academic achievement in university education. The physical facilities, human resources, and the relationship among them determine the physical environment of the school. The result indicated that students with adequate laboratory facilities in physics perform better than those in school with less or without facilities, this simply because laboratory forms part of enrich the physical school environment. It was also discovered that poor facilities and inadequate space, as well as the arrangement of items including seats in the classroom, library and laboratory, would affect the organization of learning environment. Favorable school climate gives room for students to work hard and enhance their academic achievement (Ngaruiya, 2013).
According to Hodge, (2014) poor living conditions and the un stimulating environment experienced by many lower socio-economic families may hinder the educational progress of a university students education.
Eaton et al., (2017), found out that, home background affects university student’s completion of education in Uganda. He revealed that males from poor homes perform better than those from rich ones. The reason given was that the poor boy’s rough home life becomes a source of encouragement and inspiration to perform better for a bright future. Meanwhile, girls from good homes were found to perform better than those from poor ones. The reason here was that rich girls have less economic worries and therefore stabilize on books while poor girls waste time looking for money from men and consequently some end up dropping out of school.
In Australia the common problems of Vietnamese, Thai and Indonesian students are pronunciation, speaking and plagiarism in writing. Both teachers stated that these cohorts of students have problems when they pronounce English words, especially with consonant classes and word ending like s, sh, t, d, x, g or j. TC2 revealed that “if they do not pronounce words properly they cannot hear them properly, because listening and speaking closely go together”, Most of the foreign students in Australia, when students speak, they often forget the word ending, and they drop them off (Coyle et al., 2010).
2.3 Influence of quality of English Lecturers/teachers on academic performance
Education has been one of the key issues on the global development agenda. Education has the potential to be a catalyst for both social and economic development, It equips individuals with the necessary knowledge and skills to become productive parts of society and it is imperative for the academic institutions to have the right teachers who are well trained to be in position to deliver lectures to the students (Walter, 2015).
The importance of education on the global development agenda has been reflected in the Sustainable Development Goals (SDGs), succeeding the Millennium Development Goals (MDGs) and the Education for All (EFA) targets, whose deadlines expired in 2015. Great efforts have been made to fulfill student’s basic right to go to school and most developing countries, such as Tanzania, Kenya, Rwanda and Uganda have made significant progress in improving on the quality of university education (Ngaruiya, 2013).
Broadening access to university education and ensuring that there is quality and competent teachers in all disciplines including English language is imperative (Jabbar & Hardaker, 2013).
Nonetheless, several studies have shown that the growing enrolment rates in both universities have had a positive impact on the quality of university education and 250 million children around the world are learning and this has further made the teachers to be overworked (Hoogeveen & Rossi, 2013).
Since teachers are the most important agents in facilitating high quality education, it is necessary to explore their perception of quality and to involve them in discussions as to how quality can be improved in practice (Tao, 2013).
Apart from the greater attention on improving quality at all levels of education, broadening access to secondary education has also been recognized as a priority in maximizing education’s impact on long-term development. The educational target of the SDGs set out to “ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes” (Bossaert,Doumen, Buyse, Verschueren, 2011).
The quality assurance and standard is responsible for the control of the quality of education at all levels throughout the country. This is achieved through inspection, guidance and advice to all schools in the country. Such inspection includes visits to institutions for checking on facilities, equipments, administration and actual teaching by individual member of as staff. During such visits, quality assurance and standard officer may give advice to both head teacher and staff on such matter necessary to improve the quality of instruction in the school (Bruggen, 2010).
Bruggen (2010) identified the overall role of the inspectorate as that of “controlling the quality of education at all levels throughout the country through inspection, guidance and advice to all schools in the country, he further asserts that after a government official has inspected the school he writes aback a report on the teachers performance, this enable the university lecturers specifically to identify their weakness and improve on their service delivery this therefore enhances quality of education
The inspection and supervision reports are meaningless unless they are followed by action. Supervision must be comprehensive in scope and it should be directed towards all factors involved in students’ learning. Supervisors must be more experienced than the teachers they supervise; provision should be made to aid schools and university inspectors easy access to the schools and all learning institutions. With little inspection, schools and universities are likely to continue performing poorly, with minimal supervision in many areas, it is not surprising that absenteeism is common and that many teachers try to combine teaching with business interests (Nadler & Nadler, 2012).
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
This chapter presents the procedure the research will use to achieve the objectives of the study. It describe the study’s design, population, sample size and selection, sampling techniques, instruments, data management and analysis, reliability and validity, ethical considerations and limitations.
3.1 Research Design
A descriptive case study design will be used during the study in University of Rwanda College Of Education Kayonza District. A descriptive case study has been sought because it gives a chance for in-depth studies (Assimwe 2008). In this case the study will use both the qualitative and quantitative research approaches.
3.2 Research Approaches
This study will use both the qualitative and quantitative research approaches. The qualitative method has been chos1en because it is the best way to document the feelings, attitudes, feelings and opinions of the people who are involved in the study.
The quantitative approach is chosen because it helps to collect a relatively large amount of information from a cross section of a population in a short time and results can be generalized to represent the whole population.
3.3 Area of study
The study will be carried out in the University of Rwanda College Of Education- Rukara in Kayonza District located in the Western province of Rwanda.
3.4 Population of the Study
The population will comprise of students, Lecturers and administrators. The students are selected to take part in the study because they are the main focus of the study. Lecturers are selected because they are the key informants in the study for they are the ones who are with the learners at the university.
3.5. Sampling
According to Gay (1996), the least accepted representation percentage for sampled population in a descriptive study is 10 percent.
3.5.1 Sample Size
Table 3.1 showing the summary of the study population size and the sampling techniques used
Category Sample Sampling technique
Students 150 Simple random sampling
Lecturers 10 Convenience sampling
University administrators 10 Purposive sampling
Total 170
3.6 Sampling Strategies
The study will use the following sampling techniques, namely, simple random sampling, purposive, stratified sampling and convenience sampling.
Simple random sampling will be used for selecting the pupils to participate in the study because it will help the researcher to identify the right sample for the study. The researcher will use the names in the university register to sample the students by assigning them values like first then fourth until she finds out the right number she wants. The researcher will use purposive sampling for identifying administrators, parents and the community leaders since he has prior knowledge about them having the right experience she requires.
3.7 Data collection methods
The study will employ self-administered questionnaire and interviewing as data collection methods especially for collecting primary data. Interviewing method will provide deep interactions with the respondents and it will helps the researcher to get the first hand information. For secondary data collection, the researcher will employ document analysis method as it provides an insight into hypothesis in order to be tested.
3.8 Data collection instruments
3.8.1 Interview guide
The study will involve use of interviews where by the researcher will hold verbal communication with the participants and asks open ended questions intended to elicit information or opinion related to academic achievement. This will provide the researcher with an opportunity to ask broad or unstructured questions. It also provides high degree of objectivity, probing and clarifications, therefore it provides detailed data. Since questions are open, they allow individual participants to expound on their opinions and views about university students’ academic achievement.
3.8.2 Self-Administered Questionnaires (SAQs)
This is a collection of items or questions to which a respondent/participant is expected to react or respond usually in writing. Self-administered questionnaires will help the researcher collect a lot of information over a very short period of time because a bigger population is expected to be covered within limited time. It is suitable for the literate population and in this study it will be used on lecturers, administrators and students and if necessary SAQs allow respondents to consult records. Information needed can be easily described in writing by individual participants giving their own views, opinions, perception and feelings more truthfully since each respondent will be alone when filling-in the questionnaire.
3.8.3 Documentary checklist
This is a secondary source of data. The researcher will critically examine secondary sources of data like written documents for instance; class registers, admission books and continuous assessment forms to ascertain the attendance of the learners and their academic achievement. Documentary sources will enable the researcher to obtain data that are thoughtful in that the informants have given attention to compiling them.
3.9 Data Quality Control
This refers to the validity and reliability of the instruments or tools used for collecting data.
3.9.1 Validity of instruments
According to Kakinda –Mbaaga (2000), the validity of an instrument is the degree which it measures the content or what is intended to measure and does so correctly. In other words validity refers to the extent to which the quality of an instrument or tool used in the research is accurate, correct, true, meaningful and right. To determine the validity of the findings, the researcher will use the concept of triangulation, which is the use of multitude of sources. These sources should be able to give related data which is accurate, true and meaningful.
Triangulation is useful for the purpose of providing a means of cross-checking information obtained from various sources. More complete and holistic views of a research outcome will be captured through different techniques. Triangulation is a technique involved in collecting and analyzing data by mixing different methods (Amin, 2005).
3.9.2 Reliability of instruments
Reliability of an instrument or tool used for collecting data is the degree to which the respondents can answer it consistently. Reliable instrument will give the same score even when it is used several times to measure the same variable (Kakinda Mbaaga, 2000) provided the variable has not changed for a given entity. So to test whether a data collection or research instrument is reliable or consistent, a researcher will give or pilot an instrument on a group of participants then after a week, give it again to the same participants and then compare the scores. According to Amin (2005), a perfect reliable instrument has a coefficient alpha of 1.00 meaning that values close to 1.00 are reliable. If the scores are highly correlated or are giving the same facts then instrument or tool is declared reliable, consistent or stable for example, a reliable measure or tool generates the same results whenever it is applied. Validity and reliability are very essential for the effectiveness of any research or test.
3.10 Data Analysis
The data collected will be organized, interpreted to make sense of data and get what it means. Since the research method to be used is mixed method, it then means analysis of the data will be according to the type of data collected. For qualitative data, the researcher will group data from open ended questionnaire items, interviews and group discussion under 6 (six) broad themes and then convert them into frequency count. Qualitative research data is presented in text (words), then quantified according to the frequency of the same responses.
Open coding will be done-that is assigning of code to represent the core topic of each category of data. Open coding will be done by dismantling texts and distinguishing different themes and concepts found in the data. This will be done in correspondence to discussion guide question. Potential trends and patterns strongly held or frequently aired opinions will be noted.
For quantitative data, it will be categorized under the subsections based on the objectives for the study. The researcher will focus on the preparation of data which involves editing, coding and data entry. After gathering the data the researcher will edit data by coding it. Data editing will involve clearing it up by detecting errors, omissions and correcting the responses to tally the information required by the research. After editing data, the researcher will undertake the process of reducing the data by coding. Data coding involves assigning numbers or other symbols to answers so that the respondent’s responses can be group into a limited number of categories. These activities will ensure the accuracy of the data and their conversion from raw form to classified form that are more appropriate for analysis.
Quantitative data will be presented through: tables, pie-charts, line graphs and bar graphs. The representation will be either in a frequency distribution or graphically in form of histogram or frequency polygon, using the statistical package for social science (SPSS version 17) as illustrated by (Orodho, 2009).
3.11 Ethical Considerations
The researcher will acquire a letter of consent from the Dean School of Education, Makerere university seeking consent to carry out research in the sampled university. (Kvale and Brinkman 2009) The interviews will be carried out by briefing participants before the interviews commence and briefing after wards.
During the informed consent, the participants will be informed of the purpose of the research, the expected time of participation, the procedure to be followed and any benefits to the participants. The researcher will not at any point force any participant to participate in the study. Participation will be voluntary. Confidentiality of the information shared will be assured and participants will be kept anonymous through the use of pseudo names. All the data gathered will be used for research purposes only.
3.12 Limitations to the Study
These will be issues beyond the ability of the researcher to control that may affect the internal validity of the study. Because of the short period of the time for the study and constrains of funds, the researcher has opted for cross-sectional study and data collected from the collage at that time may not be followed longitudinally therefore making it difficult to estimate changes over time. The researcher will therefore recommend the future researchers to make a follow up of the changes that may take place as per the phenomena observed over time.
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APPENDICES
APPENDIX I: WORK PLAN (TIME FRAME)
MONTH FEB
2018 MARCH
2018 APRIL
2018 MAY
2018 JUNE
2018 JULY
2018 AUGST
2018 SEPT2018 OCT
2018
Approval of research topic
Proposal writing
Submission of proposal
Data collection
Data analysis
Report writing
Submission of research report
APPENDIX II: BUDGET ESTIMATES
Serial No. Item Quantity Unit cost (Shs) Total cost(Shs)
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7 Stationary :
Ream of papers
Flash Disc
Pens
Pencils
Rubber
Ruler
Calculator
2
2GB
5
5
1
1
1
11000
30000
500
200
1000
1000
25000
22000
30000
2500
1000
1000
1000
25000
2
2.1
2.2
2.3 Secretarial services
Typing
Printing
Photocopying
Binding
4copies
4copies
4copies
4copies
17500
20000
7500
8000
70000
80000
30000
32000
3 Transport 6 trips. From Kampala to Kigali 40000 240,000
4 Refreshments 100,000
5 Airtime and internet services. 80000
6 Accommodation 120,000
Grand Total 832,700
