Meet VSO volunteer, Celestin

A bit about me

My name is Celestin Karekezi and I’m a proud VSO volunteer in my home country of Rwanda. My passion for education first started when I attended teacher training college, where I studied social studies education. After graduating from college, I became a teacher and worked in public schools for four years. Later, I went to university to focus on early childhood education.

After graduating, I returned to teaching for another four years but then Covid-19 happened. Towards the end of the pandemic, I came across the opportunity to join VSO and from then on, my volunteering journey began.

I really feel like I’m contributing to Rwanda’s development and I’m proud of the hard work I’ve put in to help create change.

Then I created ‘learning corners’ where children could engage in activities. I trained teachers on how to set up these corners and prepare activities. For instance, when teaching counting, we introduced bottle tops and empty boxes for hands-on activities for exploration. Instead of just writing numbers on the chalkboard and expecting students to memorise them, they were now learning by doing.

The results were remarkable. Instead of sitting passively from 8am to 12pm, children were now actively participating. Before, many lost attention quickly. Some got tired, some fell asleep, others became restless or even fought in class.

However, we kept engaging with him. Today, that same teacher has become a mentor for new teachers, guiding them in implementing play-based learning. How amazing is that?

I also had challenges with the parents at times. Many initially saw play as a waste of time. They would say, "Instead of playing with my child, I could be doing something more productive." I explained that play-based learning creates a solid foundation for children’s learning - it’s about just giving the children games to play with. Play-based learning teaches them teamwork, to problem-solve, and to be creative. Then, parents started changing their perspective and started encouraging each other: "Why are you not playing with your children?"

Transitioning people from their current approach to a new one wasn’t easy, especially when it involved technology. We introduced an app to help support children’s learning. At first, teachers were hesitant to use a tablet but with training, they became more comfortable.

I was introducing new methods and trying to shift people from what they are used to doing. People don’t just change automatically, like flipping a switch. Change takes time and often comes with resistance.

VSO offered online courses that helped me gain extra skills to use in the field. Alongside learning from my colleagues, the courses prepared me to handle whatever challenges came my way. When I visited schools, I’d share new ideas that could complement what teachers were already doing. Building trust was a big priority for me – I wanted teachers to feel supported, not overwhelmed. Instead of jumping straight into new methods, I started by watching how things were already working in the classroom. From there, I could offer guidance and coaching to help gently introduce play-based learning gradually.

Teachers often responded with surprise, saying “Oh, I didn’t think this would work.”

I could tell the teachers and children would enjoy the new ways of learning. I’d keep up regular contact with the teachers through calls, coaching sessions and daily school visits. This was important to ensure that teachers felt as supported as possible.

Every day as a volunteer is different and I’ve met some fascinating people along the way. I’ve worked with teachers and head teachers with varying levels of experience and educational qualifications. I’ve shared my skills with them, and I’ve learnt from them too.

I’ve also worked with district leaders (including mayors!), engaging them in the discussions about the project’s goals and activities. It’s important to involve local leaders and decision-makers to ensure the project’s success.

One of my favourite parts of volunteering is working within the community, especially with the parents. This was an amazing experience – listening to their stories and discussing how they could support their children’s learning through play, both at school and at home. It was touching to hear parents sharing their own experiences and for us to provide them with practical tools and ideas to encourage learning through play.

This experience has been very rewarding. It’s allowed me to see first-hand the positive impact on both teachers and children. We couldn’t do our vital work without you by our side, cheering us on even from thousands of miles away.

Change for good

We equip and support teachers so that they become self-reliant in what they do. Because, at the end of the day, when we leave, what remains? That’s what we always focus on - ensuring that people can sustain themselves. That’s the long-lasting change you’re making happen.

We build the teachers’ capacity to create their own play materials using locally available resources. For example, when a teacher wants to teach measurements, they might need ropes. But a teacher alone can’t make ropes for 50 children, so we encourage parental involvement. We show parents how to make ropes using banana fibres that they can give to their children to take to school. This way the teacher has plenty of materials for the children to use.

We are changing lives in the community. That’s something you can see with your own eyes. If you visit these places, you’d witness the transformation.

Before, people lived one way, and after interacting with VSO, they have achieved something new. That’s impact.

Remember, you have helped create that impact. Thank you.

Until next time,

Celestin (and Diane)

P.S. Come say hello or leave a question below, or email sponsoravolunteer@vsoint.org.