Education is seen to play a crucial role in the reconstruction of post-conflict countries, particularly in transforming people's mindsets and rebuilding social relations. In this regard, teachers are often perceived as key agents to bring about this transformative change through their role as agents of peace. This paper seeks to understand how teachers are positioned to promote peacebuilding and social cohesion in Rwandan schools in the aftermath of the 1994 genocide against the Tutsi. The paper draws on data collected for an on-going broader study researching the role of teachers in peacebuilding in post-conflict contexts of Rwanda and South Africa. The methods used for data collection were semi-structured interviews, focus-group discussions, questionnaires and classroom observations. Theoretically the paper is informed by the broader research framework on sustainable peacebuilding in post-conflict situations, using the four dimensions of recognition, redistribution, representation 203 Rubagiza et al.Teachers as agents of change and reconciliation (4Rs). The findings show that the policy environment is conducive to peacebuilding and recognises the important role of teachers and education in general, in the social, political and economic reconstruction of post-genocide Rwanda. However, there are a number of interrelated factors that pertain to teachers' professional development, teacher management and the school environment that pose challenges to sustainable peacebuilding and social cohesion.

This study provides a situation analysis of enrolment and graduation rates between female and male students in public and private higher learning institutions in Rwanda. The study tracked graduation rates of female and male students for nine years (2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)