Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda

Uworwabayeho, Alphonse; Flink, Ilse; Nyirahabimana, Asterie; Peeraer, Jef; Muhire, Innocent; Gasozi, Andrew Ntwali

doi:10.1016/j.ssaho.2020.100092

Cited by 8 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Again,They train researchers in societal matters and encourage them to conduct research in cross-cutting isssues related to SDGs clusters (UNICEF, 2019 ; University of Rwanda, 2017 ). The findings also indicated that universities in partnership with governments established “Certified Continuous Professional Development” programs to train, promote, and develop knowledge capacity of local community leaders, including sector and district education officers (Uworwabayeho et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of University Social Responsibility in Post-Conflict Societies: The Case of the Great Lakes Region of East Africa

et al. 2022

View full text Add to dashboard Cite

The Social Responsibility (SR) commitments of Higher Education Institutions (HEIs) alongside their long-standing functions of teaching and research have been recognized in literature. However, University Social Responsibility (USR) remains a relatively unexplored topic, especially in the post-conflict societies of the Great Lakes Region of East Africa (GLREA). The main objective of this paper is to document USR best practices, challenges and opportunities in GLREA universities. To reach this objective, a search was conducted in the major academic databases, where ten studies out of 93 found from 2000 to 2020 were included for review. Additionally, universities’ website materials, particularly Vision and Mission Statements (VMS) were considered to complement the review in a well established sense of USR in GLREA universities. A narrative review was conducted because quantitative data were not feasible due to a significant level of heterogeneity between the included studies. The overall findings indicated that the scholarship of engagement in the regional context is not a luxury of HEIs as it is in many western universities, but rather a necessity in countries which are still undergoing the early stages of reconstruction. Specifically, the results obtained were twofold: First, the integrated SR in GLREA universities is an emerging agenda, despite its potential for growth. Second, the development of USR in the GLREA is connected to and influenced by the history of African Higher Education, and the institutional traces of that history’s influence can be found in GLREA. Finally, recommendations for USR practitioners are given, and a conclusion is drawn

show abstract

Section: Resultsmentioning

confidence: 99%

A Systematic Review of University Social Responsibility in Post-Conflict Societies: The Case of the Great Lakes Region of East Africa

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Research has shown that primary education is crucial to smoothly attaining and upgrading high education (Kanamugire et al, 2019;Ndihokubwayo and Murasira, 2019). Various studies documented practices in Rwandan primary education settings and found that educational colleges need more support than any other school (Ndihokubwayo et al, , 2019cUworwabayeho et al, 2020). Rwanda has 16 teacher training colleges (TTCs).…”

Section: Population and Samplementioning

confidence: 99%

Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum

Habiyaremye,

Ntivuguruzwa,

Ntawiha

2023

Front. Educ.

View full text Add to dashboard Cite

IntroductionTeachers’ knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers’ mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes.MethodologyIt was conducted on all 23 mathematics teachers from Rwandan teacher training colleges (TTCs). Employing a survey design, standardized performance and attitude tests were utilized, employing instruments known for their standardization, validity, and reliability.ResultsThe findings informed that teachers possess a low MKT but a high PCK attitude. Thus, they performed the MKT test poorly as the average score was below 50%. However, teachers were found to have better content knowledge than other MKT constructs and performed better in pattern function and algebra than in other areas of mathematics. Teachers demonstrated a highly positive attitude toward integrating PCK in teaching mathematics.DiscussionSuch a positive attitude was inferred from the pedagogical training offered by implementing a competency-based curriculum. Therefore, teachers need to improve their MKT performance, and more research is needed on other teachers apart from those in TTCs.

show abstract

Evaluating contexts for implementing a competency‐based curriculum in south and eastern Africa: A meta‐narrative review

Christopher,

Jones

2024

The Curriculum Journal

View full text Add to dashboard Cite

Many countries have looked at schools as spaces that can impart requisite skills for future jobs through competency‐based education (CBE). Yet, there is limited comparative research evidence showing countries' implementation progress. The research design adopted for this study is a meta‐narrative. Stufflebeam's (2000) context, input, process and product evaluation model is used to reflect on the education systems of two countries, Rwanda and Zimbabwe, and the enactment of their competency‐based curricula. Data from the literature was analysed using a combination of thematic, content and narrative approaches. The findings of the study established four epistemic areas that influenced the growth of the CBE movement—competency‐based training, progressivism, competency assessment programmes and the 21st‐century CBE movement. Further results showed that the extent of support for education, literacy levels and proficiency in the language of instruction were some of the context‐determinant factors influencing CBE implementation. Despite some success stories, challenges in the areas of assessment, teaching and ICT integration were reported. The study made two recommendations. Firstly, countries can enhance effective implementation through the provision of guiding frameworks for continuous professional development to empower teachers on the knowledge and skills for a CBE. Secondly, there is a need to re‐examine the CBE approach to country‐specific contexts to assess relevance to prevailing national needs.

show abstract

Developing the capacity of education local leaders for sustaining professional learning communities in Rwanda

Cited by 8 publications

References 6 publications

A Systematic Review of University Social Responsibility in Post-Conflict Societies: The Case of the Great Lakes Region of East Africa

A Systematic Review of University Social Responsibility in Post-Conflict Societies: The Case of the Great Lakes Region of East Africa

Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum

Evaluating contexts for implementing a competency‐based curriculum in south and eastern Africa: A meta‐narrative review

Contact Info

Product

Resources

About