Key Initiatives in Rwandan Teachers’ CPD after the 1994 Genocide against the Tutsi

Ndabaga, Eugene; Ntahomvukiye, Claudien; Omar, Yunus

doi:10.5040/9781474277914.ch-006

Cited by 3 publications

(2 citation statements)

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“…According to REB (2021), each educational institution has policies, objectives, planning, and implementation, and monitoring and evaluation help determine whether objectives are being accomplished. These are essential for helping managers, planners, implementers, policymakers, and donors get the understanding and expertise needed to make informed decisions about how to run their programmes (Niyibizi et al, 2018;Ndabaga et al, 2018). Rwanda should create plans that strike a balance between short-term response and long-term strategic impact based on information and evidence made available to the competent ministry or agency (MINEDUC, 2019;REB, 2020a;2020b).…”

Section: Limitations In Monitoring and Evaluationmentioning

confidence: 99%

The 4Rs Framework: Creating A Synergy to Support the Implementation of English Education for Sustainable Development in Rwanda

Chidakwa

2024

RESSAT

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Rwanda started teaching English to support sustainable development and deliver the five key pillars that will help Rwandans transition from their existing way of life to the society they all desire and are happy to be a part of. As a follow-up to the Sustainable Development Goals and the Berlin Declaration on Education for Sustainable Development, the government ensured the standardisation and teaching of English. In order to assist the implementation of English teaching nationally, the theoretical paper explains how the 4Rs Framework—relationship-building, recognition, responsibilities, and reciprocity—combine to generate synergy among many stakeholders and cross-sectoral collaboration. The study presents literature on Rwanda's Vision 2050, education for sustainable development, and teaching using English as a medium of communication. It is founded on a critical literature review. The article discusses options for national transformation while emphasising the importance of locally rooted collaboration. The 4Rs technique is intended to foster discussion among important players about the issues and problems facing the area of education in emergencies rather than serving as a rigid theoretical framework. The study shows the connections between and tensions among the various "Rs," as well as the efficiency of the 4R dimensions in encouraging the teaching of English. The study considered ways to get beyond the approach's drawbacks and difficulties to support sustainable schooling in Rwanda. This framework encourages the creation of a synergistic educational ecosystem that equips students with the information, skills, and attitudes required to actively participate in Rwanda's path to sustainable development.

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Section: Limitations In Monitoring and Evaluationmentioning

confidence: 99%

The 4Rs Framework: Creating A Synergy to Support the Implementation of English Education for Sustainable Development in Rwanda

Chidakwa

2024

RESSAT

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“…Teachers in SSA are being called upon to be proponents of social justice to promote peace and social cohesion, especially in war-torn areas (Sayed, Badroodien, Salmon, & McDonald, 2016). For example, post-genocide Rwanda implemented a competence-based curriculum to promote social cohesion and peacebuilding (Ndabaga, Ntahomvukiye, & Omar, 2018). The success of the new curriculum depended upon teachers upgrading their knowledge and "their understanding of and adherence with the rationale behind the new curriculum" (Ndabaga et al, 2018: 110).…”

Section: Introductionmentioning

confidence: 99%

Prospects and Challenges of Upgrading Untrained Teachers in Sub-Saharan Africa: The Case of Ghana

Sofo

Thompson

Kanton

2019

FIRE

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Head teacher and government officials’ perceptions of teaching quality in secondary education in Rwanda

Carter¹,

Hategeka²,

Singal³

2022

Educational Management Administration & Leadership

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The improvement of teaching quality within secondary schooling has been a core focus within Rwandan educational reforms. Despite this emphasis, efforts towards defining this construct have been minimal, particularly amongst head teachers and government officials who often hold responsibilities in monitoring, evaluating and guiding teaching improvements. To address this gap, this study aimed to shed light on these stakeholders’ perceptions of teaching quality, the extent of alignment between their views and the degree to which they reflected earlier teacher conceptions. Data from this study drew upon semi-structured interviews with 5 head teachers and 11 government officials from three Rwandan districts. Using constant comparison analysis, findings revealed that strong agreement exists between perceptions of stakeholder groups, as evidenced by a shared recognition that teaching inputs, processes and outcomes are vital components of the teaching quality construct. Key differences that emerged included recognition of the impact of external factors on teaching quality and their greater focus on the importance of inclusion compared with teachers. The results suggest a need for greater emphasis on these factors within initiatives focused on improving teaching to better align the expectations of stakeholders concerning teaching quality. These results have implications for policy and for the evaluation and professional development of teachers.

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Key Initiatives in Rwandan Teachers’ CPD after the 1994 Genocide against the Tutsi

Cited by 3 publications

References 0 publications

The 4Rs Framework: Creating A Synergy to Support the Implementation of English Education for Sustainable Development in Rwanda

The 4Rs Framework: Creating A Synergy to Support the Implementation of English Education for Sustainable Development in Rwanda

Prospects and Challenges of Upgrading Untrained Teachers in Sub-Saharan Africa: The Case of Ghana

Head teacher and government officials’ perceptions of teaching quality in secondary education in Rwanda

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