About 3968 primary and secondary school teachers were awarded certificates for completing continuous professional development (CPD) programmes in innovative teaching of Mathematics and Science, as well as in inclusive education.
The University of Rwanda-College of Education (UR-CE) in collaboration with the Rwanda Basic Education Board (REB) certified the teachers on February 23 at Kigali Convention Centre.
Among the teachers, 2,268 (1702 males and 566 females) specialised in innovative teaching Mathematics and Science. They were drawn from two cohorts: 2021-2022 (1,241 teachers) and 2022-2023 (1,241 teachers). Their training was conducted in partnership with the African Center of Excellence in Innovative Teaching and Learning Mathematics and Science (ACEITLMS), based at UR-CE.
The initiative is part of the broader Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project funded by the World Bank Group, which aims to improve teachers’ competence and students’ retention and learning in Rwanda’s basic education.
The project is implemented by the Ministry of Education and Rwanda Basic Education Board (REB). It comprises four interlinked components: enhancing teacher effectiveness for improved student learning, improving the school environment to support student learning, developing institutional capacity to strengthen teaching and learning, as well as COVID-19 response for continued learning, recovery, and resilience in education sector.
Prof. Florien Nsanganwimana, the Acting Principal of UR-CE, said the graduation ceremony served to demonstrate the accomplishments of the RQBEHCD project in primary education.
The project, initially piloted in 16 districts, commenced in 2020 intending to train 6,000 teachers by 2027.
"However,” he added, "its impact extends further, as the trained teachers are equipped to mentor others, thereby enhancing the overall quality of education.”
Claudette Irere, Minister of State for Education, emphasized the importance of investing in teachers as it ultimately benefits future generations. She highlighted the need for continuous self-improvement to meet the demands of modern classrooms and encouraged the graduates to consider further education using the credits earned from their CPD courses.
"Today's classroom is requiring us to be asking ourselves much more. It's imperative that we continuously invest in ourselves. My hope is that today's graduation is not the end," she said.
Irere stressed the importance of teaching in English to connect with the world, a component that is critical in the project. She thanked the World Bank for supporting the initiative and acknowledged the efforts of everyone involved including UR-CE and REB.
Lilian Mutesi, an education specialist at the World Bank - Rwanda, congratulated the teachers for the successful completion of continuous professional development courses.
She said that through the project, $12.5 million is dedicated to the professional development of Mathematics and Science teachers, along with additional resources for inclusive education initiatives.
Mutesi commended the graduates for their role in realising project objectives and encouraged them to embrace challenges as opportunities for growth.
"We hope that you will embrace the challenges as opportunities for continuous growth and improvement. Remember that you are not just imparting knowledge. You are shaping the future of Rwanda by nurturing young children and instilling a love for learning," she said.
In his presentation, Prof. Pheneas Nkundabakura who is leading the team of UR-CE trainers stressed that "improvements in teaching and learning are achieved when teachers are well-equipped with both content knowledge and pedagogical skills, when students are actively engaged in the learning process, and teachers receive continuous coaching, mentorship, and support."
The training focused on four key areas: the teacher's content knowledge, classroom pedagogical practices, utilisation of teaching tools, and continuing support through mentorship from school leaders.
The project developed a set of updated educational resources and provided training to teachers on their utilisation. Each teacher was equipped with a laptop and a projector, while the school received Mathematics and Science kits, along with a formative assessment package including tools like plickers, voting cards, and "show-me" boards.
Sixty-two schools including TTCs, model schools and a Science school per district received an equipment allowing to implement the project-based learning approach.
All Mathematics and science lessons in upper primary and lower secondary levels were digitised into scripted lessons along with integrating Mathematics and Science simulations.
As part of the CPD in innovative teaching Mathematics and Science (CPD-ITMS) programme, teachers were trained on two modules namely Innovative Teaching Methods for Mathematics and Science (CMS1141) and E-Learning and ICT integration in Teaching and Learning Mathematics and Science (CMS1142). With the modules, Mathematics and Science teachers were trained on integrated innovative pedagogical strategies in teaching and were provided with the opportunities to engage with various Mathematics and Science software, virtual science laboratories, animations, simulations, and subject content, and laboratory activities
Dr. Nelson Mbarushimana, Director General of Rwanda Basic Education Board (REB) congratulated the graduates for completing the CPD courses.
"Your journey through continuous professional development has been a testament to your unwavering dedication to the advancement of education in our country. Today, as you receive your well-deserved certificates and diploma, I commend you for your commitment, passion and transformative in your professional growth,” he said.
During the event, 1700 teachers were certified in two other programmes. Among them, 1686 teachers (956 males and 730 females) completed the Diploma in Inclusive Quality Education Primary/Secondary. They covered four modules: Inclusive Education, Measurement and Assessment, Pedagogy and Instruction, as well as Self-awareness, Value Formation, and Professional Ethics. Furthermore, 14 teachers received diploma in Adult Literacies.
Marie Claire Nyampinga Ingabire, a chemistry teacher at Notre Dame de Lourdes Byimana in Ruhango District, is one of the graduates. She said the CPD programmes helped them learn innovative teaching and learning methods, including the use of ICT and assessment techniques, tailored to their needs as teachers.
She highlighted their newly gained confidence in enacting the competence-based curriculum and their commitment to improving education beyond the classroom into the communities they serve and thanked the organisers for the opportunity.
"As we complete this training, we do so not just as individuals, but as a united group. Our commitment to improving education extends beyond the classroom," she said.
"Your support and dedication have been evident in every challenge we've faced. Today is not merely a graduation; it's a celebration of our collective dedication to revolutionising education."
Ingabire requested the Ministry of Education to scale up innovative programmes to keep teachers updated with the latest knowledge and skills.
Acknowledging their dedication and accomplishments, the top performers in each programme were presented with laptops as a gesture of support for their professional growth. These laptops aim to further cultivate their technological expertise, which plays a crucial role in contemporary education, ultimately enhancing their effectiveness as educators.