The Rwanda Education Board (REB) has stepped up enforcement of its mandatory English Proficiency Training Programme, citing persistent non-compliance by some teachers despite widespread access to the initiative. District officials recently received a directive titled “Accountability measures for non-compliance with mandatory English proficiency training”, signalling a tougher phase in the government’s long-running effort to strengthen teachers’ language skills and improve classroom instruction. The letter, signed by REB Director General Nelson Mbarushimana, instructs district authorities to take firm administrative action against teachers who have failed to comply with the programme. The Continuous Professional Development (CPD) course is compulsory and aims to ensure that all teachers attain at least a B2 level in English, the minimum standard required for effective teaching and learning. ALSO READ: Teachers tipped on improving language proficiency According to REB, monitoring reports revealed that a significant number of teachers were off-track, inactive or not enrolled at all, despite the programme being mandatory. Districts were therefore directed to formally write to non-compliant teachers, request written explanations for their failure to participate, apply administrative or punitive measures where non-compliance was unjustified, and submit consolidated reports to REB within two weeks. The reports must detail each teacher’s status, explanation, actions taken and follow-up plans. REB Deputy Director General Flora Mutezigaju said the move was driven by reluctance among some teachers rather than structural barriers. “Monitoring reports indicate that many teachers have enrolled in the programme and are progressing well. However, some teachers have demonstrated persistent reluctance and unwillingness to enrol and actively participate. Evidence shows that non-participation in most cases is due to refusal rather than inability,” she told The New Times. ALSO READ: Inside Rwf32bn plan to boost teachers’ English proficiency Mutezigaju emphasised that the measures are not intended to punish teachers but to reinforce professional responsibility and support compliance. “Holding these teachers accountable is intended not as a punitive measure, but as a means of supporting them to meet professional requirements,” she said, adding that districts were also instructed to assist teachers with valid reasons hindering participation. Early results suggest the approach is already having an impact. Within one week of issuing the directive, REB monitoring data showed a sharp increase in engagement, with more than 4,000 teachers moving from off-track to on-track, from inactive to active, or from not enrolled to enrolled and active. “This positive shift shows that more teachers are actively engaging in learning English,” Mutezigaju said. “Given the design of the programme, consistent participation guarantees improvement in teachers’ English proficiency and confidence, which ultimately improves classroom instruction and learning outcomes.” REB says enforcement is matched by extensive support measures. In collaboration with partners, at least one teacher in every school has been trained as a focal point to help colleagues navigate the learning platform. One hour per week has also been officially allocated to English training during Wednesday CPD sessions, allowing time for peer learning. Schools have been instructed to provide computers to teachers who lack personal devices, while a dedicated telephone support system assists those facing technical or logistical challenges. “Experience shows that when teachers are committed and understand the value of the programme, these challenges can be overcome,” Mutezigaju said. Rwanda currently has 133,029 teachers, including 15,190 administrative staff. Of those enrolled in the English proficiency programme, 9,151 are secondary school teachers, 6,042 teach in primary schools and 724 are in pre-primary education. However, REB data show that 9,130 teachers remain off-track, 2,934 are inactive and 1,100 are not yet enrolled, while only 821 are classified as performing well.
