Over 130 teachers earn education diplomas after entering teaching without pedagogical training

From Knowing the Subject to Knowing How to Teach: 137 Teachers Earn Professional Diplomas in Education The University of Rwanda-College of Education (UR-CE) has certified secondary school teachers holding A1 qualifications in non-education subjects after completing a Continuous Professional Development-Graduate Diploma in Education (CPD-GDE), with the award of a Professional Diploma in Education (PDE). The development marks a step towards strengthening the professional teaching skills of educators who entered classrooms with subject knowledge but without formal pedagogical training. A total of 137 teachers received their certificates during a ceremony held on Wednesday at the Kigali Conference and Exhibition Village (KCEV), formerly known as Camp Kigali. The teachers completed face-to-face and online training designed to equip them with the pedagogical knowledge, skills and competences needed to improve teaching and learning in secondary schools. The programme, which started in December 2025, was developed and implemented by the University of Rwanda-College of Education (UR-CE) in collaboration with the Rwanda Basic Education Board (REB) under the Rwanda Quality Basic Education for Human Capital Development project, Subcomponent 1,4. financed by the World Bank. Speaking at the ceremony, Professor Florien Nsanganwimana, Principal of UR-CE, said the programme was designed to strengthen the pedagogical competences of teachers who had subject knowledge but lacked formal training in education. “This programme aimed to enhance the pedagogical competences of teachers, especially those called uncertified teachers in their respective lessons that they provide. Through this course, they were empowered,” Nsanganwimana said. He explained that the programme consisted of 11 training modules, which were reviewed by external experts and principals of Teacher Training Centres before being introduced to the participants. The programme was also digitalised and made available through the University of Rwanda’s e-learning platform, allowing teachers to complete part of their training online while also helping them adapt to the use of technology in teaching. The training exposed teachers to different ways of integrating digital tools into lesson delivery, including the use of videos, pictures and other visual materials to make lessons more interactive and easier for learners to understand. According to Nsanganwimana, the training covered general education modules as well as practical modules aimed at helping teachers improve their classroom practices, teaching competences and ability to use modern approaches in lesson delivery. “I want to be very clear that the Professional Diploma in Education that you are receiving today meets the same standards as any other qualification awarded by UR,” he said. The three best-performing teachers in the programme—Josiane Marie Nyirarukundo, Monique Nyirantwari and Adeline Ubaruta—were also awarded laptops to support their teaching activities. From subject knowledge to teaching skills Nyirarukundo, one of the top-performing graduates, studied Information and Technology at IPRC and teaches ICT at ES Kagogo in the Northern Province. She said the programme helped her understand that effective teaching goes beyond having knowledge of a subject. “I had content to deliver in the class but I didn’t know how to even behave in the class as a teacher. I also needed to have that psychological skill that helps you to detect what is going on, right or wrong, with a student. That is the package I got from here,” she said. She added that the training also changed the way she approaches lesson delivery, including the use of technology and visual materials to support learners’ understanding. Teachers embrace new approaches to lesson delivery For graduates, the programme provided an opportunity to improve not only their knowledge of their respective subjects but also the way they deliver lessons to learners. Sylvestre Nsanzimana, one of the graduates, said teachers previously relied heavily on traditional teaching methods, but the training helped them develop approaches that better respond to different learners’ needs. “We knew our subjects, but the way of delivering them to all learners was an issue because most of us used to teach lessons in the traditional way that we also learned through. But now we are capable of assessing and helping learners with different levels and learning speeds,” Nsanzimana said. Dr Nelson Mbarushimana, Director General of the Rwanda Basic Education Board (REB) and guest of honour at the ceremony, closed the event by reminding the graduates that their achievement represents another step towards the country’s goal of investing in and strengthening citizens’ capacity, with teachers playing a key role in the process. “Remember that your learners are the reason behind everything you plan. Every lesson you prepare well and every learner you help to understand is a contribution to the future of Rwanda,” he said. He also urged the graduates to serve as role models in their schools, share the knowledge and skills they have gained with their colleagues and promote a culture of continuous improvement. “Be role models in your schools, share what you have learnt by supporting your colleagues, and build a culture of continuous improvement. And never stop learning,” Mbarushimana said.

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Over 130 teachers earn education diplomas after entering teaching without pedagogical training