29.09.2017 - UNESCO Office in Nairobi

Rwanda Education Board with UNESCO conduct pre-validation of the Rwandan Teacher Development and Management Framework

Teacher using lots of high quality visual objects in primary education in Gicumbi District, (c) UNESCO

August 29-31 2017, Kigali, Rwanda – UNESCO, in collaboration with the Rwanda Education Board (REB), developed a new Teacher Development and Management Framework (TDMF). UNESCO held a series of meetings with senior stakeholders of the Department of Teacher Education Management and Professionalization (TDM), the University of Rwanda, College of Education, Development Partners and civil society to review the proposed framework, gather feedback and prepare for final validation and implementation

Responding to the advent of the new competency-based curriculum, new policy initiatives, teacher statutes, and a perceived misalignment between pre- and in-service teacher training in primary and secondary education, the Rwanda Education Board (REB) with the technical support of UNESCO, is developing a new Teacher Development and Management Framework (TDMF) to enhance the teacher development system, including initial teacher education, continuous professional development and teacher management, to ensure efficiency and maximize educational outputs.

The TDMF will achieve this by defining and communicating key terms, roles, systems and processes for teacher development and management in line with National policy, priorities, values and evidence-based theoretical assumptions. The TDMF will include practical tools that allow for rapid assessment of teacher development needs and facilitate decision-making to identify solutions to meet them. This initiative is also key to achieve Sustainable Development Goal (SDG4), to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

The draft TDMF presented a model to guide REB and other education stakeholders towards improving the quality of instruction and greater professionalization of teaching through systemic monitoring and evaluation of ongoing training activities. Partners agreed the framework will be a vital tool to assess and enhance decision-making for teacher development, but one challenge that remains is the perception that descriptions of effective teaching, school, and system practice are generally lacking.

In order to address this, stakeholders suggested the TDMF become closely aligned with and draw upon teacher competencies, role descriptions, communication channels, development and management processes that exist in other initiatives including the teacher development and management policy, Teacher Statutes (2016), and the school-based mentoring project.

Discussing the core components the TDMF should include, all stakeholders agreed to the core components and respective responsible agencies, their roles and action points. The main key components agreed to include are i) Teacher competencies, ii) the Continuous Professional Development System, and iii) the Performance Management System. The final draft will be shared with all stakeholders and to the Senior Management of REB for final validation.

The Strengthening Quality Teaching and Learning for Education for All in Eastern Africa project (2015-2017) aims to strengthen national capacities to ensure quality teaching and learning in Rwanda and Madagascar. It is developed within the framework of cooperation between UNESCO and the Government of Rwanda through the OPEC Fund for International Development (OFID). The project is aligned with the Education 2030 Agenda, the Sustainable Development Goals (SDGs), in particular Goal 4 on Education, the Global Education First Initiative, and the Incheon Declaration and Framework for Action.

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