Two years after the implementation of the competence-based curriculum, the government is yet to finalise a matching curriculum for teacher training colleges.

A number of partners and donors, who talked to Rwanda Today, have commended the rate at which the competence-based curriculum is being implemented, but have urged the government to mobilise more resources to implement the learner-centred programme.

One of the identified gaps is that teachers have had to do their own research on how to implement the new curriculum or rely on developmental agencies to boost their skills.

“We tried our best to implement the new curriculum even though we were using the skills we got from college, which were tailored to the previous knowledge-based curriculum,” said Bizimungu Muvanga, a teacher at Groupe Scolaire St. Paul Muko in Rusizi District.

He added that schools had pledged to provide them with more training, but this has not happened 12 months on.

Lack of training has slowed down the effective implementation of the competence-based curriculum, especially in lower primary.

According to Ruth Mbabazi, an educational technical adviser at Voluntary Services Overseas Rwanda, teacher training colleges are yet to have a syllabus that is aligned to the competence-based curriculum, especially for those training to teach in primary schools.

“All the teachers who have graduated from these colleges are yet to grasp the methodologies of teaching competence-based curriculum. But together with REB and other organisations, we sought to ensure they get continual professional development,” she said.

Ms Mbabazi added that although Voluntary Services Overseas Rwanda contributed to the formulation of the new curriculum, especiallyon the use of learner centred methodologies, which allow teachers to make lessons more interactive, engaging and class friendly.

But, there is a need for additional efforts to provide appropriate materials like text books and other learning materials.

“Teachers need continuous support, especially from school heads, parents and other takeholders at the district and sector levels. They play a critical role in monitoring how the competence-based curriculum is being implemented,” said Ms Mbabazi.

Speaking to Rwanda Today, Joan Murungi, who heads the curriculum, teaching and learning department at Rwanda Education Board, the curriculum was completed in time and the phasing out of the former syllabus had started although there was still more to be done.

“The soft copies of the curriculum were sent to colleges two weeks ago because trainee teachers in their first year were supposed to begin the current academic year with the new curriculum. We plan to send printed copies in the next one week,” said Ms Murungi.

Esperance Uwamariya, programmes manager at the British Council Rwanda, said the organisation together with the Rwanda Education Board is planning to conduct an impact survey to assess the challenges encountered in the implementation of the new curriculum and the findings will inform key decisions and proposals.

“The study is yet to be commissioned, but is likely to take place between March and June. We hope to analyse current gaps, which will inform our next steps in terms of teacher training,” said Ms Uwamariya.