The Higher Education Pedagogies for Teacher Education

This outcome is dedicated to enhancing quality assurance mechanisms within higher education institutions (HEIs) by integrating them into both management and pedagogical development. Through ongoing improvements in pedagogy and programme delivery, we aim to cultivate a culture of accountability and proactive engagement in quality assurance processes. The positive outcomes of these efforts will be evident in improved student access to higher education, enhanced teaching and learning experiences, more effective assessment processes, smoother transitions for graduates into the labour market, and increased community engagement. 

Our project is centred on the adoption of competence-based curricula and assessment throughout Rwanda’s education sector. This transformation requires changes in behaviours, practices, and pedagogies in both general teacher education and the training of TVET (Technical and Vocational Education and Training) teachers.

To support this shift, we will provide training for both general and TVET teachers to enhance their knowledge and skills in competence-based curriculum and assessment, as well as in pedagogical approaches, including digital and distance learning.

The third outcome recognizes that improving management capacities and the quality of teacher education is an ongoing process. It thrives on collaboration and exchange between higher education institutions, sharing their diverse expertise and experience to create contextualized theory-practice connections. 

Our goal in strengthening cross-institutional collaboration is to foster innovation, create a dynamic learning environment, and promote the sharing of best practices that will extend beyond the project’s duration.