3 October 2026 | Rwanda

The Rwanda Basic Education Board (REB), in partnership with the University of Rwanda–College of Education (UR-CE), has celebrated the successful completion of the Continuous Professional Development in Innovative Teaching Mathematics and Science (CPD-ITMS) programme, with 976 Mathematics and Science teachers and Teacher Training College (TTC) tutors newly certified.

The certificate distribution ceremony, held on 3 October 2026, marked an important milestone in Rwanda’s continued efforts to strengthen the quality of Mathematics and Science teaching and learning.

The CPD-ITMS programme is implemented under Sub-Component 1.2 of the Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) project, with support from the World Bank. Through the programme, REB and UR-CE have worked together to strengthen teachers’ subject knowledge, classroom practices and use of modern instructional tools.

Equipping Educators with Innovative Teaching Approaches

CPD-ITMS comprises two 10-credit modules, giving participants a total of 20 credits.

The first module, Innovative Teaching Methods of Mathematics and Science, focuses on learner-centred and inquiry-based teaching methods, selected subject topics to strengthen content knowledge, laboratory experiments and practical activities.

The second module, E-learning and ICT Integration in Teaching and Learning Mathematics and Science, develops educators’ skills in digital pedagogy and the use of simulations, animations, virtual laboratories and other ICT tools to enhance learners’ understanding and participation.

Participants also received additional training in coaching, mentoring and Communities of Practice, preparing them to support colleagues and sustain professional learning within their schools.

TTC tutors received further training in project-based learning, covering practical projects such as soap-making, beeswax products, food processing, kitchen gardens, water cleaning, robotics, coding, 3D printing, solar energy and household electrical installation.

These practical activities connect Mathematics and Science with everyday challenges and encourage learners to design, test and improve solutions.

976 Educators Receive Certification

The latest cohort includes 633 men and 343 women.

The 976 newly certified educators comprise:

• 598 Mathematics and Science teachers from the 2024 cohort;
• 242 readmitted teachers; and
• 136 tutors from 16 TTCs.

Together with the 2,268 teachers and tutors certified at the Kigali Convention Centre on 23 February 2024, the cumulative number certified through the programme has reached 3,244 teachers and tutors.

An additional 18 teachers are also receiving certificates that were previously lost or remained outstanding. These teachers were already included in the first-batch figures and therefore do not increase the cumulative certification total.

To qualify for certification, participants were required to achieve a minimum passing mark of 60%. Comparing pre-test and post-test results, teachers recorded an average learning gain of approximately 20%, reflecting improvement in the knowledge assessed through the training.

REB and UR-CE Emphasize the Responsibility to Transform Classrooms

Representing the institutions supporting the programme, Mrs. Uwamariya Eugenie, Mathematics and Science Specialist at REB, and Dr. Dushimimana Jean Claude, UR-CE Lecturer and CPD-ITMS Facilitator, emphasized that the certificate distribution was more than a celebration of completing training. It represents a commitment to applying professional learning to improve classroom practice.

The two representatives highlighted the important role of STEM teachers and TTC tutors in preparing Rwanda’s future generation of innovators, engineers, doctors and teachers. Through the CPD-ITMS programme, educators were equipped with updated knowledge, innovative teaching methods and modern instructional tools to make Mathematics and Science learning more practical, engaging and inspiring.

They encouraged the certified educators to take the knowledge and skills gained through the programme back to their schools and TTCs, share them with colleagues through induction, coaching, mentoring and Communities of Practice, and apply them directly with learners.

The representatives also expressed appreciation to the Ministry of Education, World Bank, districts, schools, training centres, REB and UR-CE facilitators and all institutions that contributed to the implementation of the programme.

Graduates Highlight the Value of Innovative Teaching

The impact of the training was also reflected in experiences shared by graduates.

Chizema Tendai Nester, one of the graduates, described the training as valuable for Mathematics and Science educators, particularly because it introduced innovative approaches beyond conventional abstract teaching methods.

She explained that the programme helped educators understand the importance of giving learners opportunities to discover and understand concepts, rather than relying only on abstract explanations and formulas. She encouraged fellow graduates to ensure that their certificates become a starting point for implementing the knowledge and skills gained through CPD-ITMS.

Another graduate, Chingwena Willmore, called for continued professional support for teachers, including opportunities to contribute to publications and papers and participate in national and international conferences.

Taking Professional Development into the Classroom

The programme places strong emphasis on translating professional development into meaningful classroom experiences.

Certified educators are encouraged to give learners opportunities to investigate, ask questions, explain their reasoning and apply knowledge to real situations. They are also encouraged to use available materials creatively and integrate technology where it supports learners’ understanding.

The training was delivered across 16 intervention districts, with teachers attending training centres located close to their workplaces. Project-based learning was piloted in 63 institutions, including 16 TTCs, 17 Model Schools and 30 Mathematics and Science for Sub-Saharan Africa (MS4SSA) schools.

The training was organized mainly over weekends to accommodate teachers’ professional responsibilities. The main CPD-ITMS component comprised 10 weekends, while coaching, mentoring and Communities of Practice and project-based learning training each involved additional sessions.

Sustaining the Gains

As the programme continues, maintaining the gains from professional development will require continued collaboration among teachers, school leaders, REB and UR-CE.

The programme recognizes the importance of keeping Communities of Practice active, supporting teacher induction and ensuring that teaching resources remain available and appropriately used. These measures are intended to help sustain professional learning and continuity when teachers transfer or when new teachers join schools.

The CPD-ITMS project is expected to conclude at the end of June 2027, providing continued time to strengthen classroom implementation, sustain Communities of Practice and address outstanding challenges.

Investing in Teachers, Strengthening Rwanda’s Human Capital

The certification of 976 educators represents another step in Rwanda’s commitment to strengthening teacher effectiveness and improving learner outcomes.

Through the partnership between REB and UR-CE, supported under the RQBEHCD project, educators are being equipped with the knowledge, practical skills and innovative approaches needed to make Mathematics and Science learning more relevant and engaging.

The achievement also reflects the commitment of the Ministry of Education, REB, UR-CE, World Bank, districts, schools, TTCs, training centres, facilitators and participating educators.

As the newly certified teachers and TTC tutors return to their institutions, the focus now shifts from certification to implementation—turning professional learning into stronger teaching practices and better learning experiences for Rwanda’s learners.

The lasting value of this certification will ultimately be seen in the confidence, understanding and progress of the learners they teach.

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