Improving teachers’ English and strengthening classroom learning in Rwanda
The Secondary Teachers English Language Improvement Rwanda programme, known as STELIR, was delivered by the British Council in partnership with the Rwanda Basic Education Board and the Mastercard Foundation.
Implemented from 2022 to 2025, STELIR supported in-service and pre-service lower-secondary teachers to improve their English language proficiency and use English more confidently as the language of teaching and learning.
The programme combined intensive face-to-face courses, online self-study, live speaking sessions and school-based continuing professional development. Alongside strengthening individual teachers’ language skills, STELIR developed a network of Rwandan trainers, lecturers, moderators and school-based mentors who can continue supporting teacher development beyond the programme.
Meeting a national education priority
English is used as the language of teaching and learning in Rwanda’s lower-secondary education system. Teachers therefore need sufficient English proficiency to explain subject content clearly, give effective instructions, support classroom interaction and encourage learners to participate.
STELIR was built on the understanding that improving teachers’ English could strengthen their confidence and classroom practice, creating better learning opportunities for lower-secondary students.
The programme also responded to the need for a scalable teacher-development model capable of reaching participants across Rwanda, including teachers working in rural areas.
Impact at a glance
- STELIR achieved a total outreach of 10,368 people.
- Of those reached, 59 per cent were young people, 36 per cent were female, 76 per cent were from rural areas, and five per cent self-identified as having a range of disabilities.
- The programme also recorded strong English proficiency outcomes. By the end of STELIR, 92 per cent of in-service teachers and 97 per cent of pre-service teachers were at the target English proficiency level of B1+ or above.
A sustained blended-learning model
At the heart of STELIR was a three-stage blended English language course designed to support teachers over an extended period rather than through a single training intervention.
Teachers first completed an Aptis English proficiency test so that they could join a course appropriate to their language level.
The first stage consisted of 30 or 60 hours of intensive face-to-face English lessons delivered over one or two weeks.
The second stage involved 60 or 90 hours of asynchronous online learning over 20 weeks, supported by weekly live speaking and communication sessions.
The final stage provided continued, school-based professional development led by trained School-Based Mentors.
This approach brought together structured language teaching, digital learning, speaking practice and ongoing professional support within schools.
Greater confidence in using English
STELIR participants reported high levels of confidence in applying what they had learned.
Among Stage 1 participants, 94 per cent said they felt more confident speaking English, 94 per cent believed the skills gained would help them teach more effectively, 97 per cent felt confident using more English in their classrooms, and 98 per cent felt confident participating in training and other continuing professional development activities.
Among Stage 2 participants, 91 per cent reported greater confidence speaking English, 93 per cent believed the skills gained would help them teach more effectively, 93 per cent felt confident using more English in their classrooms, and 94 per cent felt confident participating in training and other professional development activities.
These findings show that STELIR supported teachers not only to improve their proficiency, but also to use English more confidently in their classrooms and professional learning.
Evidence of change in classroom practice
The programme’s impact was also assessed through 300 classroom observations.
These observations found statistically significant differences between STELIR-trained teachers and teachers who had not participated in the programme.
STELIR-trained teachers performed better in teacher language, modelling effective English, encouraging learners’ willingness to speak, using pairwork and groupwork, giving instructions effectively, using praise and encouragement, promoting gender equity and using gender-sensitive language.
The findings provide evidence that the benefits of STELIR extended beyond language test results and participant confidence into teaching practice.
Building lasting local capacity
Sustainability was central to STELIR’s design. The programme invested in the people and structures needed to continue supporting teachers after the formal programme period.
STELIR trained 179 in-service mentors and tutors and 25 pre-service lecturers as English Teacher Trainers and e-Teacher/Moderators. They were prepared to deliver both face-to-face and online English language courses.
A further 1,013 School-Based Mentors and continuing professional development coordinators were trained to deliver quality, inclusive and equitable professional development to teachers in their schools.
Together, these professionals form a network capable of supporting teacher language development through training, online facilitation and school-based mentoring.
Strengthening inclusive and gender-sensitive teaching
Inclusive and gender-sensitive practice was embedded across STELIR’s training and professional-development approach.
Among those supporting teachers, 99.6 per cent reported increased knowledge and skills in inclusive and gender-sensitive teaching in contexts where English is used as the language of learning and teaching.
A further 99.4 per cent reported gaining and applying new knowledge and skills in their work with teachers, while 98.9 per cent reported greater confidence using English during continuing professional development activities.
These findings were reinforced by the classroom observations, which identified gender equity and gender-sensitive language as areas in which STELIR-trained teachers performed better.
Strengthening pre-service teacher education
STELIR also worked with the University of Rwanda College of Education to support future lower-secondary teachers.
Pre-service teachers participated in blended English language courses delivered by trained lecturers. By strengthening the capacity of pre-service lecturers and introducing a sustained model of language development, STELIR contributed to preparing future teachers to enter the classroom with stronger English skills.
The finding that 97 per cent of participating pre-service teachers reached B1+ or above demonstrates the potential of integrating English language development into pre-service teacher education.
STELIR’s legacy
STELIR leaves behind teachers with stronger English proficiency, greater professional confidence and improved classroom practices.
It also leaves a trained network of English Teacher Trainers, e-Teacher/Moderators, lecturers, School-Based Mentors and continuing professional development coordinators who can continue supporting teachers across Rwanda.
Its blended approach demonstrates how face-to-face teaching, digital learning, live communication and school-based mentoring can be combined to deliver teacher language development at scale.
Through its focus on proficiency, classroom practice, inclusion and local capacity, STELIR has strengthened the foundations for more effective English-medium teaching and better learning opportunities for lower-secondary students in Rwanda.