The British Council Rwanda, in collaboration with the Canadian government's International Development Research Centre (IDRC), is proud to announce our involvement in the "Scaling Quality Teacher Professional Development Grant Programme" as part of the Empowering Teachers Initiative. This initiative, a partnership with the Foundation for Information Technology Education and Development (FIT-ED) and SUMMA, aims to revolutionise teacher professional development at scale.
At our project's core is the commitment to equitable and high-quality professional development for teachers, with a special focus on women and those with disabilities. By incorporating a Gender Equality and Social Inclusion (GESI) perspective, our research, spearheaded by the Sussex University’s Centre for International Education and Development alongside the British Council, will explore effective strategies for promoting inclusivity in teacher professional development.
Research Duration and Alignment
This comprehensive study will span 30 months, aligning with the STELIR project’s timeline. A critical component of our analysis will involve Stage 3 of the STELIR blended English course, which emphasises school-based continuous professional development.
Our approach involves extensive qualitative research, utilising interviews and focus groups with teachers, mentors, education leaders, and officers across selected districts. By analysing these insights, we aim to design a whole-school approach to quality teacher professional development, ensuring equal access and participation and observing the knowledge transfer among educators.
Our diverse and skilled research team includes specialists in Gender Equality and Social Inclusion (GESI), ensuring our methods are both gender-sensitive and inclusive. Our team, led by experienced investigators, brings a wealth of knowledge in teacher professional development and English medium education in sub-Saharan Africa.
Knowledge Sharing and Impact
Findings from our research will be shared with participating schools, highlighting how they can serve as models for large-scale teacher professional development. These insights will contribute significantly to the Ministry of Education's objective of empowering female educators and leaders, in line with the Girls Education Policy (2008).
Stay updated on our journey towards creating a more inclusive and effective environment for teacher professional development in Rwanda.