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The Higher Education Pedagogies for Teacher Education Project (HEP-TED) is a collaboration between Finnish universities, the University of Rwanda, Rwanda Polytechnic, and the Higher Education Council. Running from 2023 to 2026, it aims to enhance higher education by improving pedagogical practices, digitalization, and institutional capacity to better align with labor market needs. The project also promotes inclusive education, student and staff exchanges, and the use of digital tools to strengthen teaching, learning, and administration.

On January 29, 2025, the University of Rwanda - College of Education (UR-CE) hosted at UR Gikomdo Campus a significant workshop aimed at enhancing quality assurance practices within higher education. This event brought together Finnish experts and the UR-CE team under the HEP-TED project, marking a key moment in the institution’s continuous efforts to improve educational standards.

During the workshop’s opening session, Prof. Florien Nsanganwimana, Acting Principal of UR-CE, delivered a thought-provoking speech that highlighted the importance of empowering teachers as central agents of quality assurance in the educational system. Below are the full remarks delivered by Prof. Nsanganwimana.

Dear participants,

It is my great pleasure to welcome you all to this important workshop on Enhancing Quality Assurance Practices here at the University of Rwanda - College of Education. This collaborative event brings together Finnish experts and our dedicated UR-CE team under the HEP-TED project, marking a significant step forward in our collective pursuit of improving the quality of higher education.

I must admit, I was initially uncertain about whether I would be able to attend, but by God’s grace, I am here with you today. Standing before you, I reflect on how far we’ve come in our journey towards educational excellence and how important moments like these are in shaping the future.

At the heart of today’s discussions is the issue of quality assurance—a subject that remains a critical aspect of educational advancement. We must understand that quality assurance is not a destination but an ongoing process. It is an evolving commitment that requires constant attention, adaptation, and improvement, especially as we face new challenges in our educational systems, particularly in the context of the technological advances we are witnessing.

In higher education, quality assurance begins with program design. It starts with defining the profiles of the graduates we aim to produce—graduates who possess the skills, knowledge, and values needed to thrive in their careers and contribute to societal transformation. A well-designed program is essential, but it is not enough on its own. The program must be implemented effectively, and this is where the role of the teacher becomes crucial.

While many of us here are academic managers, we must always remember that the success of our efforts depends on how well we can support and empower the teachers who are directly shaping the learning experiences of our students. Teachers are the frontline agents of quality assurance. Without empowering them to maintain high standards in their teaching, our efforts will be in vain. It is only through teacher development and support that quality education can truly reach the learners—the ultimate beneficiaries of our education system.

We must also remember that quality is a subjective concept. Everyone who works in education believes they are delivering quality. However, perceptions of quality can vary greatly, and it is for this reason that external perspectives are vital. External quality assurance mechanisms, such as those provided by employers and accrediting bodies, play a key role in ensuring that our programs meet the needs of the labor market and align with global standards. By incorporating feedback from these stakeholders, we create a more comprehensive and accurate understanding of quality in education.

In this rapidly changing world, we must recognize that traditional methods of teaching and learning may no longer be sufficient. Technology is increasingly shaping the educational experience, and it is crucial that we adapt. If we fail to integrate technology into our teaching methods, we risk falling behind and failing to provide the quality education our students deserve. Technology should not be seen as an optional addition but as an essential tool for the future of education.

This brings me to an important point : quality assurance must be measurable. It cannot remain an abstract concept. We must create systems that are accessible, transparent, and effective in evaluating teaching practices, student learning outcomes, and the alignment of both with the intended graduate profile. Only through such systems can we ensure that quality is consistently maintained across all levels of education.

Finally, as we look beyond graduation, we must also turn to our external stakeholders, particularly employers. Their feedback is invaluable in assessing the real-world impact of our educational programs. Do our graduates meet the expectations of the labor market ? Are they equipped with the skills and knowledge required to succeed in their careers ? These questions should guide us as we continue to refine and improve our programs.

I understand I have taken more time than anticipated, but I felt it was important to share my perspective on the critical role quality assurance plays in shaping the future of education. I trust that the discussions we have today will be shaped by the competency-based education system that Rwanda has been promoting since 2015, and that our collective efforts will lead to an education system that not only meets national standards but also competes on an international scale.

With that, I officially declare this workshop open. I look forward to engaging discussions and fruitful outcomes that will have a lasting impact on the quality of education we provide.

I wish you all a productive and successful workshop.

Transcribed and published by

NTIRANDEKURA Schadrac
PRO, UR-CE