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Uncertified teachers undergoing CPD training during a briefing session by the Team Leader of RQBEHCD Subcomponent 1.4

Uncertified secondary school teachers, those who joined the profession without prior training in education, are expressing strong excitement as they take part in the Continuous Professional Development program in pedagogical skills. For many of them, teaching has not been easy. Without formal preparation, they have faced difficulties in planning lessons, managing classrooms, and supporting different types of learners. In many cases, they relied mainly on subject knowledge, with limited guidance on how to deliver content effectively. The CPD program for uncertified teachers was introduced to respond to these challenges by equipping them with the practical skills and understanding needed to teach with confidence and improve learning in the classroom.

Jointly implemented by the University of Rwanda-College of Education and the Rwanda Basic Education Board under RQBEHCD Subcomponent 1.4, the program aims to help these teachers become more effective in the classroom. The training, currently taking place at GS Kabgayi A in Muhanga District, is equipping participants with practical skills that support better teaching and improved learning experiences.

For many teachers, this training is a turning point in their professional journey. Nyirabangamwabo Clotilde, a teacher at GS Kirwa in Gicumbi District, explains that teaching without formal pedagogical training came with many difficulties. She often struggled with how to organize lessons and support all learners effectively.

Now, her experience is changing.
“I have gained practical strategies to support slow learners and those with learning difficulties. I can now design activities like exercises and group discussions to help students understand better,” she says.

She also highlights a major improvement in lesson preparation.
“Before, I did not know how to prepare a lesson well. Now, I can design structured lesson plans with clear instructional objectives using the ABCD model,” she notes.
“Today, I feel more confident and motivated. I am becoming a professional teacher.”

This growing confidence is shared by other participants. Monica Nyirantwali, an ICT teacher from Nyamasheke District, says the training is helping her improve how she delivers her lessons.
“We are here to acquire knowledge in education, focusing on teaching methodology and pedagogical skills that help us deliver our lessons effectively,” she says.

She appreciates the continuous guidance from facilitators and the practical nature of the sessions.
“They have supported us in many aspects of education, equipping us with strong methodological and pedagogical skills,” she adds, expressing confidence that she will now teach in a more professional and effective way.

For Charles Niyoyita, a teacher from Karongi District, the program has helped him move beyond relying only on subject knowledge.
“We are happy because we have gained many pedagogical skills that will help us deliver the lessons we teach more effectively,” he says.

As the training continues, the excitement among these uncertified teachers reflects a meaningful shift. With new skills and growing confidence, they are improving how they teach and how learners experience their lessons. The CPD program is supporting them to move from facing difficulties in teaching to becoming more effective and professional educators.

Story by

NTIRANDEKURA Schadrac
PRO, UR-College of Education