College of Education

UR-CE participates in Pan -African Movement campaign ahead of African Liberation Day

Shadrac Ntirandekura — 2026-04-02T17:58:00Z

UR-CE Principal Florien Nsanganwimana (3rd from the left) and PAM Rwanda representatives pose with the UR-CE football team ahead of the match.

On Wednesday, 1 April 2026, a delegation from the University of Rwanda College of Education (UR-CE), composed of students mainly from the football team and staff, participated in a Pan-African Movement campaign held at Ngoma District Stadium.

The delegation was led by Principal Prof Florien Nsanganwimana and accompanied by the Chairperson of PAM Rwanda at UR-CE, Prof Beatrice Yanzigiye, together with some commissioners.

The campaign was organized by the PAM Rwanda Chapter as part of preparations for African Liberation Day to be commemorated on 25 May 2026. It aimed to raise awareness among the youth on the importance of Pan Africanism values and their role in shaping Africa's future.

The event featured two main activities, starting with a public talk delivered by leaders of the Pan African Movement at national level.

Hon Muhongayire Christine opened the session by emphasizing the need to build strong values and a positive mindset among the youth. She highlighted that promoting Pan Africanism begins with strengthening Rwandan values, self reliance, and pride in African identity.
“If you do not love Rwanda, you cannot truly love Africa. We must build ourselves on truth, integrity, and strong values,” she noted.

She further encouraged young people to reject inferiority and embrace their culture :
“We must overcome the mindset that we are less than others. That thinking is what held us back. It is time to believe in ourselves and build solutions from within.”

In her remarks as Guest of Honour, Hon Anitha Mutesi reinforced this message by stressing that true Pan Africanism starts with patriotism.

“You cannot fight for Africa without first loving your country. Wherever you go, be ambassadors of Rwanda,” she said.
She also emphasized unity as the foundation for progress :
“When we stand together, nothing is impossible. Africa must move forward as one people with one vision and one mission.”

The campaign also featured a friendly football match organized within the same framework, bringing together UR-CE Rukara Campus and RP Ngoma. Officiated by PAM Rwanda Chapter officials from national, Eastern Province, and district levels in Kayonza and Ngoma, the match went beyond sport to embody the spirit of Pan Africanism, promoting teamwork, unity, and active youth engagement.

Through both dialogue and sport, the campaign offered young people an opportunity to reflect on their role in advancing Pan Africanism. UR-CE's participation reflects its commitment to nurturing responsible citizens who are grounded in national values while contributing to the broader vision of a united and self reliant Africa.

As the continent approaches African Liberation Day, such initiatives continue to highlight the importance of empowering youth to drive Africa's transformation through unity, values, and shared purpose.

Ntirandekura Schadrac
PRO, &PAM Rwanda Commissioner for Information and Research, UR-CE

4th International Conference : Call for Papers on Re-shaping Education for Sustainable Development

Shadrac Ntirandekura — 2026-04-02T11:39:30Z

One of the buildings at UR Rukara Campus, hosting modernized facilities for teaching and learning

In a world where classrooms are rapidly evolving and knowledge is no longer confined to textbooks, the question is no longer whether education should change but how. From the rise of Artificial Intelligence to the growing demand for inclusive and resilient learning systems, the future of education depends on bold ideas, practical research, and shared experiences.

The 4th International Conference on “Re-shaping Education for Sustainable Development”, organized by the University of Rwanda-College of Education, invites you to contribute your ideas and research at UR-Gikondo Campus from June 15 to 17, 2026.

Why your contribution matters

Building on the success of three previous international conferences, this edition brings together educational practitioners, academicians, development partners, organizations, non government actors, and postgraduate students from both national and international contexts.

The conference focuses on reimagining sustainable futures through pedagogical innovation, inclusion, and resilience, responding to the urgent need to realign education and research with the demands of the 21st century.

What to expect

Participants will present and discuss research and practices across key thematic areas :
• Teacher Professional Development
• Educational Technology and Pedagogical Innovations
• Inclusive Education and Early Childhood Education
• Languages and Social Sciences Education
• STEM Education
• Artificial Intelligence and Educational Transformation
• Industry and Academia Collaboration for Sustainable Impact
• Creating Legacy through Research Co-creation
• Deconstructing Research for Educational Impact

Presentations will mainly be delivered in person through parallel sessions, with limited online participation. Opportunities are also available for poster presentations and research exhibitions. Selected papers will be refined and published in the Rwandan Journal of Education.

Submit your abstract

Interested contributors are invited to submit an abstract of 150 to 250 words by April 30, 2026.

Submissions must :
• Be in Microsoft Word, Times New Roman, font size 12
• Be written in one block paragraph
• Follow APA referencing style
• Clearly align with one thematic area
• Include full author contact details and affiliation

Notification of acceptance will be communicated by May 10, 2026.

Take action

Your research and experience can help shape education in Rwanda and beyond. Do not miss this opportunity to share your work, connect with peers, and contribute to meaningful educational transformation.

Submit your abstract via the conference portal : www.ur.ac.rw/conference.

For details, please open this link to access the conference flier : https://www.ur.ac.rw/conference/spip.php?page=conference_flier

Ntirandekura Schadrac
PRO, UR College of Education

“You are now Trainers of Trainers: Your work starts now”

Shadrac Ntirandekura — 2026-03-28T08:38:39Z

UR-CE Principal Prof. Florien Nsanganwimana (5th from left) joins participants in a group photo at the close of the Training of Trainers (ToT) on Gender-Responsive Pedagogy (GRP) in STEM education.

Officially closing the Training of Trainers on Gender Responsive Pedagogy in STEM education, UR-CE Principal Prof Florien Nsanganwimana delivered a message that combined appreciation with a strong call to action.

The four day training, organized by the Rwanda Association for Women in Science and Engineering with support from the HEP TED projects at the University of Rwanda College of Education and Rwanda Polytechnic, was conducted in Kigali from 24 to 27 March 2026. It brought together lecturers, researchers, and mentors from University of Rwanda and Rwanda Polytechnic colleges committed to advancing gender responsive teaching in STEM.

Prof. Nsanganwimana commended RAWISE and its partners for bringing together educators from different institutions, noting that such collaboration is key to meaningful and lasting change. He expressed confidence in the partnership:
“What this partnership is achieving progressively shows that it will be impactful.”

He reminded participants that the training marks the beginning of a new responsibility:
“You are now trainers of trainers. Your work starts after we leave this room.”

The closing ceremony also featured presentations from each institution. Participants shared key lessons learned and reflected on practices they are committed to improving to advance gender responsive pedagogy.

The session included remarks from RAWISE President Dr. Chantal Cyurinyana, who acknowledged the support received from both the University of Rwanda and Rwanda Polytechnic and outlined the roadmap beyond the training. Mrs. Ingabire Dominique, speaking on behalf of Rwanda Polytechnic leadership, reaffirmed their commitment to implementing the outcomes.

Prof. Wenceslas Nzabalirwa, HEP TED Project Coordinator at the University of Rwanda College of Education, appreciated the training, noting that it directly contributes to the project's goal of strengthening the capacity of higher education institutions through improved pedagogy. He commended participants for their active engagement and emphasized that promoting gender responsive pedagogy is a key step toward achieving quality teacher education in line with national priorities.

Emphasizing accountability, Prof Nsanganwimana urged participants to apply and share the knowledge gained:
“We should not disappoint those who invested their time and resources to train you.”

He stressed the need for follow up and monitoring to sustain impact:
“It is our responsibility to ensure that we implement and monitor the knowledge and skills gained from this training.”

He also highlighted the importance of the network formed during the training:
“You have come together from different institutions. This network is very important.”

“When you organize training in your institutions, invite your colleagues from this network.”

Addressing the broader goal, he noted that bias remains a challenge but can be addressed through deliberate strategies:
“We must find strategies to overcome bias so that we achieve what we are capable of achieving.”

He concluded by commending participants for their active engagement, noting that their presentations showed clear understanding and readiness to take action.

Story by
NTIRANDEKURA Schadrac
PRO, UR-College of Education

UR-C

“Technology alone does not solve inequality—but it can level the playing field”

Shadrac Ntirandekura — 2026-03-27T14:51:01Z

In many classrooms, participation is not always equal. Boys often dominate discussions, while girls, though equally capable, may hesitate to speak up. This challenge was echoed during a just concluded Training of Trainers on Gender Responsive Pedagogy, held from 24 to 27 March 2026 in Kigali.

Organized by the Rwanda Association of Women in Science and Engineering
(RAWISE) with joint financial support from the University of Rwanda – College of Education and Rwanda Polytechnic through the HEP TED project on both sides, the training featured a series of expert presentations, including a compelling session on the use of digital tools to promote gender inclusive teaching and learning.

One of the most impactful sessions focused on the use of digital tools to promote gender inclusive teaching and learning, facilitated by an Instructional Designer at the University of Rwanda Centre for Open Distance and eLearning, housed within the University of Rwanda – College of Education at Rukara Campus. The presentation challenged participants to rethink how technology is applied in STEM classrooms.

“Technology alone does not solve inequality,” Leon Ntabomvura stressed. “But when we design with inclusion in mind, it can level the playing field.” He demonstrated how tools such as online quizzes and interactive platforms can enable anonymous participation, giving shy or marginalized learners, especially girls, the confidence to contribute. “When identity is hidden, ideas speak louder than stereotypes,” he added.

Facilitator Leon Ntabomvura leads an interactive discussion as participants explore how digital tools can create more inclusive and equitable STEM classrooms.

Flexibility and accessibility also emerged as key strengths. Digital platforms allow learners to progress at their own pace and engage through formats that suit them, including videos, audio, or text. “Inclusion is not about giving the same to everyone,” Leon Ntabomvura noted, “it is about giving each learner what they need to succeed.” These approaches are essential in addressing the gender digital divide

The presentation also addressed potential pitfalls. “If we are not careful, technology can amplify the very gaps we are trying to close,” Leon warned. He encouraged participants to adopt inclusive practices such as anonymous feedback tools and flexible submission formats. “Silence is data too—ask yourself who is missing and why,” he emphasized.

A key highlight was the introduction of a gender-responsive digital design approach, guiding participants to plan inclusive learning experiences. “Representation matters. When girls see women in STEM, they begin to imagine themselves there too,” Leon said.

Through a hands-on “Digital Tool Audit,” participants assessed their tools and identified practical improvements.

The presentation also addressed potential pitfalls. “If we are not careful, technology can amplify the very gaps we are trying to close,” Leon Ntabomvura warned. He encouraged participants to adopt inclusive practices such as anonymous feedback tools and flexible submission formats. “Silence is data too, ask yourself who is missing and why,” he emphasized

Story by
Ntirandekura Schadrac,
Public Relations, UR-College of Education

“Are girls and boys given equal chances to speak in class ?” : Challenging bias in STEM teaching

Shadrac Ntirandekura — 2026-03-27T06:40:29Z

Participants during the Training of Trainers on Gender-Responsive Pedagogy in STEM, reflecting on inclusive teaching practices.

In many classrooms, not all learners get equal chances to participate. Some speak more, respond more, and are encouraged more, while others remain less engaged—not because they lack ability, but because opportunities are unevenly shared. In science-related discussions, boys are sometimes called upon more often than girls, especially in mixed classrooms. Though often unintentional, such patterns shape how learners see themselves in STEM. This raises an important question : Are girls and boys given equal chances to speak in class ?

This question guided one of the discussions featured during a Training of Trainers (ToT) on Gender-Responsive Pedagogy in STEM, organized by the Rwanda Association of Women in Science and Engineering. The training brought together lecturers, researchers, and mentors from higher learning institutions, with support from the HEP-TED project at the University of Rwanda College of Education and the HEP project at the Rwanda Polytechnic.

One of the key sessions, facilitated by Wenceslas Nzabalirwa, focused on teacher bias—one of the most subtle yet powerful barriers to equity in STEM education. “Bias is not always visible, and in many cases, it is not intentional,” he noted. “Yet it quietly shapes who speaks, who is heard, and who feels valued in the classroom.”

He further emphasized that, “Everyday teaching practices—such as who we call on, how we respond, or who we encourage—can either widen or close participation gaps.” This prompted participants to critically reflect on their own habits and assumptions.

Through guided discussions, participants examined how classroom interactions influence student confidence. “What we consider normal in our classrooms may actually limit some learners,” Nzabalirwa explained. “Equity begins when we start questioning these routines.”

Prof. Wenceslas Nzabalirwa leads a session on teacher bias in STEM classrooms.

To support change, the session introduced practical tools such as reflective journaling, peer observation, student feedback, and lesson review. Stressing the importance of continuous reflection, he added, “Awareness is the first step, but change requires deliberate and consistent action.”

Participants also explored how small adjustments can lead to meaningful impact. “Inclusive teaching is not about big reforms,” he noted, “it is about the small decisions we make every day—giving equal chances, listening actively, and encouraging every learner.”

As the session concluded, a clear message stood out : “When we create space for every voice, we create space for every learner to succeed.” Equipped with these insights, participants are now prepared to promote more inclusive and gender-responsive teaching practices within their institutions.

By questioning everyday practices, educators are taking important steps toward ensuring that every learner has an equal voice in the classroom.

Story by
NTIRANDEKURA Schadrac
PRO, UR-College of Education

“Gender-sensitive teaching begins with awareness” : Challenging gender bias in STEM Classrooms

Shadrac Ntirandekura — 2026-03-26T15:37:52Z

A section of participants following the sessions during the Training of Trainers on Gender-Responsive Pedagogy (GRP) in STEM Education.

What does it take to make STEM classrooms truly inclusive ? This question guided a reflective and thought-provoking session during the Training of Trainers on Gender-Responsive Pedagogy (GRP) in STEM Education held in Kigali City, organized by Rwanda Association of Women in Science and Engineering under the HEP-TED Project at the University of Rwanda – College of Education (UR-CE), in collaboration with Rwanda Polytechnic (RP).

At the center of the discussion was a powerful message : awareness is the starting point for change. Through his presentation, Dr. Claude Karegeya, Senior Lecturer and Director of Teaching and Learning Enhancement at the University of Rwanda – College of Education (UR-CE), challenged educators to rethink how gender operates within teaching and learning processes.

“Gender-sensitive teaching begins with awareness. The moment we recognize bias, we can begin to change it.”

This message set the tone for a deeper exploration of how classroom practices—often taken for granted—can either promote inclusion or reinforce inequality.
Dr. Karegeya began by unpacking a common misconception :
“Gender is not the same as sex, and it is not only about women's issues.”

He explained that gender is socially constructed, shaped by norms and expectations that influence how individuals are perceived and treated. In education, these perceptions are often carried into classrooms, affecting how teachers interact with students and how learners engage with STEM subjects.
Through practical examples, participants were encouraged to reflect on their own teaching practices. Who gets more attention in class ? Who is encouraged to answer difficult questions ? Whose mistakes are corrected—and how ? These everyday interactions, he emphasized, can subtly shape students' confidence and sense of belonging.

A striking example came from the well-known “draw a scientist” study, where most children depicted scientists as men. This, Dr. Karegeya noted, is not случай—it reflects deeply embedded stereotypes that begin early and continue to influence learners' aspirations.
“Beliefs about who is good at STEM are shaped not only by students, but also by teachers, parents, and the wider community.”
Such beliefs, when left unchallenged, can limit participation—especially for girls—and contribute to persistent gender gaps in STEM education.

The session also highlighted the importance of understanding the difference between equality and equity in education.
“Equality is the goal, but equity is the means.”

Dr. Claude Karegeya, Senior Lecturer and Director of Teaching and Learning Enhancement at UR-CE leads a thought-provoking session on challenging gender bias in STEM education.

While equality focuses on ensuring the same outcomes for all, equity requires deliberate actions to address existing imbalances. In the classroom, this means adopting teaching approaches that recognize different needs and actively support all learners to succeed.

Participants explored key barriers to gender equity in STEM, including stereotypes, unconscious bias, lack of role models, and unequal access to learning opportunities. However, the focus remained not only on identifying challenges, but also on finding solutions.

Educators were encouraged to adopt more inclusive teaching practices—such as using diverse examples, ensuring balanced participation, and creating supportive classroom environments where every student feels valued.
Equally important was the call for self-reflection. Recognizing bias is not always easy, as it often operates unconsciously. Yet, as participants discovered, becoming aware of these patterns is a critical step toward meaningful change.

As the session concluded, the message resonated strongly : transforming STEM education begins with the teacher. By becoming more aware, reflective, and intentional in their practices, educators can create classrooms where all learners—regardless of gender—have the opportunity to participate, succeed, and thrive.

In this way, the conversation on gender-responsive pedagogy moves beyond theory, becoming a practical commitment to equity in everyday teaching.

Story by

NTIRANDEKURA Schadrac
PRO, UR-CE

Advancing inclusive STEM education through Gender-Responsive Pedagogy in Rwanda

Shadrac Ntirandekura — 2026-03-25T12:38:39Z

A section of participants during the Training of Trainers on Teacher Professional Development for Gender-Responsive Pedagogy in STEM Education

From 24 to 27 March 2026, a Training of Trainers (ToT) on Teacher Professional Development (TPD) for Gender-Responsive Pedagogy (GRP) in STEM Education is taking place in Kigali City, bringing together educators, researchers, and mentors committed to advancing equity in STEM across Rwanda. The training is supported by the Higher Education Pedagogies for Teacher Education (HEP-TED) project at the University of Rwanda – College of Education (UR-CE), in collaboration with Rwanda Polytechnic (RP).

The training brings together members of the Rwanda Association for Women in Science and Engineering (RAWISE), academic staff from Higher Education Institutions, and selected Trainers of Trainers from UR-CE and RP. Participants include mentors engaged in outreach programmes targeting young girls in STEM, researchers, and education practitioners involved in STEM curriculum design, implementation, and both pre-service and in-service teacher education. This positioning ensures that the training contributes directly to strengthening Teacher Professional Development systems in Rwanda.

Participants engage in the Training of Trainers on Gender-Responsive Pedagogy in STEM Education

Why teacher professional development on GRP matters in STEM
At the core of the training is Teacher Professional Development on Gender-Responsive Pedagogy—an approach that equips educators with the knowledge, skills, and attitudes to integrate gender equality into all aspects of teaching and learning. It focuses on lesson planning, instructional delivery, classroom interaction, and assessment practices that ensure equitable participation and outcomes for both girls and boys.

In STEM education, this is particularly critical. Persistent stereotypes, unconscious bias, limited access to resources, and a lack of visible role models continue to influence participation and performance. Through structured professional development, educators are empowered to challenge these barriers and create inclusive learning environments.

Teachers as leaders of change
In his remarks on behalf of the HEP-TED Project at the University of Rwanda – College of Education, Prof. Wenceslas Nzabarirwa, HEP-TED Project Coordinator, emphasized the dual role of educators as both teachers and leaders.
“Through the HEP-TED project, we are committed to strengthening teacher education using innovative and inclusive pedagogies. Gender-responsive pedagogy is central to this mission.”
He further stressed the transformative nature of the training :
“This is not just about learning concepts—it is about transforming our institutions. Each participant is expected to become a trainer, a champion, and a driver of change in advancing gender equity in STEM education.”

He also highlighted the blended delivery of the training, with contributions from Finnish Higher Education Institutions, reflecting global collaboration in strengthening Teacher Professional Development.

Prof. Wenceslas Nzabarirwa, HEP-TED Project Coordinator at UR-CE, delivers his remarks on behalf of the Project team

A call to address gender gaps in STEM

Officially opening the training, Dr. Alice Ikuzwe, Legal Representative of RAWISE and Deputy Principal in charge of Academic and Training, highlighted a critical gap in STEM education.
“When we listen to students' experiences, it becomes clear that gender-responsive approaches are still largely absent from what they learn.”

She emphasized that despite the growth of RAWISE, girls remain underrepresented in STEM programmes and require more inclusive and supportive learning environments. She called for deliberate efforts to challenge stereotypes and strengthen gender-responsive teaching practices through continuous professional development.

Dr. Alice Ikuzwe, Legal Representative of RAWISE and Deputy Principal in charge of Academic and Training, delivers her official opening remarks

Challenging the invisible : understanding teacher bias

In a key session, Prof. Wenceslas Nzabarirwa guided participants to confront unconscious bias in classroom practice.
“Bias is not always visible or intentional. It often operates quietly in our everyday teaching practices—shaping who we call on, who we encourage, and who feels they belong.”
He added :
“If we do not question our own practices, we may unintentionally reinforce the very inequalities we seek to eliminate.”

Participants explored practical tools such as reflective journaling, peer observation, and student feedback to strengthen inclusive teaching practices.

Rethinking gender in STEM Classrooms

A key presentation by Dr. Claude Karegeya, Senior Lecturer and Director of Quality Enhancement and Learning at UR-CE, challenged participants to rethink gender in education.
“Gender is not the same as sex, and it is not only about women's issues. It is about how society shapes roles—and how these roles are reproduced in our classrooms.”

He further emphasized :
“Beliefs about who is good at STEM are shaped not only by students themselves, but also by teachers, parents, and the wider community.”

And clarified :
“Equality is the goal, but equity is the means. To achieve fairness, we must take deliberate actions that address existing imbalances.”

Dr. Claude Karegeya, Senior Lecturer and DTLE at UR-CE, presents on Gender and STEM/STEAM Education : Understanding Gender Issues and the Way Forward

From awareness to action

Delivered through a blended model, the training combines face-to-face sessions with virtual contributions from Finnish Higher Education Institutions, enriching Teacher Professional Development with global perspectives. Participants are developing action plans and are expected to cascade Gender-Responsive Pedagogy practices within their institutions.

Certification and way forward

Upon successful completion, participants will receive certification in Teacher Professional Development on Gender-Responsive Pedagogy in STEM Education, positioning them as Trainers of Trainers capable of scaling inclusive teaching practices nationwide.

A shared vision for inclusive STEM Education

As Dr. Claude Karegeya concluded :
“Gender-sensitive teaching begins with awareness. The moment we recognize bias ; we can begin to change it.”
The training reinforces a clear message : strengthening Teacher Professional Development in Gender-Responsive Pedagogy is key to advancing inclusive STEM education in Rwanda and ensuring that every learner has the opportunity to succeed.

Open this link for more photos :https://photos.app.goo.gl/aN9pVyGK4dnHiBt39

Story by

NTIRANDEKURA Schadrac
PRO, UR-College of Education

"I want to become an engineer” : How industry learning is shaping students' STEM dreams

Shadrac Ntirandekura — 2026-03-16T16:48:00Z

What happens when students see what they learn in class applied in real life ? For students from Rukara Model School, an industry-based learning visit to the Anne Heyman Solar Field in Rwamagana and Zipline in Kayonza turned curiosity into clear ambition.

Organized by the University of Rwanda – College of Education (UR-CE) in collaboration with the Rwanda Basic Education Board (REB) under the RQBEHCD Sub-component 1.2, the visit built on knowledge and skills gained during the December 2025 STEM Bootcamp at UR-CE Rukara Campus. It offered learners a valuable opportunity to experience science, technology, engineering, and mathematics (STEM) beyond the classroom.

At the Anne Heyman Solar Field, students explored how renewable energy is generated on a large scale. Observing thousands of panels and how they operate helped bring classroom concepts to life.

Tour of the solar plant guided by the solar plant engineer

Iradukunda François shared his excitement :
“I learned how solar panels automatically follow the sun and how energy is converted from DC to AC for use in homes and schools. This helped me connect what we studied with real life. In the future, I want to become an engineer and contribute to sustainable energy.”

Students and teachers pose for a group photo with
the solar plant engineer

The learning experience continued at Zipline in Kayonza, where students discovered how drones are used to deliver medical supplies across the country. The visit introduced them to real-world applications of technology that save lives and improve access to healthcare.

Briefing session with Zipline technicians upon arrival

Ikirezi Teta Careen, a Senior Two student, reflected :
“This visit helped me see how science and technology are used in real life. I was excited to learn how drones deliver medical supplies to hospitals. In the future, I want to focus on science subjects and work in technology or renewable energy.”

Group photo with Zipline staff after the tour, before concluding the visit.

Teachers accompanying the students emphasized the importance of such exposure in shaping learners' aspirations.

Regis Habineza, an ICT teacher at Rukara Model School, noted :
“These visits help bridge the gap between classroom learning and real-world application. They motivate students and inspire them to think about future careers in STEM.”

More than a field trip, the visit became a turning point—where students began to see themselves as future engineers, innovators, and problem-solvers. Through such initiatives, UR-CE and REB continue to play a key role in nurturing not only knowledge, but also ambition among young learners, preparing them to contribute to Rwanda's growing STEM-driven future.

Story by
Ntirandekura Schadrac
UR-College of Education

Kigali to host Academic Esports & Gaming Rally under the TELLS Project

Shadrac Ntirandekura — 2026-03-02T12:33:02Z

‎A young gamer dives into the fast-paced world of eSports, sharpening skills, strategy, and teamwork—where passion meets digital competition.

Kigali is set to host the Academic Esports & Gaming Rally on 08–09 March 2026, a forward-looking initiative organized under the TELLS Project, one of the flagship projects of the University of Rwanda – College of Education (UR-CE).
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The two-day event aims to advance Rwanda's digital skills agenda, promote youth employment, and strengthen the country's creative and innovation ecosystem through esports and game development.
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A total of 290 participants are expected to take part in the Rally and the accompanying Game Design & Development Workshop.
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Day 1 : Esports & Gaming Rally – 08 March 2026

‎The first day will take place at Petit Stade, Kigali, bringing together 250 participants from primary schools, secondary schools, universities, as well as amateur and professional gamers.
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The programme will feature :
‎- Competitive and fun gaming sessions (including popular sports and strategy-based games)
‎- A mini game jam connecting Nordic-Baltic and East African students around innovation in design, performance, business, and technology
‎- Networking and matchmaking opportunities between students, academia, industry players, and the public
‎- An awards ceremony recognizing outstanding participants.

High-speed eSports racing simulation in action, showcasing the power of gaming technology and immersive digital competition.

Participants will include :
‎- 80 members of the general public (amateur and professional gamers)
‎- 90 university and college students
‎- 40 high school students
‎- 40 primary school pupils
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Beyond entertainment, esports help develop critical transversal skills such as digital literacy, teamwork, strategic thinking, rapid decision-making, creativity, and problem-solving — competences that are essential in today's digital economy.
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Day 2 : Game design & development workshop – 09 March 2026
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The second day will be hosted at the University of Rwanda – College of Science and Technology (UR-CST) and will focus on hands-on training for 40 selected participants.
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The workshop will include :
‎- Game ideation and concept development
‎- Rapid prototyping and playtesting
‎- Presentation and project showcase
‎- Participants will include Bachelor's students in Computer Science, selected high school students with strong interest in digital technology, and higher education teaching staff. The objective is to strengthen national capacity in game development and promote innovation in digital content creation.

Leveling up skills and strategy—where gaming meets focus and innovation.

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International collaboration and educational innovation
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‎Organized under the TELLS Project at UR-CE, the Rally is implemented in collaboration with the University of Agder (UiA), Norway, alongside other Nordic-Baltic and regional partners.

‎The initiative contributes to strengthening Rwanda–Norway academic cooperation while opening new pathways for student exchange, joint research, and industry collaboration in esports and digital technologies.
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‎Importantly, the event supports the long-term vision of integrating esports and game design into Rwanda's education system, from early talent identification in schools to advanced digital innovation at university level.
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‎Driving Rwanda's digital future
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‎Through the TELLS Project, UR-CE continues to demonstrate how education, technology, and innovation can work together to empower young people.

‎The Academic Esports & Gaming Rally positions Rwanda as an emerging esports and digital innovation hub in Africa, while contributing to :
– Youth employment and entrepreneurship
‎- Digital skills development
‎- Creative industry growth, and
‎- Sustainable economic transformation.
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By connecting academia, industry, and young innovators, the Academic Esports and Gaming Rally positions Rwanda as an emerging hub for e-sports and digital innovation, while creating meaningful opportunities for learners and educators in the digital age.
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‎Story by
‎
‎Ntirandekura Schadrac
‎PRO, UR- College of Education

Leadership must be transformative, accountable and ethically grounded, Principal urges at Academic Leaders' Induction Workshop ‎

Shadrac Ntirandekura — 2026-02-26T17:07:01Z

‎Principal Prof. Florien Nsanganwimana addressing UR-CE new academic leaders during their Induction Workshop at UR Rukara Campus

‎The induction workshop for newly appointed academic leaders at the University of Rwanda – College of Education (UR-CE) marked a defining moment as the Principal, Prof.Florien Nsanganwimana, delivered a clear message : leadership must drive transformation, strengthen accountability, and uphold the highest ethical standards.
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‎Addressing Deans, Academic Directors, Heads of Departments, Programme Coordinators, and School Attachment Coordinators, he stressed that leadership in higher education must go beyond routine administration. It must be intentional, aligned with institutional priorities, and results-oriented. Institutional progress, he noted, depends on cohesive action and a shared commitment to the College's mission.

A section of new academic leaders during their Induction Workshop

Accountability and responsiveness
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‎Accountability emerged as a central theme of his address. Academic leaders were urged to strengthen follow-up on requests, reduce unnecessary bureaucracy, and provide timely feedback—ideally within three days. Responsiveness, he emphasized, builds trust, improves efficiency, and reinforces a professional culture across the institution.
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‎Supportive supervision and capacity development
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‎Prof. Nsanganwimana underscored the importance of supportive supervision. Leaders are expected to mentor junior academics, promote continuous professional development, and provide constructive and well-framed corrective feedback. Effective leadership, he reminded participants, is measured not only by authority but by the ability to develop people and strengthen teams.
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‎Quality assurance and excellence
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‎Quality assurance featured prominently in his message. Excellence must be reflected in genuine learning outcomes, improved postgraduate programme coordination, and stronger research group functionality. Faculty quality, research productivity, student achievement and employability, innovation, a conducive learning environment, and international recognition were highlighted as key indicators of institutional excellence.
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‎Ethical and values-based leadership
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‎In conclusion, the Principal called for leadership grounded in integrity and selflessness. Leaders must “walk the talk,” avoid self-interest, and prioritize institutional goals above politics. Emotional intelligence, teamwork, analytical thinking, flexibility, pro-activeness, self-confidence, and integrity were identified as essential competencies for effective academic leadership.
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‎The workshop set a clear direction for the College's future—anchored in transformative, accountable, and ethically grounded leadership committed to advancing quality education and meaningful impact.
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‎Story by
‎Ntirandekura Schadrac
‎PRO, UR-CE