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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Rwanda’s ambition to become a climate?resilient knowledge?based economy by 2050, as enshrined in Vision 2050 and the Green Growth and Climate Resilience Strategy, foregrounds the importance of a dynamic, professional, and future?ready teaching force. Teachers are not only conveyors of subject matter; they are mediators of social cohesion, environmental stewardship, and economic transformation. Recognising this, the Government of Rwanda has launched multiple reforms—ranging from the 2015 Competence?Based Curriculum to the 2019 National Teacher Continuous Professional Development Framework—to ensure that pre?service and in?service teacher?education programmes are both high quality and sustainable. Yet persistent challenges, including teacher attrition, funding volatility, and digital inequities, raise concerns about whether these programmes can endure and deliver the anticipated learning gains. This paper provides a holistic analysis of sustainable teacher education (STE) in Rwanda. It maps the main forms of teacher?education provision, interrogates the rationales that underpin them, and explores the tensions, challenges, and threats to their sustainability. Drawing on policy analysis, empirical studies, and programme evaluations, we argue that while Rwanda possesses a progressive policy architecture, the system’s sustainability is undermined by implementation gaps, external funding dependence, and emergent climate and demographic pressures. We conclude with actionable recommendations centred on teacher well?being, blended professional development, research–practice partnerships, and data?driven governance, positioning STE as a linchpin for achieving Sustainable Development Goal 4 and Rwanda’s broader development aspirations. The study contributes to the global discourse on teacher sustainability by providing a Southern perspective that balances human capital imperatives with ecological and social justice concerns. Ultimately, it argues that teachers are the linchpin of Rwanda’s sustainable future. |
| Keywords: Teacher Education; Professional Development, Competency?Based Curriculum; SDG 4 |
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