Rwanda Advanced CT Essentials for Teachers course was developed based on the UNESCO ICT Competency Framework for Teachers (CFT) and built by adapting and supplementing existing Open Educational Resources (OER). The Rwanda Advanced ICT Essentials for Teachers Course has been built by selecting competencies and objectives from the framework that respond to the requirements of the Rwanda Competency-based Curriculum and that align with the needs of teachers with intermediate ICT skills identified during a round of consultation with education stakeholders.

1. CONTEXTUALIZATION OF THE ICT CFT IN RWANDA:
Supported & Funded by UNESCO
Mr. VINCENT NYIRIGIRA
Ag. ICT Capacity Building Specialist
Rwanda Education Board (REB)

2. ICT in Education Policy Stated
 Promoting science and technology in education with special attention
to ICT
 Transforming the Rwandan citizen into skilled human capital for socio
-economic development by ensuring equitable access to quality educ
ation
 ICT is used as a tool to enhance teaching and learning all education l
evels.

3. Contextualization of the ICT CFT in Rwanda
Objectives:
 Aligning the ICT CFT to support Rwanda ICT in Education
Policy.
 To define the objective of teacher training materials to
support the use of ICT CFT.
 To outline the process for the development of OER to
support training materials

4. Contextualization of the ICT CFT in Rwanda
Two In-service Teacher Training Curriculum Documents
contextualized to UNESCO ICT CFT.
1. ICT Essentials for Teachers Course:
 Draws from a set of competencies clustered around six major
education focus areas and focuses on Technology Literacy
growth phase of Knowledge Acquisition.
2. Rwanda Advanced ICT Essentials for Teachers Course:
 Advanced ICT Essentials Course curriculum document outlines
how each of the 10 units of study have at their core of UNESCO
ICT CFT competency and suggests OER’s that have been adapted
and contextualized to the Rwanda context.

5. Contextualization of the ICT CFT in Rwanda
 UNESCO supported the implementation of Rwanda IC
T in Education Policy through UNESCO’s ICT Compete
ncy Framework Teachers (ICT CFT).
 The development of openly licensed teacher training
materials available as OER in order to support effectiv
e teacher training for integration of ICT in Rwandan cl
assrooms.
 The outcomes of the first workshop were to support t
he development of OER based curriculum for in-servic
e training to ensure that capacity building courses are
tailored to local needs to use ICT for quality teaching
and learning.
 Participants from different institution and non-govern
mental organizations highlighted the importance of th
e UNESCO ICT CFT for developing teacher training pro
gramme that are in line with National Policies and stra
tegies.
 The workshop was a direct follow-up to the implemen
tation of the Paris OER Declaration adopted in 2012.

6. Contextualization of the ICT CFT in Rwanda
 2015-2016 taskforce coordinated by REB & UNESCO a
teacher professional development course designed to
provide skills to integrate ICT into teaching and learni
ng.
 UNESCO ICT CFT was used in development of the ICT
Essentials for Teachers’ Course.
 Fourteen competencies drawn directly from UNESCO I
CT CFT and integrated into ICT Essentials for Teachers
Course. The course materials are composed of local &
international OER.
 ICT Essentials for Teachers Course has been developed
and piloted successfully in 150 schools, but now it has
been scaled up to more 750 schools.
 The OER have been adapted to support the Rwandan
context.

7. Development of ICT Essentials for
Teachers Course

8. Focusing on
Classroom Applications
Impact on
Student Learning
Changed
Classroom Practices
“Demonstrate how various ICT can be
used in the curriculum & to improve
assessment”

9. Focusing on
Classroom Applications
Impact on
Student Learning
Changed
Classroom Practices
“…ICT tools…& digital resources to
instruction and problem in the
classroom.”

10. How we Have used UNESCO ICT CFT OER Hub
 ICT CFT OER Hub has been used to align Rwanda’s
education initiatives in ICTs with the ICT CFT.
 Cross-Referencing Rwanda’s ICT in Education Polici
es and Practices with UNESCO’s ICT CFT.
 Adapted UNESCO CFT to the Rwandan Policy Cont
ext.
 OER Materials reviewed and integrated into ICT Ess
entials for Teachers Course.
 ICT Essentials for Teachers Course template design.
 Rwanda ICT Essentials for Teachers Course is featur
ed on UNESCO ICT Competency Framework for Tea
chers | OER Commons hub: https://youtu.be/5N5t
gj_x-TQ

11. How we Have used UNESCO ICT CFT OER Hub Conti……..
 In 2018, teachers who had completed the basic course requ
ested an advanced ICT essentials course to be developed.
 This was to provide more in-depth training for capable teac
hers in terms of using ICT for education.
 It is a progression from the introductory ICT Essentials for Te
achers Course to a more advanced level of ICT integration f
or teachers.
 Rwanda Advanced ICT Essentials for Teachers Course was de
veloped based on UNESCO ICT CFT Version 3. The course is
Licensed under the Creative Commons Attribution 4.0 Inte
rnational License. It focuses on Knowledge Deepening and
Knowledge Creation levels of the UNESCO ICT CFT.
 Rwanda was the first country to contextualize the ICT CFT V
ersion 3 and go to the 3rd level. Advanced ICT Essentials wa
s validated in March 2019 and it is yet to be piloted.

12. Developed based on UNESCO ICT CFT Version 3

14.  Development of training curriculum and materials
• Curriculum has been drafted
• Guidelines for material
development was proposed

15.  Development of training curriculum and materials
• Curriculum has been drafted
• Guidelines for material
development was proposed

16. “…encourage teachers to take up
alternative student-centered
pedagogies…..”
“…In these subsequent levels, the
function of the digital tools –
rather than the tools themselves.”
“…curriculum and conducting
assessment in the knowledge
Acquisition …..”
“…reinterpret the curriculum to
function effectively…..”

17. Expertise Gained From Implementing ICT
CFT

18.  Ministry staff were capacited/trained throu
ghout the process of developing the frame
work.
 We have dedicated department for the ICT
in education which is responsible for the ov
erall implementation and supervision of ICT
in Education activities.
 Staffing with advanced knowledge in ICT in
education.
 Close collaboration with teacher developme
nt and training as well curriculum departme
nt.
 Forum for ICT in Education Technical Worki
ng group well established ( they give advic
e on policy formulation and implementatio
n)
Expertise Gained in the area of implementing the ICT CFT

19. ICT and Policy areas: Explain how existing and plan
ned national policies impact classroom practices and
how classroom practices correspond to and support
policies related to ICT.
 Teachers mostly concerned with the curriculum im
plementation and were less exposed to national a
nd regional policies on ICT in education.
ICT to Support Assessment; Demonstrate how vario
us ICT can be used in the curriculum and be used to
improve assessment.
 Initially some teachers were reluctant on the use
of ICT in the formative assessment to support lear
ning.
 This unit done poorly partly because of the compl
ex instructions on how to identify various ICT tool
s to support assessment and as well as identifying
digital resources and tools to support assessment.
Areas of implementing the ICT CFT Found Challenging

20.  Rollout of the Advanced ICT Essentials for Teachers course
has been challenging, we’re stack for the moment.
 Quality Assurance of materials developed and how it can
be designed on the Hub.
 Benchmarking.
 Continued working with UNESCO locally and international
Outside Expertise Useful to Overcome these Challenges

21. Murakoze
Thank You