Kigali, Rwanda, 20 October 2026 – The African Centre for School Leadership (ACSL) joined Rwanda Basic Education Board (REB), and the University of Rwanda College of Education (URCE) in Kigali to validate two ContinuousProfessional Development (CPD) modules that will form a certificate programme for newly appointed and aspiring headteachers. The modules, Professional Standards for Effective School Leadership and School Improvement Planning, were developed to give current and aspiring school leaders a clear understanding of what is expected of them, as well as practical tools to improve the schools they lead.
The one-day workshop was attended by representatives of the REB, URCE, the National Examination and School Inspection Authority (NESA) and the Rwanda TVET Board (RTB), together with development partners. Participants reviewed the relevance and content of the modules, examined how they would be applied in schools, and agreed on the next steps towards implementation.
The programme is the first among Rwanda’s seven mandatory CPD programmes to be validated with its content complete. Its validation is a further step in the country’s efforts to provide teachers and school leaders with structured and continuous professional learning, so that national education priorities are reflected in how schools are run.
In his remarks during the workshop, Ngoga Eugene Fixer, Director of School Leadership and Career Guidance and Counselling unit at REB, said the review had focused on making the existing content easier to apply rather than rewriting it.
“There are two modules that have been validated today: the Professional Standards of effective school leadership and School Improvement Planning (SIP). The SIP will help school leaders and teachers with planning skills, while the standards will shape school leaders as effective leaders. The modules have not been changed; it was a review to retain the same content, but it is now more operational. For example, formally, it took 12 months to complete the modules, but the review has now suggested 6 months.”
The Director further indicated that the modules will now be submitted to the University of Rwanda’s governing bodies for decision on certification, after which they will be approved and made available on the REB website.
The Professional Standards module sets out what is expected of a school leader in Rwanda, including the values and responsibilities that come with the role. The School Improvement Planning module takes leaders through the process of assessing their school’s performance, setting priorities and using evidence to guide improvement.
Annet Kaviira, a lecturer at the University of Rwanda and trainer in effective school leadership, who participated in the development of the modules, said the programme had been designed around the needs of headteachers who are new to the role or preparing to take it up.
“These modules are mainly for newly appointed and aspiring headteachers. They complement each other, giving school leaders the competencies they need to run their schools and plan school activities. The modules are built around five pillars of school: setting the strategic direction of the school, leading learning, leading teaching, managing the school as an organisation, and working with parents and the wider community,” said Ms. Kaviira.
Much of the discussions at the validation activity focused on how school leaders would apply what they learn in their own schools. Participants called for more practical examples and guidance, and for content that reflects the different contexts in which Rwandan schools operate. They also highlighted inclusive pedagogy, noting that headteachers need to be prepared to support teachers in meeting the diverse learning needs of their students.
On the delivery, stakeholders proposed digital and hybrid formats to make the programme more accessible to school leaders across the country. They also called for close coordination among the institutions involved, and for clear arrangements on assessment, certification and the follow-up of how leaders apply their learning.
Feedback from the workshop will be incorporated into the final versions of the modules before they proceed through institutional approval. Partners will then agree on arrangements for delivery.
ACSL’s participation is part of its wider work with African governments to strengthen school leadership systems, recognising the role that effective school leaders play in improving teaching and learning. The Centre will continue to work with REB, URCE and other key stakeholders as the programme moves towards implementation. Once rolled out, the programme is expected to give not yet trained, newly appointed and aspiring headteachers across Rwanda the knowledge and skills to lead their schools with confidence, support their teachers and improve learning outcomes for students.
This is yet another way the ACSL is building out a cadre of well-trained and committed school leaders in Africa.