Curricula reforms in rwanda : a com-parative analysis of pedagogical mod-els adopted since 1994

Introduction

Since 1994, Rwanda has undertaken a profound re-foundation of its education system in a con-
text marked by national reconstruction, the pursuit of social cohesion and the determination
to place education at the center of sustainable development. Among the reforms imple-
mented, curriculum transformation occupies a central position, as it directly determines the
quality of learning, the relevance of educational programs, and the alignment between educa-
tion and the country’s socio-economic needs.
This transformation includes major curricular reforms designed to respond to contemporary
educational challenges and to align learning outcomes with labor market demands and na-
tional development aspirations. In this regard, curricula constitute socio-political artifacts that
reflect fundamental educational choices concerning what should be taught, how it should be
taught, and under what conditions learning should occur.
In the Rwandan context, curricular reforms implemented since 1994 have been strongly influ-
enced by internationally promoted approaches, particularly those originating from Anglo-
Saxon and Nordic education systems, as well as from multilateral organizations. Comparative
education has thus served as an analytical framework and reference point for the selection and
adaptation of pedagogical models oriented toward competence development, active learning,
and formative assessment.
The Competence-Based Curriculum (CBC) was officially adopted in Rwanda in 2015 and pro-
gressively implemented in primary and secondary schools. This curriculum aims to develop
learners’ transversal competencies, notably communication skills, problem-solving abilities,
critical thinking, and collaborative work, through the use of active pedagogical approaches. The
analysis of curricular reforms therefore requires a comparative approach that highlights conti-
nuities, discontinuities, and pedagogical transformations observed over the long term.
This article offers a comparative analysis of the pedagogical models adopted in Rwanda since
1994 by examining their evolution, theoretical foundations, and effects on educational prac-
tices. It is situated within a comparative education perspective that seeks to better understand
how curricular reforms contribute to the modernization of the Rwandan education system,
while also emphasizing the conditions necessary for their effective and sustainable implemen-
tation