Topic outline

  • Unit 1: Concept of Competence-Based Curriculum

    The Ministry of Education through the Rwanda Education Board undertook the task of a comprehensive review of the pre-primary, primary and secondary education curriculum since July 2013. The underlying principle behind the curriculum review process was to ensure that the curriculum is responsive to the needs of the learner, society and the labor market. This necessitates shifting from objective and knowledge-based learning to competency-based learning. The emphasis has been to build more on knowledge, skills, and attitudes, and to streamline the coherence within the existing syllabi by benchmarking them with those from other countries with best practices.

    • Post training evaluation & Pre-course Questionnaire

      This is a questionnaire to be answered before you start this course.
      It aims at evaluating training condition and conducting survey to assess your readiness on e-learning and CPD. 

      Please click below and answer.

      • Session 1: Understanding the Concept of Competences

        Teachers should be able to understand the Concept of Competences, its meaning, differences between knowledge-based and competence-Based Curriculum as well as the objectives and principles of Curriculum. Click on the links below to begin your lessons.


        •  Lesson 1: Meaning of competence
          Restricted Not available unless: The activity Post training evaluation & Pre-course questionnaire is marked complete
        •  Lesson 2: Differences between Knowledge-based and Competence-Based Curriculum
          Restricted Not available unless: The activity Lesson 1: Meaning of competence is marked complete
        •  Lesson 3: Curriculum objectives and principles
          Restricted Not available unless: The activity Lesson 2: Differences between Knowledge-based and Competence-Based Curriculum is marked complete
      • Session 2: Categories of Competences in Rwandan curriculum

        The priority competencies for the national curriculum as identified in various policy documents (Vision 2020, EDPRS 2, Education Sector Strategic Plan (ESSP), 7YGP) include basic and generic competencies. The description of each of the competencies, whether generic or basic, provides insight into the broad learning outcomes expected for each of them, emphasizing their relevance for each level of education. Click on the links below to begin your lessons.


        •  Lesson 1: Basic competences
          Restricted Not available unless: The activity Lesson 3: Curriculum objectives and principles is marked complete
        •  Lesson 2: Generic competences
          Restricted Not available unless: The activity Lesson 1: Basic competences is marked complete
      • Session 3: Cross Cutting Issues

        The competency-based curriculum reflects the significance of connections between different subject areas, integrating them across years and cycles. Cross-cutting issues are integrated across learning areas appropriately. They are all important for learners to learn about, but they are not confined to one subject. 

        Click on the links below to begin your lessons.


        •  Lesson 1: Identify eight cross cutting issues
          Restricted Not available unless: The activity Lesson 2: Generic competences is marked complete
        •  Lesson 2: Cross cutting issues linked to specific subjects
          Restricted Not available unless: The activity Lesson 1: Identify eight cross cutting issues is marked complete
        •  Lesson 3: Cross cutting issues linked to all subjects
          Restricted Not available unless: The activity Lesson 2: Cross cutting issues linked to specific subjects is marked complete
      • Unit 1 Assessment

        To complete Unit 1, you must pass assessment questions at more than 70% marks.



        •  Assessment questions (Unit 1) Quiz
          Restricted Not available unless: The activity Lesson 3: Cross cutting issues linked to all subjects is marked complete