Teachers’ experiences of implementing value education in Rwandan schools

Abstract

The aim of this study was to assess and analyse lower primary school teachers’ views on the implementation of value education and the problems they encounter in the teaching of values in Rwandan schools. In this research, qualitative data were obtained through semi-structured interviews. The findings revealed that the word ‘ubukesha’ used in Rwanda Competency Based Curriculum (CBC) to mean value has various interpretations among teachers. Hence, the teaching of values is hindered by this misleading terminology, ‘ubukesha’. The findings also revealed that, in their struggle to implement value education, teachers rely on indoctrination as their teaching strategy. It was suggested that constructivism theory of learning, which has been proven, should be prioritized in the teaching of values. It was recommended that training on value education be organized to enable teachers implement value education appropriately.