Vol. 7 No. 3 (2024) | Rwandan Journal of Education

Building education for sustainability: A philosophy of education analysis of competence-based curriculum implementation in Rwanda

Barthelemy Bizimana

3 - 21

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Applying the cognitive strategies to uplift English language proficiency among the University of Rwanda Undergraduates’ Students

Evariste Manirakiza, Spéciose N. Ndimurugero, Niyibizi Epimaque

22 - 36

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Age and gender as determinants of school dropout among Grade 3 pupils in Korogocho slums, Ruaraka Sub-County, Kenya

Grace Wathanu Macharia, Juliet W. Mugo, Nyakwara Begi

37 - 52

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Understanding vocabulary demands in textbooks during the primary to secondary transition: Implications for textbook writing and pedagogy

John Misana Biseko, Jesse Ndabakurane, Eliakimu Sane Macha, Frida Mbwafu

53 - 69

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Resources in Teacher Training Colleges and the provision of quality education: A study of a Teacher Training College in the Eastern Province, Rwanda.

Joseph Dzavo, Onias Musaniwa, Emmanuel Nduwayo

70 - 83

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STEM teachers’ levels of intrinsic motivation and environmental-based external constraints on intrinsic motivation as predictors of mathematics achievement among secondary school students in Rwanda

Judith Bayer, Kangabe Bélise Hategeka, Laura Langbeen, Phil Leonard, Anthony J. Onwuegbuzie, Pauline Rose, Ricardo Sabates, Lydie Shima

84 - 110

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Challenges of internship in Rwanda Teacher Education and mitigating solutions; A case of one Teacher Training College

Obert Ganyata

111 - 128

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Enhancing quality in education: Compatibility of quality assurance mechanisms with the goals of higher learning in Tanzania

Samwel Credo, Daniel Mbonea Mngarah

129 - 144

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Examining science teachers’ practices of formative assessment in Tanzanian secondary schools

Sikutegemea Kikomelo

145 - 160

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Rwandan Journal of Education
Journal / Rwandan Journal of Education / Vol. 7 No. 3 (2024) / Articles

Editorial

Editorial Message

Articles

Building education for sustainability: A philosophy of education analysis of competence-based curriculum implementation in Rwanda

Applying the cognitive strategies to uplift English language proficiency among the University of Rwanda Undergraduates’ Students

Age and gender as determinants of school dropout among Grade 3 pupils in Korogocho slums, Ruaraka Sub-County, Kenya

Understanding vocabulary demands in textbooks during the primary to secondary transition: Implications for textbook writing and pedagogy

Resources in Teacher Training Colleges and the provision of quality education: A study of a Teacher Training College in the Eastern Province, Rwanda.

STEM teachers’ levels of intrinsic motivation and environmental-based external constraints on intrinsic motivation as predictors of mathematics achievement among secondary school students in Rwanda

Challenges of internship in Rwanda Teacher Education and mitigating solutions; A case of one Teacher Training College

Enhancing quality in education: Compatibility of quality assurance mechanisms with the goals of higher learning in Tanzania

Examining science teachers’ practices of formative assessment in Tanzanian secondary schools

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