Policy and research in a post‐conflict context: Issues and challenges in the implementation of the Rwandan Teacher Development and Management Policy

Abstract

Purpose

The purpose of this paper is to assess the relationship between policy development and research evidence with specific reference to the Rwandan Teacher Development and Management Policy introduced in 2005. It aims to highlight the complexity of implementing large‐scale system wide change in the specific context of a small African nation emerging from a recent period of intense conflict.

Design/methodology/approach

The paper seeks to link analysis of teacher education policy in Rwanda with a review of international scholarship and research.

Findings

The paper argues that much has been achieved by the Rwandan Teacher Development and Management Policy, but that further work is necessary if the policy is to lead to tangible and meaningful change at school level. It also concludes that international research on teacher education and development can provide a useful rationale for Rwandan education policy, but it is vital that policy implementation reflects the specificity of the Rwandan context.

Research limitation/implications

The paper has implications for contexts seeking to adopt similar system wide policy changes, and seeking to link international research with specific national circumstances.

Originality/value

Education research into the specific contexts of sub‐Saharan African nations remains underdeveloped. This paper makes a small contribution to addressing this deficit.

Citation

Rutaisire, J. and Gahima, C. (2009), "Policy and research in a post‐conflict context: Issues and challenges in the implementation of the Rwandan Teacher Development and Management Policy", International Journal of Educational Management, Vol. 23 No. 4, pp. 326-335. https://doi.org/10.1108/09513540910957426