Starting in 2011 our partnership was focused with the DAAD-funding from 2015 on “Enhancing the Quality of Teaching – International Teaching Teams” – and by this on the enhancement of teaching quality through mainly capacity-building in teaching – and from 2021 on “Quality in Teacher Training and Educational Research through International Partnerships” – adding to the idea of capacity building structural aspects as implementing a Master Program, IT and library services and fostering shared research. Results are

• academic development of staff (see completed PhDs),
• cooperations for joint study program and the development of study programs, especially the Master Programme n Educational Quality Management (MEQUAM) at PIASS,
•  institutional development: cooperations in building Centres for Didactics and Research in Education (CEDRE) at PIASS/PUR in Rwanda and at ULPGL in Goma,
• joint research: submission of two background papers for the Global Monitoring Report of Education of UNESCO, publications concerning the project Education Systems and COVID-19 Management in Central Africa EduCov (funded by the DFG from 2022 to 2023).

This project is funded by the DAAD – German Academic Exchange Service.

The partnership project is in exchange with other DAAD-funded programmes, most recently through active participation in the Project Leader Conference (1.8 MB)in Dar Es Salaam, Tanzania.

Planned Project: Professionalization of Education for Sustainable Development (ESD) in Teacher Education 

This partnership project aims to develop and implement study modules on the topic of education for sustainable development, primarily in university teacher training courses, but also for university classes leading to be employed in non-governmental organisations and church ministries. In addition, "third mission" regarding the training of multipliers in schools, NGO’s and parishes will be covered. To achieve this, further training, curriculum development and joint teaching in the field of education for sustainable development are planned.

Outcome: 

PhDs

Completed PhD in the framework of the partnership: 

• 2024 Etienne Uwajyiwabo, PIASS/PUR: The protestant school profile and quality education: Perceptions of protestant secondary school leaders in Rwanda 
• 2024 Bulaya Eraste Jamipili, ULPGL: Learning of Protestant church’s leaders from global encounters: a qualitative empirical study from the eastern Democratic Republic of Congo 
• 2024 Emmanuel Niyibizi, PIASS/PUR: Teacher Educators’ Subjective Theories about Quality Teaching: A Contribution to Educational Quality by an Empirical Case Study of Rwanda 
• 2024 Charles Gahutu, PIASS/PUR: Perceptions of teachers on the change in schooling: An empirical case study of Rwanda 
• 2024 Evi Plötz, Uni Bamberg: Evangelische Schulen im globalen Kontext. Eine empirische Annäherung an das Profil evangelischer Schulen in Subsahara-Afrika
• 2022 Roger Binzaka, ULPGL 
• 2022 Jean Kasereka Lutswamba, ULPGL: Les héros dans l’ombre : leadership scolaire et qualité de l’éducation dans un contexte de précarité (https://doi.org/10.20378/irb-58608)
• 2022 Christine Nyiramana, PIASS/PUR: Quality of teacher education : experiences of student teachers vis-à-vis teachers’ feedback (https://doi.org/10.20378/irb-58417)
• 2021 Fortuné Baysenge, PIASS/PUR 
• 2021 Abraham Tangwe, PIASS/PUR : Violence and educational quality: effects of violence on the learning outcomes of students in Cameroon (https://doi.org/10.20378/irb-51605)
• 2021 Semerita Kavira Kamundu, ULPGL: Perceptions du climat d'apprentissage universitaire : une approche emipirique à la qualitè de l'enseignement en République Démocratique du Congo/Goma (https://fis.uni-bamberg.de/entities/publication/059f44cf-a20f-4b98-9ab2-b8d6b1bb5fad)
• 2019 Gloriose Umuziranenge, PIASS/PUR: People's perceptions of community participation in conservation of natural resources in Rwanda - the case of Nyungwe National Park (https://fis.uni-bamberg.de/entities/publication/c02f944e-c956-42c6-aa25-77fb820e811d)
• 2019 Mark Wenz, Uni Bamberg: Die Funktion von nichtstaatlichen Primarschulen in Post-Konflikt-Gesellschaften. Eine Fallstudie zum Bildungswesen in Ruanda (https://doi.org/10.1007/978-3-658-28918-8)

Publications

Selected Publications related to our cooperation 

** = double blind peer review 

* = peer review quality control 

• *Hassun, H., Kasareka, J., Kavira Kamundu, S., Markus, L., Njobati, F., Ohlig, L., Ress, S., Seibert, J., & Timm, S. (accepted). Coping with protracted crises in education systems: Empirical findings from studies in Rwanda, the Democratic Republic of Congo, and the Kurdistan Region. In Schriften der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). Barbara Budrich. 
• ** Ohlig, L., & Timm, S. (2024). Crisis mode in fragile state and its implications for the human right to education: A governance-analytical perspective on the DRC’s education sector. International Journal of Educational Development, 107, 103056. https://doi.org/https://doi.org/10.1016/j.ijedudev.2024.103056 
• Plötz, E. (2024). Evangelische Schulen im globalen Kontext. Eine empirische Annäherung an das Profil evangelischer Schulen in Subsahara-Afrika. Waxmann: Münster 
• Gahutu, C. (2024). Perceptions of teachers on the change in schooling: An empirical case study of Rwanda. Bamberg: University of Bamberg Press. 
• Jumapili Eraste Kakule, B. (2024). Learning of Protestant church’s leaders from global encounters: a qualitative empirical study from the eastern Democratic Republic of Congo. Bamberg: Bamberg University Press.
• Niyibizi, E. (2024). Teacher Educators’ Subjective Theories about Quality Teaching: A Contribution to Educational Quality by an Empirical Case Study of Rwanda. Bamberg: University of Bamberg Press.
• * Niyibizi, E., Nyiramana, C., Gahutu, C. (2023). Initial teacher training curriculum for Global Education in Rwanda: Between national and global perspectives and necessities. In: ZEP - Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 46 (2023) 3, S. 17-22
• Lutswamba, J. K. (2023). Les héros dans l’ombre : Leadership scolaire et qualité de l’éducation dans un contexte de précarité. Bamberg: University of Bamberg Press. 
• Nyiramana, C. (2023). Quality of Teacher Education - Experiences of Student Teachers vis-à-vis Teachers’ Feedback. Bamberg: University of Bamberg Press
• Kavira Kamundu, S. (2021). Perceptions du climat d’apprentissage universitaire : une approche emipirique à la qualitè de l’enseignement en République Démocratique du Congo/Goma. Bamberg: University of Bamberg Press 
• * Njobati, F. (2021). Shaping resilience through peace education in schools: results from a case study in Nigeria. In ZEP - Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik (44)4, 25–31 
• ** Niyibizi, E. (2021). Modelling in Teacher Education: Beliefs of Teacher Educators in Rwanda. African Journal of Teacher Education, 10(1), 87–105. https://doi.org/10.21083/ajote.v10i1.6371 
• * Scheunpflug, A., Wenz, M., Brown Rubindamayugi, M., Lutswamba, J.K., Njobati, F., Nyiramana, C., Mutabazi, S., Njoya, C. E., Kamundu, S., K., Raharijaona, O., Wodon, Q. (2021). Relationships between Christian Schools and the State: A Brief Comparative Analysis for Five sub-Saharan African Countries. In: International Studies in Catholic Education. 13:2, 163-174, DOI 10.1080/19422539.2021.2010456 
• * Scheunpflug, A., Wenz, M., Brown Rubindamayugi, M., Lutswamba, J.K., Njobati, F., Nyiramana, C., Mutabazi, S., Njoya, C. E., Kamundu, S., K., Raharijaona, O. (2021). Faith based non-state actors in selected African countries – a comparative analysis of catholic and protestant schooling in the Democratic Republic of Congo, Rwanda, Tanzania, Madagascar and Cameroon. In: UNESDOC: digital library. (2021), Paris, S. 1-43 Document code: ED/GEMR/MRT/2021/P1/23 ; url https://unesdoc.unesco.org/ark:/48223/pf0000380085 
• ** Ress, S., Njobati, F., Scheunpflug, A. (accepted). Change of perspective in transformation processes: A case study on online teaching for under-served adult students. In International Review of Education. 
• ** Tangwe, A. T. (2021). School Discipline. Alternatives to Corporal Punishment. In: Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik, H. 2, S. 9-13. 
• Tangwe, A. T. (2021). Violence and educational quality - effects of violence on the learning outcomes of students in Cameroon. Bamberg: University of Bamberg Press. 
• * Nyiramana, C.; Niyibizi, E. (2020). Development Education and Global Learning. Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogil doi: 10.31244/zep.2020.04.05. 
• Wenz, M. (2020). Die Funktion von nichtstaatlichen Primarschulen in Post-Konflikt-Gesellschaften. Eine Fallstudie zum Bildungswesen in Ruanda. Springer VS https://doi.org/10.1007/978-3-658-28918-8 
• * Lutswamba, Jean Kasereka (2017): Educational Quality in the Democratic Republic of Congo. In: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik (ZEP) 40 (2), 23-26.
• * Nyiramana, C. (2017). Constructive Feedback to Students: A Tool to Enhance Educational Quality. In: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik (ZEP) 40 (2), pp. 14-17