Peace and Conflict Resolution in Pre-service Teacher Training Programs in Rwanda: Human Rights Education Perspective

Abstract

This study sought to explore the promotion of peace and conflict resolution in pre-service teachers’ training programs in Rwanda. The study adopted an explanatory sequential research design with a mixed research method approach. The target population was all final year pre-service teachers and tutors and lecturers in Teacher Training Colleges and Higher Learning Institutions offering educational programs in Rwanda. A sample of 365 pre-service teachers and 50 tutors/lecturers was selected using stratified, simple random and purpose sampling techniques. A likert-scale questionnaire was used to collect quantitative data and a semi-structured interview, a focus group discussion and documents were used to collected qualitative data. Quantitative data was analyzed using means and standard deviations and thematic analysis was used to analyze the qualitative data. The study found that all aspects of peace education and conflict resolution are promoted in pre-service teachers training programs. The study also found that peace education and conflict resolution are integrated in different academic documents as a standalone subject or topic in a subject or as a cross-cutting issues. Finally, the study found that lack of capacity and resources to teach peace education and conflict resolution, bullying and unfair punishments are challenges facing peace education and conflict resolution. The study recommends that relevant authorities should build the capacity of teaching staff in pre-service teacher training institutions to enable them teach peace and conflict resolution in an effective manner and to provide adequate teaching and learning resources in order to enhance the teaching of peace education and conflict resolution.