Impact of the IMPEQ Programme
Short Profile of the Study Programme
The University of Bamberg offered the international master’s programme Educational Quality in Developing Countries (IMPEQ) as a continuing education programme in a blended-learning format. The IMPEQ journey began in 2013 with 20 students from six different countries. The programme was developed in response to the shortage of qualified professionals in the field of educational quality development in developing countries, particularly in Sub-Saharan Africa.
The aim of the programme was to provide people in leadership positions within education systems with advanced knowledge and leadership skills so that they could bring about change in their education systems and shape, influence, manage, and evaluate reform processes within those systems. In addition, the programme promoted the development of qualified research capacities that could support the improvement of educational quality in the respective countries.
The programme was developed in close cooperation with education experts from Sub-Saharan Africa and the field of development cooperation in order to offer a programme that meets the needs of those working in the education sector in developing countries.
The programme lasted two years. As a blended-learning programme, it alternated between in-person phases and self-study phases, during which students continued their regular work. The programme began with a four-week residence period in Bamberg, followed by three four-week stays in Butare, Rwanda, and a further four-week stay in Bamberg, which concluded with a graduation ceremony.
In total, 125 graduates (53 women and 72 men) from eleven countries (Ethiopia, Burundi, Democratic Republic of the Congo, Ghana, Cameroon, Liberia, Madagascar, Rwanda, Tanzania, Zambia, and South Sudan), distributed across six cohorts, completed their MA final projects in their respective countries after finishing the programme. Drawing on the training they had received through IMPEQ in their professional daily work, they also made considerable efforts to improve the quality of teacher education through what they had learned. The degree programme had a broad impact and contributed to better teaching for around 7 million pupils in 11 countries. IMPEQ I to VI together reached around 150,000 teachers.
The international continuing education Master’s programme Educational Quality in Developing Countries comprised four semesters of full-time study, worth 120 ECTS credits, and led to the degree Master of Arts (Educational Quality). The programme was conducted in English; French was supported, and Master’s theses could be submitted in English, French, or German.
The degree programme was designed as a blended-learning programme combining in-person phases at Otto-Friedrich University of Bamberg and at the present-day Protestant University of Rwanda (PUR; then PIASS) in Huye, Rwanda, with periods of self-study. A central didactic guiding principle was independent learning through research, complemented by systematic mentoring to support academic success.
The Master’s programme consists of 15 modules, including the participants’ work experience (Module 11) and the Master’s Thesis (Module 15). The modules form content-related groups:
Modules 1 and 2 >Education and Normativity I and II< gives an introduction to theories on the religious and non-religious foundations of schooling. The basics of the theory of education from the perspective of educational science will be presented systematically in a summary lecture (Education and Normativity I). Education and Normativity II explains historical and systematic perspectives on the normativity of education, thereby placing special emphasis on the Protestant and Catholic understanding of education as well as on Muslim perspectives.
Modules 3, 4, and 5 >Theories of Educational Quality I, II and III< reflect the educational scientific discourse on educational quality from a systematic perspective. The overview lecture (Theories of Educational Quality I) introduces the scientific discourse on educational quality, while the seminars (Theories of Educational Quality II and III) focus on the two school quality dimensions: single school and system quality as well as teaching quality.
Modules 6, 7 and 8 >Measuring and Documentation I, II and III< focus on revealing and measuring educational quality and enable the students to assess educational quality themselves. Measuring and Documentation I introduces scientific writing and documentation. Measuring and Documentation II provides an introduction to quantitative and qualitative approaches to quality assessment and their implementation. A special focus is put on the techniques for documenting school quality (Measuring and Documentation III).
Modules 9 and 10 >Quality Development I and II< work on theories to develop school quality, especially from research on school quality development in a sub-Saharan context, respectively schools in fragile circumstances. One aim of the module is to deepen students’ theoretical knowledge. Secondly, students will learn to judge, evaluate and criticise scientific research in education, development processes and their results. Thirdly, students will develop ideas of possible changes in schools and school systems. A special focus is placed on dealing with heterogeneity, interculturality and inclusion in class. The integration of schools in an educational landscape und their relation to sectors in extra-school education and life-long learning will be discussed as a separate topic. While Quality Development I considers processes in class, Quality Development II looks at the school environment.
Module 11 >Work Experience< enables students to integrate previous work experience into their studies. This module builds on participants’ existing practical experience. The module will be finished at the end of the fourth semester by an assessment test in which the students demonstrate their ability to reflect their work experiences on the background of the knowledge acquired during the Master’s programme.
Modules 12, 13 and 14 >Project Module I, II and III< gives students the opportunity to gain experience and skills by developing a project on school quality and considering the project results based on the concept of learning by researching. Students are introduced to project planning, presentation and evaluation (Project Module I). In mentored groups, the students then plan (Project Module II), put into practise and evaluate a project on quality development in schools (Project Module III) – e.g. a small research project, the concept for a teacher training programme, the organisation of a specialist conference, the creation of a communication platform on quality development, the development of a documentary or the scientific guidance of a school development project etc. These projects can also be used as preparation for the Master’s thesis.
Module 15 includes the >Master’s Thesis<. The Master’s thesis is written on a topic from the field of school quality chosen by the candidate in co-operation with his/her supervisor. It demonstrates their ability to work on a topic in a reflected, differentiated and critical way, taking into account relevant research. The thesis can be submitted in either English, French, or German.
You can find the description of all Modules and Content here in the Module Handbook of the actual Course (in German).
Objectives of the Degree Programme
– Promoting the international mobility of students and teaching staff –
The programme was designed to be mobile. Part of the courses was offered by the University of Bamberg at a partner institution in Rwanda/Sub-Saharan Africa in order to ensure the necessary on-site insight into schools and to enable discussions with those responsible on site. The internationally composed student group fostered intercultural experience and exchange. In addition, teaching in Bamberg and in Butare/Huye, Rwanda, created opportunities for international mobility.
– Ensuring equality among students and teaching staff, as well as equal opportunities for students in special life situations –
A high degree of diversity was already taken into account in the selection of students and scholarship recipients. Among the graduates, there were 50 women and 74 men, and the participants came from various countries in Sub-Saharan Africa. In view of this heterogeneity, mentoring and individual advising were of great importance in order to ensure equality, guarantee equal opportunities, and provide educational opportunities in a needs-based manner.
The quality objectives were ensured in teaching through gender-sensitive instruction, the inclusion of diversity, inclusion, and educational equity in various modules, as well as by enabling linguistic diversity. In addition, the teaching was designed in a structurally diversity-sensitive way, with attention paid to delivery by both men and women and by people from different hemispheres.
– Providing (continuing) education opportunities in a needs-based manner and for a wide variety of educational pathways –
Through the competence-oriented approach to teaching and intensive coaching, weaker students were supported, while intellectually strong students were cognitively challenged. Doctoral guidance was offered to particularly high-achieving students.
The degree programme built on the University of Bamberg’s profile in empirical educational research and teacher education and provided insights into evidence-based educational planning in development contexts. Through teaching on normative, methodological, and educational science foundations, interdisciplinarity was integrated. In this way, the degree programme contributed to needs-based teacher education in countries of the Global South.
– Ensuring degree programme-related cooperation with non-university institutions –
The degree programme promoted networking and cooperation beyond the university. Collaboration with Bread for the World gave students the opportunity to become familiar with potential future donors already during their studies.
– Continuously involving alumni and guests in study and teaching –
Through the “Evening Lectures,” public figures were integrated into the degree programme and reported on their work, including a former member of the Siemens Executive Board, several female school principals, an expert in anti-trauma work, and a broadcasting director. Students were systematically encouraged to form study groups in their own countries and thereby built up their own networks. Alumni and guests were involved in the degree programme through the Evening Lectures, as mentors, and through teaching assignments. In addition, the Evening Lectures and excursions helped establish non-university contacts with the school environment as well as with non-governmental organisations and companies.
Quality was ensured in the following ways:
- Ensuring good study conditions:
The degree programme ensured good study conditions through advising and a structure tailored to the participants.
- Promoting high-quality teaching:
Teaching was developed by international teams and, in part, also delivered by teams. Each semester was evaluated, and the evaluation results were analysed systematically. The degree programme was regularly reviewed by the International Steering Committee. The evaluation results were reported back both to the Steering Committee and to the programme management, which integrated them into teaching planning, thereby continuously improving the study programme.
In this way, good studyability and high-quality teaching were ensured. Through internal and external evaluation as well as the work of the Steering Committee, the quality of the study programme was continuously improved. In addition, the Chair of the Commission for the Continuous Certification of Degree Programmes, Prof. Dr. Hörmann, was able to gain a first-hand impression of the quality of teaching and examinations on site in Rwanda.
– Strengthening international/regional knowledge transfer in study and teaching –
The degree programme was dedicated to international knowledge transfer in study and teaching to a considerable extent, and education experts from Sub-Saharan Africa were involved. Strengthening school quality in Sub-Saharan Africa was an important development policy concern. The degree programme strengthened multipliers in this field and thereby contributed to educational quality in the development sector. The entire degree programme was oriented towards strengthening civil society responsibility.
– Documenting and publishing quality assurance measures in study and teaching –
The results of the evaluations were regularly communicated back to the students. In addition, regular reports were submitted to the partner university, the Steering Committee, and the funding bodies. These reports had to be presented in written form, and the meetings were documented in minutes. In this way, quality assurance measures in study and teaching were regularly documented and made publicly available. Through alumni work, students were also kept informed about current developments, and contact among them was maintained. A regular newsletter also contributed to this. In addition, publications and presentations on this internationally distinctive degree programme helped make the experiences gained in teaching fruitful for others.
Qualification Objectives
- International knowledge transfer in study and teaching was at the core of the degree programme. The international graduates deepened and expanded their knowledge of the normative foundations of education systems, the theory and empirical study of educational quality at the instructional, institutional, and system-related levels, as well as its development. They were familiar with the current state of research on school development in the international context and were able to apply the knowledge they had acquired in a well-founded manner. They became acquainted with the relevant qualitative and quantitative research methods and were able to apply them accordingly.
- During the programme, the graduates further developed their ability to independently acquire knowledge, information, and methods and to apply these in new contexts.
- The graduates possessed advanced knowledge of empirical methods of data collection (e.g. qualitative and quantitative research designs, questionnaire surveys, interviews, group discussions, and observation) and data analysis (e.g. descriptive and inferential statistical methods as well as analysis software such as SPSS, alongside qualitative content analysis and software for data preparation such as MaxQDA). They were able to characterise and compare these empirical methods, select the most suitable method for a given project, and ultimately design and carry out more complex quality assessments independently and evaluatively. They were also able to read the results of international large-scale assessments and draw appropriate conclusions from them.
- By carrying out a relevant project as part of their Master’s thesis, the graduates gained advanced practical experience in the planning and independent implementation of projects in the field of educational science and demonstrated that they were able to independently develop a substantial research study in which they applied the knowledge they had acquired to a designed research question, taking into account generally recognised principles of good academic practice and using scientific theories and methods.
- After successfully completing the Master’s programme, graduates were able to analyse educational quality and related development measures, as well as to plan and comprehensively reflect on their own measures aimed at improving the quality of education, schools, and teaching. In seminar papers, they addressed developments from their local contexts arising from their professional work in the field of educational quality, which they pursued alongside their studies, and demonstrated that they were able to engage with these intensively, reflect on their professional experience in depth, and present it in an academic form. The graduates were also able to situate perceived developments within an international context.
- The graduates were able to apply the efficient working techniques they had acquired, as well as their ability for critical problem analysis and conceptual thinking, in professional contexts. In seminar papers and in the Master’s thesis (Module 15: Master’s Thesis), they demonstrated that they were capable of carrying out projects aimed at enhancing educational quality. They were therefore qualified, for example, for evidence-based professional work in school and teaching planning in schools, school authorities, or ministries.
- For work in the context of education system development and quality monitoring, they had learned to observe, assess, and improve the quality of teaching and to apply their competences in change management. In this context, they had also expanded their understanding of their role as teachers towards that of learning facilitators.
- Graduates were also able to apply their advanced competences in empirical methods and in project management professionally in employment contexts beyond the school system-related and instructional fields of educational science.
- In the course of their international experiences and intercultural exchange, for example during their period of study in Germany, the graduates optimised their learning and study organisation and were able to act professionally in international contexts.
- They expanded, deepened, and consolidated their role flexibility through their own data collection, self-study phases, their own presentations, group work, and participation in excursions, and were able to apply this in professional contexts.
- Through group work, self-study phases, and work in learning communities, they demonstrated that they were able to cooperate constructively in a team, assume responsibility in line with professional values, resolve conflicts in a target-group-oriented manner, and both accept and formulate criticism in the spirit of constructive critical ability. They were able to communicate, argue, and present in a well-founded manner.
- Through Modules 9 and 10 on Quality Development I and II in conjunction with Module 11 (Work Experience), the graduates strengthened their self-concepts, enhanced their ability for self-assessment, and developed perspectives for their personal professional advancement.
- With the successful completion of the continuing education Master’s programme, they demonstrated that they were able to pursue advanced further education alongside their professional work in accordance with their personal and professional needs and interests.
- Graduates were able to assume civil society responsibility and contribute through their own initiatives, enabling them to play a significant role in shaping social processes critically, reflectively, responsibly, and in a spirit of democratic solidarity.
- Through the learning units in the modules Education and Normativity I+II, Modules 4–6 (Theories of Educational Quality I–III), and Modules 9–10 (Quality Development I–II), graduates of the degree programme were strengthened in their normative foundations and their ability to articulate these as multipliers in the field of school quality in Sub-Saharan Africa, thereby contributing to educational quality in the development sector.
Results and activities of the IMPEQ program
By the conclusion of the IMPEQ project, the Master’s programme had graduated 125 students (53 women and 72 men) from 11 countries and diverse age groups. The first cohort commenced in 2013, and the sixth cohort completed the programme in September 2025. A number of graduates continued their academic development by pursuing doctoral studies. In total, 13 graduates also completed PhD degrees in Education. The names of the graduates and the countries they represent are provided on the website.
Cohort | No. Enrolled | No. Graduated with MA degree | ||||
Female | Male | Total | Female | Male | Total | |
IMPEQ I | 7 | 13 | 20 | 7 | 13 | 20 |
IMPEQ II | 6 | 14 | 20 | 6 | 14 | 20 |
IMPEQ III | 8 | 12 | 20 | 8 | 12 | 20 |
IMPEQ IV | 11 | 12 | 23 | 10 | 11 | 21 |
IMPEQ V | 10 | 11 | 21 | 10 | 11 | 21 |
IMPEQ VI | 12 | 11 | 23 | 12 | 11 | 23 |
Total | 54 | 73 | 127 | 53 | 72 | 125 |
Throughout the IMPEQ programme, a significant number of scientific publications were produced. These include publications by Master's students as well as dissertations published within the scope of doctoral studies. In total, around 90 publications were released. An overview of the works published in connection with the IMPEQ project is available at the following link: www.uni-bamberg.de/ma-educationalquality/research-and-collaborations/
The IMPEQ Newsletter was developed to provide regular updates on the programme and its academic, professional, and institutional activities over time. It documented key developments related to IMPEQ, including information on Master’s applications, the programme’s impact, research findings, mentoring, and a wide range of academic and professional activities. The newsletter also highlighted the contribution of IMPEQ students and graduates to educational quality, shared graduate stories and personal reflections, reported on publications, and documented students’ academic development, including their progression to doctoral study. In addition, it covered PhD experiences, conferences, workshops, women’s leadership initiatives, innovation projects, and the broader significance of IMPEQ for educational development in Africa.
Throughout the IMPEQ programme, a series of IMPEQ conferences was organized to provide students and graduates with opportunities to present their research, exchange ideas, and engage in academic dialogue with scholars, practitioners, and other educational stakeholders. The conferences addressed key questions of educational quality in diverse social, political, and cultural contexts, including global learning, peace education, resilience through quality education, and the contribution of Protestant and other faith-based schools to quality education, justice, and peace. Organized in cooperation with partner institutions in Rwanda, the Democratic Republic of Congo, Cameroon, and Germany, the conferences created spaces for scholarly exchange, networking, and reflection on the role of education in responding to global challenges, conflict and post-conflict situations, social justice, and sustainable development. In this way, the IMPEQ conferences contributed to strengthening the academic and professional community within the programme and across its international partner network.
The inaugural Female Leadership programme was launched in 2024, beginning with its first seminar in June 2024 in Rwanda, facilitated by Prof. Dr. Annette Scheunpflug The seminar brought together 12 women leaders from Rwanda, the Democratic Republic of Congo, Madagascar, Tanzania, and South Sudan. In addition, from 2024 to 2025, five selected IMPEQ alumnae in leadership positions within Protestant schools and universities received online leadership training and coaching. The programme was delivered by senior female trainers from the BOSCH Institute in Germany, engaged through the facilitation of Prof. Dr. Annette Scheunpflug, and was implemented entirely on a voluntary basis, with no financial compensation for the trainers. The beneficiaries of this follow-up intervention were: Dr. Christine Nyiramana (Rwanda), Prof. Penine Uwimbabazi (Rwanda), Prof. Semerita Kamundu (DRC), Pastor Mimii Brown (Tanzania) and Mrs Sitima Joyce (South Sudan).
The demonstrated relevance and positive outcomes of this initial phase of the female leadership programme, particularly in strengthening leadership capacities and increasing the visibility of women in Protestant educational institutions, led to its formal integration as one of the core pillars of the new educational leadership programme within the cooperation framework of three Protestant universities in Africa (PUR – Rwanda, ULPGL – DRC, and IUEC – Cameroon), with the support of Bread for the World.
The Innovation Fund contributed to sustaining the impact of IMPEQ through alumni-led projects on educational quality. During the project period, a total of 61 projects were implemented by 117 IMPEQ alumni in four countries: Cameroon, Madagascar, Rwanda, and Zambia. Through these projects, around 2460 teachers and school leaders from schools and universities received training. The cooperation and collaboration among alumni in the joint development and implementation of these projects further strengthened the quality and sustainability of competencies within existing professional learning communities.
Innovation fund | |||
Dates | Projects selected | No. of IMPEQ Alumni as part of project | No of teachers reached through the trainings |
2024-2025 | 20 | 42 | 960 |
2020-2023 | 41 | 75 | 1500 |
Total | 61 | 117 | 2460 |
Transition of IMPEQ to ELID
The graduation of the sixth cohort of the IMPEQ programme at PUR on 2 October 2025 marked the conclusion of IMPEQ and, at the same time, the beginning of a new phase of collaborative partnership for educational quality. This new partnership project, entitled Educational Leadership Implementation and Development (ELID), focuses on Christian schools and universities in Sub-Saharan Africa and is financially supported by Bread for the World.
Capacity building under the ELID project is carried out through three Protestant universities in Africa, each offering its own accredited master’s programme, while modules related to educational quality are shared across the three institutions. With funding from Bread for the World, through scholarships and self-sponsorships, 110 students were enrolled in and began three master’s programmes: the Master of Education in Education Quality Management (MEQUAM) at the Protestant University of Rwanda (PUR), Rwanda; the Master in Education, Leadership and Sustainable Development (MAELD) at the Université Libre des Pays des Grands Lacs (ULPGL), Democratic Republic of Congo; and the Master in Educational Quality, Peace and Sustainable Development (MEQPDD) at the Institut Universitaire Évangélique du Cameroun (IUEC), Cameroon.
As a new perspective, ELID is expected to strengthen not only South-North but also South-South cooperation in processes of educational quality development, mutual learning among students and staff at the partner universities, and potential partnerships in research and community outreach for the benefit of Protestant education in Africa.
For more information about each of the Master Programs (or the three universities), contact ELiD project coordinator
Dr. Emmanuel Niyibizi (PUR): emmafique(at)gmail.com
Master program coordinators at each of the universities
Mr. Edouard Ntakirutimana (PUR – MEQUAM): ntaedo79(at)gmail.com
Prof. Semerita Kamundu (ULPGL – MAELD): kamundusemerita@ulpgl.net
Dr. Claude Ernest Njoya (MEQPDD – IUEC): claude.njoya@uecam.org
The University of Bamberg continues to cooperate with the three universities involved in the ELID project by mentoring teaching staff and mentors, teaching shared modules comparable to those offered in IMPEQ, and contributing to quality assurance. This cooperation builds on the University of Bamberg’s collaboration with PUR (Rwanda), ULPGL (DRC), and UEC (Cameroon) from 2013 to 2025, under the financial support of Bread for the World, in running the international Master’s programme Educational Quality in Developing Countries (IMPEQ). Across six cohorts, more than 120 graduates from 11 African countries completed the programme and now serve in a wide range of roles, including school coordination, university teaching, parliamentary work, school teaching, and teacher training.
Master programs
Female Leadership program
PhD Learning Support
Alumni projects through the Innovation Fund
Research and Conferences
Management is completely in the hands of the three African Universities with PUR Rwanda as Lead Institution.
The Project is coordinated by a Project Coordinator appointed by PUR.
The Master Program at each University is under the leadership of a Program Coordinator
The Steering Committee composed of the Rectors of the three Universities, a Representative of the University of Bamberg and a Representative of Bread for the World ensures the implementation and reflection of policies to ensure sustainability.
Master Of Education In Education Quality Management (MEQUAM)
https://pur.ac.rw/pages/announcement.php?key=1186
ULPGL – MAELD
Master en Éducation de Qualité, Paix et Développement Durable (MEQPDD)