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Fakultät Humanwissenschaften

Master Educational Quality in Developing Countries

  1.  Otto-Friedrich-Universität Bamberg
  2. Fakultäten
  3. Humanwissenschaften
  4. Institute
  5. Institut für Erziehungswissenschaft
  6. Lehrstuhl für Allgemeine Pädagogik
  7. Studium
  8. Master Educational Quality in Developing Countries
  9. Research and Collaborations

Research and Collaborations

  • Adolphe Cyemayire: The Implementation of Constructive Feedback to Improve the Learning of the Students in Class. Case of Secondary Schools in Rwanda, Rwanda, French.
  • Christine Nyiramana: Constructive Feedback.  A Tool to Enhance Educational Quality in Higher Learning Institutions, Rwanda, English.
  • Jean Baptiste Ndamukunda: Improving the Quality of Teaching by Using Constructive Feedback in Primary School, Rwanda, French.
  • Levina Kawedi Machenje: The Role of Constructive Feedback on Educational Quality, Tanzania, French.
  • Abigo Samuel Samson Wani: Feedback in primary schools - A case study in a refugee camp in Uganda, Uganda, English.
  • Emmanuel Mbunwe Wepngong: Feedback to secondary school teachers in Cameroon: the perceptions of Deans of study and Multiplicators, Cameroon, English.
  • Siberi Kavira Kivatsi: Perspectives of university teachers on feedback (case of a university in DRC), DRC, French.
  • Muhawenimana Emilienne: Individual learner support and quality education in secondary schools of Rwanda.
  • Gworo Taban Francis Amosa: Participatory and active methods in primary education: Experiences of primary school teachers in Yei River County, Republic of South Sudan.
  • Kahambau KighutaLucie: Observations of indiviual support in secondar schools in Goma (DRC): The case of CBCA.
  • Nguekeng Odette: Constructive feedback and the quality of teaching: the case of the Protestant College of the North in Garoua.

 

Efficient Classroom Management

  • Abraham Tamukum Tangwe: School Discipline. Alternatives to Corporal Punishment, Cameroon, English.
  • Constance Nyirabigirimana: Effective classroom management and the quality of secondary school education in Rwanda, Rwanda, French.
  • Mazambi Bendela Pala Patient: Efficient classroom management within ed DRC universities, DRC, French.
  • Onja Tiana Raharijaona: Efficient classroom management in primary school: experiences of teachers in Madagascar, Madagascar, French.
  • Theodore Rutibabara: Effective classroom management for quality teaching in Rwandan secondary schools, Rwanda, French.
  • Dancile Nyirarugero: Perceptions of university lecturers in Rwanda on efficient classroom management: A case of Muhabura integrated Polytechnic College (MIPC), Rwanda, English.
  • Francoise Tcheusi Sadiki: Management of teaching time and quality of education: Experience of ULPGL / Goma teachers in DR Congo, DCR, French.
  • Moukole Nelle Epse Ndougnam Elodie: Efficient classroom management: Primary school teachers' perceptions in Garoua, Cameroon.
  • Nyirabashumba Ladegonda: Perceptions of secondary school teachers on efficient clasroom management: A case of Ecole de Sciences de Musanze (ESM), Rwanda.
  • Rutanga Denis: Perceptions of higher education teachers on virtual classroom management: Experiences of PIASS teachers-
  • Yanga Jonas: Efficient classroom mangement: teachers' perceptions in secondary Protestant schools in Bukavu/DRC.

 

Learning Climate

  • Dinah Uwizeyimana: Good Classroom Management As One of the Quality Education Criteria: Challenges for Teaching in Rwanda, Rwanda, French.
  • Semerita Kavira Kamundu: Contribution of a Good Class Climate to Quality Education in the Teaching and Training Process in CBCA Schools, DCR, French.
  • Edouard Ntakirutimana: Good Learning Climate in Higer Education: The Case of Rwanda, Rwanda, English. 
  • Eraste Kakule Bulaya Jumapili: Good learning climate in vocational training in the DRC, DRC English.
  • Frenk Donat Oisso: Creating Good Learning Climate - Experiences of Primary School Teachers in Tanzania, Tanzania, English.
  • Jeanna d'Arc Kamaraba: The good classroom climate in preschool education in Rwanda, Rwanda, French.
  • Julienne Tuyishime: Good learning climate in secondary education in Rwanda, Rwanda, English.
  • NSEMGIYUMVA Ernest: Implementation of good learning climate in secondary schools in Rwanda, Rwanda, English.
  • Malona Joseph Noah Kilonga: Good learning climate in primary education: A case study in Yei River City non-public primary schools, South Suda, English.
  • Nyota Kavira Sifa: The teaching-learning climate: perception of teachers at ULPGL-Butembo (DRC), DRC, French.
  • Bunjingni Funjong: George Learning climate and democratic competences: perceptions of secondary school teachers in Cameroon.
  • Dzebam Godlove Ayaba Bongnwa: Nonviolent Communication and learning climate in early childhood education in Anglophone Cameroon.

 

Complex Tasks

  • Athanase Rutayisire: Teaching through Complex Tasks as a Strategy for Teaching School Skills in Rwanda, Rwanda, French.
  • Ernest Claude Njoya: Cognitive Activation in Teaching-Learning Processes. Experiences Implementation by the Student-Professors of the Evangelical University of Cameroon, Cameroon, French.
  • Marie Claire Mosamba Ambule: Cognitive Activation of Learners through Complex Tasks. Case of Mathematics Teachers of a High School in R.D. Congo, DRC, French.
  • Valentin Nzabandora: Cognitive Activation by Complex Tasks. A contribution to the quality of teaching, Rwanda, French.
  • Charles Gahutu: High cognitive activation in Rwandese secondary schools: Practice and challenges, Rwanda, English.
  • Emmanuel Niyibizi: High cognitive activation by complex tasks in Rwandan higher education: Teachers' experiences and challenges, Rwanda, English.
  • Jacqueline Mukanziza: Cognitive actication by complex tasks in Rwandan secondary education, Rwanda, English.
  • Josias Kakule Nyondo: High cognitive actication by complex tast in higher education in the DRC - the case of English as foreign language teaching, DRC, English.
  • Pierre Murhula Kaheto: Cognitive Activation by compley tasks in higher education in the Democratic Republic of Congo, DRC, English. 
  • Roger Muhindo Binzaka: Cognitive activation through complex tasks - the case of a primary school in the DRC, DRC, French.
  • Rosy Kyakimwe Kaliki: High cognitive activation by complex tasks in Congolese primary education- case of reading in protestant primary schools, DRC, English.
  • John Tombola Barabara: Cognitive activation by complex task in English textbooks: Case of English for Africa, "students' books" in the Democratic Republic of Congo , DRC, English.
  • Marie Nicole Andriamamonjy Heriniaina EP Randriamanantena: Complex reading task, Madagascar, French.
  • Munyolo Lancaster Tabengwa: Complex tasks in teaching Mathematics: Perceptions of secondary school teachers in Kafue District of Zambia.
  • Diffomene Jotsop Epse Sandjong Laure: Complex tasks in history and the acquisition of competences by learner: perception of secondary school's teachers in Nkongsamba.
  • Muzaliwa Balume Barthelemy: Building high expectations through complex tasks in English instruction: Perception of secondary school students in Bukavu/DRC.

 

Inclusion

  • Tharcisse Zirimwabagabo: Inclusive education policy: perceptions of secondary school principals in Rwanda, Rwanda, English.
  • Yakani Stephen Amule Kolowuka: Inclusive education and teaching quality: Case of inclusive primary schools with deaf and blind learners in Yei River County, Republic of South Sudan, South Sudan, English.
  • Kenyi Peter Alison Motijang: Teachers' strategies for addressing challenges of primary schooling in refugee camps, South Sudan, English.
  • Nzambimana Jean Marie: Head teachers' perceptions of inclusive education: a case study of head teachers of Anglican schools of Bubanza Province, Burundi.

 

Leadership

  • Fondzenyuy Njobati Frederick: Impact of the Leadership Styles of Principals on School Quality. The Case of Lay Private Secondary Schools in the North West Anglophone Region of Cameroon, Cameroon, English.
  • Ivy Asantewa Owusu: Communication as a Key for School Leadership in Contributing to Quality Education, Ghana, English.
  • Jean Kasereka Lutswamba: School Leadership and Quality of Education in a School: Case of ECP-CBCA, DRC, French.
  • Linda K. Agyei: Leadership and Change. The Role of Principals in Implementing Competency-Based  Training (CBT) in Technical and Vocational Education and Training (TVET) Institutions in Ghana, Ghana, English.
  • Sophonie Rubyagiza Kirotha: Promote the Quality of Education by Strengthening the Capacities of Directors of Secondary Schools of the Presbyterian Church in Rwanda (EPR), Rwanda, French.
  • Essaw Samgwa'a: Professional capital in learner outcomes: Perspectives of principals of Protestant secondary schools in the North West region of Cameroon, Cameroon, English.
  • Eyob Tsige Terefe: Principals' experiences of instructural leadership to enhance learner achievement: The case of principals of secondary schools in Hawassa, Ethiopia, Ethiopia, English.
  • Gerard Kasereka Tuvere: The perception of school leaders on education based on skills, DRC, French.
  • Meschac Vunanga Kahakabire: Scholarly leadership in Protestant schools: experience of school leaders of Protestant convention schools in South Kivu, DRC, French.
  • Nteziryayo Herman: Quality of school leadership and students' academic achievements: perceptions of secndary school principles in Rwanda.
  • Mukantaganda Juliette: Teachers' perceptions of school leadership: A case study of primary school teachers in Burera District in Rwanda.
  • Rubindamayungi Mimii K B: Protestant school profile and quality education: Perceptions of principals of Lutheran secondary schools in Tanzania.

 

Learning Communities

  • Etienne Uwajyiwabo: The Application of Learning Communities, an Approach to Improvement of Education: Case of the Secondary School, Rwanda, French.
  • Jocelin Raharinaivo-Falimanana: Strengthening of the Primary School Teaching Practice FJKM- Case of the Three Neighboring Schools in Madagascar, Madagascar, French.
  • Joel Wani Elias Kaka: Professional learning communities among primary school teachrs in South Sudan, South Sudan, English.
  • Leopold Niyonzima: Peer learning among teachers in institutions of higher education: Perceptions of teachers in universities of Rwanda, Rwanda, English.
  • Nyirandikumana Monique: Professional learning communities and quality of education: Perception of secondary school teachers in Rwanda, Rwanda, French.

Subject Knowledge

  • Madirisha Jusline Kavugho: Clarity in subject knowledge in DRC universities: Case of ULPGL Butembo.

Technical and Vocational Eduction

  • Mana Sitima Joyce Justin: Investigating the application of the TVET policies on teacher training in the Republic of South Sudan. 

Other

  • Franck Havyarimana: Pre-concepts in ECE and learner outcomes: perceptions of pre-school teachers in Bujumbura, Burundi, Burundi, English.
  • Fai Mercy Lemnyuy: Gender and quality education: Perceptions of secondary school teachers of Cameroon. Cameroon, English.
  • Benoit Senani: The Challenges of Applying Teacher-Centered Teaching to Secondary School in Rwanda, Rwanda, French.
  • Ernest Nkurunziza: Protestant profile and quality teaching: Perceptions of headteachers in the West Province of Rwanda, Rwanda, English.
  • Justin Uwubuntu: Developing Professional Development Strategies in a Secondary School, Rwanda, French.
  • Dzelagha Banboye Frederick: Self-reported sexual activity and schooling: Perceptions of female secondary school studens in the Northwest Region of Cameroon.
  • Bizimana Adrien: School Dropout in Secondary Schools: Perceptions of Students in Groupe Scolaire Nyamata Catholique, Rwanda.

2026

  • Balume, B. M. (2026). A Comparative Analysis of Question Formation in English and Bukavu Swahili. International Journal of Linguistics Studies, 6(2), 01-11.
  • Biya Boula, Y. (2026).Teachers Perceptions of Professional Learning Communities and Digitalization in Secondary Schools in Douala-Cameroon. PUR
  • Divine, N. K. (2026). Professional Learning Communities in a Conflict Context: Perceptions of Protestant Secondary School Teachers in Bukavu, Democratic Republic of Congo, DRC. PUR
  • Engonwei, N. M. (2026). Girls’ Motivation to Study Science Subjects: A Case Study in One Protestant Upper Secondary School in Mezam Division, North West Region of Cameroon. PUR
  • Fandio, N. M. (2026). Teachers’ perception of professional learning communities in relationship to peace education in primary schools in Douala, Cameroon. PUR
  • Frederic, G. K. (2026). Digitalisation en Contexte de la Formation Professionnelle: Perceptions des Enseignants au Nord du Cameroun. PUR
  • Lemven, I. (2026). Good Learning Climate Management in the Context of War. Perceptions of Primary School Teachers in the North West Region of Cameroon. PUR
  • Muhongya, M. M. (2026). Le soutien individuel des étudiants dans l’enseignement supérieur : cas de l’ULPGL-Butembo en RDC. PUR
  • Niyongira, C. (2026). Teacher educators’ perceptions of classroom management in Teacher Training Colleges of Rwanda. PUR.
  • Tangwe, R. F. E. (2026). Inclusive Education: Perceptions and Experiences of Secondary School Teachers. PUR

  • Uwituje, C. (2026) Effective Classroom Management: Perceptions of Secondary School Teachers in Kigali City, Rwanda. PUR

    2025

  • Bahizire, S. C., & Balume, B. M. (2025). Factors Contributing to Poor Performance in English Language Learning in Kaziba Secondary Schools. International Journal of Innovation and Applied Studies, 46(3), 347-355.
  • Balume, B. M. (2025). Investigating concerns about inclusive education for students with disabilities in protestant secondary schools in Bukavu, Democratic Republic of Congo (DRC). European Journal of Education Studies, 12(6), 360-382
  • Balume, B. M., & Kabeza, O. (2025). Investigating Gender-Based Differences in EFL Learning Strategies in Secondary Schools in Kaziba/Democratic Republic of Congo (DRC). Journal of Educational Issues, 11(2), 98124-98124.
  • Balume, B. M., Tangwe, A. T., Barabara, J. T., & Kaheto, P. M. (2025). Academic Performance: Investigating the Impact of Multilingualism and Cognitive Development. International Journal of Social Sciences, Language and Linguistics, 5(07), 06-18.
  • Galdavai Kewe, F. (2025). L’inclusion en contexte de formation professionnelle : les perceptions des enseignants dans la région du Nord du Cameroun, Journal of Education and Psychological sciences, vol, n°1, 176-196.
  • Galdavai Kewe, F. (2025). Les défis de la formation professionnelle dans les classes hétérogènes : stratégies pédagogiques en contexte d’inclusion au Centre social de Garoua, Nord du Cameroun, Journal of Developmental Issues In Education and Humanities, Vol 1, n°3, 11-21
  • Njobati, F. F. (2025). Conditions of learning for democracy and peace in Sub-Sahara Africa: Case of Nigeria. ZEP-Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 48(1), 11-16.
  • Njobati, F. F. (2025). Protestant School Leaders: A Qualitative Research about their Self-understanding: Case of Protestant Secondary School Principals in Cameroon (Vol. 1). University of Bamberg Press.
  • Njoya, E. C. (2025). Formation des enseignants et qualité de l’éducation: Une étude empirique des pratiques enseignantes déclarées par les formateurs au Cameroun (Vol. 11). University of Bamberg Press.
  • Raharijaona, O. T. (2025). Représentations des enseignants non-qualifiés vis-à-vis de la gestion de classe et des élèves à l’école primaire de Madagascar. Dans Lahanier-Reuter, D. & Montandon, F. (dir.). Représentations des professionnels de l’éducation d’’élèves et d’étudiants en Allemagne, France et en Afrique subsaharienne. Etudes sur l’éducation. Presses universitaires de Bordeaux, pp. 275-286.
  • Ress, S., Njobati, F., & Scheunpflug, A. (2025). Change of perspective in transformation processes: A case study of online teaching targeting underserved adult students. International Review of Education, 71(1), 137-158.
  • Samgwa’a, E., & Fandio, M. N. (2025). Professional leadership and professional learning community for peace education in Cameroon. Tertium Comparationis: Journal for International and Intercultural Comparative Education, 31(1), 91–113. doi.org/10.31244/9783818850258
  • Tangwe, A. T., & Balume, B. M. (2025). Managing Differences in Global Learning: Perceptions and Practices of Teachers in Bukavu/ DR Congo. International Journal for Multidisciplinary Research, 7(4), 1-22.
  • Tangwe, A. T. & Benyin, Patrick (2025).  Reimagining Critical Interdisciplinarity. Shifting from the Traditional to the Transformative Paradigm in Higher Education Research and Learning.  8(1), 65-98. http://doi.org/10.37502/IJSMR.2025.8104
  • Tangwe, A. T. & Nizeyumukiza, Jeanne (2025). Digitalization for Equity and Inclusion: Fostering Sustainability in Education. 2(1), 19-37, http://www.stslpress.org/journal/journalDetail?id=
  • Tangwe, A. T. (2025). New Perspectives on Quality Education in Sub-Saharan Africa: Huye: PUR Publications Series (36). PUR Publications Series (36).
  • Tangwe, A. T. (2025). New Perspectives on Quality Education in Sub-Saharan Africa: Huye: PUR Publications Series (37). PUR Publications Series (37).
  • Tangwe, A. T. (2025). Resilience and Inclusion: Fostering Non-Violence in Education in Cameroon, 25(14), 17-36, http://creativecommons.org/licenses/by-nc/4.0/)
  • Tangwe, A. T., Bizimana Emmanuel, Niyibizi Emmanuel, Mukanzinza Jacqueline & Christine Nyirimana (2025). Synergistic Collaboration of the Government and Rwandan Educational Institutions in Minimizing the Dynamics of Student Violence. 11(2), 138-170, https://doi.org/10.5296/jei.v11i2.22974
  • Tangwe, A. T., Kavira, S. K, & Niyibizi, E (2025). Digitalization of an Initial Teacher Education Curriculum in the Democratic Republic of Congo and Rwanda. 11(2),   71-97, https://doi.org/10.5296/jei.v11i2.22954
  • Tangwe, A. T. (2025). Traditional Political Institutions and Dual Systems in the Bamenda Grassfields. 1990s-21st Century, p. 118. In Alternative Narratives in Understanding the History and Society of the Bamenda Grassfields of Cameroon, vol. 2. Wilmington, USA: Generis Publishing, 2025, ISBN: 979-8-89966-051-1, https://generispublishing.com/plugins/pdf_preview/index.php?id=3335
  • Timm, S., Ress, S., Hassun, H., Kasereka, J., Kamundu, S. K., Markus, L., Njobati F., Ohlig, L., ... & Seibert, J. (2025, March). Coping with protracted crises in education systems and the role of school providers: Empirical findings from studies in Rwanda, the Democratic Republic of Congo, and the Kurdistan Region. In Krisen und Transformationen: Anschlüsse an den 29. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (p. 343). Verlag Barbara Budrich.

  • Zimuto, N. C., Murape, T., & Deogratias, M. (2025). Ipsative Assessment: Graffiti Content and Form as an Indicator of English Language Proficiency Progression. Journal of African Languages & Literary Studies, 6(1), 87.

    2024

  • Banzwa, v. (2024).  The Relevance Of Outcome And Output Objectives In Educational Teacher Training Project. DOI: 10.9790/487X-2610060105.
  • Banzwa, v. (2024). The Development Of Learner’s Self-Concept As A Function Of Education Quality In Secondary Schools In The Drc. October 2024 DOI:10.9790/487X-2610060611
  • Bulaya Jumapili Kakule, E. (2024). Learning of Protestant church’s leaders from global encounters: a qualitative empirical study from the eastern Democratic Republic of Congo (Vol. 8). University of Bamberg Press.
  • Gahutu, C. (2024). Perceptions of teachers on the change in schooling: an empirical case study of Rwanda (Vol. 7). University of Bamberg Press.
  • Galdavai Kewe, F. (2024). Dispositif législatif, capital culturel des exécutifs municipaux et projet formation-insertion dans les communes au Nord du Cameroun à l’ère de la décentralisation, Revue Internationale de Droit et Science Politique,  vol.4(4), 596-615.
  • Hategekimana, A., Bihira, I., Ngendahayo, G., & Hagumimana, P. (2024). Challenges of learning english as a second language in secondary schools: students’perceptions in Rwanda. European Journal of Social Sciences Studies, 10(1).
  • Niyibzi, E. (2024). Teacher Educators’ Subjective Theories about Quality Teaching: A Contribution to Educational Quality by a Case Study of Rwanda (Vol. 9). University of Bamberg Press.

  • Uwajyiwabo, Etienne (2024): Protestant school profile and quality education : Perceptions of protestant secondary school leaders in Rwanda, Bamberg: University of Bamberg Press, doi: 10.20378/irb-97883.

    2023

  • Balume, B. M., Madirisha, J. K., & Kighuta, L. K. (2023). Le rôle de la communication dans la qualité des écoles maternelles de la ville de Butembo, RDC. International Journal of Innovation and Applied Studies, 40(1), 303-309.
  • Kasereka Lutswamba, J. (2023). Les héros dans l’ombre: Leadership scolaire et qualité de l’éducation dans un contexte de précarité (Vol. 6). 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. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 46(3), 17-22.
  • Nyiramana, C. (2023). Quality of Teacher Education: Experiences of Student Teachers vis-à-vis Teachers’ Feedback (Vol. 5). University of Bamberg Press.
  • Raharijaona, O. T. (2023). Compréhension de la gestion de classe: Étude qualitative sur la professionnalisation des enseignants non-qualifiés du primaire à Madagascar (Vol. 4). University of Bamberg Press.
  • Tangwe, A. T., Ntakirutimana, E., & Niyibizi, E. (2023). Education for Women Empowerment: Perceptions and Experiences of Female University Graduates in Rwanda. Advances in Social Sciences Research Journal, 10(9).
  • Tangwe, A. T. (2023). Peace Education in the Absence of Violence as a Foundation of Learning: The Case of Cameroon. 6(1), 15-28, https://doi.org/10.11114/ijce.v6i1.5795
  • Tangwe, A. T. (2023). Sexual Violence. Inadequate Reporting of a Silent Scourge in Secondary Schools in Cameroon.  10(1), 43-59, http://dx.doi.org/10.22158/wjer.v10n1p43

  • Tangwe, A. T., Gloire, V & Benyin, P. (2023). The Relevance of Home-Grown Solutions: A Comparative Analogy of Gacaca and Abunzi Mediation in Rwanda. 10(10), 180-195, http://dx.doi.org/10.14738/assrj.1010.15674.

    2022

  • Tangwe, A. T. (2022). School Violence and Open Spaces for Learning in Cameroon. 10(2), 85-98, http://doi.org/10.12691/education-10-2-3

    2021

  • Kivatsi, K-S.(2021). Perspective des enseignants Universitaires sur le Galdavai Kewe, F. (2024). Gestion du Temps Hors Présentiel et Développement des Compétences des Apprenants au Centre de Formation Professionnelle et Technique de Garoua, Nord-Cameroun, International Journal of Humanities Social Sciences and Education (IJHSSE), vol 11, no. 5, pp. 66-73.
  • Fai, M. L. (2021). Gender and quality education: Perceptions of secondary school teachers of Cameroon. PIASS.
  • Gahutu, C. (2021). High Cognitive Activation by Complex Tasks: An Instructional Approach for Quality Improvement in Rwandan Secondary Schools. PIASS.
  • Heriniaina, M. N. A. (2021). Les tâches complexes en lecture et l'éducation de qualité selon les expériences des enseignants dans les écoles primaires Protestant à Madagascar. PIASS.
  • Jumapili, Eraste Bulaya Kakule. Good Learning Climate in Vocational Training in the Democratic Republic of Congo. PIASS, 2021.
  • Kamundu, S. K. (2021). Perceptions Du Climat D'apprentissage Universitaire. University of Bamberg Press.
  • Karhakabire, M. V. (2021). Le leadership scolaire dans les écoles protestantes : Expériences des chefs d’établissements au Sud-Kivu. PIASS.
  • Kirotha, S. R. (2021). Qualité de l'éducation par le renforcement des capacités des directeurs: le cas des écoles secondaires au Rwanda. Brot für diefeedback: cas d’une Université en RDC. PIASS: Butare-Huye.
  • Lutswamba, J. K. (2021). Leadership scolaire et qualité de l'éducation (CAS DES ECP/CBCA). Protestant Institute of Arts and Social Sciences.
  • Niyibizi, E. (2021). High Cognitive Activation by Complex Tasks: An Engine for Competence-Based Teaching in Higher Education. PIASS.
  • Niyibizi, E. (2021). Modelling in teacher education: Beliefs of teacher educators in Rwanda. African Journal of Teacher Education, 10(1), 87-105.
  • Niyibizi, E., & Gahutu, C. (2021). Educational governance in Rwanda. Coordinating action for equity through cooperation between education providers. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 44(4), 14-18.
  • Niyibizi, E., & Gahutu, C. (2021). Educational governance in Rwanda. Coordinating action for equity through cooperation between education providers. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 44(4), 14-18.
  • Njobati, F. F. (2021). Impact of the leadership styles of principals on school quality: The case of Cameroon. Brot für die Welt.
  • Njobati, F. F. (2021). Peace Education as a Contribution to Just Peace in the Middle Belt Region, Nigeria. GKKE (Gemeinsame Konferenz Kirche und Entwicklung - Joint Conference Church and Development)
  • Njobati, F. F. (2021). Shaping resilience through peace education in schools: Results from a case study in Nigeria. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 44(4), 25-31.
  • Njoya, E. C. (2021). L'activation cognitive dans la formation initiale des enseignants: expâeriences de mise en OEuvre au Cameroun. Protestant Institute of Arts and Social Sciences.
  • Ntakirutimana, E. (2021). Good Learning Climate in Higher Education: The Case of Rwanda. Protestant Institute of Arts and Social Sciences.
  • Ntanga, F. M., Mashongole, I. N., Bakenga, E. B., & Balume, B. M. (2021). Meaning deviation through a mispronunciation of some words during communicative practices in Bukavu Swahili. International Journal of Innovation and Applied Studies, 34(3), 657-668.
  • Nyiramana, C. (2021). Constructive Feedback: A Tool to Enhance Educational Quality in Higher Learning Institutions. PIASS.
  • Raharijaona, O. T. (2021). La gestion efficiente de la classe : Expériences des enseignants à l’école primaire. PIASS.
  • Raharinaivo-Falimanana, J. (2021). Renforcement de la communauté de pratique des enseignants du niveau primaire FJKM: cas des trois écoles voisines à Madagascar. Protestant Institute of Arts and Social Sciences.
  • Samgwa'a, E. (2021). Professional Capital: Perspectives of Secondary School Principals in Cameroon. Protestant Institute of Arts and Social Sciences.
  • Scheunpflug, A., Wenz, M., Brown Rubindamayugi, M., Kasereka Lutswamba, J., Kavira Kamundu, S., Njobati Frederick, F., ... & 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. UNESCO, Global Education Mentoring Report. unesdoc.unesco.org/ark:/48223/pf0000380085
  • Scheunpflug, A., Wenz, M., Rubindamayugi, M. B., Lutswamba, J. K., Njobati, F., Nyiramana, C., ... & Wodon, Q. (2021). Relationships between Christian schools and the state: a comparative analysis for five sub-Saharan African countries. International Studies in Catholic Education, 13(2), 163-174.
  • Tangwe, A. T. (2021). Violence and educational quality: effects of violence on the learning outcomes of students in Cameroon (Vol. 3). University of Bamberg Press.
  • Tombola, B. J. (2021). Cognitive activation by complex tasks in secondary school English textbooks: “English for Africa” in the Democratic Republic of Congo. PIASS.
  • Umuziranenge, Gloriose (2021): People’s Perceptions of Community Participation in Conservation of Natural Resources in Rwanda : the Case of Nyungwe National Park, Bamberg: Otto-Friedrich-Universität, doi: 10.20378/irb-49963.

  • Uwajyiwabo, E. (2021). Les communautés d'apprentissage: une approche efficace d'enseignement à l'école secondaire. Protestant Institute of Arts and Social Sciences.

    2020

  • Barber, P.; Bertet, M.; Choi, J.; Czerwitzki, K.; Njobati Frederick F., Grau I Callizo, I.; Hambrock, H.; Herveau, J.; Kastner, A.; Laabs, J.; Manalo, A.; Mesa, J.; Mutabazi, S.; Muthigani, A.; Richard, P.; Scheunpflug, A.; Sendler-Koschel, B.; White, M. and Wodon, Q. (2020). Christian schools and the futures of education: A Contribution to UNESCO’s Futures of Education Commission by the International Office of Catholic Education and the Global Pedagogical Network-Joining in Reformation.UNESCO's International Commission on the Futures of Education,
  • Dufitumukiza, A., Ntakirutimana, E., Niyibizi, E., & Mnkanziza, J. (2020). The nine year basic education policy and secondary school internal efficiency: A case study in Rwanda. International Journal of Research in Business and Social Science, 9(6), 202-212.
  • Muhindo, B. R., & Mwendapole, K. E. (2020).Pratiques de l’activation cognitive par des tâches dans les enseignements de mathématiques à l’école primaire au Nord-Kivu, DR Congo / Practices of cognitive activation through tasks in mathematics teaching at primary school in North Kivu, DR Congo. European Journal of Education Studies, 7(8).
  • Niyibizi, E., Dufitumukiza, A., Mukanziza, J., Murwanashyaka, T., Ntakirutimana, E., & Nyiramana, C. (2020). The Teaching and Learning Process during the Covid-19 Lockdown: Experiences of Students in Selected Rwandan Universities. Studii Europene, 181.

  • Nyiramana, C., & Niyibizi, E. (2020). Development education and global learning: lessons from educationists in the Global South-Members of GPENreformation. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 43(4), 30-35.

    2019

  • Raharinaivo-Falimanana, J. (2019). Strengthening professional learning communities-case study of three neighboring schools in Madagascar. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik

    2017

  • Kasereka Lutswamba, J. (2017). School leadership and educational quality in schools in the democratic republic of Congo. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 40(2), 23-26.
  • Krogull, Susanne, Scheunpflug, Annette (2017): Der internationale Weiterbildungsmaster „Educational Quality in Developing Countries“ – Ein Instrument zur Entwicklung von Bildungsqualität und Forschungskompetenz“. In: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik. 40. Jg., H.2, S. 4-8.

  • Tamukum T. A. (2017). School discipline: alternatives to corporal punishment. ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 40(2), 9-13.

    2015

  • Krogull, Susanne und Scheunpflug, Annette (2015): International Master’s Programm Educational Quality in Developing Countries: Entwicklung von Kompetenzen für pädagogische Führungskräfte. In: Stephan Gerhard Huber, Stiftung der Deutschen Wirtschaft und Robert Bosch Stiftung (Hg.): Schule gemeinsam gestalten – Entwicklung von Kompetenzen für pädagogische Führung. Beiträge zu Leadership in der Lehrerbildung. Münster: Waxmann, S. 310-315