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Mathematics Teacher Training in East Africa

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Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)


This chapter firstly briefly considers the history of teacher training worldwide. It then goes on to specifically look into the status of mathematics teacher training in East Africa by reviewing the pathways to becoming a mathematics teacher; the entry criteria and guidelines; the structure and curriculum in mathematics teacher preparation; the profile of tutors who prepare the mathematics teachers; and finally, the professional development programmes for both mathematics teachers and tutors. The chapter concludes by highlighting some differences in a number of aspects regarding the mathematics teacher training and urges educational stakeholders to speedily embark on harmonizing examination grading systems and the structure and curriculum of mathematics teacher education. It further calls on alignment of teachers’ and tutors’ professional development. Harmonization of various elements of mathematics teacher training is seen as a way of ensuring that all East Africans have equitable opportunities on the labour market under the East African common market protocol.


  • Teacher Education
  • Mathematics Teaching
  • Mathematics Teacher
  • Student Teacher
  • Teacher Training

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  1. 1.

    The discussion will not include Burundi which is also part of the East African Community.

  2. 2.

    S stands for a subsidiary pass, A to E are principal passes while F stands for fail.

  3. 3.

    Information taken from the Rwanda Teachers’ College, Kavumu campus website:

  4. 4.

    Information taken from the University of Rwanda website:

  5. 5.

    See the JICA website:

  6. 6.

    See the East African Community website:


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Kajoro, P. (2016). Mathematics Teacher Training in East Africa. In: Halai, A., Tennant, G. (eds) Mathematics Education in East Africa. SpringerBriefs in Education. Springer, Cham.

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