EDUCATIONAL EMPOWERMENT FOR ECONOMIC PROGRESS: TEACHER EDUCATION AND HUMAN RESOURCE DEVELOPMENT IN RWANDA

Abstract

Education, a multifaceted concept, has been defined and interpreted diversely by various scholars, each influenced by their cultural perspectives. Rooted in Latin etymology, education finds its essence in the juxtaposition of two distinct terms: "educere" and "educare." The former encapsulates notions of "drawing out" and "leading out," while the latter is imbued with the meanings of "nourishing," "bringing up," and "raising." Amidst these linguistic roots, Adesina (1985) underscores the dynamic interplay of education with the learner's purpose, the teacher's objectives, and the societal technological milieu. Adesina's comprehensive perspective defines education as an instrumental force fostering individual integration within a society, nurturing self-realization, cultivating national consciousness, and driving progress across multifarious dimensions including social, economic, political, scientific, cultural, and technological arenas. Further enriching the discourse, Ibanga (2016) presents a paradigm shift in educational philosophy, conceptualizing education as a continual process of experience reconstruction rather than a static transmission of past values. This perspective imbues education with a deeper purpose, infusing it with the capacity to address contemporary challenges effectively. Echoing this, Nyerere (1982) emphasizes education's pivotal role in transmitting the accrued wisdom and knowledge of a society across generations, thereby preparing the youth for their forthcoming roles as societal members. As elucidated in the introduction, the concept of education is intrinsically linked to the School of Education at the College of Education, characterized by enrollment trends. This institution serves as a microcosm reflecting the broader educational landscape. In this context, the process of education emerges as a dynamic mechanism for integrating youth into society, underpinning the growth and prosperity of the larger community. In sum, education, as perceived through the lenses of Adesina, Ibanga, and Nyerere, emerges as a dynamic process embodying the fusion of historical wisdom and contemporary transformation. This abstract seeks to encapsulate the manifold dimensions of education, its intricate relationship with societal progress, and its role in shaping the holistic development of individuals and communities.