Resources for unit 5

5.3. Understanding generic competences and crosscutting issues

Developing generic competences and integrating cross-cutting issues into a lesson requires deliberate planning that aligns learning activities, content, teaching strategies, and assessments with broader educational goals.

a.     Generic competences

Generic competences are broad, transferable skills that learners should develop across subjects. They are applicable to a range of subjects and situations including employment. Generic competences involve and promote the development of higher order thinking skills. They are seen as generic competences because they apply across all curricula and can be developed in all subjects. The generic competences that are developed within all subjects in Rwandan secondary education are: Critical thinking, creativity and innovation, research and problem solving, communication, co-operation, interpersonal relations, and life skills, lifelong learning.

Generic competences help prepare students for the world of work. They are also vital for enabling students to become lifelong learners who can adapt to our fast-changing world and the uncertain future.

b.     Cross-cutting issues

Cross-cutting issues are topics that transcend subject boundaries and reflect societal concerns. They refer to important curriculum content that does not belong to any one subject or learning area exclusively, but which is best taught and learned in several subjects. These topics should therefore be integrated throughout all or some subjects of learning. They are identified as important and cut across most or all aspects of development. There are eight (8) cross-cutting issues (REB, 2015): Peace and values education, genocide studies, gender education, inclusive education, comprehensive sexuality education, financial education, environment and sustainability, standardization culture.