Throughout the project, HEP-TED has been actively advancing quality assurance and institutional development within partner higher education institutions. This work culminated in August 2025, when the HEP-TED project took a step toward strengthening quality assurance and management in Rwandan higher education institutions. Two workshops were held—one at Rwanda Polytechnic (RP) on August 26–27 and another at the University of Rwanda – College of Education (UR-CE) on August 28–29—focused on the potential of introducing Professional Development Discussions (PDDs) as a structured practice to support staff development, wellbeing, and institutional growth. These workshops were not just about introducing a new tool. They were about fostering a deeper culture of dialogue—a space where staff and supervisors can engage in open, forward-looking conversations about performance, career aspirations, and personal challenges. In both RP and UR-CE, performance management systems are already well established, built around annual contracts and appraisals. Staff duties are clearly aligned with institutional goals, and performance is regularly evaluated. However, these systems are primarily top-down and outcome-driven. They do not include formal mechanisms for regular development discussions, and conversations about mentoring, growth, or wellbeing tend to happen informally or only when problems arise.
The workshops revealed a shared recognition that something important is missing. Participants acknowledged the strengths of their current systems—clarity, accountability, and strategic alignment—but also identified significant gaps in supporting staff holistically. Without PDDs, topics such as long-term career planning, capacity-building needs, and workload stress remain unaddressed. Like in many higher education institutions, also in Rwandan HLIs, staff often lack a forum to express their aspirations or concerns, and supervisors may not have the time or training to coach their teams beyond formal evaluations.
What emerged from these sessions was a strong interest in introducing grassroot level discussions into management system. Participants saw how PDDs could complement existing systems by creating space for two-way dialogue, helping align individual goals with institutional strategy, and proactively addressing wellbeing and development needs. They also recognized that implementing PDDs would require more than policy—it would demand cultural transformation. In traditionally hierarchical environments, open feedback and trust cannot be assumed. They must be cultivated.
Importantly, the workshops emphasized that context matters. Practices like PDDs cannot be transplanted wholesale from one setting to another. What works in Northern institutions may not automatically fit in Rwandan contexts. The success of PDDs will depend on careful adaptation, sensitivity to local organizational cultures, and a commitment to building trust over time. This is central to the HEP-TED project’s philosophy: development must be collaborative, respectful, and rooted in mutual learning—not imposed.
These workshops mark an important milestone in the HEP-TED project’s journey toward more inclusive and sustainable quality assurance. By embracing dialogue and contextual sensitivity, Rwandan higher education institutions are laying the groundwork for a future where performance and development go hand in hand—and where every staff member has the opportunity to grow, contribute, and thrive. Quality of education has its foundation in dialog and trust.