Bernard Bahati is employed as Tutorial Assistant at Kigali Institute of Education (KIE), Faculty of Education in the Department of Primary Education. He has been involved in some research studies as a Research Assistant such as:

• Evaluation of Philosophy teaching in Secondary and Higher Institutions of Learning in Rwanda conducted by the body of Philosophy Teaching and Research at National University of Rwanda under the Sponsorship of UNESCO
• A case study on Inclusive Education and Enhancing Learning in Rwandan Primary Schools
• As part of the DelPHE project Education for Community Cohesion he works in particular with colleagues at the Kigali Institute of Education together with Rolf Wiesemes and his colleague Gary Mills from the University of Nottingham.

Apart from being involved in educational research, Bernard is also involved in the Teacher Education in Sub-Saharan Africa (TESSA) project. Project implementation is currently monitored by KIE.

Jean Léonard Buhigiro is Head of the Social Sciences Department at Kigali Institute of Education in Rwanda. His area of interest is history of international relations with a particular focus on Rwanda. He is also Coordinator of the DELPHE project, Education for Community Cohesion, at KIE.

JL Buhigiro is also collaborating with Facing History and Ourselves, an international educational and professional development organisation. This organisation works with countries which have embarked on the development of new history and citizenship curricula, as well as the implementation of new teaching methodologies.

Jean Leonard is also a member of the TESSA group (Teacher Education in Sub Saharan Africa) in charge of versioning Social Sciences materials for the Open University in the United Kingdom and a founding Member of the Historical Asscociation of Rwanda.

Hildebrand Karangwa is a Catholic priest. In 1997, he went for a theological study visit to Israel including a visit to Jerusalem and the Sinai in Egypt. He has a Master’s degree from the Institut Catholique de Paris in theology with a specialism in liturgy and sacramental theology and holds another degree from the Haute Ecole en Sciences Sociales EHESS.

Currently, he works as a priest in the parish of Gitarama, is headteacher of Tumenye Bibiliya School, visiting professor of liturgy at the Grand Seminaire of Nyakibanda, and works also as a lecturer at Kigali Institute of Education in the Faculty of Social Sciences and Commerce.

Hildebrand is a member of the DELPHE project team and takes part in the sessions of KIE students and links with other students. He also supports students who work with Kigali Memorial Centre as part of their community service.

Gary Mills came to the School of Education in September 2001 from the Department of Educational Studies, University of Oxford. He is now a member of the Centre for Applied Research in Teacher Education, Curriculum and Pedagogy (CARTECP).  Before entering higher education he taught for thirteen years in Suffolk and was involved with the teacher training programme at the University of Cambridge.

He is also chair of the School's Equal Opportunities Committee.

He is a committee member of the History Teachers Educators Network and he is active member of the Historical Association.

His main teaching duties are on the History PGCE course and supervising higher degree students. Recently he has been involved with a team of tutors in developing a new MA in Learning and Teaching.

His main research interest is in the history of education during the sixteenth and seventeenth centuries and in particular the connections between localities and Cambridge and Oxford colleges. He is also currently involved in a joint research project with Dr Rolf Wiesemes on the teaching of the Holocaust in different language and cultural contexts. He is on the East Midlands Regional Archive Council and he is currently working with Helen Watts, the regional Archives Education Officer, on developing the use of archive material in schools. He has further interests in developing the use of ICT in history teaching and learning and on how mentors work with beginning teachers with ICT.

Rolf Wiesemes is employed as senior research fellow at the School of Education. He is a member of the UNESCO Centre for Comparative Education Research and collaborates with the national Holocaust Centre and its sister organisation the Aegis Trust. He is also involved in a wide range of international collaborations. As part of the DelPHE project Education for Community Cohesion he works in particular with colleagues at the Kigali Institute of Education.

Rolf coordinates the DelPHE project Education for Community Cohesion at the School of Education, University of Nottingham together with his colleague Gary Mills. He has been working with Kigali Institute of Education and secondary schools in Rwanda since 2006. The current project has developed out of these initial links. Rolf is particularly interested in (classroom) research into the development of pedagogies for teaching sensitive and controversial issues such as the Holocaust or the 1994 Rwandan genocide. This specific interest has led him to develop this project as a means to develop community cohesion. The project itself covers both the formal and the non-formal education sector.

The non-formal sector is covered in particular through the collaboration with Kigali Memorial Centre as part of this DelPHE project.

Other than his Rwandan educational research interests, Rolf’s research interests are in the field of classroom interaction in modern foreign language classrooms, in particular CLIL classrooms. He is a member of the Centre for Applied Research in Teacher Education, Curriculum and Pedagogy (CARTECP) at the University of Nottingham’s School of Education. He is also interested in developing visual learning, which is reflected in his role as Senior Research Fellow and Co-ordinator of the Visual Learning Lab.

Methodologically, he is interested in cross-disciplinary research, the use and development of theory of practice, case study approaches, the use of focus group interviews with secondary school learners and the use of new technologies for conducting (classroom) research.