Supporting Education Actors for Continuous Learning

Through these initiatives, the programme reached a wide range of education actors across the system. A total of 809 headteachers and 545 deputy headteachers participated, alongside 1,253 school-based mentors and 1,522 STEM school subject leaders. In addition, 228 sector education inspectors, 20 district directors and officers of education, and 48 teacher training college tutors benefited from the programme, contributing to a broad-based strengthening of leadership and instructional support. 

To ensure the sustainability of the LTLT programme and to continue supporting school leaders and teachers beyond face-to-face training, two digital tools and an online self-study course were developed and made accessible through the Rwanda Basic Education Board (REB) website.

One of the key innovations was the digitisation of the School Improvement Plan (SIP), a tool developed by REB in collaboration with partners to encourage school leaders to systematically use data to monitor teaching and learning practices. The SIP supports schools in collecting relevant data that serve as the foundation for effective school improvement planning. 

The decision to digitise the SIP responded directly to challenges raised by school leaders. These included the need to simplify the template, particularly the data collection component, and the requirement that the tool be completed by school leaders in advance of planning meetings with stakeholders. As a result, the SIP was transformed into an Excel-based digital template structured into three interconnected components.

The first component focuses on data collection and enables school leaders to enter information related to school profiles, school statistics, and student performance. The second component supports Strength, Weakness, Opportunity and Treat (SWOT) analysis through a dashboard that visualises student performance data and a priority-setting sheet that facilitates discussion among the school community on strategic priorities for the next three to five years. The third component consolidates the planning process by presenting a logical framework that outlines key activities, timelines, and sources of evidence for monitoring student performance. 

The roll-out of the digital SIP took place in November 2021 and followed a three-step approach. Initially, trainers from the University of Rwanda College of Education were trained on the digital template and on how to facilitate training for education actors. This was followed by introductory sessions for district directors of education, sector education inspectors, and school leaders across all 30 districts. Finally, trained professional learning community facilitators, including sector education inspectors and district education directors, cascaded the training to additional school leaders at the sector level.

Similarly, Jean Claude Ndayisaba, a sector education inspector in Rubavu District, highlighted that: 

"The Word-version of SIP was not flexible. It was not easy to update data. If updates were to be made, it required updating all the data manually. With the digital SIP, it is very easy to enter data and has automatic formulas that can help to make calculations and interpretations easily."

To further support school leaders in becoming more effective and improving the quality of education, VVOB, REB, and the University of Rwanda College of Education jointly developed a School Leadership Assessment Toolkit. This toolkit assesses school performance against the five Standards of School Leadership and was extensively pilot tested before being validated by REB and the School Leadership Taskforce. 

The toolkit provides a structured approach for stakeholders to monitor and evaluate how professional standards are applied at school level. It serves as a guide for the education sector, schools, and school leaders in identifying areas for improvement and strengthening leadership practices. 

To scale up the use of the toolkit and build capacity for monitoring and reporting, training sessions were organised for education actors across all 30 districts. Between May and June 2022, sector education inspectors and district education officials were trained on how to use the toolkit. Sector education inspectors were also required to apply the assessment in at least one school within their sector, ensuring hands-on practice and deeper understanding. Feedback from participants indicated that the toolkit clearly demonstrates how the five school leadership standards and cross-cutting areas should be implemented and assessed. District education officials further recommended that the assessment be conducted strategically before and after each school year, with a mid-year review to track progress.

In addition to the digital tools, VVOB, in collaboration with REB and the University of Rwanda College of Education, developed a self-study package for effective school leadership. This six-hour introductory online course focuses on the five professional standards of effective school leadership and is accessible to anyone interested in learning about school leadership in Rwanda. 

The course is structured into six units, consisting of an introductory unit followed by one unit dedicated to each leadership standard. Each unit takes approximately one hour to complete and is designed as a stand-alone, self-directed learning experience. The course uses a formative assessment approach, enabling learners to engage with content through reflective questions and immediate feedback. Practical examples, intuitive learning activities, and videos featuring school leaders enhance engagement and relevance. 

The self-study package is intended for current school leaders, aspiring school leaders, and individuals involved in assessing school leadership, including sector and district education officials.

From January 2017 to December 2021, VVOB – education for development, in partnership with the Rwanda Basic Education Board and the University of Rwanda College of Education, implemented the Leading, Teaching and Learning Together programme. The programme was supported by the Mastercard Foundation’s Leaders in Teaching initiative, the Belgian government, and the ELMA Foundation. 

Through its integrated approach to leadership development, digital innovation, and professional learning, the LTLT programme has made a significant contribution to strengthening school leadership and improving the quality of education in Rwanda.