Sharing and reflecting on the achievements of the Leading, Learning and Teaching Together programme in secondary education in Rwanda

The LTLT programme aimed to strengthen the competences of key actors in education through improved Continuous Professional Development (CPD) support systems. Over its four years of implementation, about 700 schools were reached through the program. CPD certificate and diploma programs were delivered for system and school-based leaders, while opportunities to encourage one another in supportive professional learning communities were provided for school leaders. The program’s long-term objective was to provide young Rwandans with the skills and competences they need to succeed in the 21st century.

In order to achieve the goal mentioned above, the following key education actors were reached:

• Head teachers
• Deputy head teachers
• School-based mentors
• School subject leaders in science, technology, engineering and mathematics (STEM)
• Sector education inspectors
• District directors and officers of education

As part of the intervention, a diploma program in Effective School Leadership has equipped head teachers and deputy head teachers with the competences to fulfil their roles as school leaders.

Additionally, a certificate program in Educational Mentorship and Coaching was offered to school-based mentors and school subject leaders in STEM to equip them with effective tools and skills to support teachers and school leaders through guiding and organising school-based CPD.

Also, a certificate program in Educational Mentorship and Coaching was offered to sector education inspectors to strengthen their competences to coach school leaders effectively, and to initiate and sustain professional learning communities of school leaders.

Although teachers were not the primary beneficiaries of the program, they were reached through key education actors, and via communities of practice (CoPs), formal induction programs for new teachers, and coaching and mentoring.

“Participating in the training helped me contribute to the improvement of the learning outcomes in my school. Among other things, the training inspired me to put in place morning quizzes to gauge the progress of students. I put in place the morning quizzes strategy because previously, despite the efforts made by teachers, students were continuing to exhibit low performance levels” said Françoise Mukagatete, deputy head teacher at Groupe Scolaire Kabere, Kamonyi district.“As a result, both teachers and students got fully involved in the learning process and this has greatly improved their overall performance. The morning quizzes motivate students to work hard since the marks are reflected in their progress reports. The more students are engaged in day-to-day quizzes, the higher they score. This strategy is very important because it keeps the students fully engaged, they remember what they learnt and this helps them to succeed in their exams,” she added.

Learn more about Ms Mukagatete’s most significant change story as well as other education actors’ impact stories from our project book.

“We worked with VVOB and other partners to implement the LTLT programme which focused on capacity development of teachers and school leaders, which are the two most critical sets of actors in raising the quality of primary and secondary education”, said Dr Nelson Mbarushimana, Director General, Rwanda Basic Education Board. “As a result, we now see schools change into supportive and encouraging places where sector education inspectors, teachers, school leaders and parents work together towards common goals and where school leaders and teachers are equally engaged in decision-making.”.

Marianne Kiggundu, Country Programmes Manager at VVOB in Rwanda said: “At system level, evidence-based professional standards for effective school leadership were established, which describe the key roles, responsibilities, and competences to be an effective school leader. These standards now serve as a framework for recruitment, assessment, and professional development for school leaders. In addition, participation in the CPD programmes has shown positive effects on school leadership practices, which has in turn laid a strong foundation for creating an enabling environment for quality teaching and learning in schools.”

“High quality and relevant education cannot be achieved without skilled and passionate school leaders and teachers. We are grateful for this partnership with VVOB and Rwanda Education Board, and are confident that improving systemic standards for effective school leadership through this intervention, will build a more professional workforce and hence improve the learners’ experience,” says Rica Rwigamba, Rwanda Country Head of the Mastercard Foundation.

Find out more about the LTLT programme’s achievements and impact from our program endline report.

The Mastercard Foundation works with visionary organizations to enable young people in Africa and in Indigenous communities in Canada to access dignified and fulfilling work. It is one of the largest, private foundations in the world with a mission to advance learning and promote financial inclusion to create an inclusive and equitable world. The Foundation was created by Mastercard in 2006 as an independent organization with its own Board of Directors and management. For more information on the Foundation, please visit: www.mastercardfdn.org