This program was piloted with support from the Innovation for Education Fund, a partnership between the Governments of Rwanda and the UK, managed by Cambridge Education
The Gasabo School Development Program (SDP) is piloting a ‘whole District, whole School’ approach. It aims to improve learning outcomes for boys and girls and increase their participation in lessons through learner centered approaches to teaching in public schools in the Gasabo District of Rwanda. The project simultaneously empowers the different stakeholders (teachers, head teachers, Sector Education Officers (SEOs), local leaders and parents) of the school community
for the delivery of quality basic education.
Teacher training in foundational child centred educational competencies is complemented by ensuring educational leaders and the parent community are equipped to provide a framework of support and accountability. The project includs the innovative re-focusing of the roles of head teachers and SEOs towards supervising teaching and learning. ‘Teacher multipliers’ are introduced as peer mentors in schools. These are teachers trained to deliver workshops and provide ongoing support to colleagues on key principles of participation, positive values and cognitive skill development.
The project also provides school and village based training workshops, empowers Parent Teacher Committees and introduces Asset Based Community Development (ABCD) to the parent communities.The project applies an integrated school improvement approach to improve education quality by involving all key stakeholders.
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CEI approaches in actionSchool supportTeacher trainingParental/community engagement for school accountabilityTeacher evaluationTeacher Training and Evaluation
Model details2013Not-for-profitComprehensive curriculum21st century skills (soft skills)ActivePilot59,682
ScaleStudents Served361Teachers TrainedJanuary, 2016
- Disseminate project findings with GoR and partners and identify the needs for the collection of further evidence
- Continue the scale up and sustainability discussions with REB, present scale-up budgets and cost/bene t analysis, with REB to decide whether it would like to adopt the whole District, whole School model (scale-up option 1 or 2), or aspects of it (scale up option 3 or 4)
- As part of its advocacy efforts, Wellspring to facilitate the publication of a document defining the key elements of a good school improvement programme and advocate for systemic change, based on the learnings from the pilot innovation
- Continue Wellspring’s advocacy role through RENCP and various education sector working groups to see the ‘voice’ of civil society uni ed and strengthened in Rwanda in relation to change in, and support for, delivery at decentralised levels (District, Sector, school).
- Continue supporting the new competency-based curriculum and training thereof, ensuring that the learning from the IfE pilot will in uence the curriculum implementation process.
Monitoring & EvaluationYes
The descriptive evaluation design compared baseline and end-line results on a variety of data: student examination results, student completion rates, observations of teacher classroom practice and school development questionnaires for head teachers and teachers. These were supported by qualitative interviews with teachers and head teachers.Standardized assessment performanceInternal assessment performanceStudent attendanceDownloadNoDownloadDownloadYes
The results show significant improvement in teachers’ classroom practices across all the indicators (e.g. participation, positive values); qualitative findings suggested that there had been a very positive response by teachers to the teacher multipliers but also that the latter’s impact is variable and depends on the support of the school leader. The conclusions claimed improved P6 results and retention, but with no supporting data, which was due to unforeseen circumstances beyond the control of Wellspring.
The intervention in Gasabo showed the value of classroom participation by students. There are also positive results reported on the various individual elements of the project, such as values training and parental involvement.
The whole district approach has resulted in a reduced dropout rate (through active involvement of the PTC leaders and community ‘connectors’), more all-inclusive learning, and more punctual attendance of children.15 Gasabo School Development Programme.pdf