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
This project seeks to improve community engagement in the management of school resources with the long term aim of improving the quality of primary and lower secondary education. Parent Teacher Committees (PTCs) are trained in planning and management of school resources, with a specific focus on (i) roles and responsibilities of PTCs, (ii) strategic planning and (iii) annual planning. The project supports the establishment of school audit committees in schools where
these did not exist and builds the capacity of its members to monitor resources and spending of the school.
Another support mechanism of this project focuses on parental engagement in the life of the school and the education of their children. A community engagement initiative supports parents to make school and community level government officials more accountable for education delivery. The concept of ‘accountability week’ was introduced. Parents visit the classroom, observe lessons and discuss with teachers. A wide range of school stakeholders engage in creative awareness raising activities (e.g. through drama and role play).
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CEI approaches in action
280 Parent Teacher Association members trained
- Transparency International-Rwanda and REB to discuss ways in which the training for PTC and audit committees can be scaled up and sustained as part of REB’s work on effective school management. The school leadership and management unit in REB should take the lead.
- TI-Rw can provide technical support to REB, but should gradually move away from its current direct implementation role.
- The accountability week is a good and engaging concept, which can be adopted by REB, and which can relatively easily be organised by the schools themselves. TI-Rw may want to publish a guidance document that can help schools to organise their own ‘Accountability Week’.
Monitoring & Evaluation
Only an overall ranking of schools on scores from a questionnaire at the end-line are provided. The questionnaire itself has
no demonstrable validity or reliability and no data were provided to arrive at the scores and hence the ranking. The outcomes set out for the project at inception were not reported upon so no conclusions can be drawn about the impact of it, though some claim great improvement in school management and parental involvement.The report provided an overall ranking of schools on scores from a questionnaire at the end-line. The outcomes set out for the project at inception were not reported upon.
The report submitted was not appropriate as an outcome report. No conclusions can be drawn about the impact of the report, though claims are made about a great improvement in school management and parental involvement.