UNIT 2 STAKEHOLDERS IN EDUCATION
Key Unit Competence:
Judge whether the stakeholders at national, district, sector and school level are effectively playing their roles to support education.
Introductory activity
In our TTC, there are different facilities: library, laboratory, classes, smart classroom, dormitory for boys and girls, dining room, etc. One day the Minister of Education together with the Director General of REB came to visit our school and said that the materials in library, smart classroom and science laboratory are not enough. They decided to provide us with additional books, computers and some materials for science purposes. They requested the principal to ensure the effective use and management of the available materials and wait until the other ones come. The materials were sent through the district office of education where the director of education called the sector education inspector and told him to make sure that the materials are deposited to our school. After some weeks the principal invited the School General Assembly Committee (SGAC) together with Help a Child (NGO) as stakeholder that support some of the school activities and discuss the school issues. In the meeting the School General Assembly Committee agreed to hire the professional security guard to ensure the security of students. Help a Child agreed to provide a mentor for ECLPE option who will be working with tutors as well as students to ensure the quality of early childhood and lower primary education in our TTC.
Read the scenario and answer related questions.
1. Who decided to provide for the TTC books, computers and some materials for science purposes?
2. Who agreed to hire the professional security guard to ensure the security of students?
3. What was the role of Help a Child in the meeting?
2.1. Stakeholders and their roles in education at the school level
Activity 2.1
Look at the organizational chart and answer related questions.
1. Using the organizational chart, identify stakeholders in education who play role at school level.
2. Referring to the experience of your TTC, who are the members of student’s council?
3. Suggest responsibilities of student’s council in the management of a school.
4. What do you think about the responsibilities of head teachers and his subordinates (discipline master, deputy head teacher in charge of studies)? Explain your opinion.
5. In the school, there are different people who work together to ensure the welfare of students and effective teaching and learning at school. Among those people, include students, parents’ students, teachers, head teachers and other administrative staff members. How do they manage to work together to ensure each members’ participation in the school management?
A stakeholder in education is anyone who has an interest in the success of a school or school system. They are the parties that are either directly or indirectly affected by the success of an education system. The stakeholders of education at school level are described below.
2.1.1. Teacher’s council
The Teachers’ Council should be composed of all school teachers. Its responsibilities are described below:
- to provide views regarding learning, teaching, school management, planning and teacher’s development plan;
- to provide views on the discipline and behaviour of teachers and students as well as other issues proposed by the school management;
- to provide views on the preparation of the school budget and use of the school property;
- to prevent and fight against the genocide ideology;
- to promote civic education.
2.1.2. Teacher as an individual
A teacher is also known as an educator. This is a person who helps students to acquire knowledge, competence or virtue. His/her roles and responsibilities are described here below:
- The role of the teacher is to instruct students, manage behavior, encourage student learning and assess progress. The teacher is the leader in the classroom and maintains responsibility for the students’ learning and safety throughout the school day.
- The teacher sets the quality in the classroom. He/She is responsible for creating an environment that allows students to learn and grow. Teachers achieve this by setting up a stimulating, appealing classroom with procedures and routines.
- Before students get to the classroom, the teacher needs lesson plans. These plans break down the steps for every lesson the teacher uses for instruction to ensure all learning objectives are met. Lesson plans also help the teacher stay organized while teaching. The lessons a teacher creates provide the framework for instructing students and giving them practice on the new skills they learn.
- Classroom management is another key duty of a teacher. If student behavior is out of control, learning is a challenge. Student safety is also threatened when the children don’t follow guidelines or misbehave. Teachers use behaviour-management plans to encourage expected behaviours in the classroom.
- Teachers also serve as role models for their students. A teacher encourages learning by showing that she is still learning. She encourages students to use creativity and use learning tools to expand knowledge.
- Mentoring: Mentoring is a natural role taken on by teachers, whether it is intentional or not. This again can have positive or negative effects on children. Mentoring is a way a teacher encourages students to strive to be the best they can. This also includes encouraging students to enjoy learning. Part of mentoring consists of listening to students. By taking time to listen to what students say, teachers impart to students a sense of ownership in the classroom. This helps build their confidence and helps them want to be successful.
- Another role played by teachers is a protector role. Teachers are taught to look for signs of trouble in the students. When students’ behaviours change or physical signs of abuse are noticed, teachers are required to look into the problem. Teachers must follow faculty procedures when it comes to following up on all signs of trouble.
2.1.3. Head teacher
The head teacher of the school serves both as an administrator and a member of the teaching staff. The head teacher, as the school’s chief executive, has the following roles and responsibilities:
- Recommend programs to the board that are consistent with the national goals and objectives of education,
- I Initiate and conduct educational courses, conferences, seminars, and workshops,
- Oversee the preparation of timetable, the scheme of work and other professional documents in the school,
- I Interpret and implement policies and regulations of Ministry of education with regard to the school’s program
- Organize, coordinate and supervise all school activities,
- Promote the welfare of all staff and learners in the school,
- Guide and counsel learners, teachers, non-teaching staff and teacher trainees on teaching practice,
- Ensure that current lows, rules and regulations are respected,
- Supervise the preparation of an action plan for the school,
- Coordinate school activities,
- Ensure order and discipline in the school,
- Sign “mission order” for personnel on official missions,
- Sign students reports forms and other official documents,
- Give permission to a member of staff or pupils wishing to be absent from work or study in accordance with laws,
- Authorize leave for school staff members,
- Provide replacement for the teacher who is absent from duty,
- Provide motivation for personnel and pupils,
- Identify mistakes committed at school and give punishment based on his/ her level of authority,
- Supervise ceremonies taking place at school,
- Inform authorities on time about any major incident taking place at school and write a report on such an incident,
- Welcome new teachers, explain to them the structure and organization of the school,
- Ensure that teaching/learning processes are curried out properly,
- Organize and pay class visits,
- Ensure the availabilities of teaching materials,
- Organize pedagogical meeting for the teachers,
- Ensure proper coverage of syllabus for each lesson,
- Organize continuous training for teachers,
- Organize pupils’ evaluation,
- Prepare budget proposal for the school and seek its approval,
- Manage school property,
- Promote income generating activities,
- Hand in required report on time,
- Representing the school in its relationship with educational stakeholders and authorities at all levels and participate in meeting,
- Serve as mediator between teachers, pupils, parents and surrounding community,
- Defend the interest of the school,
- Promote extra-curricular activities (sport),
- Provide parental guides for all the pupils,
- Inform the mayor of the district about vacancy posts,
- Receive application letters addressed to the school,
- Participate in the selection of candidates (organize interview),
- To acknowledge the voluntary resignation or the death of an employee and inform the mayor of the district about it,
- Propose the mayor of the district the dismissal from office or employment termination of an employee,
- Sign letters written by employee through him/her when they want to retire.
2.1.4. Deputy Head teacher in charge of studies
The main role of the dean of studies/deputy head teacher in charge of studies is
to examine details of all examination board, subject availability, their syllabuses
and the availability of support materials. Some of their duties are listed below:
- Teaching,
- Being in charge of aspects of school administration when the head teacher is not in school,
- Guiding and counselling teachers and learners,
- Coordinating the making of the master timetable for the school,
- Ensuring that examination and assessment are carried out as planned,
- Working in collaboration with the head teacher in the supervision of
teaching staff and other school employee,
- Check recommended lists of textbooks and resources materials,
- Supervise and collect syllabus plans, schemes of work, and check daily
lesson plan and examination papers,
- Collect and files past test papers and external examination papers,
- Being in charge of maintaining cleanliness and general repairs in the school.
2.1.5. School General Assembly
A. Members of the School General Assembly
The School General Assembly shall be composed of the following:
- Parents with children enrolled in the school, who elect among themselves a Chairperson and a Deputy Chairperson;
- The headmaster of the school who serves as non-voting rapporteur;
- School teachers;
- Members of the school administrative staff.
- Two (2) representatives of students, one boy and one girl where possible, elected by their peers, except in nursery schools.
- The school owner or his/her representative for Government- subsidized schools and private schools;
- Any other person approved by the School General Assembly.
- The District Vice Mayor in charge of nursery, primary and secondary schools or his/her representative shall attend the School General Assembly meeting on an ex officio non-voting basis.
B. Responsibilities of the School General Assembly
The School General Assembly shall be the supreme organ in terms of learning, teaching and school welfare. It monitors the overall operation of the school and take a keen interest in the school development. In particular, it shall be responsible for the following:
- to formulate the specific vision of the school in accordance with its mission;
- to provide views and suggestions in relation to the school overall development;
- to appoint and remove members of the School General Assembly Committee;
- to appoint and remove Audit Committee members;
- to submit meeting reports to the Sector authorities with a copy thereof to the Executive Secretary of the Cell in which the school is located;
- to approve internal rules and regulations of the school;
- to approve the annual budget of the school;
- to approve the contribution of parents if necessary.
C. Functioning of the School General Assembly
The School General Assembly shall get assistance from the School General Assembly Committee to implement its decisions and from the Audit Committee to audit the functioning of the school and the School General Assembly Committee.
D. School General Assembly Committee (SGAC)
• Members of the School General Assembly Committee
The School General Assembly Committee shall be composed of the following
- Four (4) parents including the Chairperson and the Deputy Chairperson of the School General Assembly;
- The school owner or his/her representative;
- The head teacher of the school who serves as ex officio non-voting rapporteur;
- Two (2) teachers representing their peers;
- Two (2) students who are members of the School General Assembly.
- N.B: At least thirty per cent (30%) of members of the School General
Assembly Committee must be females.
• Responsibilities of the School General Assembly Committee The School General Assembly Committee shall have the following responsibilities:
- To convene and preside over the School General Assembly;
- To monitor the implementation of the decisions taken by the School General Assembly;
- To monitor compliance with laws, orders and instructions governing the school;
- To take part in the management of the school assets;
- To analyse the school action plan;
- To follow up the discipline and conduct of school authorities, teachers and students;
- To analyse major problems facing the school and propose solutions;
- To perform such other tasks as assigned by the School General Assembly;
- To submit a report to the School General Assembly.
E. The school audit committee
• Members of the School Audit Committee
The Chairperson and Deputy Chairperson elected from among parents who are
not members of the School General Assembly Committee;
- One teacher elected by his/her peers and who serves as rapporteur;
- The inspector of education at the Sector level;
- The Executive Secretary of the Cell in which the school is located;
- The school owner in case of private schools and Government-subsidized schools.
• Term of office for members of the school audit committee
The president and the vice-president of the school audit committee together with the teachers’ representatives to the school audit committee shall be elected for a term of office of two (2) years renewable only once.
• Meeting of the school audit committee
The school audit committee shall meet twice a quarter and whenever necessary it shall be organized by its president and vice –president if the president is absent or at the request of one third of its members. The invitations for the school audit committee meeting should be delivered to each member of the school audit committee at least five days’ prior the meeting and at least two days for extraordinary meetings. The invitation letter should indicate the venue, the date, time and the agenda of the meeting.
• Decision making of the school audit committee
The decisions of the school audit committee shall be taken by voting with absolute majority votes. All present members shall sign the decision of the school audit committee, after the completion of the meeting. A copy shall be sent to the president of the school general assembly in a period not exceeding two days.
Application activity 2.1
1. Matayo is the deputy head teacher in charge of studies at certain secondary school, he always conflicts with head teacher as well as teachers due to the confusion of his duties, and he wants you to advise him about his roles. What will you tell him?
2. Discuss the role of teacher in the implementation of the national educational policies.
3. Suppose you are appointed as head teacher at a given school, discuss your role to the betterment of that school?
4. Discuss the responsibilities of the school general assembly committee and its functioning in the management of the school.
5. School general assembly has two subsidiary organs. Which are they? Examine their responsibilities in the management of the school.
2.2. Stakeholders and their roles in education at sector level
Activity 2.2
In our sector, there is a Sector education council composed of:
- The executive secretary of the sector,
- Each chairperson of the general assembly committee at the level of nursery, primary and secondary located in the sector,
- Head teachers of nursery, primary and secondary in the sector,
- Teacher representing their peers from nursery, primary and secondary levels,
- Owners of the schools located in the sector as well as the sector education officer,
- Executive secretaries of the cells which make up the sector,
- The coordinator of the national youth council at sector level,
- The Coordinator of the National Council of Persons with Disabilities at the sector level.
Questions
1. What do you think are the responsibilities of the Sector Education council?
2. What do you think are particular responsibilities of Sector Education Inspector?
2.2.1. Sector Education Council
Sector education council is composed of the following people:
- The Executive Secretary of the Sector who serves as its chairperson;
- Each Chairperson of the School General Assembly Committee at the
level of nursery, primary, secondary and specialized schools located in the Sector;
- Head teachers of nursery, primary, secondary and specialized schools located in the Sectors;
- Teachers representing their peers, with each level of school such as nursery, primary, secondary and specialized schools, if any, being represented by one teacher;
- Owners of schools located in the Sector;
- The inspector in charge of education at the sector level.
- Executive Secretaries of Cells which make up the Sector;
- The Coordinator of the National Youth Council at the Sector level;
- The Coordinator of the National Women’s Council at the Sector level;
- The Coordinator of the National Council of Persons with Disabilities at the Sector level.
The Sector Education Council shall be responsible of the following:
- To participate in the promotion of education in nursery, primary and secondary schools in the Sector;
- To ensure that all children receive basic education;
- To provide views regarding the construction, maintenance and equipment of schools;
- To advise the District as to the placement of teachers in public and
Government-subsidized nursery, primary and secondary schools;
- To prepare and submit to the District a draft mapping of nursery, primary and secondary schools in the sector;
- To consider reports of the General Assemblies of nursery, primary and secondary schools and render advisory opinion thereon;
- To prepare the action plan and submit the activity report to the Sector Council.
2.2.2. Sector Education Inspector as an individual
Sector Education Inspector (SEI) is a person who is in charge of education at sector level. His/her roles and responsibilities are the following:
- To prepare and follow up teacher’s recruitment in all levels of schools in the sector,
- To prepare administrative documents required for teachers’ promotion in the sector,
- To manage and advice on teacher’s career development in the sector,
- To prepare educational statistics in the sector,
- To receive and handle specific requests submitted by the teachers in the sector,
- To help all levels of schools in the sector making school development plan,
- Strive to improve the quality of education and access,
- To ensure the transmission of schools in materials, textbooks, etc. in all levels of schools in the sector,
- To make a follow up on head teachers and teachers performance as well as their rewards in the sector,
- To carry out teacher’s trainings needs assessment, develop their training plan and ensure the execution in the sector,
- To organize and maintain teachers’ training records in the sector,
- To make inspection at all levels of school’s environment and teaching and learning of all subjects taught in schools in the sector,
- To respect the inspection standards of all levels of schools in the sector,
- To make a follow up on everything that is in relation to the teaching and learning of all subjects taught in all levels of schools in the sector,
- To raise and analyse problems relating to the programs, textbooks and other materials as well as the examinations relating to all subjects taught in all levels of schools in the sector,
- To inspect school administration and make a report of each school inspected in the sector,
- To inspect teachers of all subjects taught in all levels of schools in the sector and make a report of each teacher inspected,
- To provide advice and suggestions to teachers of innovations in the learning and teaching of subjects taught in all levels of schools in the sector,
- Make quarterly and annual reports on the situation of the teaching and school administration of all subjects taught in all levels of education in the sector.
Application activity 2.2
1. Suppose that you are one member of the sector education council, what would be your contributions to fulfil its responsibilities?
2. If you are the Sector Education Inspector, what will you do to ensure the quality of education in the sector?
2.3. Stakeholders and their roles in education at district level
Activity 2.3
There is a district education council at district level; this council is made up by different members representing the public in the district to find out the solutions that arise in education.
1. Suggest the members from school level, sector level and district level who should be in this council.
2. According to you, what are the responsibilities of the district education council?
3. You earlier learnt about the responsibilities of the sector education inspector as an individual, referring to them suggest the responsibilities of the director of district education.
2.3.1. District Education Council
It shall be composed of the following people:
-- The District Mayor who serves as its chairperson;
- The District Vice Mayor in charge of social affairs who serves as its deputy chairperson;
- The Director in charge of education in the District who serves as its rapporteur;
- A representative of headmasters of nursery schools in each Sector;
- Headmasters of primary, secondary and specialized schools located in the District;
- The chairperson of the School General Assembly Committee at the level of nursery, primary, and secondary schools elected by his/her peers in each Sector;
- Teachers representing their peers in each sector, with each level of school such as nursery, primary and secondary, if any, being represented by one teacher;
- Executive Secretaries of sectors that make up the District;
- Owners of schools located in the District;
- The in charge of education at the sector level;
- The coordinator of the National Youth Council at the District level;
- The Coordinator of the National Women’s Council at the District level;
- The Coordinator of the National Council of Persons with Disabilities at the District level.
The responsibilities of the District Education Council shall be the following:
- To participate in the promotion of education in the nursery, primary and secondary schools in the District;
- To participate in the construction of new schools in the District in accordance with the school mapping;
- To provide views on issues related to welfare, hygiene and diseases prevention in schools, as well as teacher placement and collaboration between school authorities and all education stakeholders;
- to examine any other education-related issue in the District;
- To analyze reports of meetings of the sectors related to education;
2.3.2. Director of district education as an individual
Director of district education is a person in charge of education at district level. His/her roles and responsibilities are the following:
- Supervision of all schools in the district.
- Supervision of the work of head teachers of schools,
- He/she has the power to give final decisions in connection with the problem of transfer certificate of primary school students,
- He/she has duties to explain the parents, guardians of pupils the necessity for regular and punctual attendance and to induce people to be interested in education,
- He must check the diaries of SEI which contains information about schools in each head teacher locality,
- He has the power to transfer teacher from one school to another,
- Planning the establishment of new schools including expansion/upgrading of exciting schools to ensure adequate provision of educational facilities,
- Planning the human resources and ensuring equitable deployment of staff/teachers across schools,
- Planning and coordinating non-formal education program and co-curricular activities such as scouting/school parenting programs, etc.
- Preparing an annual budget based on the annual plan in his district,
- Monitoring all educational programs implemented in the district and providing timely feedback and support where necessary,
- Monitoring and evaluating the performance of teachers/school heads and recommending promotions and trainings,
- Assessing quality of education in the district,
- As a representative of the ministry of education in the district, DDE is responsible for ensuring that the national goals and objectives for education are translated down to the school level and understood and implemented by all stakeholders in the district,
- DDE, must identify problems and priorities within the district and the schools and communicate them to the ministry of education,
- Any issues that cannot be resolved at the district level must be communicated by DDE to the Ministry of Education. Any new proposal, personnel requests etc… must be communicated to the Ministry of Education through DDE’s office,
- He/she must manage all matters related to administration and planning of education in the district,
- He/she must set the education calendar for the district based on the overall national calendar,
- He/she must ensure that all education related activities including academic and school based activities are carried out on time,
- He/she must ensure that all budgeted activities are implemented on time,
- He/she must visit the schools and help to solve textbook shortage issues,
- He/she must maintain a profile of each and every staff in schools in district, this will help in making good and logical decisions while recommending trainings, transfers, promotion or dealing with any personnel matters,
- He/she must recommend teachers and staff within district for training based on their needs,
- In the case there are any training informed to the DDE’s, he/she is responsible to ensure that the teachers receive the information on time and are able to respond in time,
- Ensure that there is adequate monitoring and support mechanism within the school to provide quality of education,
- Advising SEI on matters related to the development of education in the sector.
Application activity 2.3
KADEGE is a new member of the district education council in one of the districts of Rwanda. He was invited in the meeting to discuss about how the district education council is working and how it can improve its functioning but unfortunately, KADEGE is not even aware of the responsibilities of the district education council. He is reluctant to attend the meeting. Fortunately, he found you as TTC leaver who has a full information about district education council.
Questions
1. What will you tell him about the responsibilities of district education council?
2. If KADEGE is appointed as District Director of Education what will be his responsibilities to ensure the quality education in his district?
2.4. Stakeholders and their roles in education at national level
Activity 2.4
By the end of primary six ordinary and advanced levels, the students have to sit for national examination,
a. Name the government institution, which is responsible for setting national examinations at all level. What are other responsibilities of that institution?
b. What is the other overall institution at national level, which set and ensure implementation of educational policies? What are the responsibilities of that institution?
c. There are different NGOs that support education in Rwanda. Identify any NGO that support education in your district and explain the ways in which they support it?
2.4.1. Ministry of Education (MINEDUC)
MINEDUC is one of the Rwanda government ministerial departments. Its vision is to provide the citizens of Rwanda with equal opportunities to a high quality education through world-class learning facilities and renowned learning institutions. Its mission is to transform Rwandan citizens into skilled human capital for socio-economic development of the country by ensuring equitable access to quality education focusing on combating illiteracy, promotion of science and technology, critical thinking, positive values.
To ensure that it works towards achievement of its vision and mission, it has the following core functions:
- Developing, reviewing and guiding the implementation of education sector policies and strategies geared towards achieving national and international goals;
- Enacting laws and adopting regulations and guidelines for the promotion of education in line with national education policy;
- Developing and managing Education Monitoring and Evaluation systems;
- Developing strategies for resource mobilization and efficient utilization;
- Promoting the teaching, learning, and the good use of Information and Communication in Education;
- Developing, reviewing and guiding education sector for institutional development and capacity building.
2.4.2. Rwanda Education Board (REB)
The vision of REB is to improve the quality of Basic Education through curriculum development, development and management of teachers, assessment, and promote the use of information and communication technology in education.
The mission of REB is to fast tracking basic education development in Rwanda by designing and delivering high quality free 12 years of basic education for all children of school going age. Therefore, to achieve its vision and mission it has to fulfil the following responsibilities:
- To contribute to determining education policy;
- To coordinate and fast track education programmes and activities aimed at providing to all categories of Rwandans a qualitative education;
- To design and distribute curricula, teaching materials, guides, methodologies and establish teaching methods for nursery, primary secondary, specialized schools and adult literacy education in accordance with the current educational development;
- To promote the use of information and communication technology in education;
- To coordinate programs and activities aimed at developing teachers, building their capacities and improving their management;
- To establish regulations determining how national examinations are conducted in various levels of education, except in vocational and technical training and in higher learning institutions;
- To cooperate and collaborate with other regional and international institutions having similar responsibilities;
- To advise Government on all activities which can fast track education development in Rwanda.
2.4.3. NGOs in promoting education
NGOs in full stands for Non-Governmental Organization. Due to the needs of the education sector, the government engage with NGOs in meeting their needs. NGOs plays role in the following ways:
- By training teachers, NGOs help the government to cut down on its expenditure of either building more training facilities.
- Another way through which NGOs take part in promoting education is by constructing extra schools especially in marginalized areas.
- Moreover, governments wish to get NGOs because of financial support. Since resources are always scarce against unlimited needs, governments hardly have enough to take care of the education sector. Thus, they engage
NGOs to help in meeting the financial expenditures in the sector. For instance, an NGO can offer to build classes or buy textbooks in schools.
- Additionally, NGOs promote education through objective research. In understanding the needs of the education sector and required resources, you need thorough research. By so doing, you will identify areas that are underfunded in order to provide quality education in schools and colleges. Research may also recommend certain changes like change syllabus for students to meet the ever-changing needs of the job market.
- The role of NGOs in promoting education is through advocacy. This occurs when there are unfair practices within the education docket. For example, if the registration of male students is double than of their female counterparts, then something has to be done. NGOs could offer to sponsor the disadvantaged lot of students regardless of their gender.
Application activity 2.4
In which ways NGOs contribute to the education system in Rwanda?
Discuss the roles and responsibilities of MINEDUC to ensure quality education for all citizens.
Examine the role and responsibilities of REB for the quality education in Rwanda.
End unit assesment
The mission of education in Rwanda is to transform Rwandan citizens into skilled human capital for socio-economic development of the country by ensuring equitable access to quality education focusing on combating illiteracy, promotion of science and technology, critical thinking, positive values. To ensure the achievement of this mission, it requires the partnership of different stakeholders. Identify all stakeholders in education and briefly explain the role of each stakeholder from national level to the school level for the achievement of mission of education in Rwanda.