and strategic outcomes. Accordingly DDPs have been elaborated based on the identified education sector priorities and outcomes. The District priorities for the next five years will be focused on the following areas in line with the education sectors overarching goals and sector outcomes… set out in Section 3.4.4, DEOs are responsible for formulating district level annual “As action plans which form part of the wider District Development Plan. The education elements are in line with the priorities set out in the ESSP. Plans are validated by District Education Committees chaired by the Mayor or the Vice-Mayor for social affairs.” As described elsewhere, our interviews suggested that, in fact, in some cases District priorities are perhaps less aligned to ESSP2013 priorities than these statements might suggest. ESSP2013 also provides a helpful suggestion, that SEOs should take an increasing role in supportive supervision of quality, rather than merely funnelling information: decentralisation and public service reforms a number of responsibilities now lie “With with District Education Officers (DEOs). These include the implementation of policy and strategic plans, preparation of district plans and budgets, monitoring and evaluation of education activities and school financial reports, and teacher recruitment and transfers. There has also been decentralisation of procurement of teaching and learning materials. Sector Education Officers (SEOs) have been recruited to support DEOs in carrying out these activities and to improve linkages between the district education office and schools. However there is potential for their role to also support head teachers in improving quality at school level, rather than only providing administrative support to DEOs”. Context - institutional framework Decentralised government At national government level, MINEDUC is responsible for strategic leadership of the education sector. Management of the operational school system is in the hands of the Rwanda Education Board. Rwanda is administratively divided geographically into 5 Provinces or Regions, 30 Districts, and 416 Sectors. Rwanda has a decentralised, not a deconcentrated, system of government: that is, District governments are governments in their own right, with the different sectors within them under the leadership of the District Mayor, rather than being local emanations of national government, reporting to the sector ministries at national level.
and strategic outcomes. Accordingly DDPs have been elaborated based on the identified education sector priorities and outcomes. The District priorities for the next five years will be focused on the following areas in line with the education sectors overarching goals and sector outcomes… “As set out in Section 3.4.4, DEOs are responsible for formulating district level annual action plans which form part of the wider District Development Plan. The education elements are in line with the priorities set out in the ESSP. Plans are validated by District Education Committees chaired by the Mayor or the Vice-Mayor for social affairs.” As described elsewhere, our interviews suggested that, in fact, in some cases District priorities are perhaps less aligned to ESSP2013 priorities than these statements might suggest. ESSP2013 also provides a helpful suggestion, that SEOs should take an increasing role in supportive supervision of quality, rather than merely funnelling information: “With decentralisation and public service reforms a number of responsibilities now lie with District Education Officers (DEOs). These include the implementation of policy and strategic plans, preparation of district plans and budgets, monitoring and evaluation of education activities and school financial reports, and teacher recruitment and transfers. There has also been decentralisation of procurement of teaching and learning materials. Sector Education Officers (SEOs) have been recruited to support DEOs in carrying out these activities and to improve linkages between the district education office and schools. However there is potential for their role to also support head teachers in improving quality at school level, rather than only providing administrative support to DEOs”. Context - institutional framework Decentralised government At national government level, MINEDUC is responsible for strategic leadership of the education sector. Management of the operational school system is in the hands of the Rwanda Education Board. Rwanda is administratively divided geographically into 5 Provinces or Regions, 30 Districts, and 416 Sectors. Rwanda has a decentralised, not a deconcentrated, system of government: that is, District governments are governments in their own right, with the different sectors within them under the leadership of the District Mayor, rather than being local emanations of national government, reporting to the sector ministries at national level.