The Ministry of Education (MINEDUC) has announced new measures aimed at improving the quality of management in public and government-aided schools, following an assessment of the competencies of head teachers in primary and secondary schools, which resulted in the suspension of 890 school leaders.
After an evaluation of school head teachers (HTs), 890 leaders who failed to attain at least 70 percent (70/100) were removed from leadership positions and reassigned to their original role of teaching. All were immediately removed from the school leadership system and reverted to regular teaching positions, in accordance with laws governing teachers.
890 Leadership Positions to Be Advertised
It was announced that next week, all 890 school leadership positions will be advertised, allowing serving primary and secondary school teachers to compete for them through official application processes. Female teachers are particularly encouraged to apply, as evidence shows that when given leadership responsibilities, they often demonstrate strong commitment and professionalism.
Additionally, next week, 500 teachers who previously passed school leadership examinations but were placed on a waiting list will receive leadership offers. This means that 390 positions will remain vacant and will be openly competed for.
Interim School Management Arrangements
For schools previously led by head teachers who failed the assessment, clear guidance has been issued that the most experienced teacher with proven leadership qualities will act as head teacher on an interim basis until a new head teacher is officially appointed.
Measures Anchored in Law
Authorities clarified that these measures were not arbitrary, but are grounded in the legal framework governing teachers, which stipulates that any school leader found unable to effectively fulfill leadership duties must revert to a teaching role.
Salary Structure
A head teacher reassigned to teaching will receive a salary equivalent to that of teachers with the same level of experience. For example, if teachers with similar experience are placed at Level 6, the former head teacher will earn the same salary.
If, based on academic qualifications, the teacher does not immediately secure a teaching position, they will receive two-thirds (2/3) of the salary of a teacher with equivalent experience for a period of six months, as provided by law. If no position becomes available after this period, the individual will exit the government payroll system and apply for positions like other candidates.
Some former head teachers reportedly declined to return to teaching immediately after being notified of their reassignment. Authorities said this has eased the implementation of the reform, as it accelerates the process of appointing new, committed school leaders.
REB Explains the Assessment Process
The Director in charge of Teacher Management Development at the Rwanda Education Board (REB), Leon Mugenzi, explained the rationale behind the assessment that led to the suspensions.
He said:
“The Ministry of Education and its affiliated institutions decided to conduct a performance and competency assessment of head teachers and deputy head teachers in Rwanda to establish whether school leadership truly aligns with student performance. Research has consistently shown that the two do not always correlate. We therefore wanted to determine the actual status of school leadership today. This assessment is also provided for in the law and the specific statute governing teachers and basic education staff, which requires that head teachers and their deputies be evaluated after every three years. The main objective was to improve the quality of school management so as to enhance teaching and learning outcomes.”
He added:
“What this assessment revealed is that schools in Rwanda are not managed uniformly, and not all are managed to the desired standard. In fact, 17 percent of the school leaders assessed did not meet the expected leadership benchmark.”
These reforms are expected to strengthen the quality of school management, ensure equal opportunities for qualified teachers, and promote merit-based, professional, and results-oriented leadership, ultimately improving the overall quality of education in the country.
