A New Era for Education: Over 800 School Leaders Reassigned to Teaching Roles Following REB Evaluations
Kigali, Rwanda – In a landmark move designed to significantly bolster the quality of education across the nation, the Rwanda Basic Education Board (REB) has announced the reassignment of more than 800 school leaders, including Headteachers (HTs), Directors of Studies (DoS), and Directors of Discipline (DoD), to teaching positions. This decisive action follows the comprehensive performance evaluations for the 2025–2026 academic period, underscoring REB's unwavering commitment to accountability and excellence in school leadership.
The Mandate for High Performance
The evaluations, conducted under the stringent guidelines of Article 45 of the Prime Minister's Order n° 033/03 of 12/11/2024, assessed school leaders on a range of critical competencies. The framework included:
District-Level Evaluation: A holistic assessment of leadership and management.
Average School Performance in National Examinations: Direct accountability for student academic outcomes.
Effective School Leadership Test: Measuring pedagogical and administrative knowledge.
English Proficiency Test: Ensuring strong communication skills essential for education.
NESA Inspection Rating: An independent review of school quality and compliance.
Leaders who scored below the "Meets Expectations" threshold (typically below 70% or 69% in their weighted total score) were identified for reassignment.
Why Such a Significant Reassignment?
The reassignment of school leaders followed a clear and legally grounded mandate to uphold high standards of performance across Rwanda’s education system. The evaluations were conducted in accordance with Article 45 of the Prime Minister’s Order n° 033/03 of 12/11/2024, which empowers education authorities to regularly assess the effectiveness of school leadership. This legal framework underscores the principle that leadership positions in schools are roles of accountability, directly linked to learning outcomes, institutional management, and national education goals. By anchoring the process in law, the evaluation ensured transparency, fairness, and consistency across all districts.
At the district level, a comprehensive evaluation was carried out to assess each leader’s capacity in strategic leadership, administrative management, teacher supervision, and community engagement. District education officers examined how effectively Head Teachers, Directors of Studies, and Directors of Discipline translated national education policies into day-to-day school practices. This holistic assessment went beyond paperwork, focusing on evidence-based leadership, proper use of resources, compliance with regulations, and the ability to foster a positive teaching and learning environment within schools.
A critical component of the evaluation was the average school performance in national examinations, which served as a direct indicator of instructional leadership effectiveness. School leaders are expected to create conditions that enable teachers to deliver quality instruction and learners to achieve expected competencies. Persistent underperformance in national examinations signaled gaps in academic supervision, instructional support, or data-driven decision-making. As such, examination results were treated as a shared responsibility of leadership rather than an isolated classroom issue.
In addition, school leaders were subjected to an Effective School Leadership Test, designed to measure both pedagogical understanding and administrative competence. This assessment evaluated knowledge of curriculum implementation, learner-centered methodologies, assessment practices, and school improvement planning. Complementing this was an English Proficiency Test, recognizing that effective communication in English is essential for instructional supervision, professional collaboration, and engagement with national and international education stakeholders. Strong language skills were therefore viewed as a core leadership competency, not an optional attribute.
Finally, the evaluation incorporated the NESA inspection rating, providing an independent and objective measure of school quality, compliance, and overall effectiveness. NESA’s findings reflected classroom practices, school governance, learner safety, and adherence to national standards. Leaders who scored below the “Meets Expectations” threshold—typically under 70% (or 69% in the weighted total score)—were identified for reassignment. This decision was not punitive but corrective, aiming to align individuals with roles where they could be most effective while reinforcing a culture of accountability, continuous improvement, and high performance in school leadership.
The decision to reassign over 800 administrative staff back to teaching roles is not merely punitive; it is a strategic recalibration aimed at optimizing human resources within the education sector. This move directly addresses several key objectives:
Elevating Leadership Standards: By transitioning underperforming leaders, REB ensures that schools are managed by individuals who consistently demonstrate the required expertise and drive.
Strengthening Classroom Instruction: These reassigned professionals bring valuable experience back into the classroom, directly impacting student learning. It also helps address any teacher shortages, ensuring quality instruction.
Prioritizing Student Outcomes: The ultimate goal is to create a more effective and supportive learning environment for all Rwandan students, with leadership that is directly correlated to improved academic results.
Promoting Accountability: This action sends a clear message that leadership roles within the education system are earned through demonstrated performance and are subject to rigorous ongoing assessment.
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