INSTITUT CATHOLIQUE DE KABGAYI (I.C.

K)

FACULT OF EDUCATION

POST GRADUATE DIPLOMA IN EDUCATION MARCH INTAKE

MODULE TITLE: SCHOOL LEADERSHIP AND MANAGEMENT

Lecturer: MUDAHINYUKA Sylvain

Done by: MUHORACYEYE Gaudence

REG No: 23/PGDE/ 074

REPUBLIC OF RWANDA
MINISTRY OF EDUCATION
District: RUHANGO
Sector: RUHANGO
School name: KINAMA P.S
School code: 260932
Phone: 0783531927

SCHOOL STRATEGIC PLAN

(2023-2025)

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Preliminary Pages:

Foreword

On behalf of KINAMA primary school and other partners in education, I’m greatly honored and privilege to witness release of School
Strategic Plan (SSP) document that will support us on improving the leadership skills and improving learning outcomes within our
school.

We will systematically improve our professional development based on priority setting. We acknowledge that proper implementation of
the key five standards established by REB in order to improve leadership skills through Peer Learning and Peer Review and CPDs.

The SSP document comprises of general introduction to the key priorities in order to increase learning outcomes by considering the
strategic School Plan: This document will be built on the fundamental key 5 REB Standards governing the school leadership in Rwanda
and these are:
- Creating strategic direction of the School
- Leading learning
- Leading teaching
- Managing the school as an organization
- Working with parents and wider community

I’m grateful to extend my appreciation to every person who has contributed toward the development of this document especially School
General Assembly Committee (SGAC).

MUHORACYEYE Gaudence
The head teacher of KINAMA PS

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 AKNOWLEGEMENT

KINAMA PS express its gratitude to all individuals, and organizations that extended the technical contribution for development this
document regarding the school Strategic plan (SSP)
We are particularly indebted to REB that collaborated through its partners in education technical input in teaching how to realize the
SSP. We are also grateful to our educational official in the system leaders for learning, SSP team members who participated in drafting
this SSP document.
Their respective initiative, collaboration, and support on how to realize the SSP were our baseline for the successful realization of our
school improvement plan.

MUHORACYEYE Gaudence
The head teacher of KINAMA PS

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CHAPTER I. SCHOOL PROFILE

KINAMA PS is a public School, it has started in 18/01/2021 in order to reduce the long journey made by the students of the region to
join the schools like GS MUYANGE and GS RUHANGO Adventiste.

The school aimed to fight against ignorance and illiteracy for the people of the area who were obliged most of their young generation to
do domestic works like cows and goat guarding for all boys and girls were assigned of household works like house cleaning, cooking,
wears washing and other activities.

In order to achieve both national and international policy the school receives both boys and girls in order to attempt equity and equality
of all citizens.

Historical background of the school

The school was founded in 2021 by the government of Rwanda in order to decrease the journey done by students to join the schools like
neighboring Schools and others and due to the journey most of them couldn’t complete the primary cycle. In this regards the school is
taken as the solution to abandon the dropout rate for the former students.
The school started by 14 classrooms, 708 Students and 16 teachers. Actually, it counts 14 classrooms, 851 students and 19 teachers
including the administrative staff (Head teacher) and 6 supporting staff.

THE GEOGRAPHICAL DESCRIPTION

The school is located in:

Country: Rwanda

Province: Southern

District: Ruhango

Sector : Ruhango

Cells : Nyamagana

Village: Kinama

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THE CONTACT DESCRIPTION

The Head Teacher Phone: 0783531927/0725772360

Email: muhorakeyeteta@gmail.com

ADMINISTRATIVE DESCRIPTION

As prescribed by the law governing the school administration in Rwanda our school administration is structured as follow:

The School general assembly (SGA)

This is made by all parents having or taking care children legally or illegally and these students must be admitted ant registered in our
school. In the general assembly include other stakeholders and partners who could intervene for advising the about the school durable
development.

The school general assembly committee (SGAC)

This is made by some elected people from the members of the School general assembly, others elected by the teaching staff as their
representatives and the two students representing their colleagues. Here a non-elected one is the head teacher who is assigned the
responsibilities of the secretary of the school general assembly committee.

The school audit committee (SAC)

These are some integral people who are assigned of following the execution of decisions taken by the general assembly.

The school tender committee (STC)

These are people assigned of following the execution of tenders in order to hold accountability in the school financial issues.

Considering the bellow description each committee is stipulated as follow:

The members of the school general assembly committee (SGAC)

MEMBER’S NAME RESPONSIBILITY

MBABAZI Sarah CHAIR PERSON

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NSHUNGUYINKA Enias DEPUTY CHAIR PRESON

MUHORACYEYE Gaudence SECRETARY

MIZERO Ferdinand TEACHER REPRESENTATIVE

NIYINGENERA Esperance TEACHER REPRESENTATIVE

IRADUKUNDA Pacifique STUDENT REPRESENTATIVE

UMUTONIWASE Germaine STUDENT REPRESENTATIVE

MUKAMURENZI Mariam Advisor

RUBERANZIZA Clement Advisor

Table one: The table indicating the SGAC members

The members of school audit committee (SAC)

MEMBER’S NAME RESPONSIBILITY

RUSATSI Melard CHAIR PERSON

MUKANDEBE Virginie VICE CHAIR PERSON

BARAKAMFITIYE Noel SECRETARY

NIYOGISUBIZO Carine STUDENT REPRESENTATIVE

USANZABE Longin CELL EXECUTIVE SECRETARY

Table two: The table indicating the SAC members

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The members of school tender committee (STC)

MEMBER’S NAME RESPONSIBILITY

ANANIYA VUNINKA CHAIR PERSON

MIZERO Ferdinand DEPUTY CHAIR PERSON

UWITONZE FELCULA SECRETARY

HAKIZIMANA GASTONI MEMBER

UWIMPUHWE Tamari Member

Table three: The table indicating the STC members

1.1. Statistics of the school

A. Staff population

Staff Level/qualification Female Male Total

Teaching staff Pre- Certificate (A2) Qualified 0 0 0
Primary Non-Qualified 2 0 2
Primary Certificate (A2) Qualified 5 3 8
Certificate (A2), Non-Qualified 4 3 10

Administrative Positions
staff HT 1 0 0 0 1 0 1
Security 0 0 0 0 0 2 2
guards
Supporting Cleaners 0 0 0 0 1 0 1
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staff Gardeners 0 0 0 0 0 1 1
Cooks 0 0 0 0 0 2 2

B. Students’ population
Students LEVEL Students with disabilities
Grade Male Female Total BOYS GIRLS TOTAL
Primary P1 100 104 204 1 0 1
P2 93 69 163 0 1 1
P3 89 53 142 0 0 0
P4 41 47 88 1 1 2
P5 44 51 95 0 1 1
P6 25 18 43 0 0 0

NURSERY N1,2&3 52 65 117 1 0 1

TOTAL 444 407 851 3 3 6

C. Physical infrastructure

INFRASTRUCTURE NUMBE STATUS

R NEW MODERATE OLD
o Classrooms
N1,2,3 1 1 0 0
P1 2 2 0 0
P2 2 2 0 0
P3 1 1 0 0
P4 3 3 0 0
P5 3 3 0 0
P6 2 2 0 0
2.TOILETS FOR GIRLS 12 12 0 0
3.KICHEN 1 1 6 0
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4.TOILETS FOR BOYS 12 12 0 0
5. TOILET FOR HANDICAP 2 2 0 0
6.PLAYGROUNDS 0 0 0 0
9.ELECTRICITY YES YES NO NO

CHAPTER I: SCHOOL SELF-ASSESSMENT

2.1. STUDENTS ACHIEVEMENT DATA

2.1.1. Percentage of students whose performance met proficiency level per subject, level and grade

Primary Level

SUBJECT Subject Total number of students per grade

Proficiency P1 P2 P3 P4 P5 P6
Level 204 163 142 88 95 43
Percentage of students whose performance met proficiency level
Kinyarwanda 60% 66% 50% 51% 80% 79% 82%
Mathematics 60% 57% 50% 62% 49% 52% 46%
English 60% 16% 47% 40% 59% 55% 53%
Science and Elementary 60% 97% 68% 51% 55% 58% 54%
Technology
Social and Religious 60% 67% 69% 65% 67% 63% 66%
Studies
Creative Arts 60% 95% 65% 90% 91% 92% 89%
Physical education 60% 97% 54% 100% 92% 90% 98%
French 60% 87% 62% 79% 76% 34% 60%

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  National examination results per level of study, subject and aggregate

Primary Six

Subject Candidate Number of student per aggregate

1 2 3 4 5 6 7 8 9
Aggregate
Kinyarwanda 43 15 12 5 1 2 8 0 0 0
Mathematics 43 3 10 2 8 4 3 0 8 5
English 43 5 6 10 3 5 1 3 6 4
Science and Elementary 43 5 6 10 3 5 1 3 6 4
Technology
Social and Religious Studies 43 10 6 10 3 5 1 3 5 0

3. SWOT ANALYSIS

This section provides the current situation/profile of the schools. It will describe the strength, weakness, opportunities and threats
that are facing the school upon which the key priority areas to focus on in order to improve the current situation will base. This will
present information that will help understand the current status of the school in terms of learning, teaching, management of school as
an organization, involvement of stakeholders, etc.

Performance
against the five STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
professional
standards for
ESL
Creating  Qualified  Students o School is constructed far from o We sensitize
strategic Teachers are malingering industries, market, or any parents to follow
direction 65.5%  Lack of some other barriers that can up their learners
 Good books encumber conducive learning
collaboration  Poverty of some environment o We strengthen

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 of parents and student families student clubs and
teachers  Difficult in morning prep in
 No spelling and o We have science club that order to keep
discrimination speaking English prepares science expos with moving up
Among  Lower lever of students from different o To continue
teachers, ICT on students schools in order to increase helping students
and parents side lever of English, research, to join saving
 Student clubs  The parents who experiments , innovation, clubs in order to
facilitated by are not engaged relationship, values, etc reduce poverty
teachers in their own o To train teachers
duties. and students on
 ICT skills so that
they should be
able to make up
their lessons
using research,
Leading 1. Classes are 1. Learners’note books o Availablity of classrooms, 1. Downloading
learning available. and Teachers’guide are some documents
not enough o Teachers motivation like
Compentent break fast and training. on REB website,
teachers 1. Lack of kitchen for
Lunch of teachers 2. Seeking some
supports from
2. Lack of income
generating project other related
institutions
3. lack of support.

Leading Teachers are not

teaching  Paternership of 1. Lack of training in a. Local community trained for
Teachers ICT. Contribution. teaching students
with disability
b. Teachers  are engaged and other special
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  Paternership in career needs
with TUNOZE
GUSOMA
 Students
Displine.
 Rationship of
parents and
School.
Managing the a. Students have - School has no fence. - management of each
school as Displine. - Students and Teachers are following class by class tutor
organization b. Teachers have advice
good
behaviours.
c. The school
will be
improved in
number of
students,
infrastructures
and
performance
Involving -Ratio of parents meeting Some Parents give time to learners To sensitize Parents to
parents and the Collaboration with -Late of Parents for studying encourage students in
wider Parents. Intervention of school learning
community of activities are not enough Parents give information of situation
the school of learners in their families

CHAPTER 2: THE STRATEGIC DIRECTION OF THE SCHOOL

The information in this chapter is about school vision statement, mission statement, core values, and other fundamental statement such
as school moto and philosophy. These will be developed on the basis of the dissatisfaction with the current status of the school as has
shown by the situational analysis. Refer to the SIP training manual on the section: Setting school strategic direction

SCHOOL VISION

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IN THREE YEARS, KINAMA PRIMARY SCHOOL WILL BE A SCHOOL PROVIDES EDUCATION THAT HELPS
STUDENTS TO SUCCEED AT THE RIGHT LEVEL AND SOLVE THEIR PROBLEMS BASED ON RWANDAN
VALUES.

SCHOOL MISSION

PROVIDIND QUALITY EDUCATION FOR ALL

 SCHOOL MOTTO

AMBITION-PUNCTUALITY—INNOVATION

 School core values: Our school values are Politeness, Patriotism, Dignity and Cleanliness.
 School taboos: disobedience, dirtiness, cheating and sexual harassment

CHAPTER 3: KEY PRIORITY AREAS

This chapter describes the key areas of focus. Refer to the SSP training manual on the section: Setting school priorities.

PRIORITIES : 1. SCHOOL PERFORMANCE

2. CLEAN WATER AT SCHOOL
3. FEEDING LEARNERS

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 SCHOOL STRATEGIC PLAN

Outcomes Inputs Indicators Baselin Target Activitie Timeline Budget Responsible

e s
Y1 Y2 Y3

Objective 1: Window and The number 52% x x x Repairin At the 900,000 School&
By the end of door glasses, of classrooms g the beginning District.
Three years wood, paying well doors, of every
starting by workers maintained windows term
2023 all and
classrooms desks
will be well damaged
maintained at
the level of
95% starting
with 52%

Objective 2: Curriculum The number of 30% x x x Provide to Every day 600,000 SCHOOL
By the end of , pens, Teachers who all &DISTRICT
three years notebooks, complete their teachers
starting by textbooks documents all basic
2023 the … efficiently and
number of necessary
teachers who teaching
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complete materials,
effectively class visit,
their teaching
documents
will be
increased
from 30% up
100%

Objective 3: Kawunga, The number of 50% x x x Feeding Every 25,567,000 PARENTS,

By the end of rice, beans, learners who take all working SCHOOL AND
three years sweet food at school learners at day DISTRICT
starting by potatoes, school
2023 the oil, salt,
School will cassava, Buying all
have all fruits, eggs, necessary
learners that firewood, equipment
take diet food cooks, and food
at school from movelos,… to feed
50% to 100% learners

Objective 4: Meeting The number of 45% x x x Assignme One 650,000 The HT of the
By the end of with Students who nt ,Tests assignment School, SBM,
three years parents, perform well in or Exams per week, all Teachers,
starting by motivation Exams or assigned and Students,
2023 the for assignment to all monthly Learners and
number of learners students tests per parents
students who and subject for

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perform well teachers, all classes
in all subjects …
will be
increased
from 45% up
to 90%

Objective 5 : Bricks, The space which NA Y1 Y2 Y3 Buying 2024 6,000,000 School and
By the end of stones, has a fence needed district
three years workers, x materials
starting by sand,... and paying
2023 the workers
school will
have a fence

Objective 6 : Water Water at School NA Y1 Y2 Y3 Buying At the 1,000,000 SCHOOL &

By the end of supply needed beginning DISTRICT
three years x materials of the first
starting by term of the
2023 the academic
school will year
have clean
water from
WASAC.

TOTAL BUGDET SOURCES OF FUNDS

33,717,000 Rwf  Capitation grant from Government of Rwanda : 3,931,620

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 Rwf

 Government School feeding fees: 27,572,400 Rwf

 Parents school feeding fees: 2,489,175 Rwf

CHAPTER 4: SSP team members (SGAC)

NO NAMES POSITION/ ROLE SIGNATURE

1 MBABAZI Sarah President of SGAC

2 NSHUNGUYINKA Enias V/P of SGAC

3 MUHORACYEYE Gaudence Secretary of SGAC

4 MUKAMURENZI Mariam Advisor

5 NIYINGENERA Esperance Teacher representative

6 MIZERO Ferdinand Teacher representative

7 RUBERANZIZA Clement Advisor

8 IRADUKUNDA Pacifique Head-boy

9 UMUTONIWASE Germaine Head-girl

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