Involving stakeholders in educational planning and meeting societal needs for education in Rwanda: a case of Kayonza, Rwanda.
DOI:
https://doi.org/10.51168/58h76453Keywords:
Stakeholders, planning in education, Rwanda, needs in society, participation of stakeholdersAbstract
Background
Inclusion of stakeholders has been identified as an important component in modern education planning, especially in a decentralized context where education can be aligned with the needs of society. Within the Rwandan context, Vision 2050 recognizes stakeholder engagement as a way of not only ensuring relevance but also of achieving greater accountability and transformation of society. But in spite of these commitments, not much has been documented in relation to the constructivist component of stakeholder engagement. In light of these limitations, the research adopted a qualitative research paradigm that conformed to constructivist principles.
Methods
The study targeted 28 participants using purposively targeted sampling. These participants included district education authorities, schools' head teachers, teachers, parents, as well as students. The study involved conducting semi-structured interviews and Focus Group Discussions that were analyzed thematically based on the Braun and Clarke framework.
Results
Findings show that early and continued engagement of stakeholders improves the relevance of the curriculum, accountability, policy/project implementation, and student motivation in secondary schools. The study also shows that successful engagement of stakeholders helps to improve trust within schools and indeed aligns school planning with social needs in society. However, the study has identified some challenges, which include planning structures that are centralized and hierarchical, with barriers that are socio-cultural and communicative.
Conclusion
The study concludes that stakeholder participation in planning for secondary education in Rwanda is, in fact, a social and learning process rather than an administrative process.
Recommendation
The study therefore recommends that Rwandan education planners should enhance stakeholder capability for participation in planning and adopt culturally responsive approaches to improve planning outcomes.
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Copyright (c) 2026 Albert Byiringiro (Author)
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