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Concerns of School Leaders and Associated Strategies Adopted by Them

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Primary School Leadership in Post-Conflict Rwanda

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Abstract

Chapter 5 addressed developments that have taken place in primary school education generally, and primary school leadership specifically, in Rwanda from 1994 until 2014. It indicated that this two-decade period was characterised by numerous initiatives, changes, and ambitious goals in these domains. As far as primary school education is concerned, the immediate aftermath of the genocide was marked by the implementation of various reforms which aimed to correct errors of the past. The focus in the post-2000 education phase has been mainly on the pursuit of UPE and ‘Education for All’ targets, the implementation of the language of instruction reform, and the integration of ICT into the primary school system. Regarding primary school leadership, however, no specific developments occurred in the first five years following the end of the war and the genocide in 1994. Nevertheless, the post-2000 period has witnessed the advent of such school leadership-related developments as the implementation of education decentralisation and deconcentration, the introduction of school-based management, the introduction of performance contracts in school leadership, and the implementation of the school management project funded and managed by the Flemish Association for Development Cooperation and Technical Assistance (VVOB).

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Authors and Affiliations

  1. Graduate School of Education, The University of Western Australia, Crawley, Perth, Western Australia, Australia

    Gilbert Karareba, Simon Clarke & Thomas O’Donoghue

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  1. Gilbert Karareba
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  2. Simon Clarke
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  3. Thomas O’Donoghue
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Karareba, G., Clarke, S., O’Donoghue, T. (2018). Concerns of School Leaders and Associated Strategies Adopted by Them. In: Primary School Leadership in Post-Conflict Rwanda. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-60264-6_6

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  • DOI: https://doi.org/10.1007/978-3-319-60264-6_6

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-60263-9

  • Online ISBN: 978-3-319-60264-6

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