The Role of Monitoring and Evaluation on Assessing VVOB Rwanda Projects Paradigm in Improving the School Management and Leadership

Abstract

In Rwandan School, Head Teachers are confronted with a variety of issues as they provide leadership and management to their schools. This study utilized a mixed methods approach to explore the role of M& E on assessing VVOB Rwanda Projects paradigm in improving the school Management and Leadership in order to deal with those issues. Quantitative methods were coupled with qualitative methods to obtain more complete picture of conventional monitoring and evaluation practices and as validity check to balance deficiencies that were found. Self-Administered Questionnaire was made by two categories of questionnaires such as the one concerning monitoring and evaluation in VVOB Rwanda Programme with challenges encountered. Administered questions to the VVOB staff taken as sample. While the other category was about the extent to which VVOB projects has helped in improving the school management and leadership. The questions of this category are based on eight (8) dimensions of successful leadership (questions that assess HTs) and Training methods that can be used when holding meetings by Sector Education Officers (Questions that assess SEOs). Research findings have shown that VVOB's monitoring and evaluation techniques are conducive to the project success. The study shown that the most challenges found in M&E are inadequate financial resources, fear of evaluation of project implementers thinking that it is the way of judging them and sometimes causing them to have punishment like cutting the project funds. Finally VVOB Rwanda projects have significantly improved the school leadership and management as it was shown by the difference about performance of school leadership dimensions of trained Head teachers and Sector Education officers comparing with those who were not trained. Strategies for improving schools leadership have been stalled as they have been mentioned by Head teacher.