Download - PLATFORM FOR ENGAGEMENT THE IMPACT OF CIVIL SOCIETY ON EDUCATION IN RWANDA: THE CASE OF RENCP 2015
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PLATFORM FOR ENGAGEMENT
THE IMPACT OF CIVIL SOCIETY ON EDUCATION IN RWANDA: THE CASE OF RENCP
2015
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WHAT IS RENCP ?
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RENCP IDENTITY
• RWANDA EDUCATION NGOs COORDINATION PLATFORM
• Officially Launched in June 2010 by MINEDUC Permanent Secretary, Mme Sharon Haba
• Started with 20 NGOs
• Currently has 71 Members (International, Local, Faith Based, Consulting Firms, etc…)
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RENCP STRUCTURE
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RENCP STRUCTURE
• Co-Chaired by 2 Member Organizations (Annually renewable by the vote from the General Assembly)
• 5 Working Groups (The engine of RENCP):
1.Teacher Development and Educational Leadership
2.Early Childhood Education 3.Equity and Special Need4.Girls Education5.Community Involvement
• RENCP has no funding Structure 21/04/23 PLATFORM FOR ENGAGEMENT 5
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WHY RENCP?
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3 KEY GOALS
• To ensure that the civil society organizations complement one another’s work rather than competing
• To ensure that the education aims of government are harmonized with that of civil society
• To ensure that NGOs participate in effective advocacy at the national level
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RENCP IMPACT
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- 0% Coverage
- 25% Coverage
- 50% Coverage
GEOGRAPHICAL COVERAGE OF THE AGGREGATED SERVICES OFFERED BY RENCP
The map indicates the concentration of services provided by RENCP members across Rwanda’s 30 Districts
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COLLECTIVE EDUCATION EXPENDITURES (From April 2014- March 2015)
• Range from 800 USD to 8million USD
• Aggregate contribution from the organizations totaled $25,276,493 USD
Source : 2015 RENCP Collective Impact Survey
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AGGREGATE SERVICES PROVIDED BY RENCP MEMBERS
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% OF RENCP MEMBERS WHO INDICATE “MOST” OR “ALL OR THEIR WORK” FOR EACH ESSP TARGET OUTCOME
• Target 1: Increased equitable access to 9 years of basic education for all children and expanding access to 12 years of basic education (41%)
• Target 2: Increased equitable access to education for
students with special educational needs within mainstream and special schools (27%)
• Target 3: Improved quality and learning outcomes across primary and secondary education (74%)
• Target 4: Qualified, suitably-skilled and motivated teachers and trainers to meet demands of expanding education access (81%)
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RENCP MEMBER CONTRIBUTIONS TO ESSP TARGETED OUTCOMES
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ADVOCACY THROUGH EVIDENCE: RENCP AND RESEARCH
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ADVOCACY THROUGH EVIDENCE: RENCP AND RESEARCH
• “Baseline survey about the situation of special and inclusive education in Rubavu and Kamonyi.” Handicap International. (2013).
• “Gender equity in teaching and education management.” VSO; Pro-Femmes. (2013).
• “Impact assessment of the TVET communication campaign in Rwanda.” Ishya Consulting for USAID/Global Communities—Higa Ubeho. (2014).
• “A political economy analysis conducted for Save the Children Rwanda—Advancing the Right to Read. Save the Children. Ishya Consulting. (2014).
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• “Community-based barriers and opportunities to promote reading attainment among early grade learners in the rural Southern Province of Rwanda.” Concern Worldwide; Centre for Global Development through Education; Rwanda Education Board. (2012).
• “Literacy Boost Rwanda: Reading Assessment Report.” Stanford University; Rwanda Education Board; Save the Children. (2014).
• “Endline assessment of English language proficiency of school teachers in Rwanda.” British Council. (2015).
• “At what cost? The untoward costs of children’s schooling in Rwanda: An in-depth case study.” Plan Rwanda; Rwanda Education NGO Coordination Platform. (2013).
• “Supporting disability inclusion schools and school communities in Rwanda.” VSO; Plan Rwanda. (2013).
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WHAT WOULD THE EDUCATION SECTOR
LOOK LIKE IF THERE WAS NO RENCP?
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Special thanks to UNICEF for funding the RENCP
initial work plan and the 2015 collective Impact
Survey