Stakeholders’ Engagement in Planning Practices and Societal Needs Achievement in Rwanda’s Secondary Education.A Case of Kayonza District, Eastern Rwanda
DOI:
https://doi.org/10.53819/81018102t30121Abstract
The purpose of the study was to demonstrate the effectiveness of engaging various stakeholders in planning for secondary education in Rwanda oriented to meeting societal needs. The study used a descriptive survey research design. The target population was 5 District Education officials, 189 teachers, 2680 parents, 2680 students, and 10 faith-based organization representatives. The researcher used a non-probability sampling technique, specifically purposive sampling, to select a sample of respondents. The data were collected using questionnaires and analyzed using IBM SPSS Version 21. The findings of the study showed that there is no inclusion in stakeholder engagement for secondary school planning practices. The study also found that societal needs increase as long as stakeholders are fully, inclusively, and comprehensively engaged. The study also found that parents and teachers engage in curriculum development, training, monitoring, and technology integration. Students engage in teacher in-service training and ICT tool usage. The study also found that diverse stakeholder engagement aligns with sustainable development goals. Stakeholder engagement contributes to improved societal needs like a skilled workforce, improved standards of living, senior six engagement, and poverty reduction. The study also found a strong positive correlation between engagement in educational planning practices and societal needs achievement. Regression analysis confirmed significant positive effects of stakeholder engagement on societal needs achievement. The study concluded that inclusive and comprehensive stakeholder engagement is crucial to align education with societal needs, enhancing educational policies' effectiveness and relevance. The study recommended the following: encourage inclusive stakeholder engagement and clear communication channels. Conduct capacity-building programs for stakeholders. Implement systematic evaluation processes to adapt and improve planning practices. Foster collaboration between all educational stakeholders. Conduct further studies to build a strong and quality education and boost a national education-based economy.
Keywords: Stakeholders’ Engagement, Planning Practices, Societal Needs, Rwanda’s Secondary Education, Kayonza District
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