The recent decision by the Ministry of Education to reassign 890 school leaders after a nationwide performance evaluation has prompted mixed reactions. While some have focused on the scale and timing of the move, the more important question is whether it serves the best interests of learners. On that score, the reforms are both justified and necessary. Schools are not only centres of instruction; they are environments where young people acquire values, discipline and life skills that shape the nation’s future. ALSO READ: Why Rwanda is reforming education system Effective leadership is central to this mission. A competent school leader sets standards, motivates teachers, ensures accountability and creates conditions in which learners can succeed. Where leadership is weak, learning outcomes inevitably suffer, regardless of investment in infrastructure or curriculum. The assessment conducted by the Ministry was not arbitrary. It examined leadership effectiveness, inspection outcomes, English proficiency and school performance in national examinations over several years. Those who fell below the required threshold have not been dismissed from service but reassigned to teaching roles, in line with the Teachers’ Statute. This distinction matters. ALSO READ: Inside Rwf32bn plan to boost teachers’ English proficiency It underlines that the reforms are corrective, not punitive, and that the system recognises different strengths among education professionals. Reassigning leaders to roles better aligned with their competencies is a pragmatic approach. Leadership and classroom teaching demand different skill sets, and success in one does not guarantee effectiveness in the other. By placing educators where they are most likely to perform well, the reforms prioritise learning continuity and quality. Crucially, the Ministry has also moved to ensure stability in schools. Replacement leaders are being deployed, with recruitment underway to fill remaining gaps. This demonstrates an understanding that reform must not disrupt the academic journey of learners. Beyond immediate changes, the decision signals a broader commitment to accountability in education. Regular performance evaluations reinforce the message that leadership roles carry responsibility and must deliver results. Over time, this will strengthen school management, improve teacher performance and raise learner outcomes nationwide. At its core, this reform is about putting learners first. Rwanda’s education system cannot afford complacency where leadership falls short. By insisting on competence and accountability, the country is laying a stronger foundation for quality education and nurturing the capable citizens it needs for the future.
