REPUBLIC OF RWANDA

MINISTRY OF EDUCATION
District: Kamonyi
Sector: Musambira
School name:GihembeP.S
School code: 110362
Phone: 0788800723

SCHOOL STRATEGIC PLAN

(2023-2025)
INDIVIDUAL ASSESSMENT
UMULISA Martine
REG NO 23/PGDE/053
Preliminary Pages:

primary school an

The SSP document comprises of general introduction to the key priorities in order to increase learning outcomes by considering the
strategic School Plan: This document will be built on the fundamental key 5 REB Standards governing the school leadership in Rwanda
and these are:
- Creating strategic direction of the School
- Leading learning
- Leading teaching
- Managing the school as an organization
- Working with parents and wider community

I’m grateful to extend my appreciation to every person who has contributed toward the development of this document especially School
General Assembly Committee (SGAC).

UMULISA Martine
The head teacher of Gihembe PS

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CHAPTER I. SCHOOL PROFILE

GIHEMBE PS is a public School, it has started in1958 by Rwanda government (catholic CHURH OF MUSAMBIRA

Historical background of the school

The school was founded in 2021 by the government of Rwandan (catholic church of MUSAMBIRA)
The school started by 15 classrooms, 1030 Students and 18 teacherS including the administrative staff (Head teacher) and 3 supporting
staff.

THE GEOGRAPHICAL DESCRIPTION

The school is located in:

Country: Rwanda

Province: Southern

District: kamonyi

Sector :Musambira

Cells : Buhoro

Village: gihogwe

ADMINISTRATIVE DESCRIPTION

As prescribed by the law governing the school administration in Rwanda our school administration is structured as follow:

The School general assembly (SGA)

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This is made by all parents having or taking care children legally or illegally and these students must be admitted ant registered in our
school. In the general assembly include other stakeholders and partners who could intervene for advising the about the school durable
development.

The school general assembly committee (SGAC)

This is made by some elected people from the members of the School general assembly, others elected by the teaching staff as their
representatives and the two students representing their colleagues. Here a non-elected one is the head teacher who is assigned the
responsibilities of the secretary of the school general assembly committee.

The school audit committee (SAC)

These are some integral people who are assigned of following the execution of decisions taken by the general assembly.

The school tender committee (STC)

These are people assigned of following the execution of tenders in order to hold accountability in the school financial issues.

Considering the bellow description each committee is stipulated as follow:

The members of the school general assembly committee (SGAC)

Table one: The table indicating the SGAC members

A. Staff population

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Staff Level/qualification Female Male Total
Teaching staff Pre- Certificate (A2) Qualified 0 0 0
Primary Non-Qualified 1 0 1
Primary Certificate (A2) Qualified 3 2 5
Certificate (A2), Non-Qualified 2 4 6

Administrative Positions
staff HT 1 0 0 0 1 0 1
Security 0 0 0 0 0 2 2
guards
Supporting Cleaners 0 0 0 0 1 0 1
staff Gardeners 0 0 0 0 0 1 1
Cooks 0 0 0 0 1 2 3

B. Students’ population
Students LEVEL Students with disabilities
Grade Male Female Total BOYS GIRLS TOTAL
Primary P1 86 100 186 1 0 1
P2 98 80 178 0 1 1
P3 110 80 190 0 0 0
P4 60 57 117 1 1 2
P5 75 62 137 1 0 1
P6 52 30 82 0 0 0

NURSERY N1,2&3 60 63 123 1 0 1

TOTAL 444 407 1030 3 3 6

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 C. Physical infrastructure

INFRASTRUCTURE NUMBE STATUS

R NEW MODERATE OLD
o Classrooms
N1,2,3 1 1 0 0
P1 3 2 0 0
P2 2 2 0 0
P3 1 1 0 0
P4 2 3 0 0
P5 3 2 0 0
P6 3 2 0 0
2.TOILETS FOR GIRLS 10 10 0 0
3.KICHEN 1 1 6 0
4.TOILETS FOR BOYS 10 10 0 0
5. TOILET FOR HANDICAP 2 2 0 0
6.PLAYGROUNDS 0 0 0 0
9.ELECTRICITY YES YES NO NO

CHAPTER I: SCHOOL SELF-ASSESSMENT

2.1. STUDENTS ACHIEVEMENT DATA

2.1.1. Percentage of students whose performance met proficiency level per subject, level and grade

Primary Level

SUBJECT Subject Total number of students per grade

Proficiency P1 P2 P3 P4 P5 P6
Level 204 163 142 88 95 43
Percentage of students whose performance met proficiency level
Kinyarwanda 70% 56% 50% 51% 80% 79% 82%
Mathematics 70% 55% 50% 61% 49% 52% 46%
English 70% 16% 47% 40% 59% 55% 53%
Science and Elementary 70% 97% 58% 51% 55% 58% 54%
Technology
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Social and Religious 70% 67% 69% 65% 67% 63% 66%
Studies
Creative Arts 70% 93% 65% 80% 91% 92% 89%
Physical education 70% 92% 54% 100% 92% 90% 78%
French 70% 56% 62% 79% 76% 34% 50%

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  National examination results per level of study, subject and aggregate

Primary Six

Subject Candidate Number of student per aggregate

1 2 3 4 5 6 7 8 9
Aggregate
Kinyarwanda 43 12 11 4 2 2 7 2 0 0
Mathematics 43 3 10 2 8 4 3 0 8 5
English 43 6 6 10 3 5 1 3 6 4
Science and Elementary 43 4 6 10 3 5 1 2 5 4
Technology
Social and Religious Studies 43 10 6 10 3 5 1 3 6 0

3. SWOT ANALYSIS

This section provides the current situation/profile of the schools. It will describe the strength, weakness, opportunities and threats
that are facing the school upon which the key priority areas to focus on in order to improve the current situation will base. This will
present information that will help understand the current status of the school in terms of learning, teaching, management of school as
an organization, involvement of stakeholders, etc.

Performance
against the five STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
professional
standards for
ESL
Creating  Qualified  Lack of some o School is constructed far from o We sensitize
strategic Teachers are books industries, market, or any parents to follow
direction 65.%  Poverty of some other barriers that can up their learners
 Good student families encumber conducive learning
collaboration  Difficult in environment o We strengthen
of parents and spelling and student clubs a
speaking English
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Leading 1. Classes are 1. Teachers’guide are o Availablity of classrooms, 1. Downloading
learning available. not enough some documents
o Teachers motivation like
Compentent 1. Lack of refectors for break fast and training. on REB website,
teachers Lunch ostudents and
teachers 2. Seeking some
2 .strong bibliotheques
supports from
2. lack of support.
other related
institutions

Leading Teachers are not

teaching  Paternership of 1. Lack of training in a. Local community trained for
Teachers and ICT. Contribution.and loc teaching students
students goverment with disability
students and
 Students other special
Displine. needs
 Rationship of
parents and
School.
Managing the a. Students have - School has no fence. - management of class
school as Displine. - Students and Teachers are following by class tutor
organization advice
Involving -Ratio of parents meeting Some Parents give time to visit To sensitize Parents to
parents and the Collaboration with -Late of Parents learns to school for studying collaborate students in
wider Parents. Intervention of school learning
community of activities are not enough Parents give information of situation
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the school of learners in their families

CHAPTER 2: THE STRATEGIC DIRECTION OF THE SCHOOL

The information in this chapter is about school vision statement, mission statement, core values, and other fundamental statement such
as school moto and philosophy. These will be developed on the basis of the dissatisfaction with the current status of the school as has
shown by the situational analysis. Refer to the SIP training manual on the section: Setting school strategic direction

SCHOOL VISION:To become a school of higher perfomances

SCHOOL MISSION:TO shape productive Christian citizens through a culture of excellence

PROVIDIND QUALITY EDUCATION FOR ALL

CHAPTER 3: KEY PRIORITY AREAS

This chapter describes the key areas of focus. Refer to the SSP training manual on the section: Setting school priorities.

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 PRIORITIES : 1. SCHOOL PERFORMANCE
2. CLEAN WATER AT SCHOOL

SCHOOL STRATEGIC PLAN

Outcomes Outputs Indicators Baselin Target Activitie Timeline Budget Responsible

e s
Y1 Y2 Y3
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 Objective 1: All The number 62% x x x Construc At the 800,000 School&
By the end of Classrooms of classrooms tion of 6 beginning District and
Three years well well rooms of every stackeholders
starting by maintained construct term
2023 all
classrooms
will be
construct
school
classrooms
at the level of
95% starting
with 52%

Objective 2: Teachers The number of 30% x x x Provide to Every day 700,000 SCHOOL
By the end of who trained Teachers who all &DISTRICT
three years complete their teachers
starting by documents all basic
2023 the efficiently and
number of necessary
teachers teaching
trained who trained
complete their
teaching will
be trained
increased
from 40% up
100%

Objective 3: The The building 60% x x x Repairing At the 1,000,000 SCHOOL AND
By the end of building repaired and all beginning DISTRICT,stac
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three years repaired maintained buildings of every keholders
starting by and where is term
2023 the maintained necessary
School will
have the Buying all
building necessary
reserved to equipment
classroom , for
administration administra
and Staff tion office
room well and the
maintained at Staff
the level 60% room
to 100%

Objective 4: The The number of 55% x x x Assignme One 800,000 The HT of the
By the end of students Students who as nt ,Tests assignment School, SBM,
three years who perform well in perc or Exams per week, all Teachers,
starting by perform Exams or enta assigned and Students and
2023 the well in assignment ge of to all monthly Learners
number of exams or succ students tests per
students who assignmen ess subject for
perform well t all classes
in all subjects
will be
increased
from 55% up
to 80%

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TOTAL BUGDET SOURCES OF FUNDS

3,300,000 Rwf  Capitation grant from Government of Rwanda : 3.300.000

Rwf

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