Volume 2 Number 1 Afritvet

AfriTVET

THE AFRICAN JOURNAL OF TECHNICAL AND VOCATIONAL

EDUCATION TRAINING

EFFECTIVENESS OF RWANDAN TVET: TRAINER COMPETENCE AND MOTIVATION IN THE ECOLE

TECHNIQUE OFFICIELS AND AGROVETERNAIRES

1Maina

Maringa and 2Paul Mwangi Maringa

ABSTRACT

Rwanda aspires to internalise the principles of Results Based Management and is driven by an ambition for positive
transformation that is clearly articulated in various national policies. Accordingly, an aggressive drive to transform
Technical Vocational Education and Training was set in motion in the 2008/9 fiscal years, whose success has depended a
lot on decisions and initiatives that are informed by an accurate mapping of the status quo on the ground, such as the focus
on the trainer competency and motivation of Technical Vocational Education and Training quality that is addressed in this
paper. The associated investigation surveyed a representative sample of Ecole Technique Officiels and Agroveternaires,
using a sampling method that blended cluster and stratified sampling methods. Data was collected using structured,
coded and graded interview schedules. Descriptive and inferential statistical analytical tools were relied upon to build an
understanding of the emerging trends, patterns and relationships of quality in Technical Vocational Education and Training. The
outcome of the survey showed that Technical Vocational Education and Training enjoyed a general good standing and
with a team of motivated trainers, particularly where trainer accommodation was provided. The trainers though generally
lacked appropriate competency (training and industrial induction), clear career development paths and staff motivation
schemes, few or no training feedback loops, good remuneration, recognition of good performance and associated rewards,
schemes for industry and training self-improvement, and good trainer complement.
Keywords: TVET quality, trainer competence, trainer motivation
1.0

INTRODUCTION

The on-going reform of Technical Vocational Education and Training (TVET) in Rwandan traces its roots from information
driven recognition of prevailing challenges in past institutional arrangements. Discussion here hinges upon the premise that
prevailed in 2008, when much of such empirical inquiry commenced in earnest. The discussion derives impetus from the
on-going TVET reform towards increased access, improved quality and a strengthened a market responsive or relevant
TVET [MINEDUC, 2008 and 2010]. The accompanying reform is grounded on the prevailing pertinent policy documents
such as the vision 2020 (GoR, 2000), on-going developmental initiatives and facts least of which is the reality that education
is essential for economic and social development of a country, in its ability to develop a well-trained, motivated and
adaptable workforce. The low skill level of the Rwandan workforce, which at the time of conducting this work stood at 4.6
million people, was considered a major barrier to economic and social development. Whilst two-thirds of the people in
Rwanda had some level of primary education, only 3.5% and 0.4% had completed secondary and higher education,
respectively. According to the fast track initiative assessment, dated September 2006, unemployment among Rwandans
with only some primary education was as high as 61% compared to the Sub-Saharan average of 29%.
The Rwanda Vision 2020 aims at transforming the country into a middle-income nation with healthier, educated and more
prosperous citizens (Ibid), through the six interwoven pillars of good governance and efficient state, skilled human capital,
vibrant private sector, world-class physical infrastructure, and modern agriculture and livestock (Ibid). The last four pillars
demand a well-developed and responsive technical education sector as their productivity and ability to function efficiently is
predicated on adequate numbers of sufficiently trained and motivated personnel. Clearly, emphasis made in Rwandas
vision 2020 is the need to develop an efficient and productive workforce through the setting up and support of vocational
and technical training in the fields of technology, engineering and management (ibid). The resulting technical education
strategy is expected to address the two issues of quality assurance mechanisms in the technical education sector, as well as
mechanisms for continuous consultation between the stakeholders and educators, that facilitate the development of syllabi
1

Maina Maringa, PhD, CEng & MIMechE, Associate Professor of Mechanical Engineering, Department of Mechanical and Mechatronic Engineering, The
Technical University of Kenya, P.O. Box 52428 NAIROBI, 00200, maina_maringa@yahoo.com
2 Paul Mwangi Maringa, PhD, Reg., Arch., MAAK, MKIP, Associate Professor of Planning and Architecture, Senior Expert, Planning & Project
Management, Workforce Development Authority (WDA), P.O. Box: 2707, Remera, Kigali, Rwanda, pmmmaringa@yahoo.co.uk

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

and training methods that are relevant to the stated needs of the society and which are harmonised nationally, regionally
and internationally.
Instructors of technical and vocational institutes are required to have a good background in technical education and should
ideally have grown through the technical education system. It is important to appreciate that higher academic training does
not qualify one to be an instructor in technical and vocational institutions. For this reason specialised training must be
provided to would be instructors for these technical institutions. It is even more critical to ensure the correct
instructor/student ratios in technical institutions, due to the practical nature of the courses offered. It is necessary therefore,
to review the numbers, types and levels of training of instructors in the various institutions in the country in order to ensure
they meet the established needs for each institution and each programme that is on offer. Despite the importance of
technical education in anchoring the industrial development of the nation by producing suitably qualified skilled graduates,
TVET remains understaffed (the present student to technical teacher ratio lies between 30:1 and 25:1, compared to the
internationally accepted ratio of 10:1) and manned by too large a number of under qualified instructors and lectures (65% of
the total number of technical teachers) (MINEDUC, 2007).
Details of the numbers and qualifications of instructors offering instruction in various technical courses, presented the
following profile (MINEDUC, 2007);
1. A national average student/instructor ratio of 25:1 that was far in excess of the internationally accepted
student/instructor ratio of 10:1 for technical schools and needs to be addressed urgently;
2. Out of a total of 119 Instructors currently working in the government Ecole Technique Officiels (ETOs), 13 had AO
qualifications, 30 had A1 qualifications, 59 had A2 qualifications and the remaining 17 had qualifications that were
below A2. This distribution of qualifications respectively represents 10.74%, 24.79%, 48.76 and 15.70, of the staff
who were currently on board. Consequently, only 35.53% of the 119 instructors in the system and working in
Government ETOs had the requisite technical competency, a matter that calls for urgent remedy in order to
guarantee the quality of technical education.
TVET has experienced renewed interest the world over, given its direct interaction with industry and its inherent short path to
employment and job creation. A great majority of contemporary production processes demand only short course skilling, a
forte of TVET. Increasingly, industry demands ready-to-work trainees with little room for on-the-job skilling in the production
loops. A United Nations Educational, Scientific and Cultural Organisation (UNESCO) inter agency working group seating in
2012 developed an updated typology of indicators for assessing TVET that congealed into the following two principal
categories (Inter-Agency Working Group on TVET Indicators, April 2012):
1.
2.

TVET indicators measuring: Finance; access and participation; quality and innovation; and labour market
transitions.
TVET policy design indicators focusing on: Design of country specific policies; assessing data sources; capacity
building and use of indicators for policy design.

The indicators of access, labour market outcomes and quality delineate the effectiveness of the TVET system. On their
part the indicators of finance and resources allocation to TVET detect manifest efficiency as well as policy priorities and
trade-offs (ibid). Analysis in the latter case ideally combines quantitative and qualitative data. It interprets funding options
and instruments with respect to set goals of the prevailing national TVET policies and the targeted impacts. Access and
participation on its part assumes three connotations of opportunity (enrolment, TVET options), equity (affordability,
gender, image, admission policies and other barriers) and transition (and articulation of pathways for vertical and lateral
mobility and into other streams of training and learning). Labour market transitions give attention to TVET graduate tracer
surveys and employer satisfaction surveys in order to profile absorption rates and levels, durations of employment,
performance at the job, and utilisation of acquired competencies as well as remuneration levels. Of more importance
here is Quality and innovation. Quality and innovation is one of the broadest policy areas in education and training, and a
domain with some of the most difficult challenges. High quality TVET is associated with market relevance and can in this
respect be measured through effective absorption levels of graduates of TVET and subsequent employer satisfaction
levels (ibid). The effectiveness of TVET is closely associated with effectiveness of training and the overall system that
manages training implementation. Trainer competency and motivation levels and their backdrop of the school
management systems can act as acceptable proxies with which to measure the quality of TVET, the point at which this
inquiry takes off from (ibid). Improving the quality through a more robust, competent and motivated human resource of TVET is
identified here as conspicuous priority for good performance of a TVET system. In consequence, this study elects to spotlight
this one among the 12 moderately common quality indicators, that of quality of teaching, a fundamental proxy of the
effectiveness of TVET. The ensuing material examines various aspects of this indicator in the Rwandan TVET system.
The choice focus on trainer quality is driven by perceived shortfalls in numbers and competencies of local trainers, given the
prevailing dearth of training opportunities in TVET for such personnel. This profile of low proficiency for the trainers cuts

Volume 2 Number 1

Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

across technical, language, pedagogic, catalytic, and entrepreneurial as well as ICT competencies. To capture trainer
profiles effectively, structured interview schedules were used in a nationwide survey of all existing public technical
secondary schools. No sampling was necessary given their small numbers (12), their small spatial spread given the
relatively small size of the country, and the considerable duration available for survey. Care was taken to assure reliability of
respondent responses and therefore the data obtained. In this regard, the interview schedules were developed on an
inverted funnel model that put all respondents at ease during interview. Prudently selected and positioned hidden repeat
questions were introduced to detect and remedy flawed, inaccurate or dishonest responses. Considerations to ensure
construct, content, predictive, concurrent criterion/empirical, external/ecological validity, and internal validity were engaged
with diligence. Subsequent analysis relied singularly on the Statistical Package for Social Sciences and the Ms Excel
software in complementation to produce credible descriptive and inferential statistics that rendered well the inherent patterns
and trends in the schools.
2.0
2.1

ASPECTS OF THE INDICATOR OF EFFECTIVENESS IN TVET IN RWANDA

STAFF ESTABLISHMENT

Overall most schools did have effective boards of directors in place (91.2%). In most instances such boards had a good
professional inclination, which enabled them to market the schools well as they knew the potential markets and therefore
sources of linkages and possible financial support, as well as on-the-job training (71.9%). There was a general perception
that most school boards (82.5%) served the schools well. Most school heads (91.2%) were familiar with the role of the
school Board of Directors (BoDs). A convincing majority of school heads (94.7%) understood the organization structures of
the schools they led well. A delegative and therefore consultative management style was in place in most schools (93.0%).
Such schools were well able to utilise all their staff to the full. There was a disturbing trend for some boards to be completely
out of focus with the training objectives and markets/market needs of the schools (15.8%). Some head teachers did not
delegate (7.0%), and this way neglected establishment of this important tool for effective and efficient management. Others
did not know the function of the boards (3.6%), while also lacking knowledge of the school institutional structures (3.5%).
Some boards were perceived to be of little or no value, to the institutions (14.0%). Some schools completely lacked boards
of directors (5.3%). All these are all schisms that need to be routed out urgently as they can undermine the proper function
of entire schools.
2.2

TEACHER QUALIFICATIONS, EXPERIENCE AND SKILL

Overall, there were a good 60.7% of the schools that reported their teachers were suitably well qualified and experienced,
while having the expected skills levels. Of the teachers employed 87.3% had the required qualification, experience and
skills levels. Teaching knowledge sufficiency however when assessed on a programme by programme basis slumped to an
all-time low ranging respectively across the disciplines (general mechanical engineering, electrical engineering, carpentry,
mechanical engineering automobile, and building construction) from 2.5%, 20.0%, 13.6%, 15.8%, to 12.5%. Levels of
teaching experience also crashed down when examined across the respective disciplines (general mechanical engineering,
electrical engineering, carpentry, and mechanical engineering automobile and building construction at 6.4%, 10.0%, 7.1%,
12.0%, and 17.4%). The Actual skills levels of teachers similarly dropped drastically when surveyed in individual disciplines
with not a single specialisation or programme recording any skilled teachers. Pedagogical training of the employed teachers
was also equally scarce being visible in only 17.5% of the schools. A sizeable proportion of teachers in schools, 54.4% had
the necessary industrial training or other relevant working experience in the fields they taught. Their lack of skills was
therefore probably a product of these teachers having undergone teaching that lacked practical skills based learning. It is
necessary to retrain such teachers as they otherwise can only impart what they have learned; non-skilled based education,
with a similar impact on their students.
2.3

TEACHER MOTIVATION

As is evident from Table 1 and Figure 1, overall, schools had a challenge of teacher recruitment, probably arising from the
dearth of locally available qualified teachers coupled with the social and financial costs of recruiting abroad. Only 32.5% of
the schools reported as having no problems recruiting teachers in all the areas of training that they offered. Teacher
motivation was high in 82.5% of the schools, and this was matched by a similarly popular high job satisfaction level in 75.4%
of the schools. Given the low teacher remuneration reported in 53.5% of the schools, the high teacher motivation and job
satisfaction can only be explained by the provision of accommodation for staff in 66.1% of the schools. This feature was
confirmed to be a positive incentive for staff in 94.7% of the schools. Schools need to improve their recognition and
feedback systems for teachers as 45.6% of the schools were found to lack it. This would not only improve staff commitment
but also raise teaching delivery in the schools. A further possible explanation for the remarkable high staff morale and job
satisfaction would be the attested good inter-teachers working relations that was observed in 91.2% of the schools. Good

Volume 2 Number 1

Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

relations prevailing between teachers and the school administration was registered in 89.5% of the schools, and the
opportunity of academic self-improvement observed in 87.7% of the schools. Academic self-improvement can be more far
reaching if enhanced at the level of in-service training for teachers. This was not very wide spread, occurring only in 41.5%
of the schools, and should be given more emphasis. 32.5% of the schools had no problem recruiting teachers in all areas of
training that they offered. Conversely 67.5% of the schools reported challenges in their recruitment ventures. This cannot be
simply ascribed to lack of good incentives and therefore positive poor staff morale. It may be that no such resource persons
were available locally, and that the social and financial costs of recruiting abroad were too high. In 5.4% of the schools the
head teachers did not know whether or not they had challenges in these regards, a shortcoming that needs to be addressed
urgently.
Table 1:

Teacher motivation - No problem in recruiting teachers in all areas of training that are on offer
Ranking
1
2
3
4
5
Total
Missing
Overall

Figure 1:

Frequency
17
1
3
25
10
56
1
57

Percent
29.8
1.8
5.3
43.9
17.5
98.2
1.8
100.0

Valid %
30.4
1.8
5.4
44.6
17.9
100.0

Cumulative %
30.4
32.1
37.5
82.1
100.0

100.0

Teacher motivation - No problem in recruiting teachers in all areas of training that are on offer (Ranking
interpretation: 1- Agree; 2-Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

Table 1 and Figure 1 show that teacher motivation was high in 82.5% of the schools, with only 10.5% of the schools
reporting low teacher motivation. Curiously, remuneration was low, so motivation was likely to be a straightforward spin-off
of nationalism, perceived prestige to be associated with technology in the academia, or it may be that these were the only
jobs that were easily available in the market. 7.0% of the head teachers admitted ignorance of the levels of their teacher
motivation, which is an indicator that the managers were out of touch with the personnel they were meant to lead and
therefore needed re-focusing.
Table 2: Teacher motivation Teachers are motivated
Ranking
1
2
3
4
Overall

Volume 2 Number 1

Frequency
41
6
4
6
57

Percent
71.9
10.5
7.0
10.5
100.0

Valid %
71.9
10.5
7.0
10.5
100.0

Maina Maringa and Paul Mwangi Maringa

Cumulative %
71.9
82.5
89.5
100.0

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

Figure 2:

Teacher motivation Teachers are motivated (Ranking interpretation: 1- Agree; 2-Strongly agree; 3-Unsure; 4Disagree; 5-Strongly disagree).

It is evident from Table 3 and Figure 3 that the level of teacher satisfaction with their jobs was high at 75.4%, as opposed to
low job satisfaction that surfaced in only 14.0% of the schools. There were 10.5% of the schools with head teachers who
knew nothing of their teachers job satisfaction. It is likely that these managers were apathetic to their staff welfare and to
the performance of the schools they led or that they were simply not up to their responsibilities as managers. Their
leadership roles needed to be seriously re-thought.
Table 3: Teacher motivation Teachers are satisfied with their jobs

Figure 3:

Ranking
1

Frequency
39

Percent
68.4

Valid %
68.4

Cumulative %
68.4

7.0

7.0

75.4

10.5

10.5

86.0

14.0

14.0

100.0

Overall

57

100.0

100.0

Teacher motivation Teachers are satisfied with their jobs (Ranking interpretation: 1- Agree; 2-Strongly agree;
3-Unsure; 4-Disagree; 5-Strongly disagree).

The return on teacher remuneration is seen in Table 4 and Figure 4 to have been good in 37.5% of the schools, while in
53.5% others it was perceived to be inadequate. In 8.9% of the schools the head teachers knew nothing about the

Volume 2 Number 1

Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

sufficiency of their teacher remuneration. It is not clear whether this arose from lack of concern or incompetence. It is
recommended that such managers be replaced or re-trained and given clear focus in their managerial roles, possibly with
regular reviews of performance.
Table 4: Teacher motivation The remuneration for teachers is good
Ranking
1
2
3
4
5
Total
Missing
Overall

Figure 4:

Frequency
17
4
5
25
5
56
1
57

Percent
29.8
7.0
8.8
43.9
8.8
98.2
1.8
100.0

Valid %
30.4
7.1
8.9
44.6
8.9
100.0

Cumulative %
30.4
37.5
46.4
91.1
100.0

Teacher motivation The remuneration for teachers is good (Ranking interpretation: 1- Agree; 2-Strongly
agree; 3-Unsure; 4-Disagree; 5-Strongly disagree)

Table 5 and Figure 5 show 66.1% of the schools surveyed schools provided accommodation for their teachers, which was
identified as a key motivator for commitment by the teachers surveyed in these schools. Only 16.1% of the schools fail to
avail this incentive, and are recommended to consider availing this provision in order to promote staff commitment. 1.8% of
the schools had head teachers with no idea whether they did accommodate their staff, a situation that should be met with
immediate, decisive remedial action.
Table 5: Teacher motivation Schools provide accommodation for the teachers
Ranking
1
2
3
4
5
Total
Missing
Overall

Volume 2 Number 1

Frequency
24
13
1
9
9
56
1
57

Percent
42.1
22.8
1.8
15.8
15.8
98.2
1.8
100.0

Valid %
42.9
23.2
1.8
16.1
16.1
100.0

Maina Maringa and Paul Mwangi Maringa

Cumulative %
42.9
66.1
67.9
83.9
100.0

2015 AfriTVET

AfriTVET

Figure 5:

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

Teacher motivation Schools provide accommodation for the teachers (Ranking interpretation: 1- Agree; 2Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

Accommodation was confirmed to be a positive incentive to teacher motivation in 94.7% of the schools, with 5.3% of the
returns indicating otherwise, as is evident in Table 6 and Figure 6. The high return of 94.7% is clear sign that this is a critical
key to improved delivery of services in the schools and therefore, one that must be exploited to the full. Proper and
sufficient staff housing should be made a priority investment in the expansion of education facilities to maintain a motivated
teaching workforce. The staff housing would expectedly assume the same model of those schools where it exists; being
located within the school compound or otherwise proximally outside the school premises. The accommodation could be
provided in the form of rented housing or mortgage schemes, whichever is easier to provide and one that maximises staff
motivation.
Table 6:

Figure 6:

Teacher motivation Accommodation within schools improves teacher performance

Ranking

Frequency

Percent

Valid %

Cumulative %

1
2

21
33

36.8
57.9

36.8
57.9

36.8
94.7

4
5
Overall

2
1
57

3.5
1.8
100.0

3.5
1.8

98.2
100.0

Teacher motivation Accommodation within schools improves teacher performance (Ranking interpretation:
1- Agree; 2-Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

Volume 2 Number 1

Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

The data in Table 7 and Figure 7 shows that the recognition and feedback system for teachers was neither fully embraced
nor fully ignored; with 50.9% usage, and 45.6% lack of it. This is a possible avenue for improved staff motivation that should
be explored. 3.5% of the head teachers did not know whether this system was in place in their schools or not, a state of
affairs that should be reversed expeditiously.
Table 7: Teacher motivation Schools have a recognition and feedback system for teachers

Figure 7:

Ranking

Frequency

Percent

Valid %

Cumulative %

1
2

24
5

42.1
8.8

42.1
8.8

42.1
50.9

3.5

3.5

54.4

4
5
Overall

16
10
57

28.1
17.5
100.0

28.1
17.5
100.0

82.5
100.0

Teacher motivation Schools have a recognition and feedback system for teachers (Ranking interpretation:
1- Agree; 2-Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

Table 8 and Figure 8 show that inter-teacher working relations were high in 91.2% of the schools surveyed. The converse
was true in 0.8% of the schools that are surveyed. Such high cohesion promotes group synergy and better productivity. It
would be useful to identify the factors that explain it so that it can deliberately be fostered and possibly replicated elsewhere.
National Public policy and practice on harmony and reconciliation may have played a role in this achievement. It could be
too that respective school management priorities structure their organisation according to tasks. Both these two if
contributory should be supported.
Table 8: Teacher motivation There is a good working relationship amongst the teachers
Ranking

Frequency

Percent

Valid %

Cumulative %

39

68.4

68.4

68.4

13

22.8

22.8

91.2

7.0

7.0

98.2

1.8

1.8

100.0

Overall

57

100.0

100.0

Volume 2 Number 1

Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

Figure 8:

Teacher motivation There is a good working relationship amongst the teachers (Ranking interpretation: 1Agree; 2-Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

Table 9 and Figure 9 show that in 89.5% of the schools surveyed there was a good working relationship between teachers
and management. Conflict or lack of conviviality was only observed in 10.5% of the schools that were visited. Such
success demands further inquiry in order to understand its causes and to replicate or bolster it. It may be that culturally one
is looking at a setting with very strong group dynamics or conformity, which in this case is serving a good purpose.
Table 9:

Figure 9:

Teacher motivation There is a good working relationship between teachers and the school administration
Ranking

Frequency

Percent

Valid %

Cumulative %

37

64.9

64.9

64.9

14

24.6

24.6

89.5

10.5

10.5

100.0

Overall

57

100.0

100.0

Teacher motivation There is a good working relationship between teachers and the school administration
(Ranking interpretation: 1- Agree; 2-Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

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Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

10

It is evident from Table 10 and Figure 10 that by and large teachers in 87.7% of the schools surveyed were allowed
opportunity to pursue further education. Only 10.5% of the schools were observed to negate this profile. The schools should
be spotlighted and guided to reverse this stance, as it can only undermine staff commitment and essential intellectual
growth, both of which impinge directly on the delivery of quality teaching. In 1.8% of the schools surveyed, the head
teachers did not know whether or not there existed staff development programmes in their schools. These managers should
be re-assessed for suitability and possible training.
Table 10:

Teacher motivation Schools give teachers opportunity to improve their academic status
Ranking

Frequency

Percent

Valid %

Cumulative %

34

59.6

59.6

59.6

16

28.1

28.1

87.7

1.8

1.8

89.5

7.0

7.0

96.5

3.5

3.5

100.0

Overall

57

100.0

100.0

Figure 10:

Teacher motivation Schools give teachers opportunity to improve their academic status (Ranking
interpretation: 1- Agree; 2-Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

As seen in Tables 11 and Figure 11 the school in-service training programme for teachers was not widely mounted as only
41.5% of the schools implemented it, as opposed to 47.2% of the schools who did not. 11.3% of the school heads did not
know whether or not these programmes existed in their schools; a shortcoming requiring urgent redress.
Table 11:

Teacher motivation Schools provide regular in-service training for its teachers
Ranking

Frequency

Percent

Valid %

Cumulative %

19

33.3

34.5

34.5

5.3

5.5

40.0

10.5

10.9

50.9

17

29.8

30.9

81.8

14.0

14.5

96.4

Total

53

96.5

100

100.0

Missing

7.1

Overall

57

100.0

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2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

Figure 11:

3.0

11

Teacher motivation Schools provide regular in-service training for its teachers (Ranking interpretation: 1Agree; 2-Strongly agree; 3-Unsure; 4-Disagree; 5-Strongly disagree).

CONCLUSIONS

Discussion here is anchored upon the principal thrust of the concluding remarks in the introduction that are replicated
here for ease of reference that focus attention on quality of training delivery, as determining by the profiles of trainer
qualification, competence and motivation:
The effectiveness of TVET is closely associated with effectiveness of training and the overall system that manages
training implementation. Trainer competency and motivation levels and their backdrop of the school management
systems can act as acceptable proxies with which to measure the quality of TVET, the point at which this inquiry takes off
from (Inter-Agency Working Group on TVET Indicators, April 2012). Improving the quality through a more robust,
competent and motivated human resource of TVET is identified here as conspicuous priority for good performance of a
TVET system. In consequence, this study elects to spotlight this one among the 12 moderately common quality
indicators, that of quality of teaching, a fundamental proxy of the effectiveness of TVET. The ensuing material examines
various aspects of this indicator in the Rwandan TVET system.
The results arising from the present study of 13 factors (enumerated within the bulleted discussion here below) of the quality
indicator of a competent and motivated human resource in TVET are a mix of both favourable and inimical profiles as
captured by the following summary:
The boards of directors were effective and coordinated well with the school heads. Additionally, they had a good grasp
of their terms of reference. A few shortcomings in some schools and their respective board of directors and head
teachers did exist. This was seen for instance in their display of ignorance of teacher job satisfaction, existence staff
development and in-service teacher training programmes.
Analysis on a programme to programme basis unearthed shortcomings relating to numbers, adequate knowledge,
experience practical skills and pedagogy.
Teacher motivation and job satisfaction was found to be high supported by clear incentives. Recruitment however,
was found to be a challenge in the greater number of schools.
Remuneration, teacher recognition and reward, and the in-service scheme were inadequate addressed in the greater
number of schools surveyed, whilst teacher-teacher and teacher-administration cooperation was good in most of the
schools.
4.0

RECOMMENDATIONS

Several recommendations emerge from the present study, and these are listed and articulated with brief discussions here
below. The recommendations in effect are strategies to regain quality along the factors of the choice indicator of quality that

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Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET

AfriTVET

Effectiveness of Rwandan TVET: Trainer Competence and Motivation in the Ecole Technique Officiels and Agroveternaires

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is elected for use in this study - that of quality of training delivery as reflected in teacher or trainer competence and
motivation:
There is an urgent need to not only recruit suitably qualified instructors and lecturers into the system but to also train
the bigger number of those already serving in it.
The absence of a technical teacher training institute in the country implies that both these needs cannot be met
internally Access to Technical Teacher Training Institutes outside the country will therefore be necessary at the onset.
In the long term, a Technical Teacher Training Institutes should be set up in the country.
The factors identified to support high teacher motivation and job satisfaction (provision of accommodation and
opportunities of academic self-advancement) should be maintained in those institutions where they exist while being
introduced where they do not, while the disincentive factors to teachers such as the absence of teacher recognition
and rewards schemes, and remuneration should be addressed in order not only to attract but to retain teachers in the
system.
The few and very undesirable incidences of total lack of awareness by head teachers of the 13 factors tested in the
present study and their status in their respective institutions should be addressed as a matter of urgency, either
through re-deployment or preferably retraining of those concerned. Performance contracts should also be deployed in
all schools.
5.0
1.
2.
3.
4.
5.
6.

REFERENCES
Ministry of Education (MINEDUC), Education Sector Strategic Plan ESSP I 2008 to 2012 and II-2010 to 2015,
Government of Rwanda (GoR), June 2008 and July 2010, Kigali.
Ministry of Finance and Economic Planning (MINECOFIN), Vision 2020, Government of Rwanda (GoR), July 2000,
Kigali
Ministry of Finance and Economic Planning (MINECOFIN), Economic Development and Poverty Reduction Strategy
(EDPRS I-2008 to 2012 and II-2013 to 2018), Government of Rwanda (GoR), September 2007 and July 2012, Kigali.
Inter-Agency Working Group on TVET Indicators, April 2012, Proposed Indicators for Assessing Technical and
Vocational Education and Training UNESCO report on indicators, April 2012, Kigali
National Centre for Vocational Education Research - NCVER, Australian National Training Authority, Quality
Indicators in Vocational Education and Training: International Perspectives, NCVER and ANTA, Australia (2003).
Ministry of Education (MINEDUC), Short Term Strategy for Improvement of Public Technical Secondary School
(ETOs) Education in Rwanda, Government of Rwanda (GoR), August 2007, Kigali.

Volume 2 Number 1

Maina Maringa and Paul Mwangi Maringa

2015 AfriTVET