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The research results from this innovative collaboration��–��The Rwanda Learning Partnership: Insights on School and System Leadership During COVID-19��–��are released alongside an accompanying policy brief,��Bridging the Evidence to Policy Gap: A Learning Partnership Approach to Research.����

�ճ����learning partnership approach��is an iterative process of co-designing the research, data gathering and collective reflection, and collaborative decision-making. The approach identifies “bright spots” to leverage existing solutions for system-wide change. A critical element of this approach is immediate feedback and discussion of findings as they emerge at each stage of the research (surveys, interviews, case study schools) so that responses can be made in real time to create live impact on policy and decision-making.��

This collaborative, iterative research process focused on learning by rapidly interpreting data as it was generated to provide timely insights that enabled quick responses to current needs and windows of opportunity on the ground. This approach promotes an environment where practitioners can reflect on and adapt their practice, and decision-makers can act on evidence in real time. For example, senior��members of the REB and Ministry of ���㽶��Ƶ met to discuss the research and consider the implications for policy. They committed to review and update the leadership standards and continuous professional development plans in light of the findings and agreed on the need to clarify leaders’ responsibilities for the wellbeing of teachers and learners, and to formalize the role of school leaders in relation to parental engagement in student learning and wellbeing.����

���㽶��Ƶ, the ���㽶��Ƶ Commission, and WISE plan to build on this Rwanda experience and are committed to embedding this approach in their research portfolios now and in the future.