Transcript Education in Rwanda - Shirley Kaye Randell

Presentation to the People to People Ambassador
Programs delegation
Dr Shirley Randell AM, Senior Advisor
Education, SNV Rwanda
July, 2008
East and Southern Africa
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Four surrounding countries
Joint Review of the Education
Sector
Goal
 To achieve Economic Development and Poverty
Reduction through Quality Education
Objectives
 To review progress in the education sector towards meeting the GoR’s
economic development and poverty reduction goals;
 To assess sector development progress in key sub sector areas and discuss
emerging priority areas identified in the Economic Development and Poverty
Reduction Strategy (EDPRS);
 To review the systems and processes of the sector wide approach and its
commitment to donor coordination and harmonisation.
StatisticsEDUCATION
at a glance
(Primary)
DATA 2007 / PRIMARY
INDICATORS
ESSP / EDPRS
TARGETS 2007
2005
2006
2007
1,857,841
2,019,991
2,150,430
Boys
49.1
48.7
49.2
Girls
50.9
51.3
50.8
Pupil:Teacher ratio
69:1
70.9:1
74:1
Gross Enrolment Rate
137.3%
145.3%
151.9%
142%
Net Enrolment Rate
93.5%
95.0%
95.8%
97%
Completion Rate
46.7%
51.7%
52.0%
84%
Drop out Rate
14.6%
14.3%
*
10%
Repetition rate
15.8%
18.1%
*
13%
Transition rate (P- S)
58.8%
59%
*
49 %
Number pupils
Challenges in Primary Education
 The EFA and MDG goals for primary education call for
universal completion of quality primary
education: 52% in Rwanda is below the SSA rate and
of course only half of the target
 Dropout (15 %) and repetition (18%) rates are
unacceptably high
 Teacher pupil ratio is increasing (from 1:69 in 2005 to
1:74 in 2007
 Transition rates from P6 (50%)
unacceptably low, especially for girls
Why do girls drop out of school?

Child labour - girls are kept home to fetch
water, collect firewood, help in the garden, care for
sick siblings and parents and grandparents suffering
from HIV/Aids
 Parent attitudes - culturally education is not so
important for girls because they get married early and
they go to their husband’s family
 The toilets are often quite inadequate and girls stay
home during their menstrual periods
 Girls education policy is now approved by Cabinet and
an implementation strategy is being developed
Statistics at a glance (Secondary)
EDUCATION DATA 2007 / Secondary
INDICATORS
Number of Students
2005
218,517
2006
239,629
2007
267
Boys
Girls
52.8
47.2
52.5
47.5
52.4
47.6
Teacher- student Ratio (Public)
(Tronc commun)
29.6
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22.2
Teacher - student Ratio (Private)
27.6
28.9
21,7
Qualified Teacher student ratio
55.5
58.7
41.3
Gross Enrolment Rate
16.60%
18.40%
20.50%
Net Enrolment Rate
9.00%
10.10%
13.10%
Repetition Rate
Transition rate to tertiary (15 %)
8.70%
7.70 %
Challenges in
Secondary Education
 Untrained teachers
 Inadequate classrooms
 Few science laboratories
 Only 40% of girls transit to
government secondary
schools as against 60% of
boys
 Private schools are
expensive
Challenges in TEVT
 Responsibilities and budgets shared across two
ministries
 Limited budget
 Courses do not match market demand
 Geographic location of colleges
 Poorly trained teachers
 Private sector not involved
 Limited equipment
and materials
Challenges in Tertiary Education
 Gross Enrolment Rate for Higher Education in Rwanda
is currently only 3.5 percent
 Net Enrolment Rate is one percent (compared with 5
percent in Sub Saharan Africa)
 Quality very low
 Secondary students ill prepared for tertiary education
 Limited equipment
 Qualifications of staff poor
 Gender issues – staff and students
Women graduates
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Challenge of Teachers
 Only 52 percent of teachers in the workforce are
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


qualified
Teachers colleges are graduating 1090 teachers a year
but 2,600 are needed
Teachers earn half of what civil servants at an
equivalent level earn - $73 a month
Most teachers leave the teaching service after three
years - little motivation to stay in classrooms
Acute shortage of teachers in science subjects
Conditions and performance of 1600 contract teachers
Challenge of Teachers
 Teachers are trained and familiar with didactic,
interrogatory methods rather than learner-centred
participative approaches
 Limited inservice training
 Recognition, appreciation, incentives and support are
needed to motivate and retain teachers
 Teaching Service Commission has been established
and a Teachers Management and Development policy
is being developed
Challenge of
Classrooms
Other Education Challenges

The funding gap
Curriculum
 The gap between teacher supply and demand
 Textbooks – supply and distribution
 Education Management and Information System
(EMIS)
 Quality standards
 Monitoring and Evaluation
EMIS - Education Management
Information System
 Importance of data for planning purposes and to
improve quality
 Need for sex-disaggregated data to monitor girls’
progress
 Challenges in getting data from schools
 Connectivity and electricity
 Lack of capacity at national, district and local levels
Sector as a whole
The JRES concluded that there
is need to further consider the education sector
as a whole, within one holistic analysis, to explain
and remedy phenomena such gender
disaggregated drop-out, transition rates, learning
achievement, TVET and higher education
- Nursery, primary, secondary, TVET, tertiary –
Budget share 45%
20.7%
0.1% 23.8%
SNV Rwanda
Goal: Poverty reduction and good governance
Mission:
 SNV is dedicated to a society where all people enjoy the
freedom to pursue their own sustainable development.
 Our advisors contribute to this by strengthening the
capacity of local organisations.
Education in SNV Rwanda
Two broad impact areas

Access to basic services (BASE)
- Education
- Water, sanitation and hygiene
- Biogas

Income, production and employment (PIE)
- Coffee
- Beekeeping
- Pro-poor tourism
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Focus for impact
 Human resources increased from one to five full-time
advisers
 Focus on five districts in the South and one in the City
of Kigali
- Nyarugenge
- Nyamagabe
- Ngororero
- Gisagara
- Ruhango
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UN Institutions
(UNICEF,
UNIFEM…)
BTCCTB
EKN
International
International organisations
(World Vision, SCFI, CIDA,
Care Int'l, VSO, Concern,
AAIR…)
DFID
GoR Institutions
(Ministries,
NISR, RIAM, ..)
Educatio
n Cluster
MINEDUC
RIAM,
CIDA,
SNV,
RAUW
national
FAWE
KIE
RAUW
FBO
District Teacher colleges
FAWE
meso
SNV Education Team
FBOs
International orgs
represented at local level
VVOB
RIAM
APEFE
Umurenge
District
SNV Education Team
Schools
Local NGOs
micro
PTAs
A has a partnership with B
A provides funds to B
A participates in B
Other type of relationship
A provides capacity
services to B
Bridging the macro-micro divide
 At national level, supporting the Ministry of
Education in policy development and implementation
- Parent and teacher association policy
- Joint Action Forum Education Subcommission
policy
- Girls education policy implementation
- Non-government collaboration – NGO forum
and NGO cluster
Bridging the macro–micro divide
 At meso level building capacity in District Education
Directors
- Support to improve functioning of JAFESC
- Support to improve functioning of school
management boards
- Support to improve the functioning of PTAs
Activities SNV and other education stakeholders
Inputs
Capacity building of clients
Data available
Reports available
Policies elaborated
Improved client performance
Outputs
Outcomes
Impact
Improved and applied management
strategies
Improved school board functioning
Improved parent teacher association
(PTA) participation
Improved access to and quality of
education for boys and girls
Improved enabling environment
Improved capacity in policy making
Improved M&E tools available
Improved girls education policy
Improved PTA policy
Improved NGO coordination at
national and district levels
Improved educational environment
Wider access to education
Improved quality of premises, teachers,
teaching materials
Improved motivation for boys and girls
to learn and go to school
Positioning choice ‘Primary education’
SNV, LCBs, Partners
Inputs
Outputs
Advice to
improve
functioning
of PTAs
Improved
functioning
of PTAs
Improved
participation of
parents and
teachers in
decision making
Quality of
service
delivery
improved
Yr. 2-3
Impact
Improved access for
the poor
Improved quality of
education
Improved well
being of the poor
Quality
school
management
organised
Support
DEUs to
organise PTA
training
program
Support to
DEUs to
organise
JAFESCs
Support to
Mineduc to
organise
NGO forums
and clusters
Quality
PTA
training
programs
organised
JAFESCs
operational
NGO
forums and
clusters
operational
Dropout and
repetition
reduced,
transition
increased
More
educated
boys and
girls
School
Business
Plans
available
Self reliance
of schools
realized
Competences
and quality of
interventions
of members
improved
Quality
M&E done
in school
Support to
Policy
making in
Mineduc
Support to
baseline
data
collection
Policies
available in
Mineduc
Reliable
databases
available
Improved enabling environment
Improved client performance
Outcomes
Yr. 1-2
Support to
DEUs to
organise
school
management
Coordination
of education
interventions
at District
level
Coordination
of education
interventions
at National
level
Girls
education
improved
Good
planning in
schools
Good
functionin
g of PTAs
Harmonization
, synergy
higher result of
input
Specific issues
on girls
education
addressed
More girls complete
primary and transit
to secondary
education
Quality of
and
equity in
education
improved
Importance of educating girls
 Improving women’s literacy and the education of
girls are basic to achievement of all Millennium
Development Goals.
 Quality education will equip people with
knowledge and skills needed to
- improve their lifestyle
- enhance their job opportunities
- protect themselves from diseases
- take an active role in social, economic and political
decision-making.
Thank You!
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