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Improving Education Quality in Rwanda
1. Oriented Towards Action:
The Politics of Improving Education
Quality in Rwanda
Timothy P. Williams, PhD
Honorary Research Fellow
School of Environment, Education and Development
University of Manchester, UK
2. Introduction
• Formal education in Rwanda
– Core to economic and social development
• Access vs quality:
– More children from poor households have more
access to more years of schooling
– Low literacy and numeracy; low completion rates;
repetition rates increasing
• Argument:
– The drivers that have led to Rwanda’s most impressive
gains have also presented a set of challenges to
improve education quality
3. Dominant developmentalist framework
• Incentives rest with longer term goals rather
than shorter term rent extraction
– Good governance
– Decentralization of service delivery
– Performance contracts
• Coalition for primary education
– Ministry of Education, Ministry of Finance, DFID,
Cabinet, and President of the Republic
4. Key reforms and outcomes
• Key reforms
– 9-Year Basic Education (2008)
– English language (2008)
– 12-Year Basic Education (2010)
• Primary school outcomes
– Enrollment: 88% in 2012
– Low levels of literacy and numeracy
– Completion rate: 76% in 2010 to 61% in 2014
– Primary repetition rate: 18% in 2013
5. Illustrations from fieldwork
• Decentralization policy:
– Empower PTC and head teachers
– Innovation by schools
• Incentives:
– Performance contracts: measurable outputs (e.g.
classroom construction) rather than learning outcomes
• Teacher training and recruitment:
– Re-centralization of teacher training to improve English
– Challenge of attracting enough qualified teachers
– Low financial incentives for teachers in rural areas
6. Provisional conclusions: Oriented toward action
• Longer term goals rather than rent extraction
• But why aren’t education outcomes better?
– ‘Oriented toward action’ ≠ coherent policy approach
• Performance contracts: outputs vs outcomes
• A case of ‘high modernism’?
• Expanding access is politically popular and easier
– “You can’t have quality without access”
– Social development
Editor's Notes
Provisional presentation based upon draft of working paper
Enrollment: 88%
Low levels of literacy and numeracy
Completion rate: 76% in 2010 to 61% in 2014
Primary repetition rate: 18% in 2013
2 mins
Emphasize
What is this presentation about?
- Access vs
A basic outline of the methodology
A summary of key findings
2 mins
Reforms not in strategic plans at the time
What level of emphasis has been given to reforms aimed at promoting higher quality education?
What are some of the main policies around this and who has been driving these?
- Note that key reforms often not in strategic plan
Mins
A brief description of the local fieldsites and educational outcomes there
Some examples of how quality issues are being addressed/not being addressed
E.g. teacher training
Accountability/oversight mechanisms
Immense improvements
But why aren’t outcomes better?