Post-Basic Education and Training in Rwanda : Skills Development for Dynamic Economic Growth

Improved access to and quality of upper secondary schools, teacher training colleges, Higher Learning Institutions (HLIs), and demand-driven Technical and Vocational Education and Training (TVET) courses to supply the demand for the higher-level skills and competencies relevant to labor market needs remains a central priority for the ministry of education in Rwanda. Since the original analysis and drafting of this report took place there have been a number of changes within the Post Basic Education and Training (PBET) sector and progress has been made on various areas of policy implementation discussed in the report. Most significantly, the government of Rwanda announced in 2010 that all students will be entitled to access fee-free education until the end of upper secondary school (or equivalent). This policy move addresses some of the concerns raised in the report to ensure that increasing numbers of basic education graduates can move on to PBET. This report provides a description of key aspects of the education sector as a whole with particular emphasis on quality improvement in basic education. The present report takes the perspective that Rwanda's PBET system is the country's principle mechanism for generating the skilled labor force needed to become a middle-income, knowledge- and expert-based economy. PBET in this report is defined as all formal education and training for which the entry requirement is the completion of at least basic education. This report is structured as follows: chapter one describes Rwanda's recent growth trends, ambitions for the future, and the role that skills development must play to ensure that these ambitions can be reached. Chapter two shows an analysis of the Rwandan labor market, exploring trends in both labor supply and demand, with an emphasis on the educational attainment of the labor force. Chapter three describes the context of PBET policies and strategies and the structure of the PBET system, highlighting the key features of its various segments. Chapter four focuses on the governance, management, and financing of the PBET system. Chapter five builds on the preceding chapters to offer a set of policy options that, when implemented, are expected to contribute to the promotion of a well-integrated and managed system.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2013-02
Subjects:	ACCESS TO CAPITAL, ACCESS TO HIGHER EDUCATION, ACCREDITATION, ACCREDITATION SYSTEM, ACCREDITATION SYSTEMS, ADDITION, ADULTS, ASSESSMENT MECHANISMS, BASIC EDUCATION, BASIC EDUCATION CYCLE, CAREER, CLASSROOMS, COLLEGES OF EDUCATION, COMPLETION RATES, COMPOSITION, CURRICULA, CURRICULUM, CURRICULUM DEVELOPMENT, DEGREES, DISADVANTAGED GROUPS, DISCIPLINES, DISTANCE LEARNING, EDUCATION AGENCIES, EDUCATION BUDGET, EDUCATION EXPENDITURES, EDUCATION INSTITUTIONS, EDUCATION MANAGEMENT, EDUCATION POLICY, EDUCATION PROVIDERS, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATIONAL ATTAINMENT, EDUCATIONAL EXPENDITURES, EDUCATIONAL INSTITUTIONS, EDUCATIONAL QUALITY, EMPLOYMENT, ENROLLMENT GROWTH, ENROLLMENT RATES, EXPENDITURES PER STUDENT, FEMALE STUDENTS, FORMAL EDUCATION, FREE EDUCATION, GENERAL EDUCATION, GENERAL SECONDARY EDUCATION, GER, GIRLS, GROSS ENROLLMENT, GROSS ENROLLMENT RATE, HIGHER EDUCATION, HIGHER EDUCATION ENROLLMENT, HIGHER EDUCATION INSTITUTIONS, HIGHER EDUCATION SECTOR, HIGHER LEARNING, HIGHER LEVELS OF EDUCATION, HUMAN RESOURCES, INSTRUCTION, INTERVENTIONS, KNOWLEDGE ECONOMY, LABOR FORCE, LABOR MARKET DEMAND, LABOR MARKET NEEDS, LEADERSHIP, LEARNING, LEARNING INSTITUTION, LEVEL OF EDUCATION, LIFELONG LEARNING, LIVING CONDITIONS, LOW EDUCATIONAL ATTAINMENT, LOWER SECONDARY EDUCATION, MINISTRY OF EDUCATION, NATIONAL CURRICULUM, NATIONAL CURRICULUM DEVELOPMENT, NATIONAL UNIVERSITY, NONFORMAL TRAINING, NUMBER OF STUDENTS, PARTICIPATION RATES, POLYTECHNIC INSTITUTIONS, PRIMARY EDUCATION, PRIMARY SCHOOL, PRIVATE EDUCATION, PRIVATE HIGHER EDUCATION, PRIVATE HIGHER EDUCATION INSTITUTIONS, PRIVATE INSTITUTIONS, PRIVATE SCHOOLS, PRIVATE SECTOR INVOLVEMENT, PRIVATE UNIVERSITIES, PROVISION OF EDUCATION, PUBLIC EXPENDITURES, PUBLIC EXPENDITURES ON EDUCATION, PUBLIC SCHOOLS, PUPILS, QUALITY ASSURANCE, QUALITY EDUCATION, QUALITY OF EDUCATION, SCHOLARSHIPS, SCHOOL ENROLLMENT, SCHOOL LINKAGES, SCHOOL MANAGEMENT, SCHOOL TEACHER, SECONDARY CURRICULUM, SECONDARY EDUCATION, SECONDARY GRADUATES, SECONDARY SCHOOL, SECONDARY SCHOOLS, SERVICE EDUCATION, SERVICE TRAINING, SKILLED LABOR, SKILLED LABOR FORCE, SKILLED WORKERS, SKILLS ACQUISITION, SKILLS DEVELOPMENT, SOCIAL DEVELOPMENT, STUDENT BODY, STUDENT MOBILITY, STUDENT-TEACHER RATIOS, SUBJECT CONTENT, TEACHER, TEACHER QUALIFICATIONS, TEACHER RATIOS, TEACHER SALARIES, TEACHER TRAINING, TEACHER TRAINING COLLEGES, TEACHERS, TEACHING, TEACHING METHODS, TECHNICAL EDUCATION, TECHNICAL SKILLS, TERTIARY EDUCATION, TERTIARY ENROLLMENT, TRAINING CENTERS, TRAINING FOR GIRLS, TRAINING INSTITUTIONS, TRAINING PROGRAMS, TYPES OF EDUCATION, UNIVERSITIES, VOCATIONAL EDUCATION, VOCATIONAL SKILLS, VOCATIONAL TRAINING, YOUNG PEOPLE, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2013/02/17977809/post-basic-education-training-rwanda-skills-development-dynamic-economic-growth https://hdl.handle.net/10986/16452
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