Presentation to the People to People Ambassador Programs delegation Dr Shirley Randell AM, Senior Advisor Education, SNV Rwanda July, 2008.

Presentation to the People to People Ambassador Programs delegation

Dr Shirley Randell AM, Senior AdvisorEducation, SNV Rwanda

July, 2008

2East and Southern Africa

3Four surrounding countries

Joint Review of the Education SectorGoalTo 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.

Statistics at a glance (Primary)EDUCATION DATA 2007 / PRIMARY

INDICATORS 2005 2006 2007ESSP / EDPRS TARGETS 2007

Number pupils 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 %

Challenges in Primary EducationThe 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 2005 2006 2007

Number of Students 218,517 239,629 267

Boys 52.8 52.5 52.4

Girls 47.2 47.5 47.6

Teacher- student Ratio (Public) (Tronc commun) 29.6 32 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 RateTransition rate to tertiary (15 %)

8.70% 7.70 %

Challenges in Secondary Education

Untrained teachersInadequate classroomsFew science

laboratoriesOnly 40% of girls

transit to government secondary schools as against 60% of boys

Private schools are expensive

Challenges in TEVTResponsibilities and budgets shared across

two ministriesLimited budgetCourses do not match market demandGeographic location of collegesPoorly trained teachersPrivate sector not involvedLimited equipment

and materials

Challenges in Tertiary EducationGross Enrolment Rate for Higher Education in

Rwanda is currently only 3.5 percentNet Enrolment Rate is one percent (compared

with 5 percent in Sub Saharan Africa)Quality very lowSecondary students ill prepared for tertiary

educationLimited equipmentQualifications of staff poorGender issues – staff and students

16

Women graduates

Challenge of TeachersOnly 52 percent of teachers in the workforce are

qualifiedTeachers colleges are graduating 1090 teachers a

year but 2,600 are neededTeachers earn half of what civil servants at an

equivalent level earn - $73 a monthMost teachers leave the teaching service after

three years - little motivation to stay in classrooms

Acute shortage of teachers in science subjectsConditions and performance of 1600 contract

teachers

Challenge of TeachersTeachers are trained and familiar with

didactic, interrogatory methods rather than learner-centred participative approaches

Limited inservice trainingRecognition, 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 demandTextbooks – supply and distributionEducation Management and Information

System (EMIS)Quality standardsMonitoring 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 schoolsConnectivity and electricityLack of capacity at national, district and local

levels

Sector as a wholeThe 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 RwandaGoal: 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

27

Focus for impactHuman resources increased from one to five

full-time advisersFocus on five districts in the South and one in

the City of Kigali - Nyarugenge- Nyamagabe- Ngororero - Gisagara- Ruhango

²

A has a partnership with BA provides funds to BA participates in BOther type of relationshipA provides capacity services to B

PTAsPTAs

SchoolsSchools

Local NGOsLocal NGOs

national

KIEKIERAUWRAUW

FAWEFAWE

MINEDUCMINEDUCGoR Institutions

(Ministries, NISR, RIAM, ..)

GoR Institutions (Ministries,

NISR, RIAM, ..)

FBOFBODistrict Teacher collegesDistrict Teacher colleges

International

UN Institutions (UNICEF, UNIFEM…)

UN Institutions (UNICEF, UNIFEM…)

DFIDDFID

International organisations (World Vision, SCFI, CIDA, Care Int'l, VSO, Concern, AAIR…)

International organisations (World Vision, SCFI, CIDA, Care Int'l, VSO, Concern, AAIR…)

EKNEKN

FBOsFBOs International orgs represented at local levelInternational orgs represented at local level

APEFEAPEFEUmurengeUmurenge

DistrictDistrict

VVOBVVOBmeso

BTCCTBBTCCTB

micro

FAWEFAWE

SNV Education Team

RIAMRIAM

SNV Education Team

Education Cluster RIAM,

CIDA, SNV, RAUW

Bridging the macro-micro divideAt 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 divideAt 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

Outputs

Outcomes

Impact

Inputs

Activities SNV and other education stakeholders

Capacity building of clientsData available

Reports availablePolicies elaborated

Improved client performance Improved enabling environment

Improved and applied management strategiesImproved school board functioningImproved parent teacher association (PTA) participationImproved access to and quality of education for boys and girls

Improved capacity in policy makingImproved M&E tools availableImproved girls education policyImproved PTA policyImproved NGO coordination at national and district levels

Improved educational environmentWider access to educationImproved quality of premises, teachers, teaching materials

Improved motivation for boys and girls to learn and go to school

Outputs

Outcomes

Impact

Improved client performance

Positioning choice ‘Primary education’

Improved participation

of parents and teachers in

decision making

Quality M&E

done in school

Advice to improve

functioning of PTAs

Support to DEUs to organise school

management

Competences and

quality of intervention

s of members improved

SNV, LCBs, Partners

Improved access for the poor

Improved well being of the poor

Yr. 1-2

Yr. 2-3

InputsSupport to DEUs

to organise JAFESCs

Support DEUs to organise

PTA training program

Improved quality of education

Improved functioning of PTAs

Quality school

management

organised

Quality PTA

training programs organised

Support to Policy

making in Mineduc

Support to

baseline data

collection

Dropout and

repetition reduced, transition increased

More educated boys and

girls

Quality of service delivery

improved

School Business

Plans available

Self reliance of

schools realized

JAFESCs operation

al

Coordination of

education interventio

ns at District

level

Harmonization, synergy

higher result of input

Policies available

in Mineduc

Good functioni

ng of PTAs

Girls education improved

Specific issues on

girls education addressed

More girls complete primary

and transit to secondary education

Reliable database

s available

Good planning in schools

Quality of and

equity in education improved

Support to Mineduc to

organise NGO

forums and clusters

NGO forums

and clusters

operational

Coordination of

education interventio

ns at National

level

Improved enabling environment

Importance of educating girlsImproving 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.

37

Thank You!