FACULTY: EDUCATION

DEPARTMENT: LANGUAGES
OPTION: ENGLISH-KINYARWANDA
LEVEL OF STUDY: ONE
MODULE CODE: E103 GROUP6
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ASSIGNMENT OF PHILOSPHY AND HISTORY OF EDUCATION LECTURER’S NAME: EVARISTE

 POST-INDEPENDENCE EDUCATION
Q1. The measure characteristics of Rwanda education during the post colonialization period
under the first and the second republic leadership are analyzed below:
During the post-colonization period under the First and Second Republic leadership in Rwanda,
the education system underwent significant changes. Initially, education was influenced by
Belgian colonial policies, emphasizing segregation and limited access for the majority. Under the
First Republic led by President Gregoire Kayibanda, there was an effort to promote education in
the national language, Kinyarwanda, but it still faced challenges in reaching the entire
population.

The Second Republic, led by President Juvénal Habyarimana, saw an expansion of education
infrastructure, with increased access to primary and secondary education. However, the system
continued to face issues such as ethnic disparities, limited resources, and political influence over
educational institutions. The curriculum also reflected the government's political agenda, shaping
perspectives within the educational framework.

Overall, the post-colonial period in Rwanda witnessed attempts to address educational disparities
and expand access, but challenges persisted in achieving a truly inclusive and equitable system.
✓ Discrimination between two sex boys and girls in education (gender discrimination) it
means that the girls did not attend the school because they did not attend the schools
because they had another task to do especially they stay their homes instead of studying
they did some jobs like cooking food
✓ Increased of new schools (secondary schools) during this period secondary schools were
added to those which existed since the colonial period.
✓ During this period the primary schools had changed from six years to 8 periods
✓ During this period new campus was established at NYAKINAMA as a result of fusion
between a national institute of education and some department of the national university
of Rwanda.
✓ As conclusion 1st and 2nd republic used education indoctrinate Rwandan people with
divisionism and discriminative ideology which led to 1994 genocide against Tutsi
that took over one million innocent lives.
b. The major characteristics of Rwanda during the post -colonial period after 1994 genocide
against the Tutsi are analysed below:
Following the genocide against the Tutsi in 1994, Rwanda underwent a period of reconstruction,
including significant efforts to reform the education system. Some key characteristics of
Rwanda's education during this post-genocide period include:
1. Reconciliation and Unity: The government emphasized national unity and reconciliation in the
education system, working to eradicate ethnic divisions that had contributed to the genocide.
Efforts were made to create a more inclusive and cohesive national identity.
2. Language of Instruction: There was a shift in the language of instruction from French to
English. This change aimed to foster integration with the broader East African community and
enhance Rwanda's global connectivity.
3. Access to Education: There was a concerted effort to improve access to education for all
Rwandan children. Initiatives were implemented to increase enrollment rates and reduce gender
disparities in education.
4. Curricular Reforms: The curriculum underwent revisions to incorporate themes of peace,
tolerance, and human rights. Education was seen as a tool for promoting social cohesion and
preventing future conflicts.
5. Rebuilding Infrastructure: The genocide had a devastating impact on education infrastructure.
Post-1994, there were extensive efforts to rebuild schools and provide the necessary resources
for effective teaching and learning.
6. Emphasis on Technical and Vocational Training: Recognizing the need for economic
development and skills training, there was an increased emphasis on technical and vocational
education to prepare students for the workforce.
7. *Community Involvement*: The government encouraged community involvement in
education, fostering a sense of collective responsibility for the well-being and education of
children. This was seen as crucial for sustainable development.
8. *International Collaboration*: Rwanda sought support from the international community for
rebuilding its education system. This collaboration included partnerships with various
organizations and countries to enhance educational quality and resources.
During this period, the number of primary schools was increased more than one and half times
while number of qualified teachers rose by 53% and more resources were made available to
build new schools and to rehabilitate the old ones.
During this period the formal military in heart of Kigali was transformed into modern institute of
science and technology. During this period the government introduced universal primary
education and established education support institutions such as national curriculums
development center (NCDC) EXAMINATION council are under control of Rwanda education
board .
During this period the government of Rwanda established the nine and later 12 years of basic
education was also introduced 2000s to facilitate access to secondary level of education
During this period the special attention was given to girls’ education after the genocide in order
empower them and make them participative in the development process of the country.
Overall, the post-genocide period in Rwanda witnessed a comprehensive effort to rebuild and
transform the education sector, placing a strong emphasis on unity, reconciliation, and preparing
the younger generation for a more stable and prosperous future.

As conclusion this part of education in Rwanda we can say that many things were done but as
elsewhere in Africa these still long way to go in the path of establishing education system which
can match with the country vision 2050 and AFRICA agenda 2063
Q2) As everywhere in Africa education boomed after independence in Rwanda. This was main
due to the introduction of free fees primary education
❖ On other hands since 1970s school started characterized by Ethnics and regional
segregation which was commonly known as balance policy or “Iringaniza”
❖ The first and the second republic used education to indoctrinate Rwandan people with
division and discriminative ideology which led to 1994 genocide against Tutsi that took
over 1 million of innocent lives

Q3) Later 1994 Rwandan was in ruins more than one million of people had been killed one
hundred days, many properties and equipment were now destroyed psychological traumatism
and feeling of gradation of human dignity
❖ The new government of national unity had to deal with all such political economic and
social culture problems this harsh task was executed into different since July 1994.
❖ In education particularly the following actions were undertaken official primary and
secondary schools November 1994 .in 1995 in April 1995 opening of the national
university of Rwanda.
however, the government of Rwanda and other many partners did all their best and the
education was again made active and expended as for example;
 from 1994, to 2000 the number of primary schools increased more than one and a half times,
while the number of qualified teacher, rose by 53% and more resources were available to
build new schools and rehabilitates the old ones.
The number of universities graduates in 2000 reached over 20000 people against only 2160
between 1963 and 1993. Since then, many other public and private universities have been
created and the number of graduates is increasing permanently.

The nine and 12years basic education was also introduced in 2000 to facilitate access to
secondary level education. The government of Rwanda introduced technical and vocational
training centers and colleges of technology under the umbrella called Rwanda development work
force authority.
A special attention was given to girls education after the genocide in order to empower them
and make participative in the development process of the country.

Q4) Rwanda historical development of TVET under post-colonization are well

explained bellow;
a) During the first and second republic a.In the aftermath of colonization, Rwanda
experienced significant changes in its Technical and Vocational Education and Training
(TVET) system during the First and Second Republics. Under the leadership of Grégoire
Kayibanda in the First Republic (1962-1973), efforts were made to establish vocational
training institutions to meet the country's developmental needs.

Kayibanda's government aimed to address economic challenges by emphasizing

agriculture and vocational skills. Vocational training centers were set up to equip
individuals with practical skills, particularly in agriculture and crafts. This period laid the
foundation for TVET in Rwanda, emphasizing the importance of technical skills for
national development.

The Second Republic, under Juvénal Habyarimana (1973-1994), witnessed continued

emphasis on TVET. The government expanded vocational training to cover a broader
range of sectors, recognizing the need for skilled labor in various industries. However,
the TVET system faced challenges, including limited resources and infrastructure.

Despite these challenges, efforts were made to strengthen TVET through partnerships
with international organizations. The aim was to enhance the quality of technical
education and align it with emerging economic demands. The Second Republic
contributed to the growth of TVET in Rwanda, but political and social issues,
culminating in the tragic events of the 1994 genocide, had a devastating impact on the
country.

The historical development of TVET in Rwanda reflects the evolving priorities and
challenges faced by the nation during the post-colonial period. The emphasis on
vocational skills as a tool for economic development continued through different
leaderships, with varying degrees of success and challenges.

B) AFTER 1994 genocide against Tutsi Following the genocide against the Tutsi in 1994,
Rwanda faced significant challenges in rebuilding its education system, including
Technical and Vocational Education and Training (TVET). The genocide left the country
in ruins, with widespread destruction of infrastructure, loss of skilled human resources,
and a traumatized population.

In the aftermath, the Rwandan government, led by the Rwandan Patriotic Front (RPF),
prioritized national reconciliation, reconstruction, and development. TVET played a
crucial role in these efforts as the country sought to rebuild its economy and society.
Efforts were made to reform and modernize the TVET system to align it with the
changing needs of a recovering nation.

The government focused on expanding access to TVET, improving the quality of

training, and fostering partnerships with international organizations to secure support and
expertise. Initiatives were launched to integrate technology into vocational training,
reflecting the evolving demands of the global economy.

One notable program in this period was the establishment of the Integrated Polytechnic
Regional Centers (IPRCs), which aimed to provide technical and vocational education
aligned with industry needs. These centers focused on a range of disciplines, from
agriculture to information technology, aiming to equip students with practical skills for
employment and entrepreneurship.

The post-genocide era saw a commitment to inclusivity and reconciliation, with efforts to
ensure that TVET opportunities were accessible to all segments of the population,
fostering social cohesion and economic growth. The government's focus on education,
including TVET, contributed to Rwanda's impressive recovery and transformation into a
knowledge-based economy.
In summary, the post-genocide period in Rwanda marked a critical phase in the historical
development of TVET, characterized by rebuilding efforts, modernization, and a
commitment to using technical and vocational skills as a catalyst for national recovery
and development.

Q5. ANALYSE THE CURRENT EDUCATION STRUCTURE OF RWANDA

EDUCATION SYSTEM.

As of my last knowledge update in January 2022, I can provide a general overview of the
education structure in Rwanda. However, please note that there might have been changes
or updates since then. I recommend checking with more recent sources for the latest
information.

As of the information available until 2022, Rwanda has a 12-year basic education system,
which is divided into three cycles:
1. Primary Education:
- Duration: 6 years (P1 to P6)
- Age range: Approximately 7 to 12 years old
- Curriculum: Focus on foundational skills in languages, mathematics, science, social
studies, and physical education.
2. Ordinary Level Secondary Education
- Duration: 6 years (S1 to S6)
- Age range: Approximately 13 to 18 years old
- Curriculum: Students study a broad range of subjects, including languages,
mathematics, sciences, humanities, and vocational skills. At this level, students can
choose between different tracks, such as general education or TVET (Technical and
Vocational Education and Training).

3. Advanced Level Secondary Education:

- Duration: 2 years (A1 and A2)
- Age range: Approximately 19 to 20 years old
- Curriculum: Students choose a specific stream or combination of subjects for more in-
depth study. This level prepares students for university or other tertiary education.

4. Tertiary Education:
- Includes universities, colleges, and vocational training institutions.
- Tertiary education offers a wide range of programs and degrees.
Key features and initiatives in Rwanda's education system include:

- Competency-Based Curriculum:Rwanda has implemented a competency-based

curriculum to focus on practical skills and competencies in addition to theoretical
knowledge.

- English as the Medium of Instruction: The government transitioned from using French
to English as the primary medium of instruction in schools to align with global
communication standards.

- ICT Integration: Rwanda places a strong emphasis on integrating information and

communication technology (ICT) into education to enhance learning outcomes and
prepare students for the digital age.

- TVET Emphasis: The country recognizes the importance of Technical and Vocational
Education and Training, offering students practical skills aligned with the needs of the
job market.

It's important to verify this information with the latest sources, as education systems can
undergo changes and updates over time.

Q6.ANALYSE CURRENT EDUCATION GOVERNMENT STRUCTURE OF

RWANDA.

6.As of my last knowledge update in January 2022, the education government structure in
Rwanda is characterized by a centralized system that focuses on coordination and
implementation of education policies at various levels. However, keep in mind that
changes may have occurred since then, so it's advisable to check more recent sources for
the latest information. Here's an analysis of the education government structure in
Rwanda:

1. Ministry of Education (MINEDUC):

- Role: MINEDUC is the central government body responsible for formulating and
implementing education policies, plans, and programs. It oversees all levels of education
in the country.
- Functions: MINEDUC is involved in curriculum development, teacher training,
infrastructure development, and overall education management.

2. Rwanda Education Board (REB):

 - Role: REB operates under MINEDUC and is tasked with the implementation of
education policies. It plays a crucial role in curriculum development, assessment,
examinations, and teacher professional development.
- *Functions:* REB manages and regulates the national examination system, including
the Rwanda National Examinations Council (RNEC). It also oversees the competency-
based curriculum and strives to improve the quality of education.

3. Higher Education Council (HEC):

- Role: HEC is responsible for overseeing and regulating tertiary education in Rwanda,
including universities and other higher education institutions.
- Functions: HEC ensures quality standards in higher education, accreditation of
institutions and programs, and coordination of research and development initiatives.

4. District and Local Authorities:

- Role:While education policies are formulated at the national level, their
implementation often involves collaboration with district and local authorities.
- Functions: District education offices work on the ground to ensure that policies are
effectively implemented. They play a role in resource allocation, infrastructure
development, and monitoring education programs at the local level.

5. National Council for Science and Technology (NCST):

- Role:NCST is involved in promoting and regulating science and technology
initiatives, which includes aspects of research and development in education.
- Functions: NCST contributes to the development of policies related to science and
technology education, fostering innovation and research within the education system.

Overall, Rwanda's education government structure reflects a commitment to central

planning and coordination, with a focus on improving the quality and relevance of
education at all levels. This centralized approach aims to ensure consistency and
alignment with national development goals. However, it's important to verify this
information with the most recent sources to capture any changes or updates that may have
occurred.

Q7.OUTLINE THE CURRENT KEY STAKEHOLDERS OF RWANDAEDUCATIONS

SYSTEM

7.As of my last knowledge update in January 2022, the key stakeholders in Rwanda's
education system include various entities involved in policymaking, implementation,
regulation, and support across different levels of education. Please note that roles and
stakeholders may evolve, so it's advisable to consult more recent sources for the latest
information. Here's an outline of the current key stakeholders:

1. Ministry of Education (MINEDUC):

- Formulates and implements education policies.
- Manages overall education planning, administration, and coordination.
2. Rwanda Education Board (REB):
- Implements education policies set by MINEDUC.
- Manages curriculum development, assessment, and examinations.
- Provides teacher professional development.
3. Higher Education Council (HEC):
- Regulates and oversees tertiary education institutions.
- Ensures quality standards in higher education.
- Accredits institutions and programs.
4. District and Local Education Authorities:
- Implement national education policies at the local level.
- Allocate resources, monitor, and support schools within their jurisdictions.
5. Teachers and School Leaders:
- Deliver education at the classroom level.
- Play a crucial role in implementing curriculum and fostering student development.
6. Students and Parents:
- Actively participate in the education process.
- Support student learning and engagement.
7. Private Schools and Institutions:
- Contribute to the education system by providing alternative education options.
- Comply with national education standards and regulations.
8. Employers and Industry Representatives:
- Collaborate with education institutions to align curricula with industry needs.
- May be involved in internship programs and job placement initiatives.

9. National Council for Science and Technology (NCST):

- Promotes and regulates science and technology initiatives.
- Supports research and innovation in education.

10. *Development Partners and NGOs:*

- Provide financial and technical support to the education sector.
- Collaborate on projects related to infrastructure, teacher training, and curriculum
development.
 11. Civil Society Organizations:
- Advocate for education-related issues.
- Contribute to community engagement and awareness.

12. Students' Associations and Unions:

- Represent student interests.
- Engage in advocacy for student rights and welfare.

13. International Organizations and Donors:

- Collaborate with the Rwandan government to support education initiatives.
- Contribute to funding, research, and capacity-building efforts.

This outline provides a snapshot of the key stakeholders involved in Rwanda's education
system. However, it's crucial to verify this information with the most recent sources to
account for any changes or additions to the stakeholder landscape.

REFERENCES
1. . , JOHNWAY. "Moral Philosophy and Education." Harvard Educational 1955.12.47