CHAPTER
8:
PROGRESS AGAINST ESSP OUTCOME “STRENGTHENED
PERFORMANCE
IN
SCIENCE,
TECHNOLOGY
AND
INNOVATION AT ALL LEVELS OF EDUCATION, AND
APPLICATION OF SCIENCE, TECHNOLOGY AND INNOVATION
IN RELEVANT SECTORS OF THE ECONOMY”
8.1. INTRODUCTION
The education sector is uniquely responsible for critical areas of Science, Technology, and
Innovation (STI), which are commonly seen as dominant factors behind rapid economic and
industrial growth. The Government’s Vision 2020 statement, its National Policy on STI, and the
EDPRS 2 are all based on the premise that, through embarking on a concerted effort to build
science, technology and innovation capacity, Rwanda will greatly enhance its prospects of
achieving the growth, poverty reduction, wealth creation and export diversification objectives.
Strategies to improve STI capacity include promoting a culture of innovation, and deepening
knowledge creation and transfer. It is expected that this will enhance opportunities for growth in
rural areas, improve skills of the workforce, and integrate technical education with commerce,
industry and the private sector; all these are important for promoting sustained growth of the
GDP.
8.2. PROGRESS AGAINST ESSP MAJOR TARGETS
The achievements in the area of strengthened performance in STI, from the primary to the
tertiary level of education, are described below.
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8.2.1. Primary education
Graph 1: Progress in the distribution of laptops in OLPC
As shown in the figure above, the total number of laptops in primary schools increased from
226,500 in 2012/13 to 269,478 in 2013/14. As the 2013/14 ESSP target was 245,756 laptops, the
Ministry of Education has surpassed not only that target, but has also gone beyond the 2014/15
target of 259,252 laptops; an increase of 18.97% was achieved in only one year, as compared to
the targeted 8.50% increase planned for two years.
Graph 2: Primary school and internet connectivity
As illustrated in the graph above, the share of primary schools with internet connectivity was 4%
in the fiscal year 2013/14. This value is lower than the projected ESSP target (6.9%). This
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implies that more effort needs to be put in the activity of providing schools with internet
connectivity, especially in view of the 2014/15 ESSP target of 7.7%.
Graph 40 reveals that the percentage of primary schools with required science facilities (science
kits) was 39% in the FY 2013/14. The predicted ESSP target for that year was 33%, and that for
2014/15 was 37%. Since the actual performance surpassed the ESSP targets for both years, the
ESSP target for 2014/15 should be redefined to aim higher.
Graph 3: Percentage of primary schools with required science facilities (science kits)
In terms of other science equipment, the next diagram illustrates that the percentage of primary
schools with required science corners was 3.0% in the FY 2013/14. The predicted ESSP target
for 2013/14 was 5.6%. Since the target was not met, more needs to be done with regard to
science corners provision in order to meet the ESSP target of 8.2% for the FY 2014/15.
Graph 4: Percentage of primary schools with required sciences facilities (science corners)
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8.2.2. Secondary education
As illustrated in graph 42 below, the percentage of secondary schools with internet connectivity
was 14.0% in 2013/14. This achieved value is much lower than the projected ESSP target of
30%, and even lower than the 2012/13 baseline. This is problematic, especially given the high
2014/15 target of 45%, and reasons for this shortcoming should be assessed.
Graph 5: Percentage of secondary schools with internet connectivity
Continuing with the discussion of technology in schools, the following diagram shows that
the percentage of secondary schools with access to computers was 76% in 2013/14. The
2013/14 ESSP target was 70%, and that for 2014/15, 75%. The actual performance thus
surpassed both ESSP targets. However, given the issue with internet connectivity discussed
above, it would be reasonable to focus on improving the conectivity in order to increase the
usefulness of these computers, as opposed to simply increasing the 2014/15 target for their
provision.
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Graph 6: percentage of secondary schools with access to computers
Moving on to the discussion of science facilities in secondary schools, it should be noted that the
percentage of secondary schools with required science kits was 71.0% in the fiscal year 2013/14.
The predicted ESSP target for 2013/14 was 66%, and that for 2014/15 was 72%. Since the actual
performance surpassed the 2013/14 target and was very close to the target for next year, the
Ministry should consider revisiting the latter target, while still taking into account other goals
and their relative priority.
Graph 7: Percentage of secondary schools with required science facilities (science kits)
The growth in the percentage of secondary schools with required science corners was less
successful than in the case of science kits. This value stood at 7.0% in 2013/14, which was an
insrease from 5% in 2012/13, but lower than the 2013 ESSP target of 10%. This implies that
more effort needs to be made in providing secondary schools with science corners in order to
meet the 2014/15 ESSP target (14%).
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Graph 8: Percentage of secondary schools with required science facilities (science corners)
Graph 46 below illustrates that the percentage of secondary schools with required science
laboratories was 17.0% in 2013/14, exactly at the level of ESSP target for that year.
Therefore, the Ministry of Education is on good track to achieving the 2014/15 ESSP target
of 19%, and no changes in the course of action are required.
Graph 9: Percentage of secondary schools with required science facilities (science laboratories)
The crucial indicator of science enrolment is the subject of the next diagram. It reveals that
the proportion of students enroled in science and technology fields at upper secodary level
increased from 41% in 2012/13 to 59% in 2013/14. This level exceeds the targets for both
2013/14 and 2014/15. In fact, this value exceeds even the ESSP target for 2017/18, which is
50%. It should be reconsidered whether the correct course of action is to attempt to keep
approximately 59% of upper secondary students enrolled in those subjects, or whether it is in
fact beneficial to decrease this proportion to the 50% predicted by ESSP for 2017/18.
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Graph 10: Proportion of students enrolled in science and technology fields at upper secondary
education
8.2.3. Higher education
Analysis of science and technology in higher education is also timely, as this level of
education is likely to drive innovation. The following diagram (graph 48) illustrates that the
proportion of students enroled in science and technology fields at tertiary level was 30% in
the FY 2013/14. The predicted ESSP targets were 15% for 2013/14, 17% for 2014/15, and
23% for 2017/18. As in the case of secondary education, analysis might be needed on
whether it is most benefitial to keep this percentage at such a high level, or whether instead to
partially decrease it.
Graph 11: Proportion of students enrolled in science and technology fields and tertiary level
8.3. OTHER MAJOR ACHIEVEMENTS
8.3.1. ICT in education
This section outlines the remaining important initiatives in ICT in education:

42,978 XO laptops have been purchased and will be distributed in the 2014/15 fiscal year;
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
The deployment of laptops also includes training of teachers; all teachers from primary 4 to
primary 6 were taught basic ICT, with 4,499 teachers in 409 schools trained so far;

The OLPC programme has also deployed 200 school servers loaded with graphically rich,
interactive digital lessons from which students can learn at their own pace;

2,088 teachers in 174 schools were trained on methodologies of preparing lessons and
teaching, as well as on the use of the Management Information System (MIS) to monitor the
usage of laptops and manage roll call;

The OLPC programme is continuously carrying out the maintenance and repair of damaged
laptops in all schools across the country, while teachers and heads of schools are also being
trained on how to activate the security feature for the laptops. Over 2,900 laptops in 356
schools have been maintained;

In order to improve schools’ electricity accessibility, the Samsung Solar Powered Internet
School and Smart School were installed at GS Kamabare in Bugesera District and GS
Gashaki in Musanze District;

16 teachers from GS Kamabare and 14 teachers from GS Gashaki were trained on the use of
pedagogical teaching methodologies, application of word processing, spreadsheets and
multimedia. They how to navigate the ‘Learn Things Africa’ digital content;

874 teachers were trained in “Integration of ICT in Classroom”;
Photo 1: teacher in ICT training

1,149 teachers trained in the Project-Based Learning Approach;

874 teachers trained in the Project-Based Learning Approach and application used in ICT
education;

ESRI Rwanda trained 14 Geographical Information System (GIS) instructors. Those will be
GIS champions and will in turn train secondary school teachers in the application of GIS, as
well as help with the installation of the GIS software in schools;

462 thin client computers were distributed in 41 schools;
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
Old/ broken personal computers were refurbished and maintained in 12 specific identified
secondary schools;

For 121 CPUs; about 40% of CPUs had problems with power supply, due to some electronic
components being damaged or stolen, such as passive components (capacitors) and active
ones (transistor, diode). The TCT used its resources to replace the burnt/stolen electronic
components to return the functionality of these computers.

Photo 2: TCT Technicians in PC refurbishment
Rwanda Education Portal was developed and over 400 users were trained in its use. The
developed portal is accessible via www.education.rw.
Photo 3: Rwanda Education Portal

An e-Learning platform which offers teachers and students online courses, training and
instructions was created. The system is accessible online via http://elearning.reb.rw/.
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
56 e-Tutors have been trained; these tutors will train other teachers;

Math digital content was developed and 60 teachers were trained in mathematics digital
content development including Mathematics, Physics and Chemistry teachers in all districts;

2,420 primary schools were equipped with interactive audio lessons which can be played
using a phone and a speaker in any classroom. These are designed to boost and enhance the
teaching of Mathematics, Kinyarwanda and English lessons.
8.3.2. Achievements in strengthening the application of STI in relevant sectors of the economy
o Establishment of the National Commission of Science and Technology
The Government of Rwanda established the National Science and Technology Commission
(NSTC), which is strategically positioned under the Prime Minister’s Office. The NSTC is
working as an advisory body for the Government.
o Rwanda Innovation Endowment Fund Implementation
The Rwanda Innovation Endowment Fund (RIEF) was established by the Government of
Rwanda – specifically the Ministry of Education – in partnership with UNECA (SRO-EA and
ISTD) under One UN Rwanda. During the initial phase of the fund (RIEF I), 370 applications
were received. RIEF I focused only on three priority areas of the National STI Policy, which are
agriculture, ICT and manufacturing. Of these, 8 projects were selected and awarded with an
amount of approximately 50,000 $US each. The award ceremony took place on 2nd May 2013.
After this initial phase, it was decided that a second round of the funding process (RIEF II)
would be conducted. This phase focuses on the priority areas, as well as innovations in the area
of energy.
RIEF II took off in August 2013. So far, evaluation of 299 submitted project concepts was
conducted, and 45 of those were selected for consideration in the second selection step. It is
expected that 10 innovations will be funded under RIEF II at the end of this process.
o The Knowledge Transfer Partnership programme implementation
The implementation of the MINEDUC Knowledge Transfer Partnership (KTP) programme was
officially launched in 2013. The intention was to follow-up on the July 2009 study entitled
“Mapping Science and Technology for Industrial Development in Rwanda: Linking Research
and Development between Industries and Higher Learning Institutions”, which was sponsored
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by the African Development Bank (AfDB) and led by the former Ministry in the Office of the
President in charge of science and technology. The study identified several potential partnerships
between HLIs, research and development institutions, and leading companies from key sectors of
the economy (agro-processing, manufacturing, construction, textiles, cosmetics, ICT and
energy). Each partnership involves a business seeking to implement a strategic project, an
academic or research partner providing essential knowledge, and a highly skilled recent graduate
who will manage the project. Four partnerships have already been established and are now
running.
o Climate Observatory Secretariat
Major achievements under the Climate Observatory Secretariat (COS) can be summarised as:

A temporary site at Mugogo has been established, and equipment from MIT, COMESA
Secretariat and Stockholm University for Climate Research has been installed. Four local
station technicians have been hired and trained on the use of instruments and data analysis by
a principal investigator from MIT and a German consultant sponsored by COMESA
Secretariat;

A climate change equipment-testing laboratory has been established at the Nyarugenge
campus of the College of Science and Technology (CST) and some instruments are currently
being tested. A remote demonstration from MIT to view work in the University of Rwanda
took place at a conference on “enhancement of the climate change research in Africa with
focus on Rwanda as a focal country” in April 2014. This conference was attended by H.E.
the President of the Republic of Rwanda;

Environmental impact assessment for the cable car project has been completed and approved
by RDB;

The Massachusetts Institute of Technology (MIT), represented by Professor Ronald Prinn,
has been working with the University of Rwanda to establish a Master’s programme in
climate sciences at College of Science and Technology by the end of this year. The proposal
has been approved by HEC and will soon be submitted to cabinet for final approval;

On the regional front, COMESA secretariat has awarded a seed grant of $50,000 towards a
project for capacity building and instrument purchase, following the financing proposal of
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the COS. An instrument to measure black carbon has been procured; four technicians have
been trained on the use of this instrument, as well as data gathering and interpretation.
o CAAST-Net
MINEDUC organized and conducted the CAAST-Net plus Regional Workshop on Climate
Change. The main objectives of the workshop were:

To foster bi-regional partnerships, which are of mutual interest and benefit to both regions;

To establish effective communication strategies at many levels, as well as capacity building
(including computer modeling);

To review ongoing and planned research around mitigation and adaptation strategies, and to
discuss research related to building up climate science knowledge. In particular, to uphold a
clear understanding of the climate changes which are actually taking place, the processes
driving these changes, how to acquire the tools needed to forecast future changes, and the
vulnerability to these changes.
o The Higher Education Science, Technology and Innovation Forum
The forum on Higher Education for Science, Technology (HEST) and Innovation: Accelerating
Africa’s Aspirations, was held in Kigali from 12th to 13th of March 2014, and jointly organized
by the Government of Rwanda and the World Bank. The forum brought together senior
government representatives from Ethiopia, Mozambique, Rwanda, Senegal and Uganda, and
representatives of international and regional research organizations, educational institutions,
eminent scientists and technologists, the private sector, as well as technical and financial
partners. The purpose of this initiative was to strengthen the contribution of higher education to
science and technology capacity, ultimately contributing to the economic transformation and
development in Africa. The African Governments which participated resolved to adopt a strategy
that uses strategic investments in science and technology to accelerate Africa’s development into
a developed knowledge-based society within one generation.
o Establishment of the International Centre for Theoretical Physics (ICTP)
branch in Rwanda (in progress)
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The establishment of the International Centre for Theoretical Physics (ICTP) branch in Rwanda
was approved by the Cabinet of the Government of Rwanda in October 2013. The main activities
of the ICTP Branch in Rwanda will be:

Promotion of capacity building in basic science, and many other areas of science such as
climate change, telecommunication, high performance computing, etc.;

A focus on experimental science through partnership with numerous laboratories in Italy;

PhD training (full-time and sandwich), masters and fellowship programmes;

Various high level research programmes, partnerships and networks;

Visiting scientist programmes, whereby global experts will be supported to teach as visiting
professors;
Preparatory works toward staring the ICTP branch are on-going. The centre will be hosted by the
UR CST in the KIST 2 building.
o Establishment of the Rwanda Academy of Science (in progress)
Since its establishment, the Rwanda Academy of Science (RAS) taskforce accomplished the
following tasks:

Developing the Rwanda Academy of Science concept paper as a guiding document;

Organizing and conducting the RAS awareness general meeting which took place on 12th
December 2013 in the UR College of Science and Technology, involving over 60
distinguished academics;

With support from the Ministry of Education, RAS taskforce employed a legal consultant to
construct the institution’s legal framework;

With support of the legal consultant, RAS taskforce developed and approved the following
documents: RAS Framework Report; RAS Draft Law; RAS Governance Structure; and RAS
Administrative Procedures Manual.
It is expected that following the Cabinet approval of RAS, a permanent secretariat will be
appointed.
o Partnership in Applied Sciences Engineering and Technology (in progress)
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MINEDUC is working with the World Bank in the Partnership in Applied Science Engineering
and Technology (PASET). A PASET meeting was held in Senegal in June 2014 in which twelve
African countries participated. These participants were: Angola, Burkina Faso, Cameroon, Cote
d’Ivoire, Democratic Republic of the Congo, Ethiopia, Kenya, Malawi, Rwanda, Senegal,
Tanzania and Zambia.
CHAPTER 9: ADULT BASIC EDUCATION, ADULT LITERACY AND NUMERACY
ACHIEVEMENTS
The Ministry of Education has developed the adult literacy policy, its strategic plan and the
Ministerial order organizing adult literacy in Rwanda. All three have been submitted to the Prime
Minister’s Office for approval. These documents will guide all adult literacy initiatives.
Other achievements include the development and publishing of the adult literacy curriculum;
furthermore, the literacy teaching and learning book has been revised. Partnership and
coordination have been improved through multiple meetings with stakeholders. Advocacy for
literacy has been furthered through broadcasts on radio and television, newspapers, meetings and
the celebration of international literacy day.
Graph 12: Number of adults enrolled in literacy centers and ESSP targets
Graph 49 above reveals that the enrolment in adult literacy centers is relatively low, at 126,898
learners, compared to 2013/14 ESSP targets (163,917). The enrolment thus reduced against the
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ESSP baseline and targets. This might be due to a high number of learners graduating, but the
causes should be analysed nonetheless, especially if targets for the future years are to be met.
Graph 13: Percentage of population aged over 15 years who are literate
The percentage population aged 15 years old and above who were literate in 2013 has stayed at
the same level as the 2012 baseline of 68%. This lack of improvement has important implications
for problems with reaching targets in the coming years. The ESSP target of the percentage of
reduction of the total number of illiterate adults was thus also not met. This reinforces the
conclusion from previous analysis, namely that the causes of low enrolment and achievement in
adult literacy need to be analysed.
Graph 14: Number of adult literacy centers
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The numbers of adult literacy centers have decreased from 5,017 in 2012 to 4,706 in 2013. This
likely has a causal connection with the negative trends in the education sector’s achievements in
improving adult literacy, and if ignored is likely to continue being problematic in the future.
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CHAPTER 10: INITIATIVES FOCUSED ON IMPROVING ADMINISTRATIVE AND
MANAGEMENT SUPPORT SERVICES, INCLUDING THE MANAGEMENT OF
POLICY, INFORMATION, FINANCES, AND HUMAN RESOURCES ACROSS THE
EDUCATION SECTOR.
During the period under review, the Ministry of Education has developed various laws and
ministerial decrees to ensure the efficient management, monitoring and evaluation of the
education system in Rwanda. Some of the laws and ministerial orders developed are:

Law N° 71/2013 of 10/09/2013 establishing the University of Rwanda (UR) and determining
its mission, powers, organization and functioning;

Law N° 72/03 of 10/09/2013 establishing Higher Education Council and determining its
responsibilities, organization and functioning;

Prime Minister’s Order Nº 218/03 of 02/12/2013 determining the supervising authority of the
University of Rwanda (UR) and its category, as well as the organisation, functioning and
responsibilities of its organs;

Ministerial Order N° 001/MINEDUC/2013 of 15/11/2013 determining the conditions for
granting accreditation to a private institution of higher learning, upgrading the level of
teaching, opening a college, a school, a faculty or an affiliated research institute;
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
Prime Minister’s Order N° 175/03 of 05/09/2013 determining the supervising authority and
category of Rwanda Education Board (REB) and the organisation, functioning and
responsibilities of its organs.
The Ministry is proud to report that by 2013/14, the percentage of primary schools with
functional Parents Teacher Associations (PTAs) increased to 94%, and of secondary schools to
86%. The 2014/15 target for primary schools is 96% and can be reached with continued efforts.
The target for secondary was 88%, and thus, in this education level the achievement is short of
the targets.
The share of primary schools with Parents Teachers Committees (PTCs) trained in school
management increased to 45%, whereas of secondary schools – to 31%. The target for the
primary schools was 60%, and this gap needs to be addressed. The target for secondary was
40%, so the target here was also not reached.
Additionally, it should be noted that 228 head teachers were trained in school management and
leadership.
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CHAPTER 11: BUDGET AND FINANCE IN EDUCATION SECTOR IN FISCAL YEAR
2013/2014
11.1. GOVERNMENT OF RWANDA BUDGET AND EXPENDITURE 2013/2014
Government of Rwanda coordinates the funds from various sources and distributes them between
sectors. This section discusses the share of total budget that is allocated to the education sector
and the composition of the education budget by level and agency.
In fiscal year 2013/2014, the total allocation to the education sector was 219,534,173,525 Rwf1.
Of this total, 217,279,340,585 Rwf was allocated to MINEDUC, affiliated agencies, and
districts. The remaining 2,254,832,940 Rwf was committed to other sectors which support
education. These include support to the Ministry of Gender and Family Promotion, Ministry of
Local Government, and other ministries and agencies.
It is worth noting that the Sub-Saharan African average percentage of total government
expenditure on education was 18.12% when recorded in 20122. In Rwanda, this percentage was
lower in 2013/2014, at 16.8% of total government expenditure. The predicted percentage of total
government budget which will be allocated to education in 2014/2015 fiscal year is at 13%
(given a predicted allocation to education of 235 bn Rwf and total government budget of 1,753
bn Rwf). This issue is further discussed in the ‘Challenges’ section of this chapter. It should
however be noted here that the education sector in Rwanda achieves its accomplishments with
lower relative resources than education sectors in other Sub-Saharan African countries.
1
This figure, as well as the remaining budget figures in this report, show the recurrent and development, not the
externally financed, budget only.
2
Source: http://data.worldbank.org/country/SSA
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Table 15 below shows the MINEDUC, affiliated agencies, and district budget allocation and
execution divided by recurrent and development budget. The total amount spent on this level was
210,550,738,546 Rwf, which is 97% of the allocated amount. The share of recurrent budget is
substantially larger than that of the development budget (at 168,055,258,177 Rwf) and its
execution rate is higher, at 98%. The percentage of execution of the development budget is still
at a satisfactory level of 92%.
Table 1: MINEDUC, agencies, and district budget allocation and execution by economic
category for fiscal year 2013/14
Category
Allocation (Rwf)
Execution (Rwf)
% execution
Total Budget
217,279,340,585
210,550,738,546
97%
Recurrent Budget
168,055,258,177
165,410,177,832
98%
Development Budget
49,224,082,408
45,140,560,714
92%
As can be seen in table 16, in the fiscal year 2013/14, 115,530,098,828 Rwf was allocated to
MINEDUC central level and its agencies, while 101,749,241,757 Rwf was allocated to districts.
Budget execution of this total allocation in 2013/14 was at the level of 96.9%. MINEDUC
central spent 95.4% of the allocated budget, while the districts’ percentage of execution was at
98.6%.
Table 2: Budget allocation and execution at the central vs. decentralised level for fiscal year
2013/14
Category
Allocation (Rwf)
Execution (Rwf)
% execution
Total Budget
217,279,340,585
210,550,930,885
96.9%
MINEDUC
115,530,098,828
110,178,862,526
95.4%
Districts
101,749,241,757
100,372,068,359
98.6%
Table 17 below shows how MINEDUC central funds were allocated between various
programmes in the fiscal year 2013/14, depending on their needs and on the priorities of the
government. Higher Education received the highest allocation – more than 34,784 million Rwf.
The second-highest share of budget was received by TVET, with over 21,962 million Rwf
allocation. Administrative and Support Services, Higher Education Scholarship Management, as
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well as Education Quality and Standards received an allocation of over 10,000 million Rwf each.
ICT Integration in Education received over 7,500 million Rwf, while Teacher Development and
Management was allocated more than 5,241 million Rwf. Curricula and Pedagogical Materials as
well as Examinations and Accreditation both received around 4,300 million Rwf. The two
programmes which received just over 1,400 million Rwf were Education Sector Planning and
Coordination, and Education, Science, Technology, Research and Development (STR & D).
Higher Education Quality Assurance was allocated the lowest amount (140,119,728 Rwf).
As mentioned above, the total percentage of budget execution at the MINEDUC central level
was 95.4%, showing a good level of realisation. Programmes where over 95% of the budget was
executed include Administrative and Support Services, Education Sector Planning and
Coordination, Higher Education Quality Assurance, as well as Examinations and Accreditation.
More than the allocated amount was spent in the programmes of Education Quality and
Standards (104.6%) and Higher Education Scholarship Management (113.1%). Execution level
of below 90% was recorded in two programmes: Teacher Development and Management (with
85.6%), and Education, STR & D (68.9% execution).
Table 3: Central MINEDUC budget allocation and execution by programme for fiscal year
2013/14
Programme
Allocation
Execution
% execution
(Rwf)
(Rwf)
Total
115,530,098,828 110,178,862,526 95.4%
Administrative and Support Services
12,753,709,781
12,312,247,394
96.5%
Education Sector Planning and
Coordination
Education, STR & D
1,414,618,874
1,407,648,645
100%
1,595,860,312
1,099,417,230
68.9%
Higher Education Quality Assurance
140,119,728
133,919,000
95.6%
Higher Education
34,784,384,761
32,269,866,052
92.8%
Technical and Vocational Education
21,962,207,754
19,852,055,763
90.4%
Curricula and Pedagogical Materials
4,296,398,985
4,033,671,268
93.9%
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Teacher Development and Management 5,241,511,019
4,489,037,364
85.6%
Education Quality and Standards
10,113,745,380
10,574,902,539
104.6%
ICT Integration In Education
7,501,593,224
6,809,024,747
90.8%
Examinations and Accreditation
4,326,314,904
4,309,292,118
99.6%
Higher Education Scholarship
Management
11,399,634,106
12,887,780,406
113.1%
Table 18 below shows the 2013/14 budget for the whole education sector, divided by levels. The
basic education levels received the largest portion of this total; over 67,312 million Rwf was
allocated to the primary level, and over 68,712 million Rwf to the secondary level. Tertiary
education level received over 46,553 million Rwf. Pre-primary education was allocated over
3,437 million Rwf, and TVET - 28,726 million Rwf.
The total percentage of budget execution for the education sector was high, at 96.6%, and all
levels had an execution rate of over 90%. The pre-primary, basic education, and tertiary
education levels (the latter two of which received the most allocated money) all had a budget
execution rate of 98%. The remaining two levels are TVET (with 91% execution rate) and
‘Other’ (with 90%). Overall, the execution has thus been consistently carried out at a good level.
Table 4: Education sector budget allocation and execution by level for fiscal year 2013/14
Level
Allocation (Rwf)
Execution (Rwf)
% execution
Total
219,534,173,525
212,151,682,515
97%
Pre-Primary Education
3,437,516,791
3,355,819,556
98%
Primary Education
67,312,819,025
65,760,571,555
98%
Secondary Education
68,712,334,013
67,355,908,560
98%
TVET
28,726,064,112
26,052,224,879
91%
Higher Education
46,553,777,871
45,521,234,067
98%
Others
4,791,661,713
4,105,923,899
90%
Table 19 below shows the budget allocation and execution by budget agency for fiscal year
2013/2014. Of the centrally allocated 115,530 million Rwf, 39% went to REB, 30% went to
University of Rwanda and its colleges, nearly 25% went to WDA, and HEC received 0.5%.
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MINEDUC central’s allocation was 6,133 million Rwf (just over 5%). Total percentage of
budget execution for MINEDUC and its agencies was at 95%, which is a very good level.
Table 19: Budget allocation and execution by budget agency for fiscal year 2013/2014
Budget Agency
Allocation (Rwf)
Execution (Rwf)
%
execution
Total
115,530,098,828
110,178,862,526
95%
MINEDUC
6,133,853,677
5,639,722,948
92%
HEC
586,962,012
547,373,655
93%
UR
34,784,384,761
32,269,866,052
93%
WDA
28,726,064,142
26,052,224,239
91%
REB
45,298,834,236
45,669,675,632
101%
The allocated budget for the education sector was well-spent in 2013/14. Of each of the different
27 items presented (divided by economic category, level, programme, and budget agency), only
one had a budget execution rate below 86%; 20 of them had an execution rate between 90% and
100%. The biggest under-spending occurred in the programme of Science, Technology and
Research, where only 69% of allocated budget was spent. The reason for this particularly low
rate of budget execution is that the budget for competitive research grants has not been used, due
to the MINECOFIN ban of inter-entity transfer among public institutions. In order to mitigate
this challenge, in the 2014/15 fiscal year only private HLIs will be targeted for the competitive
research grants.
11.3. UNIT COST ANALYSIS
Presented below are total costs per student of recurrent and capital expenditures for 2012/2013,
2013/2014 and 2014/2015, presented by education levels. Only pupils enrolled in public sector
schools and institutions are considered in this analysis. These unit costs are predicted on the basis
of the costed planned expenditure for each education level3, as well as the predicted or actual (for
2012/2013) number of students in each level in a given year.
3
These presented values also include science, technology and research programme costs distributed evenly across
the various levels of education.
Page 23 of 71
As shown below, there is high disparity between the unit costs at different levels of education.
Table 21 shows that higher education has the highest recurrent unit costs, especially in 2012,
when the University of Rwanda was created. These costs will decrease with time; as the
University is better established, provision of higher education will become more efficient and
less will need to be spent on each student.
Recurrent unit costs for TVET will remain high due to the practical, physical nature of these
trainings. Teacher colleges are consistently the third-most expensive level per student. Upper
secondary schooling has a higher unit cost than lower secondary, which in turn has a higher unit
cost than primary education. The upper secondary costs will decrease with time, as the provision
of 12 Year Basic Education (12YBE) becomes more established and efficient.
Table 21: Total recurrent expenditure cost per student, by level (2012-2014)
2012/2013 2013/2014 2014/2015
pre-primary
2,938
4,280
4,136
primary
25,463
30,582
32,534
lower secondary
100,306
102,907
103,340
upper secondary
272,107
205,880
179,851
teacher (TTCs and 355,946
CoEs)
363,166
371,172
TVET
730,145
883,596
749,272
higher
1,007,669
908,836
762,733
non-formal
1,027
1,301
1,572
The unit costs of capital expenditure are also very uneven. Unit cost of capital expenditure is
highest for TVET, and extremely high (at over 1 million Rwf) in 2013/2014. This can be
explained by the fulfilment of the ambitious plans of TVET expansion in the past year. Capital
unit costs are also high in teacher colleges, though these are set to decrease year by year. Upper
secondary and higher education alternate at having the third highest unit capital costs. This can
be explained by the need to expand infrastructure to meet the needs of the 12YBE, as well as of
the newly established University of Rwanda. With the previous years’ initiatives focusing on
provision of 9 Year Basic Education (9YBE), it is not a surprise that primary and lower
secondary capital unit costs are much lower than those in other education levels. Finally, capital
Page 24 of 71
expenditure unit costs are high for pre-primary level in 2013/2014, and decrease by over half by
2014/15.
Table 5: Total capital expenditure cost per student, by level (2012-2014)
2012/2013 2013/2014 2014/2015
pre-primary
0
113,358
52,011
primary
3,067
825
844
lower secondary
14,315
39,948
23,302
upper secondary
182,875
98,903
50,608
232,705
224,740
teacher (TTCs and 247,869
CoEs)
TVET
336,348
1,001,897
344,863
higher
164,865
130,790
85,357
Overall, this unit cost analysis reflects the initiatives taking place in the sector at different levels
of education.
11.4. PROGRESS AGAINST ESSP FINANCIAL INDICATOR TARGETS
Table 22 disaggregates by education level the estimated budget amounts required for the
implementation of the ESSP goals in 2013/14, as well as the actual allocated budget, and the
difference between the two. As can be seen below, the predicted and allocated budgets are not
aligned when divided by level, mostly due to the funding gap being substantially higher than
required. With the exception of higher education, the actual allocations are always lower than
required. The gap in funding has not been distributed evenly between the levels, and the rationale
behind that needs to be examined, but is not necessarily to be changed. The government might
justifiably prioritise certain levels in order to achieve the best possible outcomes with the given
allocation amounts, as has been the case in Higher Education due to the establishment of
University of Rwanda.
Overall, in 2013/2014 there was a funding gap of 83,264,268,591 Rwf, which represents 27.5%
of the predicted required total budget. The ESSP only predicts a funding gap of 12% for that
fiscal year, meaning that there is a further unexpected gap of over 15%. This issue will be further
discussed in the section on ‘Challenges’.
Page 25 of 71
Table 22: Education sector actual and predicted required budget by level (Rwf) 2013/2014
Level
Allocation (Rwf)
ESSP predicted
required budget
Difference (actual predicted)
%
difference
Total
219,534,173,525
302,798,442,116
-83,264,268,591
-27.5%
Pre-Primary
Education
3,437,516,791
18,594,726,487
-15,157,209,696
-81.5%
Primary Education
67,312,819,025
76,577,690,665
-9,264,871,640
-12.1%
Secondary
Education
68,712,334,013
97,244,581,084
-28,532,247,071
-29.3%
TVET
28,726,064,112
52,949,155,872
-24,223,091,760
-45.7%
Higher Education
46,553,777,871
40,399,221,350
6,154,556,521
15.2%
Others
4,791,661,713
17,033,066,659
-12,241,404,946
-71.9%
11.5. CHALLENGES
The main challenge for the financing of education sector’s initiatives, which was predicted
already at the time of writing of the ESSP, is the funding gap between the planned expenditure
and expected government budget for the education sector in all the years of the ESSP 2013/20142017/2018. This problem is however much more pronounced than was expected, as showed by
the fact that the funding gap in 2013 was over 15% higher than the gap predicted by the ESSP.
This trend is likely to continue unless there is a major unexpected additional inflow of resources
into the education sector in Rwanda: the predicted education budget for 2014/15 is
235,265,585,230 according to MINECOFIN, which means that, even in the event that the budget
does not get revised downwards as happened in 2013/14, the funding gap will be at 18.6% - over
10% higher from the ESSP predicted funding gap of 7% for that year.
However, the strategies for dealing with the funding gap presented in the ESSP are still relevant.
The knowledge that the funding gap is greater than expected can be a useful tool in counteracting
it, be it through negotiations with potential donors or additional efforts put into establishing
public-private partnerships or generating own revenue in TVET and higher education. Finally, as
discussed above, Rwanda’s education sector receives a lower percentage of government revenue
than the Sub-Saharan African average. A good case can thus be made for a larger proportion of
the overall budget to be allocated to education.
Page 26 of 71
The second challenge in financing of education comes from the need to analyse whether the
budget allocation should follow the ESSP predictions more closely, or whether to prioritise only
certain levels as has been done in the past. The next steps include updating the ESSP required
budget predictions with new information on updated budget, costs and population projections. It
is safe to say that two years onwards, the ESSP financial indicators will become outdated with no
fault of the authors of the plan, and thus updated indicators might be required for future planning
and monitoring. This update could take place during the mid-term assessment of the ESSP.
Another gap to be filled is caused by the need for a clearer way of storing information on
education funding from different sources within MINEDUC and to analyse the rates of aid
disbursement. There is currently no system in place for this information to go through
MINEDUC Central. A transparent, systemised collection of information on funding from donors
in the past, present and expected future funds could vastly improve the efficiency of the planning
process within MINEDUC by enabling better prediction of the magnitude of available resources.
This could make the funds allocated to education have a greater impact on the sector.
Page 27 of 71
ANNEX I: ANNUAL ACHIEVEMENTS BASED ON DETAILED 2013/14 ACTION
PLAN
Annually Output/Activity Indicator
Baseline
Annually
Budget used
Source of
Planned
Target
(Rwf)
funds
Planned
Ac
re
ou
Outcome 1: Improved access to school readiness programmes by 2017/18, accompanied by expanded access to thr
to-six-year olds.
Early childhood
Number of ECD 1,471 ECD
416 classrooms 2,912,000,000 Communit 41
Development (ECD)
centers
centers in place to
y support
cla
centres established at cell established.
accommodate
co
level
the ECD
co
Program
41
cla
eq
9,5
tab
ch
Th
are
rem
are
rel
wa
pa
Partners ECD activities in A joint action
Mapping of all
Partners ECD
UNICEF
St
Rwanda well coordinated plan in place,
ECD partners
activities in
wo
and monitored
field visits and
programs is
Rwanda well
ma
meeting reports
done
coordinated and
se
monitored
or
UN
M
se
on
Outcome 2: Increased equitable access to 9 years of basic education for all children and expanding access to 12 ye
Teachers' cooperative
"UMWALIMU SACCO"
supported
Implementation of 12
YBE monitored and
evaluated
% of funds
transferred to
Umwalimu
SACCO account
S1 and S4
vacancies
provided to REB
by September
2013
5000,000,000
delivered
Funds
transferred
-
GoR
1,58
teac
loan
9,736 places for
S1 and 20,026
places for S4
provided to
REB
Senior one
(S1) and
Senior four
(S4) vacancies
provided
None
-
34,6
(S1:
S4:2
prov
Page 28 of 71
EAC Essay writing
competition in Secondary
schools (S1 to S4)
strengthened
Report produced
on equitable
access to upper
secondary
regarding school
fees
N/A
To produce a
report on
regarding
school fees
None
-
Analysis of
Performance of
A level students
in 2012 National
Exams
N/A
Data collected
and report
produced
None
-
Number of
selected essays
to represent
Rwanda in EAC
Essay Writing
Competition
10 competitors
at National and
5 at Regional
level awarded
Winners taken
to the regional
award and tour
NA
EAC
A national
award
ceremony
organized for
students and
schools
The 2014 EAC
Essay writing
competition
launched in
secondary
schools
1,402,900
RwF,
EAC and
GoR
4,700
USD(EAC)
5,082,750 Frw
GoR
Page 29 of 71
The
rega
fees
scho
prop
struc
sugg
with
gove
A st
leve
perf
2012
Exa
the i
perf
scie
lang
drop
reco
redu
stren
teac
Scie
in lo
Seco
adeq
equi
mate
ensu
well
5 stu
take
regi
a tou
26 s
scho
scho
natio
Info
mate
com
guid
distr
seco
School Health Policy &
strategic plan finalized,
approved and disseminated
Number of
School Health
Policy and
Strategic Plan
copies available
The draft of
school health
policy and its
strategic plan
available
School Health
Policy and
strategic plan
finalized,
approved and
disseminated
School Health and hygiene
education programme
implemented in schools
Teachers trained in HIV
and AIDS, Sexual and
Reproductive Health and
Nutrition
School health minimum
package produced and
distributed to schools
Field visit
report
407 schools
visited
Number of
teachers trained
N/A
Number of
School health
minimum
package
produced and
distributed
School hygiene
instructions s
provided to
schools
Culture and school sports
promoted
School
competitions in
various games
prepared
210 trainers
trained
Rwanda represented in
FEASSA Competitions
Number of
selected teams
to represent the
country in
FEASSA
competitions
Number of
schools received
hygiene
facilities
Number of girls
supported
N/A
N/A
5 000 girls
supported
Number of
classrooms and
Latrines
constructed
1731 classrooms
and 2931
Latrines
constructed
2 000 New
classrooms and 12,391,378,82
3 000 Latrines 3
constructed
Hygiene facilities (sanitary
pads, soaps…) provided to
9 & 12YBE schools
Psycho-Social mentorship
programme established to
support girls in secondary
schools
Classrooms and latrines
constructed and equipped
with desks, chairs and
tables.
N/A
39,000,000
UNICEF
and HDP
50 schools to
be visited
804,000
MINED
UC
The
Poli
plan
heal
pack
appr
diss
stak
(teac
SEO
Dist
29 s
and
516 teachers
trained
35,000,000
Global
Fund
511
train
WHO
1 80
heal
pack
GoR
240
offic
(8/d
vari
GoR
12 T
repr
coun
com
GoR
All D
rece
tran
Develop a
school health
minimum
package for
3.000 schools
both primary
and secondary
240 coaches
and officials
trained
(8/district)
12 teams to
represent the
country in
FEASSA
competitions
Earmarked to
Districts
7,500,000
100,000,000
319,000,000
76,548,708
CARE
6 07
Internatio supp
nal
Gov
Page 30 of 71
2000
and
cons
Number of
766,215 desks,
desks, chairs and 42,404 Tables &
tables delivered 42,404 chairs
provided
46,000 desks,
2,000 tables &
2,000 chairs
delivered.
2, 198,
500,000
46,0
table
chai
Outcome 3: Increased equitable access to education for students with special educational needs within mainstream
Increased number of
teachers who are trained to
provide specific support to
learners with special needs
Number of
240 teachers
teachers & SNE trained
providers trained
in teaching
children with
different needs
Train 450
teachers and
SNE providers
Schools have disabled friendly and equipment for
children with special need
Number of
Special Schools
and needy
children
supported
12 Special
Schools and
needy children
supported
5 Special
Schools 100
needy children
supported
Curriculum addressing
specific needs of children
with disabilities revised.
Curriculum of
children with
mental
disabilities
available
Draft of
curriculum with
mentally
disabled
Curriculum
with mentally
disabled
developed
77,961,056
GoR
GoR
270,325,555
UNICEF
Scholarship provided to
children with special needs
Number of
students with/ in
special needs/
domain granted
Outcome 4: Improved quality and learning outcomes across primary and secondary education.
Gov
Textbooks purchased and
distributed in primary and
secondary schools
Gov
Number of
textbooks
purchased and
distributed
1,530,931
textbooks
purchased and
distributed in
schools
1,610,043
textbooks
purchased and
distributed
3,686,779,643
Page 31 of 71
51
SN
tra
in
&
tea
ch
lea
vis
&
Br
wr
2s
su
sp
an
an
reh
97
to
in
sc
sc
Sc
ce
me
ch
ch
vis
co
cu
dr
1,5
tex
pu
dis
sc
Competency Based
Curricula developed for all
subjects in Primary and
Secondary education
Competency
Based Curricula
available for all
subjects
N/A
Learning achievement
measured in all subjects on
regular basis.
Number of
students did
national
examinations
P6: 166 154
F: 91 277,
M: 74 877).
Competency
Based
Curricula
developed
-
UNICEF
-
Th
co
ph
Gov
St
Na
ex
P6
F:
M
L: 80 592
GOV
L:
F:42 842,
F:
M: 37 750.
M
U: 32 233
U:
F:15 182
F:
M:17 051
M
Outcome 5: Qualified, suitably-skilled and motivated teachers and trainers to meet demands of expanding educat
Best performing
Number of
300 cows
Gov
145 cows, 1
teachers received
cows and
and 100
4,958,200
30 laptops w
awards and incentives
laptops
laptops
distributed
provided
supplied
Teachers trained in
English
Number of
802 mentors
4, 466,178,
Gov
108 new me
mentors
deployed in
219
in schools
deployed in
schools
schools
Outcome 6: Increased equitable access to relevant, high-quality, demand-driven TVET programmes.
Page 32 of 71
21 New TVET schools
and one Learning
Complex of 4 Trades
constructed,
- 17 schools
rehabilitated and
expanded;
- 17 Schools supplied
with equipment.
Number of
new TVET
schools
constructed;
308 TVET
schools in place
Construction
of 21 new
TVETs and
one learning
complex at
100%
29,247,176,54
1
GoR,
World
Bank,
Chinese
Gvt, Swiss
Page 33 of 71
The Constr
100% for 5
(Shangi VT
Nyamashek
VTC in Ru
VTC in Kar
Mushubati i
Muhororo V
Ngororero
province.
Constructio
Hub is at 10
Constructio
Incubation C
Nyarutaram
Gishari Inte
Polytechnic
workshops
100%.
Constructio
North, Mus
is in progre
remain finis
external wo
expected in
2014.
Kamonyi T
and the train
already star
The Constru
Kinihira VT
Bumbogo V
constructed
at 80%,
Constructio
BRALIRW
70%, remai
external wo
of equipmen
Constructio
complex at
at second F
progress is
The tender
advertised a
company ha
for the follo
Bweramvur
Cyabingo, N
Rutare & Sh
construction
August 201
Kibali VTC
construction
advertised a
Number of
TVETs
schools
rehabilitated
and
expanded
200 TVET teachers
trained and 130
recruited
16 schools were
rehabilitated
Rehabilitated
17 schools
-
Number of
35 schools were
TVET
supplied with
schools
equipment
supplied with
equipment
Supply
equipments
in 17 schools
Number of
TVET
teachers
trained
20 TVET
teachers trained
Number of
TVET
teachers
recruited
98 TVET
teachers
recruited
Teachers’
training
45,000,000
needs
assessment &
200 trained
135 teachers
recruited in
15,000,000
various
VTC’s, TSS
IPRC’s
-
GoR
GoR
Page 34 of 71
IPRC-South
have been r
100%
IPRC-West
and the wor
IPRC-East i
and the wo
TSS Busogo
and the wor
Kirehe VT
and work is
Kabarondo
rehabilitated
at 30%
Bushoki VT
and the wor
Rushaki VT
and the wor
The remain
rehabilitatio
schools are
21 schools h
supplied wi
These are :
Shangi VTC
VTC , Mush
Muhorororo
Vehicle lan
Gishari Inte
Polytechnic
Nyarutaram
center, IPRC
West, Kibeh
Hindiro VT
VTC, Rund
VTC, Uwin
Kigese VTC
Gatsibo TSS
VTC, APEG
296 teacher
staff traine
and CBA ,
157 trainers
recruited in
Regional Po
centres and
been recruit
and TSSs.
Practical and theoretical
exams conducted
Number of
candidates
who sit for
exams
TSS and VTCS students
certified
Number of
students
given
certificate
Number of
curricula
developed
TVET competence
based Curricula aligned
to RTQF
TVET policy and
strategy developed
Number of
policies and
strategies
developed
Implementation of TOT
strategy supported
Number of
trainers
trained
Phase 1 of
establishmen
t of National
TOT center
completed
Number of
trainer
trained
The National TOT
center established
TVET trainers trained to
improve their skills in
pedagogy and English
Rwanda TVET
Qualification
Framework
implemented
Students in VTC
assessed in CBA
(Competency Based
Approach)
Number of
TVET
curricula
aligned to
RTQF
Number of
VTC
students
assessed in
CBA
17,223 students
did exams for
2012 /2013
academic year
98% of
registered
students did
both practical
and
theoretical
exams
17,223 students TSSs and
certified
VTCs
certificates
produced
25 curricula
15 curricula
available
developed
together with
assessment
packages
Draft TVET
TVET
policy, Strategy policy,
and TOT
TVET
strategy in place strategy and
TOT strategy
developed
and approved
Draft ToT
ToT strategy
strategy
developed &
available
implemented
Feasibility
Phase I of
study carried
ToT center
out
established in
IPRCKicukiro
500 trainers had 300 Trainers
been trained
identified
and trained
GoR
99% TVET
registered a
practical an
exams
GoR
21600 certif
produced an
concerned T
G0R
20 curricula
developed a
the RTQF.
GoR &
NUFFIC
TVET polic
strategy and
implementa
had been de
validated at
GoR &
NUFFIC
The ToT im
framework
GoR
&KOICA
The process
establishme
center is on
GoR ,
NUFFIC ,
Swiss
Cooperatio
n, PAFP &
GIZ
GoR &
NUFFIC
296 trainers
trained in p
English.
GoR,
PAFP &
NUFFIC
The CBA a
been introdu
in Southern
876,201,000
60,000,000
58,870,000
39,000,000
800,000,000
450,000,000
Rwanda TVET
Qualification
Framework is in
place
Placement of 23,490,000
validated
qualifications
on RTQF
12 VTCs are
using CBA
(Competency
Based
Assessment)
Approach
Identification
and training
of assessors
30,000,000
Page 35 of 71
The Approv
implementa
was comple
TVET public awareness
strengthened
Number of
TVET
students
enrolled
IAP (Industrial
Number of
Attachment Programme) schools
strengthened
where IAP
introduced
73,681TVET
students
enrolled
(2012/2013)
9000 students
benefited from
IAP
TVET
awareness
campaign
conducted
Training of
school
managers
and ILOs on
IAP
approach
Business Incubation
Centers
Number of
Business
incubation
centers
3 Business
Incubation
centers in place
Establishmen
t of 2
450,000,000
business
incubation
centers in 2
IPRC F18
provinces
GoR
TVET Career Guidance
framework developed
Number of
ToRs for carrier
TVET carrier guidance
guidance
available
available
GoR
Operations of
hospitality skills
development
strengthened
TVET schools
accredited
Number of
professional
consultants
hired
Number of
TVET
schools that
are licensed
and
accredited
Number
TVET
schools
regularly
inspected
Number of
staff trained
on CBT
lesson
evaluation
Develop a
TVET Career 5,000,000
Guidance
framework &
its
implementati
on plan
Hire 4
international 120,000,000
consultants
208 accredited
schools in
2012/2013
Accredit 50
schools by
the end of
June 2014
GoR
254 schools
visited for
training
inspection
inspect 220
schools and
220 trainers
visited
No staff trained
on CBT lesson
evaluation
Train 20
trainers in
CBT lesson
evaluation
TVET schools regularly
inspected
AQA staff trained on
CBT lesson evaluation
18 Local Staff
available
GoR
Annual TVE
held.
GoR
98 company
school man
liaison offic
Kigali city a
both compa
,school man
had been tra
5 Incubatio
as IPRC-Ki
Incubates),
Incubates),
South(58), I
Incubates)
VTC(21 Inc
established
The Career
services Fra
TVET was
6 workshop
Developme
organized in
and the City
3 profession
were hired a
trainees trai
and provinc
75 schools a
were accred
380,000,000
21,000,000
GoR
42,352,000
212 schools
inspected an
inspected
32,045,000
GoR &
PAFP
Page 36 of 71
12 IPRCs a
trained on C
evaluation
ICT trainers trained in
professional ICT
courses in 5 regional
exam centers
No IPRC with
professional
ICT exam
center
ICT networking
established in TVET
schools
Number of
trainers
trained in
professional
ICT courses
in IPRC
Number of
schools with
network
ICT infrastructure
developed in TVET
schools
ICT
equipments
supplied
60% TVET
schools
supplied with
IT equipments
TVET information
system developed
TVET
information
system fully
operational
Requirement
analysis
available
TVET CPAF indicator
produced
Final report
on CPAF
indicator
produced
Monitoring
report
available
ToRs for the
consultancy
service
available
38% of students
in 2011
Phase out of general
education courses from
TVET schools evaluated
Report
available
The increase of TVET
schools monitored
Monitoring
report
available
68 TVET
schools phase
out General
Education
140 schools
functional in
2010
Progress enrolment in
TVET increase to 60%
monitored
42 % of the
TVET schools
are connected
Identify and
train Trainers
in
professional
ICT exam
center
Installation
of 20 ICT
labs in 20
TVET
schools
Supply
Equipments
(computer
lab
equipment)
in TVET
schools
Phase I of
TVET
Information
development
done
carry out
CPAF survey
GoR
The testing
been establi
training of 2
is ongoing.
GoR
20 ICT lab
networked,
furniture, co
other ICT e
GoR
The laptops
other IT equ
procured in
operational.
GoR &
GIZ
Requiremen
prototype &
modules we
GoR
The data co
data entry d
survey.
A study rep
36% enroll
against 64%
secondary/g
education.
100% of for
TVET scho
to general tr
34,501,000
61,345,000
123,578,000
100,000,000
48,000,000
60% of
students join
TVET
streams by
2017
TVET
schools
evaluated
-
-
478 000
GoR
308 schools
in 2013
-
-
TVET scho
308 in 2013
2010 with g
Outcome 7: Increased equitable access to affordable, relevant, academically excellent higher education that also d
Finance support services
and efficient management
of resources ensured and
employees remuneration
Payrolls
Operational
expenses
incurred
23 staff
Purchased
equipments
Annual
Payment of
salaries
201,806,530
Tendering &
Evaluation and
supply
160,567,125
Page 37 of 71
GoR
Salari
staff w
GoR
Differ
purcha
service
Purchased
equipment
Purchased
equipments
Supply
Approval of Postgraduate
and undergraduate
programs in HLIs
100 programmes 50 programmes
reviewed and
reviewed and
ready for
approved
implementation
Sensitization
of HLIs;
Review and
approval of
programmes
Identify
training needs,
sensitization of
academic staff,
train 200
academic staff
Academic staff in HLIs
equipped with Pedagogical
skills
200 Academic
staff in higher
learning
institutions
trained
100 academic
staff trained
All HLIs Academic
Programmes are compliant
with Modular System.
27 HLIs
academic
programmes are
compliant with
modular system
Assurance that all HLIs
fulfill the Student
Admission Criteria
standards
Student
Admission
Criteria fulfilled
by HLIs
All HLIs
27 HLIs
adopted modular audited to
system
establish their
academic
programmes
compliance to
modular
system
Existing student
admission
criteria
standards
50,000,000
GoR
Equip
purcha
GoR
27 und
Progra
postgr
Progra
review
-6 wor
Traini
were o
Staff f
attend
and no
staff)
Comp
Modul
-27 HL
out of
are com
modul
27,000,000
GoR
35,000,000
GoR
13,000,000
1,000,000
Page 38 of 71
GoR
A veri
exerci
out in
verify
of stud
to the
minim
2013/1
Year.
HLIs
(1) to
admiss
effect
Acade
(2) to
either
Exams
profes
or und
univer
progra
Validated NQF ready for
implementation
NQF for Higher
Education
Published
Existing NQF
Draft terms of
reference,
tendering,
review and
validation of
NQF
16,000,000
Page 39 of 71
GoR
• Cons
REB a
carried
a cons
Rwand
Educa
Areas
review
qualifi
framew
identif
of Ref
consul
the pro
review
Nation
Qualif
Frame
was pr
• HEC
works
Direct
Acade
from t
Learni
to disc
implem
Highe
Qualif
Frame
instrum
develo
provid
inputs
of revi
NQF.
Qualit
Comm
suppor
revisio
was fo
• HEC
second
brough
HEC,
and H
Institu
Learni
works
recom
need t
the pro
enhanc
certific
Applications to establish
new HLIs reviewed
Reviewed
applications
3 applications
approved
Review and
process all
received
applications
Status of the use of
external examiners in HLIs
established
Report on the
use of external
examiners
available
External
examiners
HLIs practice and conduct
Peer review
The practice of
peer review in
place
HLIs peer
review is in
practice
Higher Education Policy
reviewed
Reviewed higher Higher
education policy Education
published
Policy in place
10,000,000
GoR
Unive
and N
Colleg
Scienc
were g
author
new H
PIASS
author
a new
Ruben
All HLIs adopt 0
use of external
examiners
GoR
All HLIs
practice peer
review
0
GoR
Draft terms of
reference,
tendering, and
analysing data
and review
Higher
Education
Policy.
Conduct a
validation
workshop
3,000,000
GoR
A tem
prepar
admin
collect
HLIs o
using
Exami
A repo
and 13
extern
during
Year 2
The pr
review
of the
variab
audite
rankin
exerci
HLIs w
of whi
and co
review
studen
The re
Policy
done a
Repor
Page 40 of 71
HLIs rated
100% HLIs
ranked
Existing rating
criteria
Conducting
rating exercise
2,000,000
Page 41 of 71
GoR
A que
(rankin
which
by HL
develo
admin
collect
HLIs;
with 2
private
repres
Direct
Acade
Direct
Huma
Office
Regist
organi
on ver
mecha
variab
a verif
of the
sent by
organi
The fi
prepar
Report on employability of
graduates and employers
satisfaction
Report
published
2009/2010
graduate tracer
survey report
Draft terms of
reference,
28,000,000
tendering, Data
collection,
analysing data
and report
writing.
Conduct a
validation
workshop
GoR
-A ten
recruit
firm th
undert
Study
from h
institu
emplo
satisfa
gradua
compe
done.
-A con
was hi
the stu
The R
demon
satisfa
the gra
practic
of wha
in high
and th
public
sector
gradua
assess
the gra
contrib
improv
perfor
institu
The an
primar
second
collect
gradua
emplo
progre
1,256
18,022
Bursary transferred to
Number of
1,128 foreign
1,040 foreign
Gov
students in Local and
students granted and 19,265
and 16,671
16,155,827,790
foreign Higher Learning
students granted local students
Institutions
2012/2013
Outcome 8: Strengthened performance in science, technology and innovation at all levels of education, and applic
innovation in relevant sectors of the economy.
World science day
Number world
World Science
World Science 0
GOR
Pr
organised
science days
day celebrated
day prepared
the
celebrated
for 2010, 2011, and celebrated
un
2012
Page 42 of 71
Science Kits in Primary
School and 12YBE
monitored & evaluated
Number of
Science Kits
Monitoring &
Evaluation
conducted and
report available
N/A
Biosafety Framework and
law approved
Biosafety
Framework and
law
implemented
Draft Biosafety
framework
available
Best perfomers in science
subjects( p6,s3,s6)
Report available
2010 awards
distributed
Review National STI
Policy
Report available
Draft report
Policies in Science,
Technology and Research
developed
Rwanda
N/A
National
Research Policy
available
Support Rwanda National
Academy of Science
Rwanda
National
Academy of
Science
supported
Knowledge
Transfer
Partnerships(KT
P) Mapping
report
Knowledge Transfer
Partnerships (KTP)
Mapping report
Implemented
N/A
Monitoring
and evaluation
framework
developed,
primary and
12ybe schools
visited
Approved ,
implemented
and
disseminated
of the
Biosafety
National
framework
Tender process
prepared and
Awards
distributed to
best
performers
National STI
Policy
reviewed
12,898,231
GOR
0
GoR
259,683,800
GoR
Aw
pu
33,000,000
GoR&
UNECA
Th
Po
rev
Im
St
rev
be
The National
Research
Policy
developed and
approved by
the Cabinet
13,970,000
GoR&
UNESCO
12,000,000
GoR
60,000,000
GoR,
AfDB
Th
Re
ha
de
va
St
Te
Th
Ac
Sc
Ta
es
KT
im
rep
Rwanda
National
Academy of
Science
supported
4 Partnerships in 4 partnership
place
projects
implemented
Page 43 of 71
Ac
RE
Competitive Research
Grant programme
document available
Research Grant
programme
document
available
Competitive
grants provided
to HLIs for the
previous years
Sub - Saharan Africa-EU
Science & Technology
Cooperation coordinated
Number of
Reports
available
N/A
Capacity for Intellectual
Property Right developed
Rwanda Innovation
Endowment Fund (RIEF)
strengthened
MINEDUC ICT
infrastructure, servers,
computers, printers, spare
parts and antivirus
maintained
Configuration of MS
Exchange to replace
current webmail
implemented
iLab programme to
practical Experimentation
skills developed
N/A
Number of
awareness
campaign report
for RIEF II
available
RIEF I 8
awarded
projects
implemented
Competitive
Research
89,000,000
Grants
management
documents
developed and
grants
provided to
HLIs and R&D
Institutions
CAASTNET
85,000,000
workshop
conducted
GoR
Co
Re
ma
do
rev
GoR &
CAASTNet
IPR training
conducted
GoR
CA
Re
W
pr
In
tra
co
co
W
RI
im
rep
av
im
co
5646022
RIEF I 8
126,573,235
projects
implementatio
n report is
available,
RIEF II
implementatio
n is conducted
Infrastructure
State of
Tender
well maintained MINEDUC ICT advertised and 10,148,000
and repaired
Infrastructure
The contract
will be signed
and start
maintenance &
repair activities
Mail Exchange
Current webmail Configuration
in use by the end
and
of 2013/2014
deployment of
the application
and Technical
support&
training
conducted
Number of
N/A
iLab unit
hardware and
established
383,023,200
software in
place
GoR
GoR
IC
we
GoR
M
ex
pla
Cu
GoR
Ha
So
pr
ins
CS
Ca
KI
Page 44 of 71
Mobile Projection screen
provided
Projection
screen availed
N/A
Projection
5,000,000
screen installed
GoR
Sc
pr
ICT status in primary,
secondary and tertiary
schools monitored and
evaluated
ICT status
Report available
2012-2013
Statistics in
place
GoR
Se
Sc
HL
NICIII Skills development
projects monitored
Report available
Progress report
on NICI
available
Reports on ICT 4,473,997
status in
Primary,
Secondary and
Tertiary
schools is
available, and
Digital
Library,
RWEDNET,
ICT
Professional
Certification
are monitored
and
implemented
NICI Skills
15,397,220
development
projects
implementatio
n monitoring is
conducted
GoR
All Rwedenet Activities
Implemented:
Ubuntu
Net fees
Report available
N/A
Report on
Rwednet
activities are
conducted
GoR
Se
wi
we
fin
of
im
of
Re
rec
to
we
Ne
Es
the
BS
Pu
Un
co
tog
reg
es
Ub
Co
Co
co
No
126,782,279
Page 45 of 71
Climate Observatory
Instruments Operational
Well maintained station
Four well Trained
technicians and well
gathered as well as
analyzed data
A consulting company was
hired to prepare the
busineWell articulated and
prepared cable car
Business Plans plan
Instruments mounted on
RBA tower on Mt Mugogo
Phase 3
Collaborative
agreement with
MIT was signed
and instruments
installed
Monthly data
collected and
analyzed
Phase 2
agreement with
MIT and GoR
Mugogo
Station to be
Operational
85.000.000
GoR
Al
ins
ins
pla
20
None
40.000.000
GoR and
COMESA
Secretariat
Ta
ac
su
Draft business
plan has been
submitted to
MINEDUC
Prefeasibility
study was done
Annual target
achieved to
collect and
analyze data
from installed
instruments
Complete the
business plan
56.000.000
GoR
90
ha
Existing tower
Functioning
instruments
8.517.945
GoR
Ta
ac
su
The contract
was signed and
the consultancy
to carry out the
studies and
supervision of
works is in
progress
Q3:
Submission of
draft design
inception
report for
FAED
ADB
Th
inc
fo
su
Signed
agreement with
RBA to mount
climate change
measuring
instruments are
mounted on the
tower
Infrastructures for the
Proportion of
Faculty of Architecture and labs and
Environmental Design
workshops at
(FAED) at KIST built
FAED
Scholarships for two
lecturers abroad
Number of
Two
lectures received scholarships for
scholarships
KIST lectures
sponsored
107,976,672
Q4:
-Submission of
initial draft
design for
FAED
Q1: Selection
of candidates
Th
fea
the
co
ap
Tw
we
fro
Page 46 of 71
Q2: Training
of trainers
Local training and seminar
for lecturers held
Knowledge Transfer
Partnerships (KTP) in line
of implementing Mapping
Science and Technology
for Industrial Development
prepared and approved
Number of TOT
local seminars
organized for
KIST, KCOT &
NUR
Number of
approved KTP
No baseline
No baseline
Q3: Training
Q1: First
seminar
Q1: Identify
needs and
projects for
KTP
implementatio
n
Q2:
Preparation
and approval
of the MoUs
for selected
projects
Q3&Q4:
Implementatio
n of KTP
Two CITT satellite centers
built and equipped
24,010,219
Number of
Nyagatare CITT Q1: Contract
CITT satellite
rehabilitated and Award
centers equipped MUSANZE
CITT Workshop
built
Q2: Delivering
of equipments
ADB
On
co
M
in
wh
wi
Ne
stu
20
ADB
ADB
32,230,752
Ne
pr
se
im
Th
fo
pr
ap
ADB
8,879,344
ADB
53,292,075
GoR
17,481,170
Page 47 of 71
Th
pr
ru
qu
pla
M
co
wi
so
Th
we
an
be
fin
co
wo
Female admission and
retention at KIST, KCOT
and NUR consistently
increased through the
Equal Opportunity
Program
Proportion of
192 female
female
students are
candidates
being sponsored
admitted in
Science and
Technology
courses at KIST,
KCOT and NUR
after tutorial
+ Number of
IEC activities
organized
Q1: 192 female
students
admitted in
institutions of
higher learning
Implementatio
n of 2 IEC
activities
Better management of the
project achieved
All operating
costs are met +
Better
performance of
PIU staff
19
stu
ad
38
in
NU
ADB
14,110,440
Q2, 3&4: 192
are studying
314,933,000
and their
tuition fees and
living
allowances
paid
Q1-4: Provide
monthly
4,743,595
salaries;
10,135,896
Better management of the
project achieved
All operating
costs are met +
Better
performance of
PIU staff
Q1-4: Provide
monthly
salaries;
ADB
ADB
Th
wa
thr
co
se
fin
iss
an
av
fu
Th
an
all
reg
thr
ac
Th
pr
pa
ba
GoR
ADB
30,373,400
26,175,710
Consultancy
GoR
ADB
5,333,333
959,999
GoR
Outcome 9: Increased access to Adult Basic Education to improve adult literacy and numeracy.
Page 48 of 71
Co
se
we
co
Public Sensitized on the
importance of Adult
Literacy
Sensitization of
public
Public
International
awareness raised literacy day
celebrated
No budget
used
GoR
M
ad
lit
do
br
rad
tel
ne
me
thr
ce
int
lit
res
mo
tha
ill
be
lit
89
ha
Holding a meeting of
Number of
3 forum
4 Meeting
4.500.000
ADRA
On
Steering committee forum reports available meetings
conducted
co
of the partners in Adult
conducted
on
Literacy
me
fo
co
Ad
ini
po
Finalization of
Adult Literacy
N/A
Policy and
None
GoR
Th
development of adult
Policy and
strategic plan
po
Literacy Policy and
Strategic Plan
development
str
Strategic Plan
development
finalized
ha
finalized
de
su
Ca
ap
Outcome 10: Improved administrative and management support services, including the management of policy, in
resources across the education sector.
2013 Education Statistic
Number of
2012 Education 2013
GoR
20
booklets published
Education
sector statistics
Education
71,882,018
Se
Statistic
booklet
Sector
pu
booklets
published
Statistics
published
published
Page 49 of 71
EMIS implemented
Sector Education Officers
(SEOs) and Head teachers
trained in statistical tools
Number of
Sector
Education
Officers (SEOs)
trained
220 SEOs
trained in data
collection
Forward-Looking Joint
Education Sector reviews
conducted
Number of
reports for
Annual and
Mini Joint
Education
Sector Review
Number of
workshops
conducted
2012 Joint
Review of
Education
(JRES)
conducted
Number of
quarterly and
annual reports
produced
Annual reports
available
Education sector planning
process strengthened
Annual and quarterly
reports elaborated
N/A
Education
Monitoring
Information
System
(EMIS)
implemented
5 340.000
GoR
Sector
Education
Officers
(SEOs) and
Head teachers
trained in
statistical tools
ForwardLooking Joint
Education
Sector reviews
conducted
54000 000
NISR
15,647,600
UNICEF
Action Plan &
MTEF
prepared and
submitted
Annual and
quarterly
reports
elaborated
3,000,000
GoR
4,000,000
GoR
Page 50 of 71
Th
qu
we
20
sy
an
in
so
Se
Of
an
tra
sta
Ac
M
an
ANNEX II: SECTOR PRIORITY AND POLICY ACTIONS MATRIX 2013/14
SECTOR
SECTOR
2013/14
ACHIEVEMENTS
BUDGET
OUTCOME OUTPUT
PRIORITY/POLICY AGAINST 2013/14
USED IN
(Aggregated)
ACTIONS
PRIORITY/POLICY 2013/14
(ANNUAL
ACTIONS
OUTPUT)
1. Increased 1.1 All schools
2,307 9YBE
2.000 New classrooms 12,391,378,823
equitable
have sufficient,
classrooms
constructed for 12
4
access to 9
well-maintained,
constructed
YBE
years of
disable-friendly
1,246 upper secondary
basic
facilities and
classrooms
education
equipment to meet constructed
for all
target PCR and
children and infrastructure
expanding
standards.
access to 12
years of
basic
education.
1.2 EvidenceResearch programme
Study/Analysis report 4,738,974
based policies and of PME unit agreed.
of Performance of A
strategies
‘level students in 2012
addressing barriers
National Exams. It
to participation
recommends to
and learning for
strengthen the
the most
teaching of sciences
vulnerable
and math in lower and
children, including
upper secondary;
adolescent girls,
provide adequate
children with
laboratory equipment
disabilities,
and materials and
children living
ensure that there are
with HIV and
well used;
children from
Improving the English
poorer
language proficiency
backgrounds
of teacher. It also
implemented.
proposes measures to
reduce repetition and
dropout in primary.
Review of SNE
The report regarding
policy.
school fees in
boarding schools
Review of School
shows the proposed
health and nutrition
fees structure scheme
policy.
and suggests dialogues
Publication of study
with local leaders,
on drop out.
Head-teacher and
other stakeholders to
4
Classroom unit costs include construction of latrines, provision of water and furnishings.
Page 51 of 71
INSTIT
RESPO
REB
REB
MINED
(PME u
unit)
REB
SECTOR
SECTOR
OUTCOME OUTPUT
(Aggregated)
1.3 School health,
nutrition and
hygiene education
programme
implemented in all
schools.
1.4 Parent Teacher
Associations/PTAs
strengthened to
2013/14
PRIORITY/POLICY
ACTIONS
(ANNUAL
OUTPUT)
Girls’ education
initiatives
Pre-primary, primary
and secondary school
are connected to the
clean water
Training organized for
PTAs
410 PTAs trained
ACHIEVEMENTS
BUDGET
AGAINST 2013/14
USED IN
PRIORITY/POLICY 2013/14
ACTIONS
INSTIT
RESPO
address barriers to
participation and
learning of most
vulnerable children.
Study/analysis on the
increase of TVET
school and enrolment.
The huge growth
assisted vulnerable
children, girls and
other students to have
access in TVET.
Special Need policy
and strategic plan
reviewed
School health and
nutrition reviewed and
approved
The study on drop out
was done and
completed ready for
approval.
Hostels were built for
the girls who are
studying in the Higher
Learning Institutions
(HLIs) which can
accommodate 1200
Girls ;
Hygiene facilities
provided to the 912YBE schools
(sanitary pads and
other needed
materials).
Pre-Primary, Primary
and Secondary schools
access water was 30%,
36% and 51%
respectively.
Training organized for
PTAs, 653 PTAs
trained which is 94%
Page 52 of 71
REB
REB
SECTOR
SECTOR
OUTCOME OUTPUT
(Aggregated)
2. Increased
equitable
access to
education
for students
with special
educational
needs within
mainstream
and special
schools.
3. Improved
quality and
learning
outcomes
across
primary and
secondary
education.
address the issue
of out of school
children and dropout.
2.1 All schools
have disablefriendly facilities
and equipment for
children with
special needs
2013/14
PRIORITY/POLICY
ACTIONS
(ANNUAL
OUTPUT)
ACHIEVEMENTS
BUDGET
AGAINST 2013/14
USED IN
PRIORITY/POLICY 2013/14
ACTIONS
INSTIT
RESPO
of total PTAs trained
in school management
Equipment procured
for schools
748 primary and 271
secondary students
supported with
equipment
2.2 Increased
number of teachers
who are trained to
provide specific
support to learners
with special needs.
Teachers trained in
special needs
education (SNE)
1980 teachers trained
2.3 Revised
curriculum
addresses specific
needs of children
with disabilities.
3.1 Regionally
harmonised school
curriculum
developed,
providing a solid
foundation for
learning and skills
development
3.2 Annual
examination and
formative
assessment
policies in place
and implemented,
aligned with the
Establish a project to
harmonize curricula
for children with
disabilities.
Teacher training in
new curriculum
1475 primary, 546 LS
and 489 US teachers
trained
166 924 of P6 and
81 471 of S3 and
32 958 of S6 students
will sit national
examination
Two special schools
were supported with
special materials and
equipment and other
four schools were
rehabilitated
97 wheel chairs were
provided to needy
children in
mainstream schools
and special schools
515 teachers and SNE
providers trained in
basics in sign
language & methods,
of teaching deaf
children, teaching
learners with visual
impairment & basics
in Braille reading &
writing.
The current
curriculum that is
under review is
integrating children
with disabilities
The review of
curriculum is ongoing
the training will start
after curriculum
approved
1,211,118,798
REB
270,325,555
REB
77,961,056
REB
P6: 163 092, LS: 93
889, US: 31 125
students sat for the
national examinations
5,190,756,339
REB
Page 53 of 71
REB
SECTOR
SECTOR
OUTCOME OUTPUT
(Aggregated)
curriculum
3.3 National
system for
measuring
learning
achievement in
core subjects
established and
conducted on
regular basis.
3.4 Improved
student/textbook
ratio as well as
access to reading
material for all
schoolchildren.
4. Qualified,
suitablyskilled and
motivated
teachers and
trainers to
meet
demands of
expanding
education
access.
3.5 Capacity of
schools and
teachers
strengthened to
use readers in the
classroom to build
the reading skills
of children
4.1.
Comprehensive
Teacher
Development and
Management
information
system in use to
plan teacher
demand, supply
and training of
teachers.
4.2. Improved
teacher welfare
2013/14
PRIORITY/POLICY
ACTIONS
(ANNUAL
OUTPUT)
ACHIEVEMENTS
BUDGET
AGAINST 2013/14
USED IN
PRIORITY/POLICY 2013/14
ACTIONS
INSTIT
RESPO
P3 and P5 assessment
in Literacy and
Numeracy
The assessment using
LARS 2 is going to be
done 2014/15.
REB
Textbooks and
supplementary
learning materials
procured
50% primary, 61%
LS, 41% US students
with textbooks
2,337,200 primary;
1,427,909 LS, 158,067
US books procured
P1-P3: 1:1 (100%),
P4-P6:1:2 (50%), S1- 3,686,779,643
S3:1:2 (50%), S4S6:1:5 (20%). 664 768
textbooks and 267 004
supplementary
materials for P6, 347
199 textbooks and
84,757 supplementary
materials LS, and
189,661 textbooks and
11,315 supplementary
materials for US
distributed in schools.
363,076 Reading
372,847,820
material distributed to
schools
REB
Comprehensive
Teacher Development
and Management
information system
developed
Teacher Development
and Management
information system
developed
REB
Teachers provided
with housing and
416 houses
constructed and cater
507 807 distributed to
schools and 120
teachers trained
3,339,596,292
Page 54 of 71
REB
REB
SECTOR
SECTOR
OUTCOME OUTPUT
(Aggregated)
and conditions of
service.
2013/14
PRIORITY/POLICY
ACTIONS
(ANNUAL
OUTPUT)
other incentives
872 teachers provided
with laptops.
ACHIEVEMENTS
BUDGET
AGAINST 2013/14
USED IN
PRIORITY/POLICY 2013/14
ACTIONS
for 3.248 teachers
,276 cows distributed
and
30 teachers provided
with laptops
Page 55 of 71
INSTIT
RESPO
4.3. Increased
proportion of
teachers
demonstrating
subject
knowledge and
teaching skills
in the language
of learning.
School-based
mentoring
programme
implemented
70% teachers
proficient in
English
Training
delivered for
unqualified
teachers.
1284 teacher
trained
4.4. Increased
proportion of
head-teachers
and school
managers
demonstrating
capabilities for
effective school
management.
School
management
training
delivered
5340 primary
and 4055
secondary staff
trained
-1.000 school
4, 466,178, 219 REB
mentors put in
place with
instruction of
helping existing
teachers their
English
efficiency
improvement.
- the British
Council
assessment in
2012 found that
97% of teachers
were at beginner
and elementary
level. A further
assessment will
be undertaken in
December 2014.
1,342 A2
527,000,000
REB
teachers trained
in various
domains to
upgrade their
qualification
621 new deputy 205,002,469
head teachers in
charge of
studies trained
in school
management
and leadership.
400 SEOs
trained in the
new approach
on coaching
school leaders to
achieve high
level of learning
outcomes and
facilitation of
head teachers.
REB
5,486 school
administrative
staffs including,
Page 56 of 71
head teachers,
deputy head
teachers in
charge of
studies and
deputy head
teachers in
charge of
discipline as
well as
secretaries and
bursars attended
peer learning
session to share
the best learning
practices and
experiences.
5. Increased
equitable
access to
relevant,
high-quality,
demanddriven
TVET
programmes
4.5. Career Path
Development
(CPD) system to
promote careerpath for teachers
implemented
5.1 Stakeholders
in the TVET
sector are
guided by
inclusive
policies and
strategies that
are informed by
a comprehensive
TVET
information
system.
Career
guidance
programme
initiated in
schools
5.2 Human
capacity is
developed in the
TVET system.
318 trainers
trained in
competencybased training,
ICT, pedagogy,
equipment
repairs and
management
training, plus
English
Language
mentoring
Develop TVET
policy, TVET
strategy and
detailed plan of
implementation
that are aligned
to the ESSP
Career guidance
programme
initiated in 90
schools as pilot
programme to
be scared out
The TVET
Policy and
Strategy with its
implementation
plan developed
in partnership
with all TVET
stakeholders.
The next step is
the final
approval &
validation on
Ministerial
level.
The training of
trainers was
carried out with
focus on
Competence
Based
Approach. 387
TVET trainers
had been trained
in ICT,
pedagogy and
English.
350,000,000
REB
2,000,000
WDA
45,000,000
WDA
Page 57 of 71
5.3 All TVET
providers have
adequate
facilities,
infrastructure
and equipment
to ensure a
locally relevant
implementation
of competencybased curricula.
Develop and
implement a
prioritized plan
or
rehabilitation,
equipping and
construction of
schools.
Development
of norms and
standards for
infrastructure
and equipment.
TVET
Development
partners have
very supportive
to the exercise
such NUFFIC,
Swiss
Cooperation &
GIZ and PAFP.
12 TVET
schools
constructed and
17 TVET
schools
supplied with
equipment
TVET schools
and Equipment
standards
developed and
shared with
Districts
Engineers for
easy
implementation
on local level.
5.4 Increased,
Procedure
The production
curricularmanual for
units’
relevant income- operations of
development
generating
Production
framework
capacities of
units which are developed and 6
TVET providers validated and
production units
to improve the
approved
operational
quality of TVET
(e.g.: In
provision.
Production
Gacuriro VTC,
units for IPRCs IPRC-Kigali,
Kigali and
VTC Mpanda,
South-Mpanda VTC Kavumu
VTC
and IPRCstrengthened
North, IPRCWest).
5.5 TVET
TVET survey – The 15 TVET
competencytiming to be
Curricula
based curricula
confirmed.
developed. The
placed on RTQF Employer
employer
linked to the
satisfaction and satisfaction
labour market
tracer surveys
survey was
and focused on
undertaken
conducted final
key priority
report in place.
45,445,055,637 WDA
N/A
WDA
5,000,000
WDA
48,000,000
WDA
Page 58 of 71
sectors.
5.6 Increased
involvement of
industry through
structured
public-private
dialogue
TVET
institutions
visited for QA
and
accreditation
155 schools
visited.
Industry in
curriculum
development
Coordination
mechanisms of
Public and
private
companies in
place
Students take
internship in
both private
and public
companies
6. Increased 6.1 Increased
Establishment
equitable
number of
of the
access to
higher education University of
affordable,
places available, Rwanda,
relevant,
including
including
academically through fullCollege of
excellent
time, part-time, Open and
higher
open, distance & Distance
education
e-learning
Learning
that also
options.
delivers
quality
research
outputs.
6.2 All TEIs
have sufficient
facilities to
support quality
teaching and
learning
(laboratories,
libraries, lecture
rooms, etc)5
5
Construction of
student hostel,
workshops and
biogas plant at
Rublizi and
Busogo
campuses.
Construction of
library and
The 241 out 308 12,000,000
TVET schools
have been
visited for
quality
assurance and
inspection.
The Private15,000,000
Public
partnership
development
framework
developed. The
Private sector
(Companies) are
allowing TVET
trainees to do
their internship /
industrial
attachment and
experience more
practice in
industry.
The University
1,000,000,000
of Rwanda
established and
operational
Regulations
governing
Distance
learning were
drafted;
A draft Policy
for the provision
of Distance
Learning in
Rwanda was
prepared.
WDA
Students Hostels 2,994,918,640
were completed Rwf
in Rukara
College of
Education under
government
sponsorship,
Nyagatare and
Huye campuses
UR
WDA
MINEDUC
Construction plans listed in year that are expected to be completed.
Page 59 of 71
6.3 Sustainable
model of student
financing,
including an
efficient student
loan recovery
system
implemented.
6.4 Increased
research
capacity
developed
within the HL
sub-sector.
6.5 Staff
retention plan
implemented to
ensure that high
performing and
experienced
staff are
recruited and
retained within
the system.
7. Improved
access to
school
readiness
7.1 Increased
number of
schools with
pre-primary
laboratories at
Nyagatare
campus.
Construction of
girls’ hostel for
College of
Science and
Technology
under PPP
Construction for
the laboratories
at Nyagatare
started
New student
loan scheme
launched.
Management
of student
loans moved to
Higher
Education
Council.
New legal
instruments in
place to
enforce loan
recovery
At least 4% of
budget
earmarked for
research and
publications in
UR
The new student
loan scheme is
under process of
being
established in
financial
institution.
The process of
moving student
loan under high
education was
approved
Maintain the
current salaries
for public HLIs
since they have
been increased,
but increase
internally
generated
funds in public
HLIs from
27% to at least
40% per year
to enable an
increase in
salaries and
benefits.
Construction of
Pre-primary
classrooms
constructed at
Internally
generated funds
in public HLIs
was 25%
7.76 % of
budget
earmarked for
research and
publication
budget
416 classrooms
was constructed
in the existing
12 year Basic
REB
3,079,924,058
Rwf
UR
UR
4,160,000,000
MINEDUC,
REB
Page 60 of 71
programmes
by 2017/18,
accompanied
by expanded
access to
three-years
of early
learning for
four-to-sixyear olds.
section.
7.2 National
standards for
school readiness
programmes
developed and
in use in all preschools.
7.3 Pre-primary
curriculum
revised as part
of the planned
revision of the
school
curriculum.
7.4 All preprimary teachers
and caregivers
trained with
national training
package.
8.
8.1 STI Policies
Strengthened Developed in
performance critical areas of
in science,
science
technology
including
and
strengthening of
innovation at structure of STI
all levels of
in Rwanda
education,
and
application
of science,
technology
and
innovation
in relevant
sectors of
the
economy.
8.2 Research
capacity in
R&D
strengthened
across all
relevant sectors
of the economy.
12YBE
Schools
National
standards for
school
readiness
programmes
developed
education
schools centers
The norms and
standards and
Minimum
package for Preprimary
developed
1 Curriculum
revised
The revision of
a
comprehensive
Curriculum is
underway.
REB
249 teachers
and caregivers
trained
55 trainers were
trained
REB
Review and
Update
National STI
Policy and
Strategic Plan,
Develop
Research
Policy,
Develop One
Science Policy
National STI
Policy reviewed.
The updated STI
Policy and its
Strategic Plan
are being
developed
The National
Research Policy
developed and
validated by
stakeholders at
technical level
(awaiting
approval by
MINEDUC
Management
and the Cabinet)
No research
grants have been
provided to
R&D and
Higher Learning
Institutions due
to the interentity transfer
restrictions set
by
DGSTR
Establish
Research
Grant, Fund
three research
proposals,
Convene one
High Level
research
Conference
MINEDUC,
REB
MINEDUC
(DSTR)
Page 61 of 71
MINECOFIN
8.3 All
secondary
schools
equipped with
science
equipment and
kits.
8.4 National
science teacher
training
programme
expanded.
High Level
Conference on
Higher
Education,
Science and
Technology
(HEST),
organized and
conducted in
Kigali
12YBE schools Primary and
provided with
Secondary
science kits.
schools with
1.038 kits
required science
provided.
facilities
(science kits)
was 39% and
71.0%
respectively.
Science
Secondary
laboratories
schools with
constructed in
required science
secondary
laboratories was
schools of
17.0%
excellence.
40 labs
constructed
Science and
1,342 teachers
Maths School- trained in Math
based teacher
and Science in
development
12YBE Schools.
programme
implemented.
4081 schools
supported
REB
REB
REB
Page 62 of 71
8.5 Increased
enrolment in and
quality of science
and technology
subjects in higher
education.
8.5 Knowledge
Transfer and
Develop a culture
of Innovation
For science and
TVET in
tertiary
education to
increase to 90%
for students
accessing
student loan
Rwanda
Innovation
Endowment
Fund (RIEF)
expanded for an
additional 10
Innovators
REB,
UR
Three partnership
projects between
MINEDUC,
Higher Learning
Institutions
(Knowledge
Partners) and
Industries
(Business
Partners)
developed
DGSTR
8 Innovation
Projects supported
by RIEF
9. Increased
access to
Adult Basic
Education to
improve adult
literacy and
numeracy.
9.1 Learning
achievement
standards
developed and
regular
assessments of
learners
conducted.
9.2 Increased
access to relevant
reading materials
for neo-literate
adults.
Learning
achievement
standards
developed and
regular
assessments of
learners
conducted.
Increased
access to
relevant
reading
materials for
neo-literate
adults.
9.3 Capacity of
Training of
literacy tutors
literacy
enhanced through instructors.
structured
234 instructors
training.
trained
9.4 Improved
Assessment,
assessment,
accreditation
accreditation and and
certification of
certification of
Adult Basic
Adult Basic
Adult Literacy
curriculum
developed and
harmonized and
regular
assessment
conducted.
CapEFA
89 Community
libraries
established and
equipped in all
sectors in the
Northern Province
MINEDUC,
REB
139 Instructors
trained
The process is
underway.
31.000.000 REB
MINEDUC
Page 63 of 71
Education
providers and
programmes.
Education
providers and
programmes
improved
10. Improved 10.1 All
Education
administrative education
managers and
and
managers and
governance
management
governance
bodies
support
bodies
demonstrate
services,
demonstrate
requisite skills
including the requisite skills
and
management
and competencies competencies.
of policy,
for effective
information,
leadership and
finances, and Governance.
human
resources
across the
10.2 All
Institutions
education
institutions have
have the
sector.
the resources and resources and
systems for
systems for
effective and
effective and
efficient
efficient
management.
management
10.3 Increased
integration,
coordination and
lack of
duplication
across key
management
systems and
institutions.
10.4 Improved
planning, M&E,
and integrated
data-management
across all
agencies.
Chief budget
manage have been
trained in
efficiency and
effectiveness of
us of fund.
The Executive
task Manager
information
system for senior
management
resolutions
developed
In the financial
management, all
institutions were
using the (FMS)
Financial
management
information
system
In Human
resource
management, all
institutions were
using ( IPPIS)
Integrated person
payroll
information
system
Functional
To avoid the
Review of
duplication of the
the Ministry of activities, the
Education
Ministry
conducted
conducted the
functional sector
review which
shows the
education
structure.
Completion of
DEMIS is
EMIS contract
functional and
with new EMIS District Education
system in place, officers trained in
staff trained,
the use of the
infrastructure
system.
MINEDUC,
REB,
WDA,
HEC,
UR
MINEDUC,
REB,
WDA,
HEC,
UR
MINEDUC,
REB,
WDA,
HEC,
UR
MINEDUC,
REB,
WDA,
HEC,
UR
Page 64 of 71
10.5 Expanded
and improved
Human Resource
Management
processes,
procedures and
systems.
10.6 Improved
communication
systems and
structures across
the sector.
provided at
decentralized
levels and
recoding of
data 2009-2012
Capacity
building plan
elaborated to
enhance HRM.
The questionnaire
was updated in
the system.
The annual
capacity building
plan elaborated
and submitted to
Nation Capacity
building
secretariat.
The training to all
employees on
policy design and
report writing was
planned and
training is
ongoing.
MINEDUC,
REB,
WDA,
HEC,
UR
Communication The
strategy
communication
developed
strategy
developed and
training on use is
underway.
MINEDUC,
REB,
WDA,
HEC,
UR
ANNEX III: ESSP AND EDPRS II KEY INDICATORS AND THEIR TARGETS
Note: where information on 2013/14 actual value is missing for an indicator, this is due to the
EMIS questionnaire failing to include the appropriate question to collect this particular
indicator’s value. This is a serious limitation which will be improved on before the next set of
data is collected, so that all ESSP and EDPRS2 core indicators can be appropriately
monitored. Specifically, the Ministry is currently designing a comprehensive M&E Plan for
the ESSP which will enable data on all indicators to be reported in the next financial year.
Sector
EDPRS and Sector Outcome
2012/13 2013/14
2013/14
2014/15
Outco
Indicators
Baselin Targets
Actual
Target
me
e
Increased equitable access to 9 years of basic education for all children and expanding
access to 12 years of basic education.
Primary Education
Primary Gross Enrolment Rate
(GER)
123.2%
121%
138.5%
117%
Page 65 of 71
M
F
Primary Net Enrolment Rate
(NER)
M
F
Primary Completion Rate
M
F
Transition rate from primary
to lower secondary /EDPRS
Indicator
M
F
% of primary schools with
access to:
Electricity
Alternative energy sources (solar,
biogas etc)
121.7%
124.8%
96.5%
25%
9%
34%
13%
32.0%
9%
43%
17%
Water
Primary pupils: classroom ratio
Primary pupils per class
34%
83:1
43:1
47%
85:1
42:1
36%
82:1
43:1
60%
86:1
42:1
49.2%
46.3%
52.0%
21.0%
18.9%
23.1%
95.9%
60%
49.8%
46.8%
52.6%
22.7%
20.4%
25.0%
95.3%
67%
95.0%
98.0%
72.7%
67.5%
77.7%
86.2%
97%
74%
86.8%
87.7%
84.9%
137.5%
139.4%
96.6%
95,7%
97,5%
69.0%
63.8%
74.1%
74.4%
98%
74%
87.3%
74.9%
73.9%
Secondary Education
GER in lower secondary
M
F
NER in lower secondary
M
F
Transition rate from lower
secondary to upper secondary
/EDPRS Indicator
M
F
GER in upper secondary
M
F
NER in upper secondary
M
F
% of secondary schools with
97.8%
94.0%
27.1%
27.50%
26.70%
25.4%
24.1%
26.6%
25%
85%
28.1%
29%
97.8%
93.1%
32.6%
33.4%
31.7%
26.3%
25.3%
27.2%
29%
80%
29.1%
32%
Page 66 of 71
access to:
Electricity
44%
49%
54.0%
54%
Alternative energy sources
18.6%
21%
19.0%
23%
Water
45%
56%
51.0%
67%
Lower secondary pupil:
40:1
40:1
40:1
40:1
classroom ratio
Upper secondary pupil:
39:1
39:1
34:1
38:1
classroom ratio
Increased equitable access to education for students with special educational needs
within mainstream and special schools
Number of children with
30,016
disabilities enrolled in school
31,675
27,650
33,333
(primary and secondary)
% school with disable-friendly
TBD
facilities for children with special
needs
Total number of teachers who
361
2,342
4,554
have received in-service training
on teaching students with special
educational needs (and as a
proportion).
Improved quality and learning outcomes across primary and secondary education.
% students meeting minimum
standards in English (E),
Kinyarwanda (K) and maths (M)
in P3, P5 and S2.
% students passing national S3
exam
% students passing national S6
exam
M
84.8%
85.0%
85.6%
85.0%
88.2%
89.0%
89.9%
89.0%
90.9%
93.5%
F
83.4%
86.3%
Primary pupil: textbook ratio (per 2:1
subject on average)
2:1
2:1
2:1
Primary repetition rate
M
F
Primary dropout rate
M
F
Lower secondary pupil: textbook
ratio (per subject on average)
12.7%
13.2%
12.2%
10.9%
11.2%
10.7%
2:0
11.7%
10.9%
1:4
12.5%
12.8%
12.2%
11.1%
11.6%
10.6%
2:1
Lower Secondary Repetition
Rate
5.8%
3.8%
6.2%
3.5%
9.3%
8.4%
1:3
Page 67 of 71
M
5.5%
6.1%
F
6.0%
6.3%
Lower Secondary Drop out Rate
13.1%
M
12.9%
18.2%
F
13.2%
17.3%
General upper secondary pupil:
textbook ratio (per subject on
average)
Upper Secondary Repetition Rate
3:9
M
F
Upper Secondary Drop out Rate
M
F
% schools with functioning
libraries :
Primary
1.6%
12.5%
17.7%
12.4%
1.4%
1.7%
1.2%
1.5%
1.8%
2.4%
2.4%
2.5%
2.6%
1.6%
1.9%
6.0%
4.9%
7.2%
2.1%
13.0%
14.6%
16.0%
38.4%
Secondary
43.0%
44.3%
47.0%
46.7%
Ratio of secondary schools to
career guidance specialists
TBD
Qualified, suitably-skilled and motivated teachers and teachers to meet demands of
expanding education access
Primary Pupil : Qualified
62:1
58:1
63:1
55:1
Teacher Ratio
Secondary Pupil: Qualified
32:1
33:1
32:1
32:1
Teacher Ratio
% teachers meeting required
3%
16%
30%
level of English proficiency
(primary, secondary)
Primary Teachers attrition rate
7,3%
5,7%
4,0%
Secondary Teachers attrition rate 8,4%
7,0%
6,6%
% Head teachers trained and
20%
42%
50%
school management trained
annually
Increased equitable access to relevant, high-quality, demand-driven TVET
programmes.
Percentage of TVET graduates
77.5%
30%
35%
employed six months after
graduation.
Percentage of employers satisfied 71.6%
72%
74%
with TVET graduates
TVET enrolment :
74,320
86,814
83,893
98,162
TSSs
58,431
64,866
Page 68 of 71
VTCs
13,557
IPRCs/Polytechnic
2,332
15,592
3,435
% TVET students passing final
90.95% 91.15% 90.95%
91.45%
exam
Pupil: trainer ratio
41:1
43:1
47:1
Proportion of TVET trainers
4%
5%
10%
receiving pedagogy training
% TVET curricula that is used
28%
51%
66%
that is competency-based
% inspected TVET institutions
68%
69%
69%
with adequate facilities,
infrastructure and equipment
Number of TVET institutions
20
120
220
with career guidance specialists
Increased equitable access to affordable, relevant, academically excellent higher
education that also delivers quality research outputs
Percentage of employers satisfied
with university graduates
79.4%
(2010)
>85%
Percentage of university
graduates employed one year
after graduation
Enrolment in tertiary education
75.8%
>75.8%
>90%
76,629
84,448
Enrolment in tertiary education
(public)
39,409
40,731
41,275
37,632
% students in public tertiary
62.6%
61.14%
61.71%
institutions in Rwanda receiving
financial support from
government
% of staff with at least a
6%
10%
15%
postgraduate certificate of
education/pedagogy
Proportion of undergraduate
68%
72%
74%
lecturers with at least a Masters
Proportion of post-graduate
15%
17%
18%
lecturers with at least a PhD
Improved access to school readiness programmes by 2017/18, accompanied by
expanded access to three-years of early learning for four-to-six year olds.
GER in pre-primary
M
F
NER in pre-primary
M
12.9%
12.4%
13.3%
12.7%
12.3%
15.7%
15.9%
16.6%
14.0%
15.7%
15.3%
16.0%
12.7%
12.5%
19.8%
17.0%
Page 69 of 71
F
% sectors with school-readiness
programmes
New ECD centres
13.2%
TBD
13.0%
399
771
447
% primary schools with a pre39%
60.0%
school section
% pre-primary teachers and care
4.0%
8.0%
givers trained
Strengthened performance in science, technology and innovation at all levels of
education, and application of science, technology and innovation in relevant sectors of
the economy.
Total number of laptops in OLPC
269,478
226,500 245,756
259,252
% primary schools with internet
6.0%
6.9%
4.0%
7.7%
connectivity
% primary schools with required 28%
33%
39%
37%
science facilities (science kits)
% primary schools with required
science facilities (science
corners)
% secondary schools with
internet connectivity
% secondary schools with access
to computers
% secondary schools with
required science facilities
(science kits)
% secondary schools with
required science facilities
(science corners)
% secondary schools with
required science facilities
(science laboratories)
Number of core primary and
general secondary subjects whose
content is digitalised
3%
5.6%
3.0%
8.2%
18%
30.0%
14.0%
45.0%
64%
70.0%
76.0%
75%
60%
66%
71.0%
72%
5%
9.5%
7%
14.1%
15%
17%
17%
19.1%
18
5
Upper secondary
Tertiary
41%
13%
43%
15%
% of students taking science
streams who pass S6 with
minimum requirements to study
science at a public university
M
33%
36%
38%
38%
41%
43%
40
Proportion of students enrolled in
science and technology fields at:
59%
30.0%
45%
17%
Page 70 of 71
F
25%
28%
31%
% qualified and certified teachers 13%
14%
34%
in ICT literacy and related
pedagogies
Increased access to Adult Basic Education to improve adult literacy and numeracy.
Number of adults enrolled in
literacy centres
% reduction in the total number
of illiterate adults
% of population aged 15 years
and above who are literate
163917
145,065
126,898
2.3%
5%
69.7%
75.0%
182,770
5%
68.30%
80%
Improved administrative and management support services, including the management
of policy, information, finances, and human resources across the education sector.
% primary schools with a
95%
95%
94%
96%
functional PTA
Total number of PTAs
3,709
4,081
2,502
4,355
% primary schools with PTC
47%
60%
45%
70%
member trained in school
management
% secondary schools with a
85%
88%
86%
91%
functional PTA
% secondary schools with PTC
32%
40%
31%
50%
member trained in school
management
% parents/public surveyed who
60%
65%
70%
are happy with education services
delivered
Page 71 of 71