FOREWORD
The Government of Rwanda has invested in learning and innovation at the
heart of its policies for achieving sustained economic growth. Rwanda sees
quality of higher education as playing a critical role in enabling the realization
of Vision 2020 and in creating a just and stable society.
This places a
significant responsibility on higher education institutions and their staff.
As a statutory body, the National Council for Higher Education (NCHE) has
been established to support the building of a higher education sector of high
quality, working in partnership with the higher education institutions in
support of implementing Government priorities. This guide is provided to
support institutions in developing their strategies for implementing the
Government's higher education policy. It provides a strategic framework within
which institutions of higher education can plan effectively. Institutions of
higher education can develop their strategic plans so that they address the
strategic priorities of the Government in the context of their own missions.
Executive Director NCHE
1
TABLE OF CONTENTS
FOREWORD ................................................................................................................................................... 1
LIST OF ACRONYMES ..................................................................................................................................... 3
1.0.
CHAPTER ONE ................................................................................................................................... 5
1.1.
HISTORICAL BACKGROUND ........................................................................................................... 5
1.2.
HIGHER EDUCATION POLICY ......................................................................................................... 5
1.3.
PURPOSE OF THE NCHE STRATEGIC PLAN (2012-2017)................................................................ 6
1.4.
STATUS OF IMPLEMENTATION OF PREVIOUS STRATEGIC PLAN (2009-2012) .............................. 7
1.5.
RATIONALE OF STRATEGIC PLAN 2012-2017 ................................................................................ 7
1.6.
Methodology................................................................................................................................. 8
2.0.
2.1.
CHAPTER TWO .................................................................................................................................. 9
ENVIRONMENTAL ANALYSIS OF NCHE .......................................................................................... 9
NCHE SWOT ANALYSIS SUMMARY............................................................................................................ 9
3.0.
CHAPTER THREE .............................................................................................................................. 10
3.1.
MISSION STATEMENT OF NCHE .................................................................................................. 10
3.2.
VISION STATEMENT OF NCHE ..................................................................................................... 10
3.3.
CORE VALUES OF NCHE ............................................................................................................... 10
4.0.
CHAPTER FOUR ............................................................................................................................... 11
4.1.
National council for higher education strategic priorities .......................................................... 11
4.2.
ACTIONS TO BE TAKEN ON STRATEGIC PRIORITIES .................................................................... 12
4.3.
STRATEGIC OBJECTIVES FOR HIGHER EDUCATION ..................................................................... 13
5.0.
5.1.
6.0.
6.1.
CHAPTER FIVE.................................................................................................................................. 15
LOGICAL FRAMEWORK................................................................................................................ 15
CHAPTER SIX.................................................................................................................................... 23
MONITORING AND EVALUATION ................................................................................................ 23
2
LIST OF ACRONYMES
NCHE ………………………………………………….National Council for Higher
Education
HE……………………………………………………...High Education
HLI……………………………………………………..High Learning Institutions
NUR……………………………………………………National University of Rwanda
KIST…………………………………………………....Kigali Institute Of Science and
Technology
SFB……………………………………………………..School Of Finance and Banking
ISEA……………………………………………………Higher Institute of Agriculture
And Animal Husbandry (French acronym)
INES...............................................................................Institut
d’Enseignement Supérieur de Ruhengeri
INATEK………………………………………………..Institut d’Agriculture, de
Technology et d’Education de Kibungo
IPB……………………………………………………..Institut Polytechnique de
Byumba
ICK………………………………………………….....Institut Catholique de Kabgayi
SWOT………………………………………………....Strengths, Weaknesses,
Opportunities and Threats
ODeL…………………………………………………Open Distance and eLearning
PPP…………………………………………………….Public Private Partnership
SFAR………………………………………………… Student Financing Agency for
Rwanda
REB…………………………………………………...Rwanda Education Board
MINEDUC……………………………………………Ministry of Education
ESSP…………………………………………………Education Sector Strategic Plan
EDPRS……………………………………………….Economic Development and
Poverty Reduction Strategy
3
MINICOFIN…………………………………………Ministry of Finance and Economic
Planning
IPO ……………………………………………………Input, Process and Outcome
ICT…………………………………………………….Information and Communication
Technology
M&E…………………………………………………..Monitoring and Evaluation
4
1.0.CHAPTER ONE
1.1. HISTORICAL BACKGROUND
National Council for Higher Education is a semi-autonomous institution under
the Ministry of Education established under Law No. 20/2005 of 20/10/05
governing the organization and functioning of Higher Education and Law No.
23/2006 of 28/04/2006 governing the National Council for Higher Education.
It is responsible for securing coherent quality provision of higher education in
Rwanda in line with Government policies and priorities. It is also responsible
for strategic planning for the higher education sector as a whole and ensuring
that institutions are developing and implementing strategic plans in line with
national goals and objectives.
1.2. HIGHER EDUCATION POLICY
In the higher education policy, the Government has set out its roadmap for
higher education in Rwanda, specifying the contribution it is expected to make
to the economy and society. Enhancing this contribution will be critical to
Rwanda in realizing Vision 2020. The challenge for higher education
institutions is to adopt their strategy for implementing the policy, by providing
a graduate labor force with the knowledge and skills needed to drive the socioeconomic development of the country, engage in relevant research that meet
the needs of businesses and communities for consultancy and other services.
5
1.3. PURPOSE OF THE NCHE STRATEGIC PLAN (2012-2017)
The purpose of this strategic plan is to ensure that higher education sector
performance is strengthened and quality continues to improve. It provides an
ongoing process of examination and evaluation of the challenges and risks
faced by the sector, the resources required and its future prospects. It permits
the setting out of a coherent plan to respond to the findings and build a
stronger and more effective sector. It enables us to plan to achieve the vision
2020 for the sector. The National Council knows where it wants to be in 2020,
what it has to achieve and where it is today. The challenge is to determine what
it has to do to get there, what actual and potential risks it faces as it sets out to
get there and how it can overcome them, and to get on and implement the
strategic plan. It enables us to determine how we can get where we want to be.
The strategic plan provides the basis for operational effectiveness and the
adoption of best practices. Strategic planning will enable the sector not only to
meet the present challenge and the Government’s strategic priorities for the
sector, but also to do so in the most efficient and effective way, achieving
superior results through better utilization of resources. The strategic plan sets
out the NCHE priorities for HE and it will be upon NCHE, HLIs and other
stakeholders to periodically draw costed operational plans that will help to
achieve priorities identified in line with the Government policies on Higher
education. The NCHE strategic priorities are:

to increase access and retention in HLIs,

to improve quality assurance and enhancement,

to ensure relevance of higher education provision,

to advise on management and finance.
6
1.4. STATUS OF IMPLEMENTATION OF PREVIOUS STRATEGIC
PLAN (2009-2012)
The previous two years rolling strategic plan of 2009-2012 has been
implemented
to
satisfactory
levels.
The
major
achievements
were
on
institutional audits where the NCHE audited more than 85% of all institutions.
These include NUR, KIST, SFB, ISEA. Several quality workshops were
conducted with experts from international partners. The NCHE has also done a
lot of subject reviews for institutions. Minimum entry requirements for HLIs
were set for different professional programs. After thorough subject reviews and
institutional audits, National Council for Higher Education recommended to
the Minister through its board the award of definitive licenses to four
institutions: INES, INATEK, IPB and ICK and provisional operating license to be
given to Catholic University of Rwanda. Mount Kenya University was given
permission to start operations in Rwanda during the financial year 2009/2010.
Cabinet approved all recommendations which later appeared in the list of
cabinet decisions of March 2010.
1.5. RATIONALE OF STRATEGIC PLAN 2012-2017
Strategic planning determines the road map of an organization in the next
several years. The means to achieve its goals and ascertain whether or not they
were realized is by analyzing and evaluating the set objectives against the
achievements. This strategic plan makes cognizant of the fact that HE sub
sector is faced with a lot of challenges that need to be overcome in order to
achieve Vision 2020.
7
1.6. Methodology
In setting the strategic plan of the NCHE, aspirations of stakeholders were taken into
consideration. Consultations were held with the Ministry of Education, related ministries
and HLIs. The consultations were based on the past, current and future challenges of
the Council. A workshop involving the staff of the Council and HLIs to draft the strategic
plan of the NCHE was organized in Musanze, Northern Province from the 18 th-23nd of
October 2010. The draft was discussed and improved by other staff of the NCHE.
Finally, the Council organized a meeting with stakeholders to review and adopt the
strategic plan.
8
2.0.CHAPTER TWO
2.1. ENVIRONMENTAL ANALYSIS OF NCHE
The environmental analysis of NCHE has been analyzed using the SWOT
analysis which helped to understand the external and internal influences that
would impact on the council in achieving the set goals, targets and its effect on
the implementation of strategic plan of 2012-2017 as summarized in the table
below.
NCHE SWOT ANALYSIS SUMMARY
TABLE 1:
Strength
Weakness

Highly motivated and qualified staff

dependence on government funding

Involvement of stakeholders in
policy ,strategies and planning
processes

lack of well equipped reference library

Insufficient number of staff
Constant sharing of critical
information with stakeholders

Few external partners

reliance on expatriate


Financial support from the
government
Opportunities
Threats

Political will from the government


Project funding from donors.
Increased demand for higher education
amidst declining government funding
in HLIs.

Rapid economic transformation in the
world which calls for new forms of
education delivery which could be
costly

Expansion of higher education which
could have an effect on quality

Integration with in the IUCEA

Access to various expertise from
stakeholders

Joining EAC common market

Standardization of higher education
in the region

9
Harmonizing HE with regional partners
could lead the country to lose some of
its stance on HE

High level turnover
3.0.CHAPTER THREE
3.1. MISSION STATEMENT OF NCHE
The primary mission of the National Council for higher education is the
assurance of quality and its enhancement in higher education to ensure that
higher learning institutions in Rwanda produce citizens capable of playing their
part in the Rwandan economy.
3.2. VISION STATEMENT OF NCHE
To build a higher education system underpinning vision2020 by supporting the
development of a dynamic, entrepreneurial and internationally competitive
Rwanda through the production of a skilled and educated graduate workforce
and the carrying out of research, innovation and knowledge transfer to meet
the needs of the economy and enhance the quality of life for all.

3.3. CORE VALUES OF NCHE
To strive for high quality in its work and have high expectations of
others;

To be entrepreneurial, innovative and imaginative;

To be transparent in its operations;

To adopt a partnership approach;

To value the contribution of its staff and strive to be an employer of first
choice;
10

To act with integrity and professionalism in dealings with both private
and public institutions of higher education;

To promote equality of opportunity and respect diversity;

To use resources effectively and efficiently.
4.0.CHAPTER FOUR
4.1. National council for higher education strategic priorities

Developing sustainable approaches to funding for HLIs

Supporting HLIs to Maximise the effective and efficient use of scarce
resources

Widening participation and ensuring fair access to higher education

Educating students so that they are fit for purpose and internationally
credible

Supporting research, innovation and knowledge transfer for sustainable
development

Building the capacity of higher education staff

Establishing devolved systems of academic governance and supporting
effective, well led and well managed higher education institutions.

Ensuring that quality of education improves

Ensuring that the higher education programs meet the needs of labour
market

Ensuring that the education system helps graduates to be job creators
than job seekers.

Ensuring all HLIs adopt modular system of instruction

Harmonization of Rwanda higher education system with regional
partners

All HLIs medium of instruction should be in English

Ensuring increased access to higher education through ODeL

Increased female enrolment in HLIs to close the gender disparities
especially in sciences

Ensuring HLIs have adequate facilities for special needs students
11

Encouraging the teaching of science and technology in HLIs

Encouraging more investment in higher education

Encouraging PPP in HE

Promoting HIV/AIDS awareness
4.2. ACTIONS TO BE TAKEN ON STRATEGIC PRIORITIES

HLIs will expand access to higher education through the use of ODeL
and ‘virtual campuses’. The REB agency responsible for student
financing will continue to provide incentives which encourage students to
study science and technology subjects and education. The public HLIs
will concentrate expansion in this area, allowing the private sector to
continue to support arts, humanities and social sciences.

Working with the REB agency responsible for student financing and with
NCHE, MINEDUC will seek to increase investment in post-graduate
study to develop national capacity of university staff in order to reduce
reliance on expatriates. There will be a more focused continuous
professional development program for lecturers, including through ODeL
and an emphasis on encouraging research in areas relevant to Rwanda.

In order to strengthen links to the labour market and ensure courses are
tailored to skills needs, an employer satisfaction survey will be
undertaken, and HLIs will be expected to include private sector
representatives on their boards of directors and curriculum review panels.
HLI students will also be encouraged to obtain work experience through
enhanced access to internships, work placements and industrial visits,
facilitated by careers guidance offices. The timing and integration of
these into courses will take into consideration the need to avoid excessive
pressure on businesses to accommodate students during HLI vacation
periods.

HLIs will be required to be models of entrepreneurship for students,
including incorporating business practices in financial management. As
part of their strategic plans, universities should increase the extent to
which they supplement their public funding through income-generating
activities (consultancy, research etc) and through seeking additional
partnerships with international agencies and the private sector. A
12
common problem for HLI income-generating activities is that projects are
restricted by lack of short-term cash flow for initial costs. The potential
to facilitate a commercial loans scheme for HLIs to address this problem
will be investigated. NCHE and SFAR will review the unit costs of HE
courses in order to provide a greater degree of differentiation and a more
realistic cost basis for decision making.
4.3. STRATEGIC OBJECTIVES FOR HIGHER EDUCATION
There are twenty nine HLIs in Rwanda, 17 public, and 12 private. The national
council for higher strategic objectives for the next five years are;
Access and retention - In 2009/2010 there were 62,000 students enrolled in
higher education; over half of them (52%) were enrolled in private institutions.
The publicly funded students are the majority (56%) are studying sciences,
whereas students in private institutions tend to study arts, humanities and
social science subjects. More female students are enrolled in private rather
than public HLIs, 53% and 33% respectively. This is significant because close
to all students in private institutions are studying arts, languages, humanities
and social sciences which means that there is a gender discrepancy with
regard to access in the science and technology fields.
Quality - The NCHE is the independent body mandated to ensure quality
standards in higher education, through audit of public institutions and
accreditation of private institutions. Rapid expansion of the higher education
system has to date been supported by significant numbers of expatriate
teaching staff but these numbers have been reducing, while at the same time it
is becoming increasingly difficult to retain national staff as evidenced by the
high staff turnover rate. The national quality assurance and improvement
system across higher education needs to be strengthened. The challenge is to
implement quality systems that ensure that Rwanda meets international
13
standards in curriculum, research, knowledge transfer, and teaching and
learning in higher education.
Relevance - The overarching mission of the higher education sector is “to
provide quality higher education programs that match the labour market and
development needs of Rwanda for graduates who are capable of contributing to
national economic and social needs and who can compete on the international
labor market. The links between HLIs and employers have been inadequate and
this will need to be addressed more directly. In order to remain demand-driven
and allow HLI graduates to drive innovation in the private sector, HLIs need to
respond to changes in technology and innovations in industry. This in turn
requires HLIs to absorb up to date knowledge and adapt it to the Rwandan
context, maintain strong links to corresponding industrial sectors, invest in
up-to-date equipment and teaching materials, and provide adequate practical
experience and assessment. Around half of all university graduates in the
workforce are employed by the public sector, which might be an indication that
the skills currently acquired though higher education are more relevant for
public sector than for private sector employment.
Management of and finance generating projects - At higher education level,
unit costs of programs are currently differentiated only between arts and
science, which does not take into account the different costs of specialized
science and technology courses. A further study into the unit costs of different
courses needs to be undertaken to address this. As the SFAR student loan
scheme provides loans to HE students based on these standard unit costs the
loan amounts will then need to be revised.
The overall cost of Higher
Education remains relatively high in Rwanda (25% of education budget in
2009/10) demonstrating a need for further cost-recovery mechanisms, publicprivate partnerships and income generation activities.
14
5.0.CHAPTER FIVE
5.1. LOGICAL FRAMEWORK
This logical framework represents a summary of what needs to be achieved for
the higher education sector for the next five years from 2012-2017 and puts
much emphasis on five strategic priority areas for HE as stipulated in the ESSP
2010-2015, and EDPRS. The framework gives a representation of expected
outputs, baseline, and indicator, and target, activities to achieve the output,
the time frame, budget, and the responsible departments.
15
TABLE 2:
OUTPUT
BASELIN
E
INDICATOR
TARGE
T
ACTIVITIES
TIME FRAME
201
3
Objective 1: To increase access and retention in HLIs
Increased
number of
students in
HLIs
and
graduate
number
62,000
-Number
New
Institutions
established
of
-Number
of
HLIs accredited
-
a)
Need
to
expand
existing HLIs
and set up
new ones to
absorb
increased
number
of
students.
- Staff trained
at Masters and
PhD levels
b) Train more
staff to work
in HLIs.
- More HLIs are
accessible
to
people
with
special needs
c)
Facilitate
easy access to
HLIs by people
with
special
needs.
-HLIs
are
equipped and
have material
resources
d)
HLIs
Provide
equipment
and material
resources for
students.
- The policy on
ODel
is
e)
Make
a
policy on ODel
16
201
4
2015
201
6
BUDG
ET
2017
RESPONSI
BLE
adopted
HLIs
in
and encourage
its adoption in
HLIs
-More
contracts
on
PPP investment
in HE
f) Encourage
PPP
investments in
HE
g)
Support
HLIs
to
increase
counselling,
guidance and
orientation
services
-Career
guidance and
counselling
centres
established
and
services
provided.
h)
Support
girl’s access to
HE, especially
enrolment in
science
and
technology
programs.
i)Plan a policy
on HIV/AIDS
in education
OUTPUT
BASELIN
E
INDICATOR
TARGE
T
ACTIVITIES
TIME FRAME
2013
17
201
4
BUDG
ET
2015
201
6
201
7
RESPONSI
BLE
Objective 2: To ensure quality teaching and learning in HLIs
HLIs
to
ensure
that,
training
provided
measures
comparably
to
internation
al
standards
Teaching
and
learning
in HLIs is
not
of
expected
internatio
nal
standards
.
Modular
system
applied
all HLIs
is
in
Feedback
mechanism
s reports
All HLIs to
ensure
that
teaching
and
learning
meets
internatio
nal
standards.
a) Encourage
adoption
of
modular
system
of
instruction by
all HLIs.
b)
HLIs
to
make use of
feedback
mechanisms
e.g. use of
external
examiners
Communica
tion
skills
and ICT are
introduced
in
all
programmes
of HLIs
c)Improving
communicatio
n skills and
the use of ICT
Curriculum
review
reports
d) Continuous
curriculum
reviews
Programs
validation
reports
e) Validation
of
all
programs by
NCHE
Institutional
audit
reports
f) Institutional
audits
Subject
review
g)
Subject
reviews
18
reports
Reports on
quality
assurance
and
enhanceme
nt
Workshops
h)
Quality
assurance and
enhancement
workshops for
all HLIs
More
research
publications
in HLIs
i) Encourage
Research,
consultancy
and
publications
- Research
developmen
t is carried
out in HLIs
Consultancy
reports
in
HLIs
More
pedagogical
training are
attended by
teaching
staff in HLIs
j) Encourage
HLIs teaching
staff to further
their skills in
pedagogy.
Objective 3: To ensure relevance of higher education provision
Training in
HLIs to be
based
on
the labour
market
Curriculu
m
designed
is
not
necessaril
Market
survey
reports
Ensure all
HLIs
review
their
programs
a) Ensure HLIs
do
regular
market surveys
e.g on employer
satisfactions,
19
needs
to
help in the
social and
economic
transforma
tion of the
Rwanda
y aimed
at filling
skills gap
in
the
labour
market.
Tracer
studies
reports
based on
market
needs.
graduate
studies
tracer
b)
Carry
out
tracer studies
Report
on
curriculum
designing
c)
Involve
employers in the
designing
of
curriculum
Planning for
HE reports
d) Involve all the
stakeholders in
the planning for
HE
-
e) The NCHE
should
encourage HLIs
to do industrial
attachments and
internships their
students.
Entreprene
urial
courses
introduced
in
all
programmes
f) Ensure HLIs to
offer
entrepreneurial
courses
Career
guidance
and
counselling
centre in all
HLIs
are
established
g) Ensure all
HLIs have career
guidance
and
counselling
centres
20
Objective 4: To encourage and advise HLIs to engage in sustainable income generating activities
HLIs
to
ensure that
it
has
sufficient
financing
activities
Inadequat
e funding
for HLIs
in
Rwanda
Research
and
consultancy
are
carried
out
-
a) HLIs carry out
research
and
consultancies.
Short
time
training are
offered in all
HLIs
b) Short
trainings
term
Funding
proposals
are done
c) Donor funded
projects
PPP
contracts are
signed
d)
Encourage
HLIs to adopt
PPP approach
Post
graduate
programmes
are designed
e)
HLIs
to
develop
more
post
graduate
degree programs
Objective 5: To advise on management of finances at HLIs on the unit cost per student and per discipline
MINICOFIN
will
be
advised
through
minister of
education
on
the
appropriate
unit
cost
per student
per
discipline.
Statistics
from
SFAR
show that
the unit
cost does
not take
into
account
the unit
cost
of
specialise
d
Study
on
unit cost is
carried out
-
a) NCHE
does
a
study on
unit cost
and
advice
the
minister
accordin
gly.
21
programs
in science
and
technolog
y.
22
6.0.CHAPTER SIX
6.1. MONITORING AND EVALUATION
NCHE will monitor the achievements as set in the strategic plan against the activities in the operational plan and
report progress to the stakeholders and the council will also publish details of progress against key performance
indicators in NCHE annual report and on its website. The council will carry out review of its strategic plan every
five years and that of HLIs to ensure that they are in line with achieving the Government’s HE goals and
priorities. The following table 3 gives a breakdown of how the intended outputs will be achieved while detailing
out how the set objectives will be monitored and evaluated.
Table 3:
OBJECT
IVE
OUTPUT
1.
To
increase
access
and
retention
in HLIs
Increased
number
of
students in
HLIs and
graduate
number
INDICAT
OR
-Number of
New
Institutions
established
-Number of
HLIs
accredited
-
Staff
TARGE
T
-
ACTIVIT
IES
MONITORING
AND
EVALUATION
RESPONSIB
LE
a) Need to
expand
existing
HLIs and
set up new
ones
to
absorb
increased
number of
students.
a)Data
collected
from
MINEDUC/NCHE,
HLIs and other
government
Agencies
MINEDUC/N
CHE
b)
Statistics
Train
b) Register of
HLIs from NCHE
from
23
MINEDUC/N
TIME FRAME
20
13
20
14
20
15
20
16
20
17
OBSERVA
TION
ANY
OTH
ER
POIN
T
trained at
Masters
and
PhD
levels
more staff
to work in
HLIs.
MIFOTRA,
MINEDUC/NCHE,
and HLIs
CHE,
MIFOTRA
More
HLIs are
accessible
to people
with
special
needs
c)
Facilitate
easy
access to
HLIs
by
people
with
special
needs.
The number of
HLIs with special
needs
friendly
infrastructure
MINISANTE,
MINEDUC/N
CHE,
and
HLIs
-HLIs are
adequately
equipped
with
physical,
human and
material
resources.
d)
HLIs
Provide
equipment
and
material
resources
for
students.
Institutional audits
of HLIs by NCHE
NCHE,
HLIs,
The
policy on
ODel
is
adopted in
HLIs
e) Make a
policy on
ODel and
encourage
its
adoption in
HLIs
NCHE to gauge
adoption
rates
through analysis of
collected data
MINEDUC/N
CHE
-More
contracts
on
PPP
investment
in HE
f)
Encourage
PPP
investment
s in HE
Data collected from
RDB, MINEDUC
-Career
guidance
g) Support
HLIs
to
increase
Institutional audits
of HLIs by NCHE
24
and
RDB,
and
MINEDUC
and
counselling
centres
established
and
services
provided.
career
guidance
and
counsellin
g,
and
orientation
services
f) Support
girls
access to
HE,
especially
enrolment
in science
and
technology
programs.
2.
To
ensure
quality
teaching
and
learning
in HLIs
HLIs
to
ensure
that,
training
provided
measures
comparabl
y
to
internatio
nal
standards
Modular
system is
applied in
all HLIs
Feedback
mechanism
s reports
Communic
ation skills
and
ICT
are
All HLIs
to ensure
that
teaching
and
learning
meets
internati
onal
standard
s.
NCHE
Data collected by
MINEDUC/NCHE
on enrolment by
gender
a)Adoption
of modular
system of
instruction
by
all
HLIs.
Institutional audits
by NCHE of HLIs
b) HLIs to
make use
of
feedback
mechanism
s
Institutional audits
by NCHE
c)Improvin
g
communic
ation skills
and the use
Data collected on
HLIs that have
adopted and can
efficiently use ICT
by
25
NCHE
NCHE
MINEDUC/N
CHE
introduced
in
all
programme
s of HLIs
of ICT
MINEDUC/NCHE
Curriculum
review
reports
d)
Continuou
s
curriculum
reviews
Institutional audits
by NCHE
Programs
validation
reports
e)
Validation
of
all
programs
by NCHE
Institutional audits
and subject reviews
by the NCHE
Institutiona
l
audit
reports
f)
Institutiona
l audits
Reports
on
Institutional audits
by NCHE
Subject
review
reports
g) Subject
reviews
Reports on subject
reviews by NCHE
Reports on
quality
assurance
and
enhanceme
nt
Workshops
h) Quality
assurance
and
enhanceme
nt
workshops
for
all
HLIs
Reports
NCHE
More
research
publication
s in HLIs
i)
Encourage
Research,
consultanc
y
and
publication
s
- Research
developme
nt is carried
MINEDUC/N
CHE
MINEDUC/N
CHE
NCHE
NCHE
from
NCHE
Institutional audits,
Number of research
work published
26
MINEDUC/N
CHE
and
HLIs
out in HLIs
Consultanc
y reports in
HLIs
More
pedagogica
l training
are
attended by
teaching
staff
in
HLIs
3.
To
ensure
relevance
of higher
education
provision
Training
in HLIs to
be based
on
the
labour
market
needs to
help in the
social and
economic
transform
ation of
Rwanda
Market
survey
reports
j)
Encourage
HLIs
teaching
staff
to
further
their skills
in
pedagogy.
Ensure
all HLIs
review
their
program
s based
on
market
needs.
Institutional
reports
audit
NCHE
a) Ensure
HLIs
do
regular
market
surveys e.g
on
employer
satisfaction
s, graduate
tracer
studies
Reports
from
MINEDUC/NCHE
MINEDUC/N
CHE
Tracer
studies
reports
b)
Carry
out tracer
studies
Reports
from
NCHE,
HLIs,
MIFOTRA
MIFOTRA,
NCHE, and
HLIs
Report on
curriculum
designing
c) Involve
employers
in
the
designing
of
Subject
review
reports,
and
institutional audit
reports
NCHE
27
curriculum
Planning
for
HE
reports
d) Involve
all
the
stakeholder
s in the
planning
for HE
Reports
from
HLIs,
and
MINEDUC/NCHE
-
e)
The
NCHE
should
encourage
HLIs to do
industrial
attachments
and
internships
their
students.
Reports
from
HLIs, PSF, and
donor reports
Entreprene
urial
courses
introduced
in
all
programme
s
f) Ensure
HLIs
to
offer
entrepreneu
rial courses
Modules
HLIs
Career
guidance
and
counselling
centre in all
HLIs are
established
g) Ensure
all
HLIs
have career
guidance
and
counselling
centres
Institutional audits
MINEDUC/N
CHE
NCHE, PSF,
and donors
from
NCHE,
HLIs
NCHE
28
and
4.
To
encourag
e
and
advise
HLIs to
engage in
sustainab
le
income
generatin
g
activities
5.
To
advise on
managem
ent
of
finances
at HLIs
HLIs
to
ensure
that it has
sufficient
financing
activities
MINICOF
IN will be
advised
through
minister
Research
and
consultanc
y
are
carried out
a)
HLIs
carry
out
research
and
consultanci
es.
Institutional audits
Short time
training are
offered in
all HLIs
b)
Short
term
trainings
Curriculum,
and
Reports from HLIs
Funding
proposals
are done
c)
Donor
funded
projects
Institutional audits
PPP
contracts
are signed
d)
Encourage
HLIs
to
adopt PPP
approach
Reports
from
RDB,
MINEDUC/NCHE
, MINICOFIN
Post
graduate
programme
s
are
designed
e) HLIs to
develop
more post
graduate
degree
programs
Institutional audits
a) NCHE
does
a
study
on
unit
cost
and advice
the minister
Reports
from
MINEDUC/SFAR/
NCHE, and HLIs
Study on
unit cost is
carried out
-
-
NCHE
29
MINEDUC/N
CHE
and
HLIs
on
the
unit cost
per
student
and per
science
discipline
of
education
on
the
appropriat
e unit cost
per
student
per
discipline.
accordingly
.
LIST OF PARTICIPANTS
ISHEMA HOTEL
NCHE STRATEGIC PLAN (2012-2017)
S/N
Names
Institution
1
SFB
BUTERA GERALD
Cell phone
E-mail address
0788610635
gbutera@sfb.ac.rw
butegex@yahoo.com
2
KANEZA YVES
INATEK
0783020499
kanezayves@yahoo.fr
3
Dr. GAPARAYI Gaspard
KIE
0788484069
ggaparayi@yahoo.fr
4
KARUNGI CAROLINE
ISAE
0785161870
Karungi2@yahoo.com
5
Dr. NUWAGABA Alfred
NCHE
0785701724
drnuwagaba@gmail.com
6
Prof. Jolly MAZIMHAKA
KIST
0788601740
dq@kist.ac.rw
7
Gustave TOMBOLA M.
ULK
0788304086
tomgust74@yahoo.fr
8
KANZAYIRE Yva
NCHE
0788504506
kanzyva@yahoo.fr
30
Signature
9
NZABONIMANA Jean
Chrysostome
INES
0788410299
31
nzachrys@yahoo.fr