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Chapter 7 Case Study: Rwanda Shafi ka Isaacs
Executive Summary Rwanda has been a beacon of hope for many in Africa, largely because of the contribution of its dynamic and visionary leadership in reconstructing Rwanda from the devastation caused by the 1994 genocide. Indeed, since 1994, Rwanda is on track to achieve its Millennium Development Goal (MDG) targets on universal primary education (MDG 1), on gender equality (MDG 3) as well as the targets for HIV and AIDS, Malaria and related diseases (MDG 6). Rwanda has also experienced signifi cant economic growth over the past decade and has shown improvement in its Human Development Index (HDI) over the same period. However, by many indicators, Rwanda remains a poor country whose economy is still predominantly based on subsistence agriculture. MDG 1 on poverty and hunger, and MDGs 4 and 5 on child and maternal mortality, respectively, are unlikely to be achieved without a considerably scaled-up effort and Rwanda still has among the largest orphan populations in the world (UNDP, 2007). The Government of Rwanda (GoR) has adopted a host of interrelated policies to transform the country into a middle income knowledge-based economy as stated in its overarching Vision 2020 policy. Integral to Vision 2020 is the contribution of information and communication technologies (ICT) towards Rwanda’s socio-economic development including the transformation of its education sector. Science, Technology and ICT are considered as cross-cutting issues across six major pillars, one of which includes Human Resource Development and a Knowledge-based Economy. Interconnected with Vision 2020, the GoR has also adopted a National Information and Communication Infrastructure Plan since 2002 which is its most comprehensive policy framework on ICT and development for Rwanda; as well as an Education Sector Strategic Plan (ESSP) which is the country’s broader education policy framework that is strongly informed by the Education for All (EFA) goals. A central feature of the ESSP is the GoR’s goal to achieve fee-free education for the fi rst nine years of schooling, in line with the EFA. Against this backdrop a draft ICT in Education Policy (hereafter the Policy) and related Costed Strategic Implementation Plan for ICT in Education (hereafter Implementation Plan) have been developed by the GoR. The latter is focused on developing an education system enabled by ICT, which will harness learning, teaching and skill development for an envisaged knowledgebased labour market. Abbreviations and Acronyms EAC East African Community EDPRS Economic Development and Poverty Reduction Strategy EMIS Education Management Information System ESSP Education Sector Strategic Plan GOR Government of Rwanda HDI Human Development Index HIV Human Immunodefi ciency Virus ICTs Information and Communication Technologies ITU International Telecommunications Union LFA Logical Framework Approach LTSFF Long Term Strategy and Financing Framework MDG Millennium Development Goals MINEDUC Ministry of Education NICI National Information and Communication Infrastructure RDB-IT Rwanda Development Board – Information Technology RITA Rwanda Information Technology Agency RURA Rwanda Utility Regulatory Agency UNDP United Nations Development Program UNECA United Nations Economic Commission for Africa 168 | Transforming Education: The Power of ICT Policies
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United Nations Cultural Organizati
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Published by the United Nations Edu
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Table of contents Foreword Preface
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Preface Information and Communicati
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Chapter 1 The Technological, Econom
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Five subsequent chapters review the
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Telephones Communications technolog
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Country Population (Millions) Econo
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construction, retailing) accounted
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organization structure shifts to ma
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(World Bank, 2005). With a national
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Beyond an impact on achievement in
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Chapter 2 A Framework for ICT Polic
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Education Tuned for Mass Production
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apple Providing the skills needed f
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subjects to understand and solve co
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a certain constellation of conditio
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Consequently, signifi cant change r
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Most often, a nation will combine t
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More than 30 countries have begun t
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as the knowledge society. These cha
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Chapter 3 Case Study: Singapore Phi
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apple students possessed basic skil
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The Context Singapore, located at t
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will be examined in the four core s
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Workforce Continuing Education Beyo
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expressed concerns that the fi gure
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Goals MP2 encourages the effective
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the schools’ initiatives by provi
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3. Improve the sharing of best prac
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Please don’t remove this word.ass
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items are usually included: manpowe
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Koh (2006) described a case where L
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these is the company, Playware Stud
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Koh and Lee further elaborated on t
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computer ratio of less than 10:1; S
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Chapter 4 Case Study: Namibia Shafi
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new economies that emerge from ICT
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22% in 2002) and an estimated 15.3%
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In 2009, the GRN also made efforts
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extremely high levels of inequality
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It proposes that when used appropri
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problem solving; and learning to le
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The Implementation Plan places the
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The Policy Rationale The policy rat
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Stakeholder Category Stakeholder Ro
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Partnerships Currently in Existence
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Government stimulate the developmen
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apple That a number of successful c
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Chapter 5 Case Study: Jordan Taysee
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GCC Gulf Cooperation Council GITR G
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of the labour force is comprised of
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Table 2: Summary of Strengths, Weak
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Figure 1: Education Structure in Jo
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Policy Features Policy Objectives I
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The Ministry of Education has devel
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apple increasingly engaging various
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Intranet to facilitate data interch
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Table 7: A Comparison of the Comput
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Table 9: ICT Literacy and ICT Integ
Page 121 and 122: evenues could surpass USDone billio
Page 123 and 124: the Development Coordination Unit.
Page 125 and 126: delivery of ICT-related services, p
Page 127 and 128: Within the MoE itself, each Managin
Page 129 and 130: In the case of education, the Minis
Page 131 and 132: Chapter 6 Case Study: Uruguay J. En
Page 133 and 134: Abbreviations and Acronyms AGESIC A
Page 135 and 136: Uruguay is categorized as an “upp
Page 137 and 138: As it can be appreciated, the gener
Page 139 and 140: apple Implement the national inter-
Page 141 and 142: Table 4: Education levels in Urugua
Page 143 and 144: Table 9: Indicators Related to Scho
Page 145 and 146: Policy Features Overview of ICT in
Page 147 and 148: education policy, but placed itself
Page 149 and 150: Implementation Framework What plans
Page 151 and 152: In case of a technical problem, use
Page 153 and 154: To illustrate the resources current
Page 155 and 156: What are the national conditions th
Page 157 and 158: apple Creating a grant fund for new
Page 159 and 160: Summarizing, Ceibal is a policy dri
Page 161 and 162: What modalities/mechanisms instrume
Page 163 and 164: equired actions to materialize the
Page 165 and 166: The design of the evaluation consid
Page 167 and 168: initiatives were part of the pilot
Page 169 and 170: Figure 17: Percentage of Children t
Page 171: Conclusion The information presente
Page 175 and 176: to the country’s shift towards su
Page 177 and 178: Rwanda ranks 143rd out of 154 count
Page 179 and 180: that are not designed for teaching
Page 181 and 182: These policy objectives are informe
Page 183 and 184: It also proposes that ICT be used i
Page 185 and 186: Figure 2: Finance Planning Framewor
Page 187 and 188: The Policy Development Process Step
Page 189 and 190: Table 6: Current Partners in ICT fo
Page 191 and 192: improving the quality of tertiary e
Page 193 and 194: Monitoring and Evaluation The ICT i
Page 195 and 196: However, the realization of Vision
Page 197 and 198: Introduction All of the countries r
Page 199 and 200: Technical support: Schools enjoyed
Page 201 and 202: apple structuring the education sys
Page 203 and 204: Pedagogical and Curricular Change T
Page 205 and 206: encouraged to apply project-based l
Page 207 and 208: to spur the economy. The country is
Page 209 and 210: Enablers This section focuses on th
Page 211 and 212: On the other hand, the case of Urug
Page 213 and 214: Monitoring and Evaluation The polic
Page 215 and 216: Scaling up in the context of this p
Page 217 and 218: way of transforming education so as
Page 219 and 220: Is Leap-frogging Possible? The effo
Page 221 and 222: the appropriate ICT resources and p
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technological literacy and pedagogi
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National Agency for Research and In
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--. 2009b. Working Out Change: Syst
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Gerster, R. and Zimmerman, S. 2005.
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--. 2009. Measuring the Information
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Linden, L., Banerjee, A., and Dufl
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Miniwatts Marketing Group. 2009. Ur
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Quale, A. Trends in instructional I
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United Nations Development Programm
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World Bank. 2008a. MENA Development
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