Transforming education: the power of ICT policies - Commonwealth ...

that are not designed for teaching and learning – for instance, churches, District Headquarters, individual houses
and even aeroplane hangars. More than half of the classrooms constructed are built with “durable materials,” while
38% are built with semi-durable building materials. However, there are still classrooms built with wattle and mud.
In some cases, classes take place under plastic sheeting, under trees or without any premises (eAfrica Commission,
2007). It is also estimated that just 15% of Rwandan primary schools have access to electricity (MINEDUC, 2009).
In terms of bandwidth and connectivity, a mapping questionnaire sent to the Ministry of Education and principals
in 2006 revealed that 10% of Rwandan schools currently have some level of Internet connectivity. Of these schools,
it was estimated that 5% could be considered to have broadband access where individual users may have Internet
access at 256Kb/s. The respondents also estimated that 4% of the overall education budget is utilised for connectivity.
In terms of meeting the deliverables for bandwidth and connectivity, Rwanda indicated that it has reviewed the
national strategies to deliver broadband connectivity to schools to ensure that all technological choices made
within this strategy make provision for upgrading and replacement of technological options as new and cheaper
choices become available, rather than locking schools and the system into single technological choices for extended
periods (eAfrica Commission, 2007).
sRwanda also suffers from a severe shortage of professional personnel. A skills audit report in 2009 revealed that
Rwanda’s very low level of human capital which is the product both of underinvestment historically in education and
workforce development, exacerbated by the 1994 genocide, constitutes one of the country’s most critical challenges.
Despite remarkable progress that has been made in higher education and capacity-building, evaluations of programmes
still emphasize that capacity constraints are one of the most critical obstacles to programme implementation in the
country. Respondents to the survey conducted for the skills audit, assessed their staff capacity at 60% of their shortterm
requirement, which shows a 40% staff defi cit, with the private sector showing a defi cit of 60% for their short-term
needs. The public sector defi cit is estimated at 30% and civil society at 5%. The skill defi cit exists at all levels but is most
acute at the technician cadre, where the gap is 60% of the requirement (Ministry of Public Service and Labour, 2009).
Rwandan Education Policy
The Government of Rwanda’s primary education objective is to reach universal primary education by 2010 and to
reach the Education For All goals by 2015. The country’s specifi c educational priorities are outlined in its Education
Sector Strategic Plan (ESSP). The ESSP’s central objective is focused on the role of education in poverty reduction
and its relevance for social and economic progress in Rwanda. The ESSP reiterates the education sector’s mission
to transform Rwandan citizens into skilled human capital for socio economic development by ensuring equitable
access to quality education that combats illiteracy and promotes science and technology, critical thinking and
positive values.
It emphasizes that the role of education as developing all girls and boys of school going age, into well-rounded
personalities and to encourage their spiritual, moral, social, and cultural development. It also proposes to instil
deep respect for human rights and fundamental freedoms, peace and understanding, tolerance, and friendship
among all nations. The ESSP also states that Rwanda’s education system will be characterised by the inculcation of
good values and attitudes in Rwandan culture including the promotion of gender equality and equity.
The ESSP also emphasizes the development of life skills, practical and entrepreneurial skills all levels of the
education system; that attention will be given to the quality and relevance of education content as well as the
improvement of effi ciency and cost-effectiveness through the improvement of management and administration
capacities.
The ESSP involves fi ve-year rolling plans geared towards achieving specifi c education policy objectives. Since
1996, the policy focus has been on achieving quality universal primary education by 2015, consistent with the
Education for All goals. Linked to this is the introduction of nine years of free basic education for all Rwandans.
In addition, the ESSP includes the increase in education opportunities for early childhood development, adult
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