REPUBLIC OF RWANDA MINISTRY OF EDUCATION P.O BOX 622 KIGALI 2013 EDUCATION STATISTICAL YEARBOOK

Size: px
Start display at page:

Download "REPUBLIC OF RWANDA MINISTRY OF EDUCATION P.O BOX 622 KIGALI 2013 EDUCATION STATISTICAL YEARBOOK"

Transcription

1 REPUBLIC OF RWANDA MINISTRY OF EDUCATION P.O BOX 622 KIGALI 2013 EDUCATION STATISTICAL YEARBOOK September 2014

2 FOREWORD The mission of the Ministry of Education is to transform the Rwandan citizens into skilled human capital for the socio-economic development of the country by ensuring equitable access to quality education, focusing on combating illiteracy, promotion of science and technology, critical thinking and positive values. To achieve this, there is need for educational statistics to inform decision and policy making. The Ministry of Education responds to this need by collecting education data annually at across the different educational levels: pre-primary, primary, secondary, technical and vocational, tertiary and adult literacy. The 2013 education statistical yearbook provides data on all levels of education. The Educational Statistics in this publication focus on the trends in recent years across a number of key Educational Indicators. In an effort to pursue the educational goals of the Government of Rwanda, the Millennium Development Goals of Education and Education for All by 2015, in partnership with development partners, the Ministry of Education has significantly invested in expanding access to education from 9 years basic education to 12 years. The 2013 educational statistical yearbook publication will enable the monitoring of progress made and enable the education sector to better plan for further achievements. I am confident that all education stakeholders and interested readers will find the contents of this publication useful. Prof. Silas LWAKABAMBA Minister of Education i

3 TABLE OF CONTENTS FOREWORD... i TABLE OF CONTENTS... ii LIST OF TABLES... iii LIST OF FIGURES... iv LIST OF ANNEXES... v ACRONYMS AND ABBREVIATIONS... vi 1 INTRODUCTION Vision and Mission of the Ministry of Education Structure of the Rwandan Education System Definitions of Key Education Indicators Data sources and collection process OVERVIEW: STUDENTS, STAFF AND INSTITUTIONS BY EDUCATION LEVEL IN PRE-PRIMARY EDUCATION PRIMARY EDUCATION LOWER AND UPPER SECONDARY EDUCATION TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING TERTIARY EDUCATION ADULT LITERACY EDUCATION CONCLUSION ANNEXES ii

4 LIST OF TABLES Table 1: Students, staff and institutions by education level in Table 2: Number of pre-primary pupils and staff from 2009 to Table 3: Pre-primary pupils with disabilities in Table 4: Pre-primary pupils with disabilities in 2012 and Table 5: Pre-primary orphan pupils in Table 6: Percentage of pre-primary schools by Province with water and electricity in Table 7: Profiles of primary school pupils, staff and schools from 2009 to Table 8: Primary schools, pupils and staff by status in Table 9: Primary school leaving examination results (2009 to 2013) Table 10: Primary school pupils enrolment by grade in 2012 and Table 11: Primary school pupils with disability in Table 12: Primary school pupils with disability enrolled in 2012 and Table 13: Primary school orphan pupils enrolled by grade in Table 14: Number of primary school pupils per class by school status in Table 15: Primary schools with water and electricity supply by Province in Table 16: Number of secondary education students and staff from 2009 to Table 17 : GER and NER at Lower and Upper Secondary in 2012 and Table 18: Lower and Upper Secondary promotion, repetition and dropout rate in Table19: Secondary schools, students and staff by status in Table 20: Lower secondary school leaving examination results from 2009 to Table 21: Upper Secondary leaving examination results from 2009 to Table 22: Upper secondary school students by subject combination of study in Table 23: Trend in students enrolment in Upper Secondary from 2012 to Table 24: Secondary students enrolled by grade in 2012 and Table 25: Secondary school students enrolled with disability in Table 26: Secondary school students enrolled with disability in 2012 and Table 27: Secondary orphan students enrolled by grade in Table 28: Pupil Classroom ratio in Secondary school pupils by school status in Table 29: Secondary schools with water and electricity by Province in Table 30: VTCs students and staff from 2010 to Table 31: VTCs students enrolment and staff by ownership status in Table 32: VTCs students enrolment by level in 2012 and Table 33: Percentage of VTCs students by sex and by Trade in Table 34: VTCs students with disabilities by level in Table 35: VTCs orphan students by level in Table 36: VTCs graduates by course duration from 2009 to Table 37: VTCs trainers by qualification in Table 38: VTCs with water and electricity supply by province in Table 39: Students enrolment in tertiary education from 2009 to Table 40: Enrolment of students in tertiary education by exit award in Table 41: Profile of tertiary education students from Table 42: Tertiary education students with disability in Table 43: Profile of tertiary education staff in Table 44: Literacy rate among the population aged 15 years and above iii

5 LIST OF FIGURES Figure 1: Share of students by level in Figure 2: Percentage of Male and Female in Figure 3: Trend in pre-primary pupil enrolment from 2009 to Figure 4: Pre-primary Gross Enrolment Rate in 2012 and Figure 5: Pre-primary pupil book ratio by subject in Figure 6: Enrolment trends for primary school pupils from 2009 to Figure 7: Primary school Gross Enrolment Rate by sex from 2009 to Figure 8: Primary Net Enrolment Rate by sex from 2009 to Figure 9: Percentage of pupils passed at primary level form 2009 to Figure 10: Trends in enrolment of secondary school students from 2009 to Figure 11: Secondary education Gross and Net enrolment Rate from 2009 to Figure 12: Lower Secondary education Gross and Net Enrolment Rate in 2012 and Figure 13: Upper Secondary Gross and Net Enrolment Rate in 2012 and Figure 14: Trend of students enrolment in VTCs from 2010 to Figure 15: VTCs by ownership status in Figure 16: Percentage of Male and Female VTCs student by trade in Figure 17: Tertiary education students by sex from Figure 18: Trend in students enrolment in public and private tertiary institutions ( ) Figure 19: Enrolment of adult literacy learners by Province in Figure 20: Adult literacy instructors by Province in Figure 21: Adult literacy centres by ownership in iv

6 LIST OF ANNEXES Annex 1: Number of pre-primary schools by ownership in Annex 2: Pre-primary pupils enrolment by level in 2012 and Annex 3: Pre-primary schools with suitable games and learning materials for pupils in Annex 4: Primary schools by ownership in Annex 5: Primary pupils enrolment by District in 2012 and Annex 6: Primary school staff by District in Annex 7: Primary schools, classrooms and desks by District in 2012 and Annex 8: Books used in primary schools by level and subject in Annex 9: Secondary schools by ownership in Annex 10: Secondary school students by level and by District in Annex 11: Secondary schools, classrooms, desks by District in 2012 and Annex 12: Secondary school staff by District in Annex 13: Books used in Lower Secondary by subject in Annex 14: Books used by general Upper Secondary students by subject in Annex 15: Books used by TTC students by subject in Annex 16: Books used by TSS students by subject in Annex 17: Secondary schools with science equipment in Annex 18: VTCs by ownership in Annex 19: VTC students by Trade in Annex 20: VTCs students by District in 2012 and Annex 21: VTCs classrooms, desks by District in 2012 and Annex 22: VTCs staff by Districts in Annex 23: Number of tertiary education students by field of education in Annex 24: Number of academic staff in tertiary education institutions in Annex 25: Number of computers in tertiary education institutions in Annex 26: Qualifications: Credit Accumulation and Modular Scheme Annex 28: Adult literacy centres by District and ownership in Annex 29: Adult literacy learners by District and Province in Annex 30: Adult literacy instructors by District and Province in v

7 ACRONYMS AND ABBREVIATIONS 9YBE CAMS CBO CR DEOs EDPRS ESSP FBO GER GIR GIRLG GPI MINEDUC HEC NER NIR NISR PCR PQTR PTR REB RPHC4 SEOs TR TSS TTC TVET UIS UNESCO VTC WDA Nine Years Basic Education Credit Accumulation and Modular Scheme System Community Based Organization Completion Rate District education Officers Economic Development and Poverty Reduction Strategy Education Sector Strategic Plan Faith-Based Organization Gross Enrolment Rate Gross Intake Rate Gross Intake Rate in Last Grade of primary Gender parity index Ministry of Education Higher Education Council Net Enrolment Rate Net Intake rate National Institute Statistics of Rwanda Pupil Classroom Ratio Pupil: Qualified Teacher Ratio Pupil: Teacher Ratio Rwanda Education Board Fourth Population and Housing Census Sector Education Officers Transition Rate Technical Secondary School Teacher Training College Technical and Vocational Education Training UNESCO Institute of Statistics United Nations Educational, Scientific and Cultural Organisation Vocation Training Centres Workforce Development Agency vi

8 1 INTRODUCTION 1.1 Vision and Mission of the Ministry of Education The vision of the Ministry of Education (MINEDUC) is to provide the citizens of Rwanda with equal opportunities to a high quality education through world-class learning facilities and renowned learning institutions. The mission of MINEDUC is to transform the Rwandan citizen into skilled human capital for socio-economic development of the country by ensuring equitable access to quality education focusing on combating illiteracy, promotion of science and technology, critical thinking and positive values. Both the vision and mission of MINEDUC are focused on enabling Rwanda to achieve its national goals of reducing poverty and improving the well-being of the Rwandan population, by improving skills levels and facilitating economic transformation and improved productivity. 1.2 Structure of the Rwandan Education System Compulsory education lasts 9 years from age 7 to age 15, it covers primary and lower secondary education and is commonly known as nine years basic education (9YBE). The structure of the education system in Rwanda is as follows: 1. Pre-primary Education is organized in nursery schools for a period of three years for children between the ages of 3 and Primary Education lasts six years; the official school age at this level is from 7 years to 12 years. Primary education ends with a national examination which yields eligibility for Lower Secondary education studies. 3. Secondary Education lasts six years; the official age for this level is from 13 years to 18 years. It is composed of lower secondary (the first three years) and upper secondary (the second three years) both ending with a national examination which respectively yields eligibility for upper secondary and higher education studies respectively. Upon completion of lower secondary, students enter different fields of study such as sciences, humanities, languages, teacher training or technical studies. 4. Technical and Vocational Education and Training (TVET) provides young people and the unemployed with the skills to gain productive employment. It also provides those already in employment with an opportunity to upgrade their skills, including entrepreneurs and those wishing to work for themselves. TVET is taught in Technical Secondary Schools (TSS), Vocational Training Centres (VTCs) and Colleges of Technology. 5. Tertiary Education is based on a credit accumulation and modular scheme (CAMS) system. 1. The qualifications awarded at different tertiary education levels are set out in the Rwandan Higher Education Qualifications Framework. The Framework has 7 Levels of exit awards: Level 1, Certificate of education; level 2, Diploma in higher education; level 3, Advanced Diploma in higher education; level 4, Ordinary Degree; level 5, Bachelors Degree with Honours; level 6, Maters Degree and level 7 Doctorate 1 A table on the higher education credit accumulation and modular scheme (CAMS) system is in the annex 26 1

9 6. Adult Literacy Education. UNESCO defines a literate person as someone who can read and write a short, simple statement about their life. 2 Literacy is key to communication and learning of all kinds and a fundamental condition of access to today s knowledge societies. Adult Literacy Education in Rwanda provides an opportunity (trainers and training centres) for adults to acquire the basic writing and reading skills. 1.3 Definitions of Key Education Indicators The following formulas derived from UNESCO s Education Indicators Technical Guidelines (2009), have been used in this publication to calculate the key educational indicators. 1. Gross Enrolment Rate (GER) Total number of students enrolled in a specific level of education, regardless of age, expressed as a percentage of the official school-age population corresponding to the same level of education in a given school-year. Number of pupils at a level in year t GER 100 Population of school age in year t 2. Net Enrolment Rate (NER) Enrolment of the official age-group for a given cycle of education expressed as a percentage of the corresponding population. Number of pupils of specified age at a level in year t NER 100 Population of related school age in year t 3. Gross Intake Rate (GIR) or Gross Admission Rate (GAR) Total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age. Number of the new entrant in P1 in school year t GIR 100 Population having 7 years in school year t 4. Net Intake Rate (NIR) or Net Admission Rate (NAR) The total number of new entrants in the first grade of primary education who are of the official primary school-entrance age, expressed as a percentage of the population of the same age. Number of 7 year old pupils new entrant in P1 in school year t NIR 100 Population aged 7 years in school year t Completion Rate (CR) The number of new entrants in last year of primary school in a given year, expressed as a percentage of the total number of population having official age for being in the last year of primary school. The completion rate is also known as the Gross Intake Ratio in the Last Grade of primary (GIRLG). Number of new entrants in P6 in school year t CR 100 Population aged 12 years in school year t 2 UNESCO. Education for All Global Monitoring Report 2010: Reaching the marginalized. UNESCO, February

10 5. Transition Rate (TR) The number of new entrants in a given level of education as a percentage of the pupils who were enrolled in the previous level of education in the previous year. Only new pupils entering the next level of education are given consideration; repeaters at this level are eliminated. TR TR t-1 Primary t 1 Secondary Number of new pupils in S1 in year t 100 Number of pupils in P in year t 1 Number of new pupils in S4 in year t 100 Number of pupils in S in year t Promotion Rate (PR) The number of pupils entering a given level of education as a percentage of the pupils who were enrolled in the previous year at previous level. It shows the percentage of pupils promoted to the next grade in the following school year. PR t-1 Number of pupils promoted to the next level in year t 100 Number of pupils enrolled in that level in year t Repetition Rate (RR) The proportion of pupils enrolled in a given grade and a given school year who study in the same grade the following school year. RR t-1 Number of pupils repeating in a level in year t 100 Number of pupils enrolled in that level in year t Drop-out Rate (DR) The percentage of pupils who leave the school without completing the grade they were enrolled in during the school year. Dropout rate can also be obtained by subtracting the sum of promotion rate and repetition rate from 100 in a given school year. DR t-1 Number of pupils who leave the school in a level in year t 100 Number of pupils enrolled in that level in year t -1 DR 100% (PR RR) 9. Pupil-Teacher Ratio (PTR) The average number of pupils per teacher at a specific level of education in a given school year. Total number of pupils in a level of education in year t PTR Total number of teachers in that level of education in year t 10. Pupil Qualified Teacher Ratio (PQTR) The average number of pupils per qualified teacher at a specific level of education in a given school year. Total number of pupils in a level of education in year t PQTR Total number of qualified teachers in that level of education in year t 3

11 11. Pupil Classroom Ratio (PCR) Average number of pupils per classroom at a specific level of education in a given school year. Total number of pupils in a level of education in year t PCR Total number of classroom in that level of education in year t 12. Gender Parity Index (GPI) Gender parity index is the ratio of female to male of a given indicator. It measures gender equality between girls and boys enrolment in a level of Education. Female value of a given indicator in year t GPI Male value of a given indicator in year t 14. Number of students in tertiary education per 100,000 inhabitants (S t 100,000) Number of students enrolled in tertiary education in a given academic-year per 100,000 inhabitants. This indicator shows the general level of participation in tertiary education by indicating the proportion (ordensity) of students within a country s population. Number of student enrolled in tertiary education in year t Country s population in year t S t 100,000 Number of student enrolled in tertiary education country' s population in year t in year t Data sources and collection process Education data is collected annually using questionnaires. The data on Pre-primary, Primary, Secondary, Vocational Training Centers (VTCs) and Adult literacy centers is collected through questionnaires sent to schools via Districts, while data on Tertiary education is collected directly from institutions. Data on students passing exams is obtained from Rwanda Education Board (REB) and Workforce Development Agency (WDA) for TSS examination. Data on population is obtained from the National Institute of Statistics of Rwanda (NISR). We used to calculate indicators using population projection, but for this year, we used the current number of population from the Fourth population and Housing Census (RPHC4). The activity of data collection was done in June Sector Education Officers (SEOs) assist Head teachers in filling the questionnaires, approve the filled questionnaires and then send them back to the Districts. The Ministry of Education brings together all District Education Officers (DEOs) to computerize and consolidate all data from their respective districts. Both hard and soft copies of collected data are gathered in the Ministry of Education. 4

12 This document contains different information on education at all levels of the education system. It provides statistics on learners, teachers, schools, classrooms, desks, special needs in education, water &electricity, and science facilities. Data is presented from the last five years to illustrate progress made and detailed statistics disaggregated by sex and by districts are available in annex for The Educational statistics in this publication will be used to measure progress and evaluate achievements towards educational targets. In particular, it will be used to; Measure progress towards targets, set in the Education Sector Strategic Plan (ESSP) , Vision 2020 and the Economic Development and Poverty Reduction Strategy (EDPRS); Identify and measure disparities between sex, districts and provinces; Compare the national situation with that of other countries, thereby highlighting problems that need to be given priority nationally; Establish how many of the pupils enrolled actually complete a given cycle of schooling or obtain a given qualification within the expected minimum duration. 5

13 2 OVERVIEW: STUDENTS, STAFF AND INSTITUTIONS BY EDUCATION LEVEL IN 2013 Table 1: Students, staff and institutions by education level in 2013 Level Students Students Staff 3 Institutions Male Female Total Male Female Total Staff Institutions Pre-primary 63,161 67, ,403 3,247 1,870 69,418 73, ,471 3,808 2,076 Primary 1,180,484 1,214,190 2,394,674 40,397 2,594 1,183,306 1,218,858 2,402,164 40,159 2,650 Secondary 255, , ,712 23,335 1, , , ,370 25,532 1,502 Lower Secondary 164, , , , , ,522 Upper Secondary 91,141 90, , , , ,848 Sciences 36,331 37,443 73,774 38,057 42,086 80,143 Humanities 11,993 12,774 24,767 12,124 14,068 26,192 Languages 9,696 9,206 18,902 12,691 13,581 26,272 Teacher Training Colleges 2,893 3,149 6, ,599 3,776 7, Technical Secondary Schools 30,228 28,203 58, ,909 29,957 64, Vocational Training Centres 8,224 5,333 13,557 1, ,058 5,534 15,592 1, Tertiary Education 42,750 33,879 76,629 5, ,220 37,228 84,448 5, Degree offering institutions 39,493 32,151 71,644 4, ,391 34,729 77,120 4, Diploma offering institutions 3,257 1,728 4, ,829 2,499 7, Technical institutions 1, , , , Colleges of Education 1, , , , Schools of Nursing and Midwifery , , Adult Literacy centres 53,376 91, ,065 6,229 5,017 47,888 79, ,898 5,778 4,706 Total 1,603,498 1,691,542 3,295,040 79,501 11,094 1,626,471 1,711,472 3,337,943 82,279 11,104 3 Including Teaching or Academic staff and administrative staff 6

14 Figure 1 below, illustrates the distribution of the learning population within the education levels in The majority of the learning population are enrolled in Primary level. Figure 1: Share of students by level in 2013 Figure 2 below, shows the percentage of Male and Female in 2013: The number of Female is greater than that of Male except in VTCs and in Tertiary education. Figure 2: Percentage of Male and Female in

15 3 PRE-PRIMARY EDUCATION Pre-primary education aims at enhancing the school readiness of children aged 4-6 years. Even though most of Pre-primary schools are private owned, the government provides some teaching material like ECD Kits, books and chalk and some pre-primary schools are operating in public building. In 2013, 60% of pre-primary school are attached to other level of Education and in any case needed they share infrastructure and some material. Table 2: Number of pre-primary pupils and staff from 2009 to Total (Pupils) 150,000 96, , , ,471 Boys 72,833 47,034 54,378 63,161 69,418 Girls 77,167 49,900 57,497 67,242 73,053 % of Boys 48.60% 48.50% 48.60% 48.4% 48.7% % of Girls 51.40% 51.50% 51.40% 51.6% 51.3% GER (Overall ) 15.9% 9.9% 11.6% 12.9% 15.7% Boys 15.4% 9.6% 11.2% 12.4% 15.3% Girls 16.5% 10.3% 11.9% 13.3% 16.0% NER (Overall) 9.7% 6.1% 10.1% 12.7% 12.7% Boys 9.3% 5.9% 9.7% 12.3% 12.5% Girls 10.0% 6.3% 10.4% 13.2% 13.0% Pupils in public schools Boys Girls Pupils in Private/community schools 149,126 96, , , ,108 Boys 72,450 46,787 54,227 62,978 69,220 Girls 76,676 49,582 57,305 67,063 72,888 Total (Staff) 2,941 3,247 3,671 Male Female Data not available for this 2,354 2,605 2,998 % of Male period 20.0% 19.8% 18.3% % of Female 80.0% 80.2% 81.7% Pupils: Teacher Ratio 38:1 40:1 38:1 Total number of schools 1,705 1,369 1,471 1,870 2,076 Public Private/community 5 1,703 1,367 1,469 1,868 2,074 Most of Pre primary schools are based with the compound of public schools, the community contributes incentives for the teachers and the government provides classrooms and any other related support in that way. 4 This table relates only to preschool centres and pupils, day care centres (crèches) are not included. 5 This category groups together both private and community owned pre-primary schools. Many community run pre primary schools are based within the compound of public schools. 8

16 As indicated in Figure 3, despite a drop in enrolment in pre-primary enrolment between 2009 and 2010, there has been a steady growth since 2010 for both boys and girls. This is because, in partnership with government, parents, faith-based organizations (FBOs) and community-based organizations (CBOs) participated actively in creating preschools in Cells and Villages.. Details of ownership are contained in Annex 1. Figure 3: Trend in pre-primary pupil enrolment from 2009 to 2013 Figure 4 reveals that Gross Enrolment Rate has increased in pre-primary from 12.9% in 2012 to 15.7% in 2013, this shows that more children are joining preschool. The observed discrepancy could also be associated to the use of the current number of population from RPHC4. Children s learning and development is supported by a variety of resources and materials, details of which are included in Annex 3. Figure 4: Pre-primary Gross Enrolment Rate in 2012 and

17 Tables 4 and 5 reveals that the number of children with disabilities enrolled in pre-primary school, 33.7% have a physical disability. 6% of children enrolled in pre-primary school are orphans, having lost one or both parents. Table 3: Pre-primary pupils with disabilities in 2013 Level Hearing Visual Speaking Other Multiple TOTA L Mental Physical disabilities Boys Girls Total Nursery Nursery Nursery Total ,159 Percentage 12.9% 15.1% 10.9% 33.7% 19.5% 7.9% 57.2% 42.8% 100% Table 4: Pre-primary pupils with disabilities in 2012 and 2013 Level Boys Girls Total Boys Girls Total Nursery Nursery Nursery Total , ,159 Table 5: Pre-primary orphan pupils in 2013 Pupils who do not have Total Level Mother Father Both Parents Boys Girls Total Nursery 1 2,075 2, ,851 2,677 5,528 Nursery ,404 Nursery ,840 Total 3,250 4,022 1,500 4,436 4,336 8,772 Percentage 37.0% 45.9% 17.1% 50.6% 49.4% 100% 10

18 Figure 5: illustrates the type of reading materials used in pre-primary education. The availability of reading materials in the areas of culture and art is low compared to other subject. Figure 5: Pre-primary pupil book ratio by subject in 2013 Table 6 reveals that only 15% of pre-primary schools have access to water throughtap water supply and rain water harvesting system.in 2013, 14% of pre-primary schools have access to electricity through the national grid. Table 6: Percentage of pre-primary schools by Province with water and electricity in 2013 Province Item Electric Rain water Tap Hydro Solar power Biogas harvesting water electricity power generator system system supply supply 6 supply Eastern Schools Percentage 16% 15% 17% 4% 2% 0% Kigali City Schools Percentage 42% 49% 57% 2% 8% 0% Northern Schools Percentage 12% 9% 7% 0% 0% 0% Western Schools Percentage 9% 11% 7% 2% 1% 0% Southern Schools Percentage 13% 11% 11% 1% 1% 0% Rwanda Schools Percentage 15% 15% 14% 2% 2% 0% 6 This referee to the power grid 11

19 4 PRIMARY EDUCATION This section provides an overview of primary education statistics, highlighting trends in key indicators between 2009 and Table 7: Profiles of primary school pupils, staff and schools from 2009 to 2013 Year Total (pupils) 2,264,672 2,299,326 2,341,146 2,394,674 2,402,164 Boys 1,114,253 1,132,556 1,150,205 1,180,484 1,183,306 Girls 1,150,419 1,166,770 1,190,941 1,214,190 1,218,858 % of Boys 49.2% 49.3% 49.1% 49.3% 49.3% % of Girls 50.8% 50.7% 50.9% 50.7% 50.7% Gross Enrolment Rate 128.5% 126.5% 127.3% 123.2% 138.5% Boys 127.4% 125.2% 125.7% 121.7% 137.5% Girls 129.5% 127.6% 128.9% 124.8% 139.4% Net Enrolment Rate 92.9% 95.4% 95.9% 96.5% 96.6% Boys 91.6% 94.2% 94.3% 95.0% 95.7% Girls 94.1% 96.5% 97.5% 98.0% 97.5% Completion Rate % 75.6% 78.6% 72.7% 69.0% Boys 71.4% 75.1% 67.5% 63.8% Girls 79.8% 81.8% 77.7% 74.1% Transition Rate % 93.8% 86.2% 74.4% Boys 95.8% 96.4% 87.7% 74.9% Girls 94.3% 91.1% 84.9% 73.9% Promotion rate 73.8% 75.6% 76.4% 76.4% Boys 73.2% 75.0% 75.6% 75.6% Girls 74.3% 76.2% 77.1% 77.2% Repetition Rate 14.0% 13.0% 12.7% 12.5% Boys 14.5% 13.5% 13.2% 12.8% Girls 13.5% 12.5% 12.2% 12.2% Dropout Rate 12.2% 11.4% 10.9% 11.1% Boys 12.3% 11.5% 11.2% 11.6% Girls 12.2% 11.3% 10.7% 10.6% These indicators will be available after 2014 data collection School staff 9 35,664 36,352 40,299 40,397 40,159 Male 16,770 16,838 19,513 19,066 18,830 Female 18,894 19,514 20,786 21,331 21,329 % of Male 47.0% 46.3% 48.4% 47.2% 46.9% % of Female 53.0% 53.7% 51.6% 52.8% 53.1% Qualified Teachers 34,238 35,807 39,665 38,603 38,233 Qualified Male Teachers 16,049 16,367 19,033 18,523 17,891 Qualified Female Teachers 18,189 19,440 20,632 20,080 20,342 % of Qualified Teachers 96.0% 98.5% 98.4% 95.6% 95.2% % of Qualified Male teachers 95.7% 97.2% 97.5% 97.2% 95.0% % Qualified Female teachers 96.3% 99.6% 99.3% 94.1% 95.4% Pupils: Teacher Ratio 64:1 63:1 58:1 59:1 60:1 Pupils: Qualified Teacher Ratio 66:1 64:1 59:1 62:1 63:1 Schools 2,469 2,510 2,543 2,594 2,650 7 The completion rate is also known as the Gross Intake Ratio in the Last Grade (GIRLG) of primary 8 Transition rate from Primary (P6) to Secondary (S1) 9 The aggregated numbers of school staff includes teaching and administrative staff. 12

20 Figure 6 indicates an increasing trend in the enrolment in primary school pupils between 2009 to Proportionately for both girls and boys; the number of Girls is always greater than that of Boys. Figure 6: Enrolment trends for primary school pupils from 2009 to 2013 As illustrated in figure 7 below, the Gross Enrolment Rate has increased from 123.2% in 2012 to 138.5% in This indicates that there are many over-age children in primary education due to delaying in starting primary education or repetition across the years. The wide discrepancy could also be associated with the use of the current number of population from RPHC4 when calculating this indicator for this Year. This could also be the reason for the difference observed on Net Enrolment Rate and Completion Rate. Figure 7: Primary school Gross Enrolment Rate by sex from 2009 to

21 Figure 8 shows that the Primary Net Enrolment Rates has slightly increased from 96.5% in 2012 to 96.6% in 2013 but Net Enrolment Rate for girls has decreased from 98.0% in 2012 to 97.5% in 2013 Figure 8: Primary Net Enrolment Rate by sex from 2009 to % of schools are private, 26% public and 66% government aided. The Pupil Staff Ratio is lower in private schools (23:1) than in public schools (65:1) or in government aided schools (62:1). The percentage of female staff is lower in private schools (40%) than in public schools (52%) or in government aided public schools (55%). Table 8: Primary schools, pupils and staff by status in 2013 Students Staff Status Schools Male Female Total Male Female Total Public , , ,963 5,361 5,731 11,092 Government aided 1, , ,866 1,619,090 11,829 14,487 26,316 Private ,540 31,571 64,111 1,640 1,111 2,751 Total 2,650 1,183,306 1,218,858 2,402,164 18,830 21,329 40,159 Table 9 below indicates that Boys are doing marginally better than girls in the primary education level leaving national examinations. The overall pass rate of 83.1% in 2012 decreased to 78.1% in Table 9: Primary school leaving examination results (2009 to 2013) Sat for exams Passed exams % passed Year Girls Boys Total Girls Boys Total Girls Boys Total ,965 72, ,754 54,431 52, , % 72.6% 68.0% ,421 73, ,287 70,507 62, , % 85.0% 82.6% ,406 70, ,954 68,917 59, , % 84.1% 82.8% ,277 78, ,154 74,679 63, , % 84.6% 83.1% ,823 78, ,269 72,693 61, , % 78.8% 78.1% Source: Rwanda Education Board 14

22 Figure 9: Percentage of pupils passed at primary level form 2009 to 2013 Table 9 indicates that a considerable number of pupils did not transit from one grade to another between 2012 and 2013; in particular, from Primary 1 to Primary 2 and from Primary 5 to Primary 6. Table 10: Primary school pupils enrolment by grade in 2012 and 2013 Grade Boys Girls Total Boys Girls Total Primary 1 340, , , , , ,161 Primary 2 248, , , , , ,092 Primary 3 194, , , , , ,487 Primary 4 164, , , , , ,454 Primary 5 147, , , , , ,957 Primary 6 84,675 99, ,200 82,840 98, ,013 TOTAL 1,180,484 1,214,190 2,394,674 1,183,306 1,218,858 2,402,164 Table 11 indicates that1% of students enrolled in primary education have some form of disability. Table 11: Primary school pupils with disability in 2013 Grade Hearing Visual Speaking Other Mental Multiple TOTA L Physical disabilities Boys Girls Total Primary ,831 1, ,094 2,434 5,528 Primary , ,259 1,734 3,993 Primary , ,102 1,690 3,792 Primary , ,777 1,564 3,341 Primary , ,541 1,368 2,909 Primary ,107 1,038 2,145 Total 2,773 3,591 1,283 8,694 3,976 1,391 11,880 9,828 21,708 Percentage 12.8% 16.5% 5.9% 40.0% 18.3% 6.4% 54.7% 45.3% 100% 15

23 Table 12 indicates that a considerable number of pupils with disabilities did not transit from one grade to another between 2012 and 2013; in particular, from Primary 1 to Primary 2. Table 12: Primary school pupils with disability enrolled in 2012 and 2013 Level Boys Girls Total Boys Girls Total Primary 1 3,545 2,690 6,235 3,094 2,434 5,528 Primary 2 2,435 1,946 4,381 2,259 1,734 3,993 Primary 3 2,155 1,771 3,926 2,102 1,690 3,792 Primary 4 1,944 1,678 3,622 1,777 1,564 3,341 Primary 5 1,755 1,521 3,276 1,541 1,368 2,909 Primary 6 1,236 1,187 2,423 1,107 1,038 2,145 Total 13,070 10,793 23,863 11,880 9,828 21,708 Table 13 indicates that 10 % of students enrolled in primary education are orphans, and most of them (54.1%) do not have a father. Table 13: Primary school orphan pupils enrolled by grade in 2013 Level Pupils who do not have TOTAL Mother Father Both parents Boys Girls Total Primary 1 15,344 22,492 6,434 22,853 21,417 44,270 Primary 2 13,968 23,013 6,108 21,915 21,174 43,089 Primary 3 12,776 22,644 6,224 20,759 20,885 41,644 Primary 4 12,428 22,899 6,267 20,497 21,097 41,594 Primary 5 12,242 23,486 6,450 20,370 21,808 42,178 Primary 6 9,041 18,631 5,482 15,843 17,311 33,154 Total 75, ,165 36, , , ,929 Percentage 30.8% 54.1% 15.0% 49.7% 50.3% 100.0% Table 14 indicates that Pupil per class in private schools is 43:1), in public schools (45:1) and in government aided public schools 43:1. The table indicates that, the pupil per class ratio is lower in private schools and high in public schools. The high ratio is observed in the lower level (Primary 1 and Primary 2) for example in primary, Pupil per class is 35:1 in private schools, 52:1 in public schools and 50:1in government aided public schools (43:1). 16

24 Table 14: Number of primary school pupils per class by school status 10 in 2013 Classes Pupils Pupil per Class Status P1 P2 P3 P4 P5 P6 Total Public 3,833 3,292 2,682 2,358 2,148 1,818 16,131 Gvt aided 9,035 7,565 6,370 5,560 5,127 4,204 37,861 Private ,922 Total 13,232 11,195 9,379 8,241 7,586 6,281 55,914 Public 200, , , ,193 88,643 53, ,963 Gvt aided 450, , , , , ,238 1,619,090 Private 12,702 11,846 11,237 10,890 10,100 7,336 64,111 Total 664, , , , , ,013 2,402,164 Public Gvt aided Private Total Table 15 reveals that 36% of primary schools have access to water reticulation with a further 60% making use of rain water harvesting systems. 32% of schools have access to electricity through the national grid. Table 15: Primary schools with water and electricity supply by Province in 2013 Electric Rain water Tap Hydro Solar power Province Item harvesting water electricity power generator system supply supply supply Eastern Kigali city Northern Western Southern Rwanda Biogas system Schools Percentage 67% 38% 40% 14% 5% 1% Schools Percentage 75% 66% 76% 5% 7% 1% Schools Percentage 69% 32% 29% 17% 1% 0% Schools Percentage 49% 33% 26% 5% 3% 0% Schools Percentage 56% 32% 24% 6% 7% 0% Schools Percentage 60% 36% 32% 9% 4% 0% 10 Status refers to school category: Public, Government (Gov.) Aided, or Private. 17

25 5 LOWER AND UPPER SECONDARY EDUCATION This section provides an overview of secondary education statistics, highlighting trends between 2009 and It provides statistics broken down between lower secondary education and upper secondary education. Upper secondary comprises five fields of education: sciences, humanities, languages (for general secondary education); teacher education (for teaching in primary) and technical and vocational education. Key indicators and figures are in the tables below. Table 16: Number of secondary education students and staff from 2009 to 2013 Year Total students 346, , , , ,370 Male 176, , , , ,581 Female 169, , , , ,789 % of Male 51.0% 49.3% 48.5% 47.8% 47.4% % of Female 49.0% 50.7% 51.5% 52.2% 52.6% Lower secondary students 235, , , , ,522 Male 117, , , , ,201 Female 118, , , , ,321 Upper secondary students 110, , , , ,848 Male 59,370 65,758 73,430 91, ,380 Female 51,621 61,030 71,265 90, ,468 Gross Enrolment Rate 25.9% 31.5% 35.5% 38.0% 41.5% 11 Male 26.8% 31.5% 34.9% 37.0% 40.3% Female 25.0% 31.5% 36.2% 40.0% 42.5% Net Enrolment Rate 13.2% 22.6% 25.7% 28.0% 36.4% Male 12.8% 21.6% 24.2% 26.0% 34.1% Female 13.7% 23.7% 27.2% 30.0% 38.5% Transition Rate % 93.8% 95.9% 95.3% Male 88.7% 92.8% 97.8% 97.8% Female 91.6% 94.7% 94.0% 93.1% School staff 13 14,426 14,477 20,522 23,335 25,532 Male Staff 10,324 10,600 14,818 16,936 18,250 Female Staff 4,102 3,877 5,704 6,399 7,282 % of Male Staff 71.6% 73.2% 72.2% 72.6% 71.5% % of Female Staff 28.4% 26.8% 27.8% 27.4% 28.5% Qualified Teachers 8,710 8,681 13,206 15,748 17,698 % of qualified Teachers 60.4% 60.0% 64.4% 67.5% 69.3% Qualified Male Teachers 6,786 6,226 10,000 12,051 13,076 % of qualified Male Teachers 65.7% 58.7% 67.5% 71.2% 71.6% Qualified Female Teachers 1,924 2,455 3,206 3, % of qualified Female Teachers 46.9% 63.3% 56.2% 57.8% 63.5% Students: teacher ratio 24:1 29:1 24:1 23:1 22:1 Students: Qualified teacher ratio 40:1 49:1 37:1 34:1 32:1 Schools 1,208 1,399 1,362 1,466 1, This year VTC students are included when calculating GER and NER. 12 Transition rate from Lower secondary(s3) to Upper secondary (S4) 13 The numbers provided include teaching and administrative staff. 18

26 As indicated in the figure 10, the number of secondary school students, both boys and girls, has increased significantly over the past five years, with a rapid expansion of the secondary level education through the 9 year basic education programme and more recently the 12 year basic education programme. Figure 10: Trends in enrolment of secondary school students from 2009 to 2013 As indicated in Table 17, Figure 11 and Figure 12, at Lower and Upper secondary, Gross and Net Enrolment Rates have increased between 2012 and As the requirement for entering to VTC is to complete lower secondary; VTC student are included when calculating GER and NER for Upper secondary. Table 17 : GER and NER at Lower and Upper Secondary in 2012 and 2013 GER & NER Male Female Overall Male Female Overall Lower secondary GER 46.3% 52.0% 49.2% 46.8% 52.6% 49.8% NER 18.9% 23.1% 21.0% 20.4% 25.0% 22.7% Upper Secondary 14 GER 27.5% 26.7% 27.1% 33.4% 31.7% 32.6% NER 24.1% 26.6% 25.4% 25.3% 27.2% 26.3% 14 In 2013, VTC students are included when calculating GER and NER for upper secondary 19

27 Figure 11: Secondary education Gross and Net enrolment Rate from 2009 to 2013 Figure 12: Lower Secondary education Gross and Net Enrolment Rate in 2012 and

28 Figure 13: Upper Secondary Gross and Net Enrolment Rate in 2012 and 2013 Indicators such as Transition, Promotion, and Repetition and Dropout rates for 2012 are calculated using the enrolment data collected in 2013.Table 18 indicates that promotion rate is better at Upper secondary than at Lower secondary. Table 18: Lower and Upper Secondary promotion, repetition and dropout rate in 2012 Lower secondary Upper secondary Indicators Male Female Overall Male Female Overall Promotion Rate 75.8% 76.4% 76.1% 93.5% 90.9% 92.2% Repetition Rate 6.1% 6.3% 6.2% 1.6% 1.9% 1.7% Dropout Rate 18.2% 17.3% 17.7% 4.9% 7.2% 6.0% Table 19 indicates that 16% of schools are private, 28.3% public and 55.7% government aided. The Pupil Staff Ratio is lower in private schools (19:1) than in public and government aided schools (23:1). The percentage of female staff is lower in private schools (23.6%) than in public schools (28.5%) or in government aided public schools (30.3%). Table19: Secondary schools, students and staff by status in 2013 Status Schools Students Staff Male Female Total Male Female Total Public ,019 85, ,401 5,078 2,028 7,106 Government Aided , , ,802 9,393 4,087 13,480 Private ,460 48,707 96,167 3,779 1,167 4,946 Total 1, , , ,370 18,250 7,282 25,532 21

29 Table 20 indicates that males are doing better than females in examination results at the lower secondary level. The overall pass rate in 2013 of 85.6% has increase from 2012 percentage of 84.8%. Table 20: Lower secondary school leaving examination results from 2009 to 2013 Year Sat for exams Passed Exams % passed Female Male Total Female Male Total Female Male Total ,065 26,730 51,795 18,492 23,402 41, % 87.5% 80.9% ,783 29,411 59,194 23,296 26,933 50, % 91.6% 84.9% ,380 38,044 77,424 30,371 33,843 64, % 89.0% 82.9% ,842 37,750 80,592 34,299 34,029 68, % 90.1% 84.8% ,506 44,234 93,740 40,403 39,824 80, % 90.0% 85.6% Source: Rwanda Education Board Table 21 indicates that males are doing better than Females in examination results at the upper secondary level in terms of percentage pass rates. The overall pass rate in 2013 of 89.9% has increased from the 2012 percentage of 88.2%. Table 21: Upper Secondary leaving examination results from 2009 to 2013 Sat for exams Passed Exams % passed Year Female Male Total Female Male Total Female Male Total ,541 23,004 42,545 16,785 21,056 37, % 91.5% 88.9% ,807 26,288 49,095 19,103 23,808 42, % 90.6% 87.4% ,678 24,912 47,590 19,664 22,945 42, % 90.9% 87.5% ,846 25,610 49,456 20,217 23,401 43,618 84, % 88.2% ,387 25,957 52,344 22,784 24,259 47, % 93.5% 89.9% Source: Rwanda Education Board and Workforce Development Agency Table 22 indicates that a considerable percentage of students (39.1%) in the upper secondary school level in 2013 were studying science subject combinations 15 ;31.7% technical and vocational studies;12.8% humanities and languages and 3.6% teacher education. Table 22: Upper secondary school students by subject combination of study in 2013 Subject Combination S4 S5 S6 Total % of subject Male Female Total combination Science 29,556 29,924 20,663 38,057 42,086 80, % Humanities 10,798 9,177 6,217 12,124 14,068 26, % Languages 12,394 11,068 2,810 12,691 13,581 26, % Teacher education 2,718 2,682 1,975 3,599 3,776 7, % Technical and vocational education 22,834 20,175 21,857 34,909 29,957 64, % training Total 78,300 73,026 53, , , , % 15 Science subjects include Mathematics, Chemistry, Physics, Biology, Computer Science and Geography 22

30 Table 23 indicates the increase from 2012 student enrolment in languages 16 (39.0%), in teacher education 22.1%, in technical and vocational studies 11.0%, in science subjects 8.6%, and in humanities 5.8%. Table 23: Trend in students enrolment in Upper Secondary from 2012 to 2013 Subject Combination Growth rate Male Female Total Male Female Total Male Female Total Sciences 36,331 37,443 73,774 38,057 42,086 80, % 12.4% 8.6% Humanities 11,993 12,774 24,767 12,124 14,068 26, % 10.1% 5.8% Languages 9,696 9,206 18,902 12,691 13,581 26, % 47.5% 39.0% Teacher education 2,893 3,149 6,042 3,599 3,776 7, % 19.9% 22.1% Technical and vocational education training 30,228 28,203 58,431 34,909 29,957 64, % 6.2% 11.0% Total 91,141 90, , , , , % 14.0% 12.6% Table 24 indicates that a considerable number of students did not transit from one grade to another between 2012 to 2013; in particular, from Senior 2 to Senior 3. Table 24: Secondary students enrolled by grade in 2012 and 2013 Grade Male Female Total Male Female Total Senior 1 67,111 77, ,784 68,371 79, ,547 Senior 2 56,703 64, ,633 54,886 65, ,001 Senior 3 40,548 45,831 86,379 43,944 50,030 93,974 Senior 4 39,618 39,723 79,341 37,621 40,679 78,300 Senior 5 27,794 28,313 56,107 36,798 36,228 73,026 Senior 6 23,729 22,739 46,468 26,961 26,561 53,522 Total 255, , , , , ,370 Table 25 indicates that 1.1% of students enrolled in Secondary education have some form of disability. Table 25: Secondary school students enrolled with disability in 2013 Grade Hearing Visual Speaking Other Multiple Total Learning Physical disabilities Male Female Total Senior ,736 Senior ,430 Senior ,052 Senior Senior Senior Total 610 1, , ,069 2,873 5,942 Percentage 10.3% 28.3% 4.2% 47.0% 5.7% 4.5% 51.6% 48.4% 100.0% Table 26 indicates an increase enrolment of students with disabilities between 2012 and Language subjects include, Kinyarwanda, French, English and Kiswahili 23

31 Table 26: Secondary school students enrolled with disability in 2012 and 2013 Grade Boys Girls Total Boys Girls Total Senior , ,736 Senior , ,430 Senior , ,052 Senior , Senior Senior Total 3,141 3,012 6,153 3,069 2,873 5,942 Table 27 indicates that 24.3 % of students enrolled in Secondary education are orphans. Table 27: Secondary orphan students enrolled by grade in 2013 Level Students who do not have Total Percentage Mother Father Both Parents Male Female Total (Overall) Senior 1 7,137 14,761 4,584 12,742 13,740 26, % Senior 2 6,324 14,123 4,329 11,824 12,952 24, % Senior 3 5,938 12,297 4,479 10,919 11,795 22, % Senior 4 5,414 11,712 4,684 10,781 11,029 21, % Senior 5 5,310 11,830 5,327 11,313 11,154 22, % Senior 6 4,373 9,967 5,083 9,963 9,460 19, % Total 34,496 74,690 28,486 67,542 70, , % Percentage 25.1% 54.3% 20.7% 49.1% 50.9% 100% Table 28 indicates that, the pupil classroom ratio is greater in private schools (39:1) than in public schools (38:1) or in Government Aided schools (37:1). The high ratio is observed in Senior 1 and senior 6 Table 28: Pupil Classroom ratio in Secondary school pupils by school status in 2013 Status S1 S2 S3 S4 S5 S6 Total Classrooms Pupils Pupil classroom ratio Public 1, ,341 Government Aided 2,213 1,924 1,511 1,151 1, ,257 Private ,489 Total 3,523 3,066 2,457 2,447 2,323 1,271 15,087 Public 45,741 38,121 31,185 21,646 19,408 10, ,401 Government Aided 91,708 73,681 55,812 35,854 32,921 13, ,802 Private 10,098 8,199 6,977 20,800 20,697 29,396 96,167 Total 147, ,001 93,974 78,300 73,026 53, ,370 Public Government Aided Private Total

32 Table 29 reveals that 51% of Secondary schools have access to water reticulation, with a further 73% making use of rain water harvesting systems and 54% have access to electricity through the national grid. Table 29: Secondary schools with water and electricity by Province in 2013 Province Eastern Kigali City Northern Western Southern Rwanda Item Rain water harvesting system Tap water supply Hydro electricity supply Solar power Electric power generator supply Biogas system Schools Percentage 71% 48% 59% 14% 22% 6% Schools Percentage 87% 90% 92% 8% 32% 4% Schools Percentage 72% 43% 40% 20% 19% 5% Schools Percentage 67% 53% 49% 13% 23% 2% Schools Percentage 76% 45% 51% 12% 35% 6% Schools Percentage 73% 51% 54% 14% 26% 5% 25

33 6 TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING The Technical Vocational Education Training sub-sector has seen a continuous expansion in student numbers, staffing and infrastructure. The statistics indicated in this section show the trends in student enrolment in Vocational Training Centers (VTCs) Table 30: VTCs students and staff from 2010 to 2013 Year Total number of students 7,314 11,315 13,557 15,592 Male 3,862 6,920 8,224 10,058 Female 3,452 4,395 5,333 5,534 % Males 52.8% 61.2% 60.7% 64,5% % Females 47.2% 38.8% 39.3% 35,5% Total number of staff , Male Female % Male 60.9% 64.6% 65.4% 66.6% % Female 39.1% 35.4% 34.6% 33.4% Teaching staff Male Female % Male 60.6% 66.4% 67.8% 70.4% % Female 39% 34% 32% 29.6% Administrative staff Male Female % Male 61.7% 60.2% 59.0% 57.3% % Female 38% 40% 41% 42.7% Pupils: Teacher Ratio 13:1 13:1 13:1 12:1 Centers Classrooms Pupils: Classroom Ratio 23:1 23:1 23:1 24:1 26

34 Figure 13 illustrates an increase in enrolment of students (both males and females) in VTCs between 2010 and Figure 14: Trend of students enrolment in VTCs from 2010 to 2013 Figure 15 indicates that in 2012 a significant percentage of VTCs (56%) were privately run as compared to public VTCs (31%) and Government aided VTCs (13%). Figure 15: VTCs by ownership status in 2013 Table 30 indicates that the number of male students in the three categories of VTCs is marginally higher than that of females. This is also the case for the number of male staff, which is almost double that of female staff. 27

35 Table 31: VTCs students enrolment and staff by ownership status in 2013 Ownership Status Number of Students Staff VTC Male Female Total Male Female Total Public 43 4,527 1,733 6, Government Aided Private 83 5,004 3,502 8, Total ,058 5,534 15, ,332 Table 32 indicates a significant increase in the number of students enrolled in VTCs between 2012 and 2013, male students dominating, and about 79.8% are enrolled in lower level (Short training and first year) Table 32: VTCs students enrolment by level in 2012 and 2013 Year Male Female Total Male Female Total Percentage Short training 3,448 1,969 5, % First Year 3,119 2,301 5, % Second Year 1,575 1,017 2, % Third Year % Total 8,244 5,333 13,577 10,058 5,534 15, % Percentage 60.7% 39.3% 100% 64,5% 35,5% 100% Table 33: Percentage of VTCs students by sex and by Trade in 2013 Number of Learners Percentage by sex Percentage by trade Trade Boys Girls Total Boys Girls Boys Girls Total Beauty Therapy % 76.7% 0.1% 0.4% 0.2% Carpentry 1, , % 9.9% 10.9% 2.2% 7.8% Crochet Embroidery % 83.4% 0.8% 7.2% 3.1% Culinary arts , % 73.4% 3.0% 15.0% 7.3% Domestic Electricity % 27.1% 7.1% 4.8% 6.3% Dressmaking 211 1,275 1, % 85.8% 2.1% 23.0% 9.5% Field Crop % 95.2% 0.0% 1.4% 0.5% Film making % 66.7% 1.0% 3.7% 2.0% Food processing % 64.6% 0.7% 2.5% 1.4% Forestry ( For technicians) % 48.6% 0.4% 0.6% 0.5% Hairdressing- Aesthetics , % 79.0% 2.6% 18.0% 8.1% House Keeping % 15.9% 1.3% 0.5% 1.0% ICT % 77.0% 0.1% 0.8% 0.4% Knitting % 53.7% 1.9% 4.1% 2.7% Leather Craft % 62.9% 0.7% 2.1% 1.2% Masonry 3, , % 7.5% 35.7% 5.3% 24.9% Moto Vehicle Engine Mechanics 1, , % 3.3% 19.6% 1.2% 13.1% Plumbing % 19.9% 2.3% 1.0% 1.9% Pottery % 98.0% 0.0% 0.9% 0.3% Screen Printing % 95.7% 0.0% 1.6% 0.6% Sport and Medical Massage , % 17.3% 9.4% 3.6% 7.3% Total 10,058 5,534 15, % 35.5% 100% 100% 100% 28

36 Table 33 and figure 16 shows that a big number of students are enrolled in Masonry (24.9%) and in Moto Vehicle Engine Mechanics (13.1%). Female students are more interested in Pottery (98.0%) and Screen Printing (95.7%) later than male students who are interested in Masonry (92.5%) and in Moto Vehicle Engine Mechanics (96.7%). Figure 16: Percentage of Male and Female VTCs student by trade in 2013 Table 33 indicates that 4.3% of students enrolled in VTCs have some form of disability. Table 34: VTCs students with disabilities by level in 2013 Year Hearing Visual Mute Physical Mental Multiple Total disabilities Male Female Total Short training First Year Second Year Total Percentage 5.5% 9.1% 9.7% 56.2% 8.9% 10.6% 64.7% 35.3% 100.0% Table 35 indicates that 41.9 % of students enrolled in VTCs are orphans. Table 35: VTCs orphan students by level in 2013 Level Student who do not have Total % of all students Mother Father Both Parents Boys Girls Total Short training % First Year % Second Year % Third Year % Total % Percentage 23.4% 46.1% 30.6% 60.6% 39.4% 100.0% 29

37 Table 36 shows that the number of graduates in VTCs has increased steadily from 2009 to In 2012, the top five trade with a big number of graduate was: Masonry with 2,091 graduate (21.5%), Dressmaking with graduate 990(10.2%), Culinary arts with 959 graduate (9.9%), Moto Vehicle Engine Mechanics with 910 graduate (9.4%) and Carpentry with 820 graduate (8.4%). Table 36: VTCs graduates by course duration from 2009 to 2012 Course duration Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Below , ,342 1, ,828 months One year 1,437 1,035 2,472 1,194 1,280 2,474 1,905 1,532 3,437 3,173 1,876 5,049 Two years , , , ,676 Three years TOTAL 2,456 1,652 4,108 2,681 2,177 4,858 4,915 2,632 7,547 6,150 3,584 9,734 Percentage 60% 40% 100% 55% 45% 100% 65% 35% 100% 63% 37% 100% Table 37 indicates that most of trainers in VTC (84.5%) have Technical skills. Table 37: VTCs trainers by qualification in 2013 Qualification Male Female Total Percentage Vocational certificates % A2/D6, D7 Technical Skills % A3,D4, D5, GIII Technical Skills % A1 Technical Skills % A0 Technical Skills % Sub Total % A2/D6, D7 Non-Technical Skills % A3, D4, D5, GIII Non-Technical Skills % A1 Non-Technical Skills % A0 non-technical Skills % Sub Total % Masters % Others % Total % 30

38 Table 38 reveals that 66% of VTCs have access to water reticulation, with a further 71% making use of rain water harvesting systems and 70% have access to electricity through the national grid. Table 38: VTCs with water and electricity supply by province in 2013 Province Eastern Kigali city Northern Western Southern Rwanda Item Rain water harvesting system Tap water supply Hydro electricity supply Solar power Electric power generator supply Biogas system Schools Percentage 80% 76% 88% 8% 36% 4% Schools Percentage 76% 65% 71% 12% 41% 18% Schools Percentage 56% 56% 69% 25% 13% 6% Schools Percentage 67% 67% 52% 15% 21% 0% Schools Percentage 73% 63% 73% 17% 49% 10% Schools Percentage 71% 66% 70% 15% 34% 7% 31

39 7 TERTIARY EDUCATION In 2013, there were 38 tertiary education institutions of which 20 were public and 18 private. Among the 10 public institutions, 8 are degree awarding while 12 are diploma awarding. Table 39 indicates that students enrolment continued to increase steadily in tertiary institutions between 2009 and Table 39: Students enrolment in tertiary education from 2009 to 2013 Tertiary Number of students in Degree awarding institutions Public 24,889 29,583 34,746 32,647 33,743 Private 28,909 31,170 35,772 38,997 43,717 Sub Total 53,798 60,753 70,518 71,644 77,460 Number of students in Diploma awarding institutions Colleges of Education ,046 1,605 2,465 Colleges of Technology ,332 3,095 Schools of Nursing and Midwifery ,048 1,428 Sub Total 1,430 1,981 3,156 4,985 6,988 General total 55,228 62,734 73,674 76,629 84,448 Table 40 indicates that the majority of students (81%) were enrolled for Bachelor s degrees, while 3% were enrolled for Masters. Table 40: Enrolment of students in tertiary education by exit award in 2013 Number Percentage Exit awards Male Female Total Male Female Total Certificate % 18.1% 100% Diploma 8,185 4,245 12, % 34.2% 100% Bachelors 36,453 31,793 68, % 46.6% 100% Postgraduate Certificate % 38.2% 100% Postgraduate Diploma % 35.9% 100% Master s Degree 1, , % 30.3% 100% PhD % 16.7% 100% Total 47,220 37,228 84, % 44.1% 100% 32

40 Table 41 and Figure 17 indicate that between 2009 and 2013, the number of male students exceeded that of female students; with the number of males more than doubled that of females in public tertiary institutions. Table 41: Profile of tertiary education students from STATUS Gender Public Male 17,695 21,188 25,023 25,081 26,839 Female 8,609 10,376 12,879 12,551 13,892 % Male 67.30% 67.10% 66.00% 66.64% 65.89% % Female 32.70% 32.90% 34.00% 33.35% 34.10% Sub-Total 26,304 31,564 37,902 37,632 40,731 Private Male 13,479 14,054 16,852 17,669 20,381 Female 15,430 17,116 18,920 21,328 23,336 % Male 46.63% 45.09% 47.11% 45.31% 46.62% % Female 53.37% 54.91% 52.89% 54.69% 53.38% Sub-Total 28,909 31,170 35,772 38,997 43,717 Public and Private Male 31,174 35,242 41,875 42,750 47,220 Female 24,039 27,492 31,799 33,879 37,228 % Male 56.46% 56.18% 56.84% 55.79% 55.92% % Female 43.54% 43.82% 43.16% 44.21% 44.08% General Total 55,213 62,734 73,674 76,629 84,448 student per inhabitant Male Female TOTAL As shown in annex 24 a big number of Female students in Tertiary education are enrolled in fields such as social sciences, business and law, Health and welfare and services especially in private institutions. Figure 17: Tertiary education students by sex from Figure 18 indicates a steady growth of enrolment in tertiary education institutions (both public and private) between 2009 and From 2012 enrolment in private tertiary institutions exceeded that of public institutions. 33

41 Figure 18: Trend in students enrolment in public and private tertiary institutions ( ) Table 42 indicates that 0.35% of students enrolled in Tertiary education have some form of disability. Table 42: Tertiary education students with disability in 2013 Level Hearing Visual Speaking Other physical Learning Multiple disabilities Total M F Total Certificate Diploma Bachelors Post graduate Total Percentage 9.6% 10.2% 0.7% 66.9% 2.7% 9.9% 57.3% 42.7% 100% Table 42 indicates that the number of male staff exceeds significantly that of their female counterparts. A detail on academic ranking of academic staff is provided in Annex. 25. Table 43: Profile of tertiary education staff in 2013 Administrative & support Academic staff Sex staff Status Public Private Total TOTAL Rwandan Foreigners Total Rwandan Foreigners Total Rwandan Foreigners Total Male 1, , , ,285 Female Sub total 1, ,984 1, ,237 2, ,221 Male , , ,890 Female Sub total Male 2, ,820 1, ,355 3, ,175 Female , ,495 General total 2, ,500 2, ,170 5, ,670 34

42 8 ADULT LITERACY EDUCATION As shown in Table 44 from the Fourth Rwanda Population and Housing Census, the Literacy Rate among population aged 15 and above is 68.3%. A high illiteracy rate is observed from people aged 45 and above. Therefore, annually the Ministry of Education collects data from Adult Literacy Centres to support the planning of adult literacy services and to reduce illiteracy levels for measuring annual progress and identify needs for further provisions. Table 44: Literacy 17 rate among the population aged 15 years and above 5-year age-group Urban Rural Rwanda (Years) Male Female Total Male Female Total Male Female Total years 88.6% 90.6% 89.7% 81.3% 85.7% 83.5% 82.5% 86.6% 84.6% years 85.3% 88.8% 87.0% 77.9% 77.9% 77.9% 79.6% 80.2% 79.9% years 85.1% 86.3% 85.6% 71.3% 67.9% 69.5% 74.8% 71.6% 73.2% years 86.0% 85.4% 85.7% 70.9% 67.1% 68.8% 74.5% 70.4% 72.4% years 85.2% 85.0% 85.1% 71.2% 65.1% 67.8% 74.4% 68.4% 71.1% years 81.8% 80.9% 81.4% 68.4% 59.3% 63.3% 71.1% 62.4% 66.4% years 74.8% 71.6% 73.4% 59.8% 45.5% 51.8% 62.5% 48.7% 55.0% years 67.9% 62.0% 65.2% 55.3% 36.9% 44.9% 57.2% 39.4% 47.4% years 62.6% 54.5% 58.7% 55.1% 30.0% 40.8% 56.1% 32.3% 42.8% years 59.6% 44.9% 52.3% 51.9% 21.1% 34.2% 52.9% 23.3% 36.2% years 58.6% 40.1% 48.1% 48.1% 15.8% 28.3% 49.3% 18.2% 30.4% years 50.2% 31.7% 39.2% 44.1% 12.0% 24.2% 44.7% 13.9% 25.7% years 51.5% 26.9% 36.6% 40.8% 9.2% 21.5% 41.9% 11.0% 23.0% years 42.2% 20.4% 28.5% 30.4% 6.4% 16.2% 31.5% 7.8% 17.4% 85 and above 41.1% 19.1% 26.4% 22.6% 6.0% 12.5% 24.3% 7.5% 14.0% Total 82.7% 82.0% 82.4% 69.8% 61.2% 65.2% 72.4% 64.7% 68.3% Source: Fourth Rwanda Population and Housing Census The data presented in this section provides a summary on adult literacy learner enrolment numbers, instructors and centers, tables showing detailed figures by district are provided from Annex Literacy refers to literacy in any language. 35

43 Figure 19 indicates that the majority of adult literacy learners are located in the four provinces, whereas the least number of learners are located in Kigali City, with the number of female enrolment learners outnumbering that of males. Figure 19: Enrolment of adult literacy learners by Province in 2013 Figure 20 indicates that the majority of adult literacy instructors are located in the four provinces, whereas the least number of instructors are located in Kigali City, with the number of male instructors outnumbering that of female. Figure 20: Adult literacy instructors by Province in 2013 Figure 21 shows that privately run literacy centres number 3,168 which represents 57 % of the total number of centres. Public literacy centres number 1,376 (29 %), while government aided literacy centres number 162 (4%). 36

2.1 Net enrolment ratio in primary education

2.1 Net enrolment ratio in primary education 2.1 Net enrolment ratio in primary education GOAL AND TARGET ADDRESSED Goal 2: Achieve universal primary education Target 2.A: Ensure that, by 2015, children everywhere, boys and girls alike, will be able

More information

UNICEF, Division of Policy and Practice, Statistics and Monitoring Section, www.childinfo.org, May 2008

UNICEF, Division of Policy and Practice, Statistics and Monitoring Section, www.childinfo.org, May 2008 Education statistics: Tajikistan UNICEF, Division of Policy and Practice, Statistics and Monitoring Section, www.childinfo.org, May 28 1 Tajikistan: Pre-primary enrollment 8 NER or GER (%) 6 4 2 198 1982

More information

Children in Egypt 2014 A STATISTICAL DIGEST

Children in Egypt 2014 A STATISTICAL DIGEST Children in Egypt 2014 A STATISTICAL DIGEST CHAPTER 8 EDUCATION Children in Egypt 2014 is a statistical digest produced by UNICEF Egypt to present updated and quality data on major dimensions of child

More information

Over-Age, Under-Age, and On-Time Students in Primary School, Uganda

Over-Age, Under-Age, and On-Time Students in Primary School, Uganda Primary School Net and Gross Attendance Rates, Uganda More than three quarters of primary school age children in Uganda attend school and gender parity in attendance has been achieved. of children ages

More information

Ministry of Education, Science and Sports

Ministry of Education, Science and Sports Ministry of Education, Science and Sports Republic of Ghana Report on Basic Statistics and Planning Parameters for TEACHER TRAINING COLLEGES in Ghana 2007/2008 EMIS Project March, 2008 ACKNOWLEDGEMENT

More information

EDUCATION MANAGEMENT INFORMATION SYSTEM IN CAMBODIA

EDUCATION MANAGEMENT INFORMATION SYSTEM IN CAMBODIA Kingdom of Cambodia Nation Religion King ******* MINISTRY OF EDUCATION, YOUTH AND SPORTS EDUCATION MANAGEMENT INFORMATION SYSTEM IN CAMBODIA 2008 Regional Workshop on Education Statistics for East, West

More information

GENERAL HOUSEHOLD SURVEY (GHS) 2013 REPORT: FOCUS ON SCHOOLING

GENERAL HOUSEHOLD SURVEY (GHS) 2013 REPORT: FOCUS ON SCHOOLING GENERAL HOUSEHOLD SURVEY (GHS) 2013 REPORT: FOCUS ON SCHOOLING DEPARTMENT OF BASIC EDUCATION GENERAL HOUSEHOLD SURVEY (GHS) 2013 REPORT: FOCUS ON SCHOOLING 1 Published by the Department of Basic Education

More information

SECTOR ASSESSMENT (SUMMARY): EDUCATION. 1. Sector Performance, Problems, and Opportunities

SECTOR ASSESSMENT (SUMMARY): EDUCATION. 1. Sector Performance, Problems, and Opportunities Higher Education Reform Project (RRP PRC 43007) SECTOR ASSESSMENT (SUMMARY): EDUCATION Sector Road Map 1. Sector Performance, Problems, and Opportunities a. Vision and Strategy 1. The Government of Mongolia

More information

Secretary for Education, Science & Technology

Secretary for Education, Science & Technology Ministry of Education, Science & Technology Vote Number: 250 Controlling Officer: 1. Overview 1.1 Mission To be a catalyst for socio-economic development and industrial growth by economically empowering

More information

LABOUR MARKET INFORMATION SYSTEM -WDA

LABOUR MARKET INFORMATION SYSTEM -WDA REPUBLIC OF RWANDA LABOUR MARKET INFORMATION SYSTEM -WDA Situation of 4 pilot TVET institutions in Rwanda Authors Brian Kiberu Lucie Kabatesi Pacifique Karinda Stephen Mugabi 09 Table of Contents Table

More information

South Africa Early Childhood Care and Education (ECCE) programmes

South Africa Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/78 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education South Africa Early Childhood Care and Education

More information

Education for All Global Monitoring Report

Education for All Global Monitoring Report Keith Dannemiller/CORBIS Education for All Global Monitoring Report 2 9 Mexico s Oportunidades programme reaches out to poor and indigenous households 46 GLOSSARY Glossary Achievement. Performance on standardized

More information

Key indicators on tertiary education : calculation and interpretation

Key indicators on tertiary education : calculation and interpretation Key indicators on tertiary education : calculation and interpretation Olivier LABE UIS Workshop on education statistics Windhoek, 17-21 October, 2010 Overview - Input indicators: teaching staff, education

More information

SECTOR ASSESSMENT (SUMMARY): EDUCATION 1

SECTOR ASSESSMENT (SUMMARY): EDUCATION 1 Country Partnership Strategy: Bangladesh, 2011 2015 SECTOR ASSESSMENT (SUMMARY): EDUCATION 1 Sector Road Map 1. Sector Performance, Problems, and Opportunities 1. Bangladesh has made considerable progress

More information

Primary School Net and Gross Attendance Rates, Kenya. Over-Age, Under-Age, and On-Time Students in Primary School, Kenya

Primary School Net and Gross Attendance Rates, Kenya. Over-Age, Under-Age, and On-Time Students in Primary School, Kenya Primary School Net and Gross Attendance Rates, Kenya Nearly of primary school age children in Kenya attend school with slightly more females than males attending. of children ages - attend primary school.

More information

EDUCATION IN THE REPUBLIC OF BULGARIA IN 2011/2012 SCHOOL YEAR

EDUCATION IN THE REPUBLIC OF BULGARIA IN 2011/2012 SCHOOL YEAR EDUCATION IN THE REPUBLIC OF BULGARIA IN 2011/2012 SCHOOL YEAR The level of education of population determines every contemporary country and plays an important economic and social role of the present

More information

Education system. Ghana. The Ghanaian education system described and compared with the Dutch system

Education system. Ghana. The Ghanaian education system described and compared with the Dutch system Education system Ghana The Ghanaian education system described and compared with the Dutch system This document provides information about the education system of Ghana. It also includes the Dutch comparison

More information

Over-Age, Under-Age, and On-Time Students in Primary School, Tanzania

Over-Age, Under-Age, and On-Time Students in Primary School, Tanzania Primary School Net and Gross Attendance Rates, Tanzania More than three quarters of primary school age children in Tanzania attend school and gender parity in attendance has been achieved. 1 of children

More information

Education Statistics. in South Africa. Published by the Department of Basic Education

Education Statistics. in South Africa. Published by the Department of Basic Education Education Statistics in South Africa 2014 Published by the Department of Basic Education Education Statistics in South Africa 2014 Published by the Department of Basic Education March 2016 i Department

More information

SCHOOL STATISTICS 2013. MINISTRY OF EDUCATION Republic of Maldives

SCHOOL STATISTICS 2013. MINISTRY OF EDUCATION Republic of Maldives SCHOOL STATISTICS 2013 MINISTRY OF EDUCATION Republic of Maldives FOREWORD Ministry of Education takes pleasure of presenting School Statistics 2013, to provide policymakers, educational planners, administrators,

More information

Nepal Early Childhood Care and Education (ECCE) programmes

Nepal Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/59 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Nepal Early Childhood Care and Education (ECCE)

More information

International Standard Classification of Education (ISCED) 2011 - Draft

International Standard Classification of Education (ISCED) 2011 - Draft International Standard Classification of Education (ISCED) 2011 - Draft For Global Consultation June October 2010 Draft ISCED 2011 for global consultation Page 1 0. TABLE OF CONTENTS 0. TABLE OF CONTENTS...1

More information

TOOLKIT. Indicator Handbook for Primary Education: Abridged. Compiled by Laurie Cameron (AED)

TOOLKIT. Indicator Handbook for Primary Education: Abridged. Compiled by Laurie Cameron (AED) TOOLKIT Indicator Handbook for Primary Education: Abridged Compiled by Laurie Cameron (AED) EQUIP2 is funded by the U. S. Agency for International Development Cooperative Agreement No. GDG-A-00-03-00008-00

More information

Primary School Net and Gross Attendance Rates, India. Primary School Net Attendance Rate in Urban and Rural Areas, India

Primary School Net and Gross Attendance Rates, India. Primary School Net Attendance Rate in Urban and Rural Areas, India Primary School Net and Gross Attendance Rates, India About one-fourth of school age children in India do not attend primary school on time although of children attend primary school at some time in. of

More information

ENUGU STATE ANNUAL SCHOOL CENSUS REPORT 2009 2010

ENUGU STATE ANNUAL SCHOOL CENSUS REPORT 2009 2010 ENUGU STATE ANNUAL SCHOOL CENSUS REPORT 2009 2010 BY MINISTRY OF EDUCATION, ENUGU STATE September 2010 Enugu State s 17 Local Government Areas ii Preface Enugu State is leading the way on the march towards

More information

MINISTRY OF EDUCATION LAGOS STATE FEDERAL REPUBLIC OF NIGERIA ANNUAL SCHOOL CENSUS REPORT 2009 2010

MINISTRY OF EDUCATION LAGOS STATE FEDERAL REPUBLIC OF NIGERIA ANNUAL SCHOOL CENSUS REPORT 2009 2010 MINISTRY OF EDUCATION LAGOS STATE FEDERAL REPUBLIC OF NIGERIA ANNUAL SCHOOL CENSUS REPORT 2009 2010 JUNE 2010 LAGOS STATE SCHOOL CENSUS REPORT 2009-2010 Lagos State Ministry of Education Preface Data

More information

Costa Rica Early Childhood Care and Education (ECCE) programmes

Costa Rica Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/21 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Costa Rica Early Childhood Care and Education

More information

Jamaica Early Childhood Care and Education (ECCE) programmes

Jamaica Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/39 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Jamaica Early Childhood Care and Education

More information

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2010/CP/WDE/LB

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2010/CP/WDE/LB World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2010/CP/WDE/LB Liberia Updated version, September 2010. Principles and general objectives of education

More information

ST. VINCENT & THE GRENADINES

ST. VINCENT & THE GRENADINES ST. VINCENT & THE GRENADINES Caribbean Symposium on Inclusive Education Kingston, Jamaica, 5 7 December 2007 UNESCO International Bureau of Education St. Vincent and Grenadines Country Report Ms. Laura

More information

DHS EdData Education Profiles

DHS EdData Education Profiles DHS EdData Education Profiles This series of country education profi les uses internationally comparable data from USAID s Demographic and Health Surveys (DHS) to characterize children s participation

More information

Viet Nam. Education for All 2015 National Review

Viet Nam. Education for All 2015 National Review Viet Nam Education for All 2015 National Review This report was prepared by the relevant national authorities in view of the World Education Forum (Incheon, Republic of Korea, 19 22 May 2015). It was submitted

More information

Master of Arts Degree In Sustainable International Development

Master of Arts Degree In Sustainable International Development The Programs in Sustainable International Development The Heller School for Social Policy and Management Brandeis University The Impact of Capitation Grants on Access to Primary Education in Ghana Submitted

More information

Population, Health, and Human Well-Being-- Benin

Population, Health, and Human Well-Being-- Benin Population, Health, and Human Well-Being-- Benin Demographic and Health Indicators Benin Sub- Saharan Africa World Total Population (in thousands of people) 1950 2,046 176,775 2,519,495 2002 6,629 683,782

More information

Jordan Early Childhood Care and Education (ECCE) programmes

Jordan Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/40 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Jordan Early Childhood Care and Education

More information

Bangladesh EFA 2015 National Review: A Summary

Bangladesh EFA 2015 National Review: A Summary Bangladesh EFA 2015 National Review: A Summary Abstract At the invitation of UNESCO to assess critically EFA progress and challenges, the Bangladesh EFA 2015 review has been undertaken. With the lead given

More information

REPUBLIC OF RWANDA MINISTRY OF EDUCATION NINE YEARS BASIC EDUCATION IMPLEMENTATION FAST TRACK STRATEGIES

REPUBLIC OF RWANDA MINISTRY OF EDUCATION NINE YEARS BASIC EDUCATION IMPLEMENTATION FAST TRACK STRATEGIES REPUBLIC OF RWANDA MINISTRY OF EDUCATION NINE YEARS BASIC EDUCATION IMPLEMENTATION FAST TRACK STRATEGIES NOVEMBER 2008 TABLE OF CONTENTS 1. 0 Executive Summary p. 3 2. 0 Background p. 5 3. 0 Objectives

More information

Bahrain Early Childhood Care and Education (ECCE) programmes

Bahrain Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/04 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Bahrain Early Childhood Care and Education

More information

Annual Performance Agreement (APA)

Annual Performance Agreement (APA) Government of the People's Republic of Bangladesh Annual Performance Agreement (APA) Between The Cabinet Secretary and The Secretary, Ministry of Primary and Mass Education 2014-2015 Page : 2 of 23 Table

More information

National Education Law (2014, Parliamentary Law No. 41 ) 1376, New Moon of Thadingyut 7 th day (September 30, 2014)

National Education Law (2014, Parliamentary Law No. 41 ) 1376, New Moon of Thadingyut 7 th day (September 30, 2014) National Education Law (2014, Parliamentary Law No. 41 ) 1376, New Moon of Thadingyut 7 th day (September 30, 2014) The Union Parliament creates this law. Chapter 1 Name and Definition of Terms 1. This

More information

2004 Educational Statistical Bulletin

2004 Educational Statistical Bulletin Republic of Zambia Ministry of Education 2004 Educational Statistical Bulletin Basic School Prepared by: Directorate of Planning and Information Disclaimer The data in this Statistical Bulletin should

More information

Nigeria 10-Year Strategic Plan for Education:

Nigeria 10-Year Strategic Plan for Education: ED/EPS/2007/PI/1 March 2007 Nigeria 10-Year Strategic Plan for Education: Policy, Cost and Financing Assumptions and their Implications - Working Document - Gwang-Chol Chang Education Sector UNESCO This

More information

PERFORMANCE MANAGEMENT TOOL FOR EDUCATION (PMT)

PERFORMANCE MANAGEMENT TOOL FOR EDUCATION (PMT) PERFORMANCE MANAGEMENT TOOL FOR EDUCATION (PMT) Authored By Rukhsana Sadiq Director Education Districts That Work Project Islamabad March 2010 Districts That Work Project Contractor : The Urban Institute

More information

IMPROVING THE EDUCATION SECTOR IN GHANA S DEVELOPMENT AGENDA

IMPROVING THE EDUCATION SECTOR IN GHANA S DEVELOPMENT AGENDA IMPROVING THE EDUCATION SECTOR IN GHANA S DEVELOPMENT AGENDA REPUBLIC OF GHANA PAPER PRESENTED BY THE HON. DEPUTY MINISTER OF EDUCATION, SCIENCE AND SPORTS (HON. MRS ANGELINA BAIDEN-AMISSAH) AT THE STUDY

More information

EDUCATIONAL STATISTICS AT A GLANCE

EDUCATIONAL STATISTICS AT A GLANCE EDUCATIONAL STATISTICS AT A GLANCE GOVERNMENT OF INDIA MINISTRY OF HUMAN RESOUCE DEVELOPMENT BUREAU OF PLANNING, MONITORING & STATISTICS NEW DELHI 2014 Preface Educational Statistics at a Glance is a

More information

The Use of Computers in Public and Private Primary Schools in Tanzania: A Digital Divide

The Use of Computers in Public and Private Primary Schools in Tanzania: A Digital Divide The Use of Computers in Public and Private Primary Schools in Tanzania: A Digital Divide Nestory Maro School of Informatics The University of Dodoma ABSTRACT The existing scarcity of resources and challenges

More information

Progress in Basic (General) Education provision Efficiency

Progress in Basic (General) Education provision Efficiency Progress in Basic (General) Education provision Efficiency In recent years, efficiency gains have been made throughout the schooling system with declining repetition and improved learner flow through the

More information

Skills for Youth Employment

Skills for Youth Employment Skills for Youth Employment Published on UNESCO (https://en.unesco.org) Home > Call for Proposals - 8th UNESCO Youth Forum > Webform results > Submission #43245 I. INFORMATION ON THE IMPLEMENTING ORGANIZATION

More information

Is Early Childhood Education Workforce Ready for a Big Jump in Enrolment?

Is Early Childhood Education Workforce Ready for a Big Jump in Enrolment? Fourth International Conference on Poverty Reduction and Child Development ARNEC s 2015 Asia-Pacific Regional ECD Conference Venue 3: Building capacity of ECD workforce for quality and Inclusive ECD Is

More information

situation key partnerships in education Millennium Development Goal 2: Achieve universal primary education

situation key partnerships in education Millennium Development Goal 2: Achieve universal primary education education situation More children in Cambodia are entering school and the gender gap is quickly closing as more girls make their way to the classroom. In the 2010/2011 school year, the overall rate of

More information

Federated States of Micronesia Education Sector. Education Management Information System (FSM EDMIS) Report and recommendations of Workshop

Federated States of Micronesia Education Sector. Education Management Information System (FSM EDMIS) Report and recommendations of Workshop Federated States of Micronesia Education Sector Education Management Information System (FSM EDMIS) Report and recommendations of Workshop February 21 25, 2005 Skylite Hotel, Pohnpei State National Division

More information

Qatar Early Childhood Care and Education (ECCE) programmes

Qatar Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/71 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Qatar Early Childhood Care and Education (ECCE)

More information

We are here to help you!

We are here to help you! We are here to help you! Should you require any help or assistance about this publication, please email us at social@cas.gov.lb Or give us a call at +961 1 373 164 You can also visit our website www.cas.gov.lb

More information

Legislative Council Secretariat FACT SHEET. Education system in Finland

Legislative Council Secretariat FACT SHEET. Education system in Finland FACT SHEET Education system in Finland 1. Introduction 1.1 The education system in Finland is often cited as a successful model as the Finnish students are among the top performers in the international

More information

RWANDA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND SCIENTIFIC RESEARCH (MINDEC) PRIMARY AND SECONDARY SCHOOL CURRICULUM DEVELOPMENT POLICY

RWANDA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND SCIENTIFIC RESEARCH (MINDEC) PRIMARY AND SECONDARY SCHOOL CURRICULUM DEVELOPMENT POLICY RWANDA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY PRIMARY AND SECONDARY SCHOOL CURRICULUM DEVELOPMENT POLICY Preamble MINEDUC believes that the curriculum is the heart of any educational system and that

More information

CAMBODIA 1. CHALLENGES THAT THE NQF WOULD NEED TO ADDRESS 2. M AIN POLICY OBJECTIVES

CAMBODIA 1. CHALLENGES THAT THE NQF WOULD NEED TO ADDRESS 2. M AIN POLICY OBJECTIVES CAMBODIA The Cambodian Qualifications Framework (CQF) was established in December 2010 by a committee of ministers following the 6 th meeting of the National Training Board (NTB). It was submitted to the

More information

Mission AWAK mission is: Building capacity among women accountants to enable them access opportunities.

Mission AWAK mission is: Building capacity among women accountants to enable them access opportunities. The Association of Women Accountants of Kenya (AWAK) is a non-political and non-profit making professional women s organization established in 1995. Membership is made up of lady accountants that have

More information

UNHCR Uganda. EDUCATION Fact Sheet 2014 Southwest Uganda. Education in Uganda. Refugee education in south west Uganda

UNHCR Uganda. EDUCATION Fact Sheet 2014 Southwest Uganda. Education in Uganda. Refugee education in south west Uganda UNHCR Uganda EDUCATION Fact Sheet 2014 Southwest Uganda Education in Uganda In southwest Uganda UNHCR supports government run schools within the settlements. Out of 19 primary and secondary schools within

More information

Proposed post-2015 education goals: Emphasizing equity, measurability and finance

Proposed post-2015 education goals: Emphasizing equity, measurability and finance Education for All Global Monitoring Report Proposed post-2015 education goals: Emphasizing equity, measurability and finance INITIAL DRAFT FOR DISCUSSION March 2013 The six Education for All goals have

More information

PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS

PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS Introduction This paper describes the current school counselling service within the Department of Education and Communities (the Department)

More information

DIPLOMA SUPPLEMENT 2. INFORMATION IDENTIFYING THE QUALIFICATION. Language(s) of instruction/examination 2.4 Same as 2.3

DIPLOMA SUPPLEMENT 2. INFORMATION IDENTIFYING THE QUALIFICATION. Language(s) of instruction/examination 2.4 Same as 2.3 DIPLOMA SUPPLEMENT This Diploma Supplement model was developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to

More information

UEPA / UAPS GUIDE TO THE ANALYSIS AND USE OF HOUSEHOLD SURVEY AND CENSUS EDUCATION DATA

UEPA / UAPS GUIDE TO THE ANALYSIS AND USE OF HOUSEHOLD SURVEY AND CENSUS EDUCATION DATA UEPA / UAPS GUIDE TO THE ANALYSIS AND USE OF HOUSEHOLD SURVEY AND CENSUS EDUCATION DATA The Network on Family and Schooling in Africa (FASAF), created in 1997, is a network of researchers, statisticians

More information

SECTOR ASSESMENT (SUMMARY): EDUCATION 1

SECTOR ASSESMENT (SUMMARY): EDUCATION 1 Country Partnership Strategy: Viet Nam, 2012 2015 SECTOR ASSESMENT (SUMMARY): EDUCATION 1 Sector Road Map 1. Sector Performance, Problems, and Opportunities 1. Country context. In Viet Nam, education is

More information

DIPLOMA SUPPLEMENT 2. INFORMATION IDENTIFYING THE QUALIFICATION. Language(s) of instruction/examination 2.4 Same as 2.3

DIPLOMA SUPPLEMENT 2. INFORMATION IDENTIFYING THE QUALIFICATION. Language(s) of instruction/examination 2.4 Same as 2.3 DIPLOMA SUPPLEMENT This Diploma Supplement model was developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to

More information

Development goals through a gender lens: The case of education

Development goals through a gender lens: The case of education Development goals through a gender lens: The case of education Albert Motivans Institute for Statistics Gender Equality and Progress in Societies OECD, 12 March 2010 World Gender parity index by level

More information

Education system. Kenya. The Kenyan education system described and compared with the Dutch system

Education system. Kenya. The Kenyan education system described and compared with the Dutch system Education system Kenya The Kenyan education system described and compared with the Dutch system This document provides information about the education system of. It also includes the Dutch comparison of

More information

Ankara 14 18 March, 2011 Mr. Kari Pitkanen

Ankara 14 18 March, 2011 Mr. Kari Pitkanen 1.2.3 Policy Value and Analysis and Evaluation Day 1 Education Sector Ankara 14 18 March, 2011 Mr. Kari Pitkanen Program of the Week Monday: Elements and indicators of national education systems and policies

More information

Parliament. Research Department. [Mangwe Constituency Profile]

Parliament. Research Department. [Mangwe Constituency Profile] 2011 Parliament Research Department [Mangwe Constituency Profile] Table of Contents 1.0 Introduction... 3 2.0 Population Distribution... 3 3.0 Education... 5 3.1 Primary Education... 5 3.2 Secondary Schools...

More information

Education Sector Development Plan

Education Sector Development Plan Lao People Democratic Republic Peace Independence Democracy Unity Prosperity Ministry of Education and Sports Education Sector Development Plan (ESDP) (2011-2015) Vientiane September 2011 Table of Contents

More information

Year 2001 2002 2003 2004 2005. Growth rate 6.9% 7.08% 7.34% 7.69% 8.4% GDP/capita US$ 410 US$441 US$482 US$514 US$638

Year 2001 2002 2003 2004 2005. Growth rate 6.9% 7.08% 7.34% 7.69% 8.4% GDP/capita US$ 410 US$441 US$482 US$514 US$638 introduction of Sustainable career development throughout working life in vietnam Mr. Do Nang Khanh Deputy Director, Department of Vocational training quality Accreditation, General Department of Vocational

More information

The Republic of South Sudan

The Republic of South Sudan The Republic of South Sudan Ministry of Education, Science and Technology POLICY FOR ALTERNATIVE EDUCATION SYSTEMS 1 FOREWORD Getting relevant education is the key to securing better living prospects for

More information

National summary sheets on education system in Europe and ongoing reforms. 2009 Edition

National summary sheets on education system in Europe and ongoing reforms. 2009 Edition National summary sheets on education system in Europe and ongoing reforms 2009 Edition National summary sheets on education systems in Europe and ongoing reforms FINLAND AUGUST 2009 1. Education population

More information

International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012

International Journal of Humanities and Social Science Vol. 2 No. 5; March 2012 FACTORS CONTRIBUTING TO POOR PERFORMANCE IN KENYA CERTIFICATE OF PRIMARY EDUCATION IN PUBLIC DAY PRIMARY SCHOOLS IN MWIMBI DIVISION, MAARA DISTRICT, KENYA Dr. George N. Reche Faculty of Education Representative

More information

DRAFT EDUCATION DEVELOPMENT PLAN 2012-2020. Contents

DRAFT EDUCATION DEVELOPMENT PLAN 2012-2020. Contents DRAFT EDUCATION DEVELOPMENT PLAN 2012-2020 Contents Acknowledgements... Error! Bookmark not defined. Foreword by The Hon. Minister for Education... Error! Bookmark not defined. Introduction... 3 Methodology

More information

Palestinian Authority Early Childhood Care and Education (ECCE) programmes

Palestinian Authority Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/65 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Palestinian Authority Early Childhood Care

More information

Chapter 3 LITERACY AND EDUCATION

Chapter 3 LITERACY AND EDUCATION Chapter 3 LITERACY AND EDUCATION Coverage Literacy Rates in Post-Independence India Literacy Rates of SC/ST by Sex and Urban-Rural Distribution State-wise Literacy Rates in last 3 decades State-wise Gap

More information

MINISTRY OF EDUCATION OFFICE OF THE MINISTER OF EDUCATION. Private Bag 13186, Windhoek, Namibia ADVERTISEMENT

MINISTRY OF EDUCATION OFFICE OF THE MINISTER OF EDUCATION. Private Bag 13186, Windhoek, Namibia ADVERTISEMENT MINISTRY OF EDUCATION OFFICE OF THE MINISTER OF EDUCATION Private Bag 13186, Windhoek, Namibia ADVERTISEMENT IMPLEMENTATION OF THE REVISED CURRICULUM FOR BASIC EDUCATION Cabinet at its 3 rd /25.03.14/001

More information

Basic Education in Turkey BACKGROUND REPORT

Basic Education in Turkey BACKGROUND REPORT Reviews of National Policies for Education Basic Education in Turkey BACKGROUND REPORT REPUBLIC OF TURKEY MINISTRY OF NATIONAL EDUCATION June 2005 In 2003, the Turkish Ministry of National Education invited

More information

DIPLOMA SUPPLEMENT 2. INFORMATION IDENTIFYING THE QUALIFICATION. Language(s) of instruction/examination 2.4 Same as 2.3

DIPLOMA SUPPLEMENT 2. INFORMATION IDENTIFYING THE QUALIFICATION. Language(s) of instruction/examination 2.4 Same as 2.3 DIPLOMA SUPPLEMENT This Diploma Supplement model was developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to

More information

Encouraging Quality in Early Childhood Education and Care (ECEC)

Encouraging Quality in Early Childhood Education and Care (ECEC) Encouraging Quality in Early Childhood Education and Care (ECEC) STRATEGIES TO TACKLE CHALLENGES IN IMPROVING WORKFORCE DEVELOPMENT AND WORKING CONDITIONS Challenge 1: Improving staff qualifications Qualifications

More information

Education system. Afghanistan. The Afghan education system described and compared with the Dutch system

Education system. Afghanistan. The Afghan education system described and compared with the Dutch system Education system Afghanistan The Afghan education system described and compared with the Dutch system This document provides information about the education system of Afghanistan. It also includes the

More information

education in finland Finnish education in a nutshell

education in finland Finnish education in a nutshell Finnish education in a nutshell education in finland A central objective is to provide all citizens with equal opportunities. 6 5 A 4 3 1&2 0 iscedclassification duration in years 0 5 1 9 3 3 2 Education

More information

education in finland Finnish education in a nutshell

education in finland Finnish education in a nutshell Finnish education in a nutshell education in finland 2 Finnish education in a nutshell A central objective is to provide all citizens with equal opportunities. Education system in Finland 6 Doctoral degrees

More information

Zambia Early Childhood Care and Education (ECCE) programmes

Zambia Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/94 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Zambia Early Childhood Care and Education

More information

ANNUAL SCHOOL REPORTING 2014

ANNUAL SCHOOL REPORTING 2014 ANNUAL SCHOOL REPORTING 2014 CATHOLIC EDUCATION, ARCHDIOCESE OF BRISBANE School Name Postal address Phone Fax Email School website www. Contact Person Principal s Foreword Introduction School Profile is

More information

Education in Finland. Photo: Hannu Piirainen

Education in Finland. Photo: Hannu Piirainen Education in Finland Photo: Hannu Piirainen Finland in brief population 5.4 million (18 inhabitants / sq. km) two official languages: Finnish and Swedish foreigners: 4.8 % of the population education level

More information

ICT in Finnish education and ICT education in Finland. TOMI JAAKKOLA Centre for Learning Research University of Turku

ICT in Finnish education and ICT education in Finland. TOMI JAAKKOLA Centre for Learning Research University of Turku ICT in Finnish education and ICT education in Finland TOMI JAAKKOLA Centre for Learning Research University of Turku Finland Table of Contents Overview of Finnish education system ICT in Finnish education

More information

China. Principles and general objectives of education. Current educational priorities and concerns

China. Principles and general objectives of education. Current educational priorities and concerns China Updated version, October 2006. Principles and general objectives of education In general terms, education in the People s Republic of China must serve the construction of socialist modernization,

More information

Bangladesh Early Childhood Care and Education (ECCE) programmes

Bangladesh Early Childhood Care and Education (ECCE) programmes IBE/2006/EFA/GMR/CP/05 Country profile prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood Care and Education Bangladesh Early Childhood Care and Education

More information

THE NGETF. National Girls Education Task Force

THE NGETF. National Girls Education Task Force THE NGETF National Girls Education Task Force BACKGROUND The setting up of that task force has also been reinforced at the National Conference on Girls education held in December 2004. The establishment

More information

Education system. Tanzania. The Tanzanian education system described and compared with the Dutch system

Education system. Tanzania. The Tanzanian education system described and compared with the Dutch system Education system Tanzania The Tanzanian education system described and compared with the Dutch system This document provides information about the education system of Tanzania. It also includes the Dutch

More information

A joint Collaboration of Rwanda Ministry of Health, UNICEF, and Emory University 1

A joint Collaboration of Rwanda Ministry of Health, UNICEF, and Emory University 1 A joint Collaboration of Rwanda Ministry of Health, UNICEF, and Emory University 1 2 Clubs in Schools: Environmental clubs and hygiene clubs In the ESSP, issues related to hygiene, sanitation and availability

More information

CONGRESSIONAL NOTIFICATION TRANSMITTAL SHEET

CONGRESSIONAL NOTIFICATION TRANSMITTAL SHEET CONGRESSIONAL NOTIFICATION TRANSMITTAL SHEET We wish to inform the Congress of our intent to provide funding of up to $140,000,000 under a Millennium Challenge Compact with the Government of Georgia. This

More information

Age Starts at the age of 6 or 7 Duration 8 years in general (can be 4 or 6 years depending on the type of

Age Starts at the age of 6 or 7 Duration 8 years in general (can be 4 or 6 years depending on the type of HUNGARY Introduction The Hungarian educational system is one of the most decentralised educational systems in Europe. The administrative responsibilities are shared horizontally between the Hungarian Ministry

More information

A TEACHER FOR EVERY CHILD: Projecting Global Teacher Needs from 2015 to 2030

A TEACHER FOR EVERY CHILD: Projecting Global Teacher Needs from 2015 to 2030 A TEACHER FOR EVERY CHILD: Projecting Global Teacher Needs from 2015 to 2030 UIS FACT SHEET OCTOBER 2013, No.27 According to new global projections from the UNESCO Institute for Statistics, chronic shortages

More information

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2010/CP/WDE/ET

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2010/CP/WDE/ET World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2010/CP/WDE/ET Ethiopia Revised version, August 2010. Principles and general objectives of education

More information

Education Sector Policy

Education Sector Policy REPUBLIC OF RWANDA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND SCIENTIFIC RESEARCH P.O. BOX 622 KIGALI. Education Sector Policy July 2003 TABLE OF CONTENTS Preamble..3 1.1 Introduction... 4 1.2 The

More information

REPUBLIC OF GHANA MINISTRY OF EDUCATION EDUCATION SECTOR PERFORMANCE REPORT

REPUBLIC OF GHANA MINISTRY OF EDUCATION EDUCATION SECTOR PERFORMANCE REPORT REPUBLIC OF GHANA MINISTRY OF EDUCATION EDUCATION SECTOR PERFORMANCE REPORT AUGUST 2013 Table of Contents List of tables and figures... 4 List of acronyms... 7 Executive Summary... 9 1 INTRODUCTION...

More information

Health and welfare Humanities and arts Social sciences, bussiness and law. Ireland. Portugal. Denmark. Spain. New Zealand. Argentina 1.

Health and welfare Humanities and arts Social sciences, bussiness and law. Ireland. Portugal. Denmark. Spain. New Zealand. Argentina 1. Indicator to Which fields of education are students attracted? Women represent the majority of students and graduates in almost all OECD countries and largely dominate in the fields of education, health

More information

Pricing the right to education: There is a large financing gap for achieving the post-2015 education agenda

Pricing the right to education: There is a large financing gap for achieving the post-2015 education agenda Education for All Global Monitoring Report Policy Paper 18 March 2015 This paper shows there is an annual financing gap of US$22 billion over 2015-2030 for reaching universal pre-primary, primary and lower

More information