Post-Basic Education and Training in Rwanda : Skills Development for Dynamic Economic Growth
Improved access to and quality of upper secondary schools, teacher training colleges, Higher Learning Institutions (HLIs), and demand-driven Technical and Vocational Education and Training (TVET) courses to supply the demand for the higher-level sk...
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2013/02/17977809/post-basic-education-training-rwanda-skills-development-dynamic-economic-growth http://hdl.handle.net/10986/16452 |
| Summary: | Improved access to and quality of upper
secondary schools, teacher training colleges, Higher
Learning Institutions (HLIs), and demand-driven Technical
and Vocational Education and Training (TVET) courses to
supply the demand for the higher-level skills and
competencies relevant to labor market needs remains a
central priority for the ministry of education in Rwanda.
Since the original analysis and drafting of this report took
place there have been a number of changes within the Post
Basic Education and Training (PBET) sector and progress has
been made on various areas of policy implementation
discussed in the report. Most significantly, the government
of Rwanda announced in 2010 that all students will be
entitled to access fee-free education until the end of upper
secondary school (or equivalent). This policy move addresses
some of the concerns raised in the report to ensure that
increasing numbers of basic education graduates can move on
to PBET. This report provides a description of key aspects
of the education sector as a whole with particular emphasis
on quality improvement in basic education. The present
report takes the perspective that Rwanda's PBET system
is the country's principle mechanism for generating the
skilled labor force needed to become a middle-income,
knowledge- and expert-based economy. PBET in this report is
defined as all formal education and training for which the
entry requirement is the completion of at least basic
education. This report is structured as follows: chapter one
describes Rwanda's recent growth trends, ambitions for
the future, and the role that skills development must play
to ensure that these ambitions can be reached. Chapter two
shows an analysis of the Rwandan labor market, exploring
trends in both labor supply and demand, with an emphasis on
the educational attainment of the labor force. Chapter three
describes the context of PBET policies and strategies and
the structure of the PBET system, highlighting the key
features of its various segments. Chapter four focuses on
the governance, management, and financing of the PBET
system. Chapter five builds on the preceding chapters to
offer a set of policy options that, when implemented, are
expected to contribute to the promotion of a well-integrated
and managed system. |
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