This study explores the relationship between education and training and
poverty reduction in Rwanda. When the current regime came to power in
July 1994, it was faced with restoring and reforming a chronically weak
education sector. Although enrolment figures had been considered good
and gender parity had been achieved at primary level before the war and
genocide, the education system since independence in 1962 had been
discriminatory in nature, quality was poor, vocational training and
technical education were incredibly weak, and tertiary education was
seriously under-developed. Between 1994 and 1998 the emphasis was on
transforming education into a tool for reconciliation and peace.
This study has the following structure: Part 1 outlines the historical
context of education and skills development in Rwanda, as well as the
situation in 2004-05, covering policy provisions, the input of donors
and core debates. Part 2 reflects on the links between education and
poverty within the Government of Rwanda's and donor policy, and
Rwanda's progress towards achieving the Millennium Development Goals.
Part 3 then brings these sections together in an analysis of PBET, the
enabling environment and poverty reduction in the particular context of
Centre of African Studies, University of Edinburgh, Edinburgh, UK, 59 pp.
The Contribution of Post-Basic Education and Training (PBET) to Poverty Reduction in Rwanda: balancing short-term goals and long-term visions in the face of capacity constraints. Post-Basic Education and Training Working Paper Series - Nº3