Curriculum Reform and ICT Integration Rwanda Shafika Isaacs UNESCO Montevideo Uruguay April 2011

Population: 10.7m Pop Density: 368 per sq km 3 ethnic groups: Hutus (85%), Tutsis (14%) and Twa (1%) Age structure – 42% under 14 Median age – 18 years % urban Population: 18%

The genocide and civil war in 1994 killed 1 in 7 Rwandans, displaced more than one-third of its population and plunged 80% of its population into poverty. Within one year, the country lost a generation of trained teachers, doctors, public servants and private entrepreneurs.

An underdeveloped agrarian economy- Agriculture - 40% of GDP, 90% of the Rwandan labour force 60% of its population reportedly living under the poverty line Rwanda still has among the largest orphan populations in the world and among the highest proportion of female- headed households (UNDP, 2007).

Primary Gross Enrolment Ratio: 147% (2007) Secondary Gross Enrolment Ratio: 18% Secondary Completion: 12% Pupil Teacher Ratio: 1: 71 (primary); 1:30 (secondary) 15% primary schools with electricity

Rwanda to become a knowledge-based Service Hub and Middle-Income Economy Education the driving force in transition to the knowledge economy

Curriculum Reform Policy Emergency Curriculum in 1997 – revision of all primary subjects and lower secondary 2008 – English as medium of Instruction 2009 – Scrap subjects at A-level: philosophy, sociology, psychology 2010 – Kinyarwanda as medium of instruction for P1-P3 Principles: Develop curriculum that supports establishment of knowledged based society Take cognisance that agriculture will continue to be important to Rwandans Curriculum to be continuous and flexible process Promote role of women in society and education of girls Be responsive to local needs and aspirations Take account of Human Rights of children

ICT4EDUCATION POLICY: ICT can play an integral role in enhancing the relevance and quality of the national curriculum at all levels. Regular curriculum reviews to ensure that competencies are developed that are also “culturally aligned.” Electronic content integrated in learning and teaching while developing local content ICT be used in assessment Computer science as a subject in all schools Teachers be enabled to use OERs

National Curriculum Development Centre Develop quality curricula for Pre-Primary; Primary, Secondary, Catch up programmes. Prepare teaching aids for Pre-Primary, Primary, Secondary, Catch up programmes. Prepare teacher's guides, learner's textbooks and other pedagogical materials in accordance with MINEDUC Policies and Plans, with specific reference to the Curriculum Development Policy.

Questions 1.How can curriculum design and development take advantage of ICT integration 2.Is there room for the development of 21 st century skills? 3. How can learning and teaching methodologies be supported