1. Africa Program for Education Impact Evaluation (APEIE) 2010 Evidence-Based Decision-Making in Education Impact Evaluation in Rwanda What has been done? Issues, Lessons learnt and Way-forward Accra, Ghana May 10-14 2010 Rwandan Delegation

2. Rwanda at a glance Education Sector : Overview Education Sector : Key priorities 2010-2015 Education sector: Key indicators, Core focus and Mission Country Education Status Report (CSR) World Bank’s IEBS: June 2009 IEBS Validation Workshop: Mar 2010 Identification of interventions for a future IE process Expectations from the Accra APEIE Issues, lessons learnt and way forward Content of presentation

3. Rwanda at a glance Geographical: Land :26, 338 km² Population : ~10M Density: 350h/km² GDP per capita: 350US$ p.a Administration: 4 Provinces & City of Kigali 30 Districts Economy: Agric. 36% Industry 14% Tourism 5% Services 45% Burundi Tanzania Uganda DRC

4. Rwanda: brief historical overview 1899-1962: Germany & Belgium colonial period 1962: Independence 1962- 1994: Regimes based on politics of discrimination between Rwandans 1994: Genocide, estimated 1million 1994 up to date: Fundamental reforms: – Addressing impacts of the genocide, – Development agenda based on vision 2020 & EDPRS, – Security in the country and in the region – Trade and Socio-economic development: EAC and Common Wealth

5. Education sector Key Priorities: Improving completion, achievement and transition rates whilst reducing drop-out and repetition in BE Ensuring that educational quality continues to improve Developing a skilled and motivated teaching, training and lecturing workforce Ensuring that the post-basic education (PBE) system is better tailored to meet labour market needs Ensuring equity within all fields and throughout all levels of education and training Strengthening of education in science and technology Strengthening the institutional frame work and management capacity for effective delivery of education services

6. Education sector: Key indicators Primary schools: 2,469 Primary schools pupils: 2,263,770 Primary school teachers :32,502 Secondary schools: 689 Secondary schools pupils:346,234 Secondary school teachers: 14,565 Higher Learning Institutions: 28 Students Population: 55,000 Primary NER :92.9% Primary Completion Rate :74.5% Transition rate P6 S1: 89.9% P:T ratio: 70:1 Secondary NER : 13% Secondary Completion Rate : 14.5% Transition rate S 3 S4: 86%

7. Education Sector: Core Focus Objectives: Access to education for all Quality education at all levels Equity in education at all levels Effective and efficient education system Science and technology and ICT in education Curriculum to include culture, peace, unity and reconciliation Strategies:  English as MoI in schools  ICT in schools  ODeL (Open &Distance E -Learning)  Science and Technology  Girls’ & women’s Education  Special Needs Education Education levels Basic Education (pre-primary, primary, lower secondary and adult literacy) Post-Basic Education (upper secondary, teacher education, TVET and higher education) Science, technology and ICT in education Girls’ education Special Needs Education School health including HIV and AIDS prevention and sports Education for children affected by emergencies.

8. Education sector: Mission statement 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.

9. Impact Evaluation: Participation of Ministry of Education Review of Education Contry Status Report (CSR) draft done by WB and MINEDUC jointly since July/August 2009 Chapter 4 (CSR) reference made to an Impact Evaluation Baseline Survey (IEBS) MINEDUC team curiosity to learn further about th e IEBS Work done by the WB, some participation by and consultation with some of the MINEDUC officials WB contracted external researchers “Agile Learning Consultants”: [developers the EMIS … which has not shown promising results to-date after 3 years] BS data not validated by the stakeholders

10. Preliminary presentation of t h e Methodology used in BS December 2009: WB team presented to MINEDUC senior management briefly the methodology used in the BS K ey comments from MINEDUC, “ BS had been conducted at an early stage of the introduction of two new programs: the introduction of English as a MoI (Jan. 2009) in schools and the introduction of 9YBE. – Not the proper time to evaluate teachers’ performance when the majority of them have a problem in English proficiency – there was limited participation of the MINEDUC and its relevant agencies in the design and carrying out of the survey”.

11. World Bank IEBS Validation Workshop: Mar 2010 WB proposed a validation workshop of data & findings from the BS and once the data is acceptable, it can be used to complete the CSR Key issues raised: Methodology: – Sampling – not sufficient sample – Survey instruments not in-country designed Very limited participation and consultation with MINEDUC institutions ( NCDC, GIE,TSC, etc) Some findings questionable (eg. Slide on Rwanda) Findings were not shared by schools, Districts, etc WB changed the initial objective from an IEBS to a BS, this questions the initial design of the IE process and affects credibility.

12. Issues and lessons learnt The BS was not integrated in the MINEDUC research priorities MINEDUC did not take the lead in deciding area of IE Because of non involvement of MINEDUC and poor design, WB changed the objective of project from an IEBS to a BS IEBS/BS lacked credibility in terms of : Design: use of small sample, Instruments used from other countries not aligned to the national curriculum (reliability & validity) Data collection and analysis: use external researchers (Agile Learning), failed with EMIS, limited knowledge of local environment (socio-economic, geographical and demographical)

13. Renewing the process: Identification of Interventions for future IE Cycle IEBS process Time lag Relevancy and Validity Partnership, participation and ownership Expertise in IE methodology --- an IE taskforce We are considering renewing the IE process and use lessons learnt to improve

14. Identification of interventions for future IE InterventionMotivation for evaluationTargetTimeline Impact of introduction of English as Moi in lower primary on pupils’ performance To evaluate the impact of learning L2 with prior skills in L1 Pupils2011 Impact of the provision of science kits and laboratory equipment on the performance of students in science practical examinations in upper secondary education To evaluate the impact of assessing the practical component of science aspect on students’ performance Upper secondary education students September 2010 Impact of the national program of building new classrooms for 9YBE on transition rate from P 6 to S 1 To assess the impact of the 9YBE system to the primary school drop out. Primary 6 students September, 2010 Impact of upgrading TVET Skills in the labor market in hospitality and general skills (plumbing, automobile mechanics, brick laying, etc)to the level of TVET skills in the labor market Following establishment of WDA and prioritizing TVET skills with special emphasis on the labor market, TVET training will be carried out in the labor market. Therefore the need to assess the impact TVET Unskilled labor force countrywide July, 2010

15. Identification of interventions for future IE InterventionMotivation for evaluationTargetTimeline Impact of youth literacy trainers on level of functional literacy among adults To evaluate the use of teacher training institutions as INSET in methodology and pedagogy TTCs Septem ber, 2010 Impact of MINEDUC sensitization on girls’ enrollment in science courses To monitor and evaluate learning achievements of children Primary students October 2010 Impact of expatriate tutors contracted to TTCs on the level of pedagogical skills among the local teachers To assess the education quality and student performance through reducing teacher and student absenteeism Pr. and sec. pupils and teachers January 2011 Impact of the establishment of a teacher professional pathway on attrition rate To assess the impact of the establishment of teacher professional pathway on the retention capacity of teaching carrier All teachers Impact of strengthening INSET in methodology and pedagogy in teacher training institutions on the improvement of quality education To evaluate the use of teacher training institutions as INSET in methodology and pedagogy TTCs Septem ber, 2010 Impact of Monitoring Learning Achievement on quality of education To monitor and evaluate learning achievements of children Primary students October 2010 Impact of reducing teacher and students absenteeism on quality of education and student performance To assess the education quality and student performance through reducing teacher and student absenteeism Pr. and sec. students and teachers January 2011

16. Benefits from the Accra APEIE Workshop MINEDUC set a team of 5 to take forward IE’s in the education sector The workshop has been a great opportunity and we feel ¨ converted¨ towards the very good IE methodology Within 2 to 3 weeks, the key immediate interventions will be forwarded and possibly approved by the MINEDUC for implementation.

17. Thank you Murakoze