Rwanda - Education Sector Memorandum

Documrenit o: The World Bank mI rN NLt LUifB FOR OFFICIAL USE ONLY 'C/NT1TTT TrPT AT %-"Ji~Ilq xljril I ItIlli Report No. 1845-RW REPUBLIC OF RWANDA EDUCATION SECTOR MEMORANDUM December 23, 1977 Education Projects Division Eastern Africa Region This document has a rectricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OFFICIAL USE ONLY CONFIDENTIAL REPUBLIC OF RWANDA EDUCATION SECTOR MEMORANDUM TABLE OF CONTENTS Page No. BASIC DATA - 1975 SUSSARY Background ***************************..................... 1 II. PRINCIPAL ISSUES IN THE EDUCATION SECTOR Education Finance ********* **********.......o*...... 2 Teachers ..........................,, .............. 4 The Dichotomy Between Primary and Secondary (and Higher) Education *.*.*... ... * ***.* ********.......... 5 Internal Efficiency ........****................... 5 External Productivity **********************................ 6 Equity ...... 7 III. GOVERNMENT POLICIES AND PLANS FOR EDUCATION The Abortive Education Reform - 1974 ....................... 9 The New Reform Proposals 1977 10 The Commune, Basis of Development ......................... 11 IV. BANK EXPERIENCE AND STRATEGY IN THE SECTOR Status of the First Education Project ...................... 14 Education and Training Components in Other Bank Group Projects *..*******......................................... 15 Educational Assistance from Other Multilateral and Bilateral Sources ******************.................. 16 Perspectives for Future Bank involvement ................... 16 Priorities for Sector Work .............. ...... . .......... 18 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization- ANNEXES 1. Primary Education - Enrollments by Sex and Year of Study - 197172 - 1975/76y 2. Secondary Education - Enrollments by Sex and Year of Study - 1971/72 - 1975/76 3. Secondary Education - Enrollments by Sex, Year of Study and Specialty - 1975/76 4. Higher Education - Enrollment by Discipline and Country of Study - 1975/76 5. Public External Aid in Relation to Public Expenditures, 1972-1975 6. Hypothetical Quantitative and Financial Effects of 1977 Education Reform Proposals CHARTS 1. Education Pyramid 1975/76 2. Structure of the Formal Education System 1977 MAP IBRD 11275R REPUBLIC OF RWANDA EDUCATION SECTOR MEMORANDUM BASIC DATA - 1975 General Area 26,340 km2 - of which rultinh1avablen , 2 Population 4.23 million GDP nr capita US$80 equivalent Adult literacy rate (estimated) 23% 1/ Education Enrollments in primary schools (Grades 1-6) 402,000 (46% girls) as %of 7-12 year age group 57% Enrollments in post primary schools 7,900 (82% girls) - as % of 13-15 year age group 2.6% Enrollments in secondary schools 12,000 (33% girls) - as % of 13-18 year age group 2% Enrollments in higher education 1,700 (9% girls) - as % of 19-22 year age group 0.7% Education Finance Recurrent expenditure of the Ministry of National Education FRw 1,200 million - as % of total government recurrent expenditures 27% - as % of GDP (1974) 4.1% - as % of total recurrent education costs 50% - as % of total recurrent education costs with foreign salaries reduced to their Rwandese equivalents 66% 1/ The usually quoted figure. Probably a gross overestimate. RWANDA EDUCATION SECTOR MEMORANDUM GLOSSARY Administrative Terms Prefecture Province. The major administrative division of the country. Rwanda is divided into 10 provinces. Secteur School district. A division of the prefecture; there are 75 secteurs. Commune Municipality. The smallest administrative unit in Rwanda with a full-time employee appointed by the central Government. There are 143 communes, 141 of which are rural. Colline A division of the commune with an unpaid local repre- sentative at communal discussions. Bourgmestre Burgomaster. The administrative head of the commune, appointed by the central Government. Educational Terms D4,D5 Primary teacher with four or five years education and (teachers) training respectively after primary school. Nominally supposed to teach only in the first four grades but in reality teaches at all levels. D7 Full primary teacher with seven years education and (teachers) training after primary schoolv more frequently employed in lower secondary schools than in primary. D7 Diploma awarded after seven years secondary study and usually conferring access to higher education courses. Tronc commun Common trunk. The three-year basic secondary course with which all secondary studies begin. Other Terms C R.I. Representative Index. A measure of whether a part of a country is better off (R.I. above 1), as well off (R.I. = 1), or worse off (R.I. less than 1), in comparison with the whole country in respect of e.g. primary school enrollment ratios. SFCU School Financing and Construction Unit, established in the Ministry of Education under the first Bank Group education project to finance, build and equip schools. RWANDA EDUCATION SECTOR MEMORANDUM SUMMARY (i) Although the Ministry of National Education (MNE) accounts for 27% of total Government recurrent expenditures and private educational expendi- tures equal those of the MNE, primary enrollments amount to less than 60% of the 7-12 age group and less than 10% of students completing the primary course go on to secondary education. Further, the quality of primary educa- tion is low; the schools often consist of mud huts with earth floors and very little window space. Desks are rare: the pupils sit on logs of wood or large stones. The content of primary education is nevertheless gparp to the very small minority who go on to secondary education; most of the curriculum is devoted to rote learning of lirrary subjects with little practical work. The standards of the teachers are very varied and the financial constraints make it difficult tn paye-tvr qualified staff Repetition and dropout rates in primary schools each average about 15% per annum, so that only seven out of ten pupils are promoted to the next class each year. (ii) Realizing that.the present system could never meet the needs of all students of primary school age, the Ministry of Education attempted a reform of the system in 1974. The main thrust of the reform was to reduce primary education costs by admitting older pupils for a shorter course involving selection for secondary education after only four years of primary education. At the same time primary education was to be made more relevant by more emphasis being placed on practical work. However, following objections from parents, teachers, and provincial representatives, the 1974 reform proposals (excepting those related to practical subjects) have been shelved. New proposals were accepted by the Government in 1977 which would extend the present six-year primary course by two years and follow it with at least three years of post-primary or secondary education. The logistics of intro- ducing the new scheme have not been worked out and neither have its eventual costs. These are likely to prove very difficult problems. (iii) The smallest administrative unit of Rwanda at which the central government is represented is the commune, of which there are 143 (141 rural, 2 urban). The average commune has a population of 30,000 and an area of less than 200 sq. km. The Government has decided to base its main development thrust in the future on the communes as it is only at this basic level that the various initiatives necessary in the fields of agriculture, education, health, social affairs, etc., can be effectively coordinated and made to respond to the actual needs of the community and the country. It is en- visaged that a Communal Training Center (CTC) will be established in each commune including dormitories, workshops, stores and offices together with other communal buildings. CTCs have been established successfully in nne or two communes but the logistics of applying the concept on a country-wide basis have not been worked out; the apnroach is, however, one which has a good deal to commend it, for the reasons given above. In addition, it fits in very well with the concept of the first Bank Group e project in Rwanda, the main element of which was the construction of 150 practical shiets primary schn1 workshops, with at least one in each commune in the country. - ii - (iv) Under the circumstances in Rwanda where the Government has opted for an educational system which it appears cannot be generalized, the major question for the Rank Group is whether it wishes to continue its involvement in education at this time or not. The view is expressed that the present 'reform' proposals may be short lived and that in the meantime the Bank Group should continue its assistance to basic education in Rwanda by assisting with ti of functional prima- school classrooms in places where workshop construction is envisaged and where present facilities are inadequate and school hours as Communal Training Centers should be actively explored. REPUBLIC OF RWANDA EDUCATION SECTOR MEMORANDUM I. INTRODUCTION Back2round 1. With a GDP ner cAnitn nf onlv 1S$R eniialent p.a., Rwanda is one of the poorest countries in the world and is likely to remain so for the fore- rpphlp future. The country is hilly, densely populated, and the cultivable land is already intensively worked. The vast majority of the people live not in village but= on small landholdings averaging about one hectare each andl engaging in subsistence agriculture. Crop yields per hectare have fallen in the last few years because of exhaustion and erosion of the soil. However, yields achieved at research stations are double or triple the national ave- rage. The urban population is only about 4% of the total and the prospects for industrial development are limited not only by a lack of resources but by the country's landlocked situation. The population as a whole receives only about 80% of the minimum daily requirements of calories and 90% of mini- mum protein requirements, with even greater deficiencies in animal protein and fats. Kinyarwanda is the national language spoken by all. Administra- tively the country is divided into 10 prefectures (provinces); 75 secteurs (school districts) and 143 (of which 141 rural) communes (municipalities). On average each commune has a population of 30,000 with an area of less than 200 sq. km. 2. At present, the basis of the formal education system is a six-year primary cycle beginning at age seven. However, the first three years are half-time, so the effective length of the primary course is four and a half years. Primary education is followed by a three-year post-primary course or by secondary courses of five, six or seven years. Post-secondary and university courses last from three to six years. In addition to the formal system there is a multiplicity of nonformal programs which enroll considerable numbers but generally for short periods sometimes amounting to only a few attendances a year. These programs are of widely differing quality and their quality depends largely on the individuals running them. They are largely uncoordinated, and even a partial description is not possible within the limits of this memorandum. The Government hopes to establish a greater control over the development of these programs in the future; in the meantime they cannot be regarded as meeting to any substantial extent the gaps in the formal system. 3. Details of past and nresent enrollments at varinuts levels in the formal education system are given in Annexes 1 through 4; Chart I gives the 1975/76 education pyramid, and Chart- 2 the structure of the system. Primary education in 1975/76 enrolled less than 60% of the age group. Total primary enolmnt_hv_dclnd_lihlyovrthps few yers and secondary~ -2- enrollnments have risen slowly. Of the 40,500 pupils in the last year of primary education in 1975, 23,500 (57%) left school completely; 10,500 (23.6%) repeated; 3,500 (8.6%) went into the three-year nost-primary course. Only 3,000 (7.4%) were admitted to secondary studies. On the other hand, almost all of the students who successfully complete the seven-vear secondary course go on to post-secondary studies. 4. In the next section we shall flesh out these bare bones of the Rwandese educational system by treating in more detail certain topirs which appear to be of major importance in considering future developments. In the preparation of this Sector Memorandum reference was made to he Bank Group Memorandum on the Economy of Rwanda of July 1976 (Economic Memorandum), the Bank Group Agricultural Sector Review of June 197 ZLAgricultural Sector Review) and especially the UNESCO report Education et reforme of June 1977 (Education Sector Review). II. PRINCIPAL ISSUES IN THE EDUCATION SECTOR Education Finance 5. Because of its poverty, Rwanda has attracted considerable foreign aid, details of which are given by main sectors in Annex 5 for the period 1972 through 1975. By year, the situation is as follows:- PUBLIC EXTERNAL AID IN RELATION TO GOVERNMENT EXPENDITURES (in millions of Rwandese francs) 1972 1973 1974 1975 1. Government ordinary budget 2,421 2,784 3,534 4,389 2. Government development 263 123 245 433 3. Total G budget 2,684 2,907 3,779 4,822 4. Public external a4d 2,28 3 7 3,956 5-716 as percentage of (3 11 105 119 6. In education this aid has equalled the government expenditures and has been devoted mainly to the post-primary, secondary, and higher education levels. As a result, the expenditures of the Ministry of National Education represent at these levels only a small proportion of the total expenditures, as is shown in the following table:- UNIT COSTS PER STUDENT-YEAR AT DIFFERENT LEVELS (1975) (in Rwandese Francs) Ministry of National Total (1) as a Education Expenditures Expenditures % of (2) (1) (2) Primary education 1,940 2,050 95 Post-primary education 5,270 12.000 44 Secondary education 17,200 38,400 45 Higher education 129.000 386000 7. This rather remarkable set of figures shows that per student-year the Government spends about Q timea as much insecondary education and 66 times as much in higher education as in primary. If total expenditures are taken into account the ratios 19:1 for secondary and 190:1 for higher are even more striking. 8. The costs borne by foreign assistance are to some extent inflated by the high salaries paid to foreigners. However, the Education Sector Re- view mission which visited Rwanda in March 1977 estimated that the Ministry of Education would have borne no more than two-thirds the total education recurrent costs in 1975, even had the foreign experts been paid the same amounts as their Rwandese equivalents. As the Ministry's share in the re- current budget was actually over 27% it will be seen that total education recurrent costs would be well over 40% of the national budget even were the high salaries of foreigners to be discounted, and without such discounting they are already over 50% of the national budget. It is clear therefore that educational recurrent costs in the future must be severely controlled if needed development in other sectors is not to suffer. A further point which needs to be made is that foreign assistance as a proportion of the total is unlikely to increase if the Ministry of Education embarks on policies with which foreign aid donors find it difficult to associate themselves. 9. Teachers' salaries, of course, account for the greatest part of these recurrent costs; indeed at the primary level they account for some 98% of total recurrent expenditures, leaving next to nothing for essential teaching aids such as reading and writing materials and the repair of school buildings. The average D4 or D5 teacher's salary is some US$100 equivalent per month, or 12 times the per capita income; this does not seem grossly out of line. Nor does the pupil/teacher ratio of 51:1, which falls to 35:1 if account is taken of the fact that the first three primary grades have only half-day schooling. However, efforts should be made to increasp this rnti in view of the serious financial constraint. All secondary schools are boarding and the pupils pay FRw 2,000 p.a. towards their boarding costs. The school receives FRw 8,000 p.a. per student from the Government. However, this FRw 10,000 is scarcely sufficient to meet the boarding costs and unless funds are available from external sources (they often are) there is nothing left for essential teaching aids. Students in higher education all receive a bursary of 82,500 francs a year, almost the salary of a D5 teacher. A half of this sum would suffice for a student's food and lodging, and there seems a strong case for the review of these overgenerous bursaries. Teachers 10. All the 8,000 primary school teachers are Rwandese, and over 70% of them are men. Teachers' qualifications and quality vary widely and the primary school system employs a whole gamut of teachers, from those with no secondary education (one eighth of the total) through one, two, three, four, five, six or seven years of secondary education. Over 60% of the teachers have had some teacher training. The diversity of qualifications makes for varying standards and probably penalizes students in small rural schools, although statistics are lacking on the type of school where the teachers are employed. The Government would like to eliminate underqualified teachers in the primary schools and aims to concentrate on the D5 level, but this would have considerable recurrent cost implications as the following table shows: Rlnw D5 lPvPl D5 Above D5 Total Noe of teachers A ,5Q 3,17 212 R022 - as % of total 57 40 3 100 Approximate salary range (FRW per month) 3007000 0 c.An 12,0 00 11. From this table we may deduce that to have the schools staffed entirely by DJ teachers would cost something of the order of an additional 18m FRw per month or nearly 30% of present primary education recurrent costs. The analysis made in paras. 34-35 indicates that this additional financing will be very difficult to find, whatever may be its justification on quality grounds. 12. A foreign-assisted project potentially of great interest to the Bank Group may perhaps be mentioned here. This is the project being assisted by the Fonds d'Aide et de Cooperation of the Government of France which aims to improve the quality of primary education and to make its content more relevant to rural conditions. The project will include the construction of a new bureau pedagogigue de 1'enseignement primaire and possibly a D5 teacher training school with an application primary school and experimentation with the use of radio. 13. At the secondary level one third of the 750 teachers are foreigners, paid for under various technical assistance programs. Three quarters of the teachers are men. One of the problems in the supply of secondary level teachers is that some 50% of D7 trained teachers do not become teachers and that of these most succeed in continuing their education. It is likely that the seven-year teacher training course recruits less able students than the general 'long' secondary courses and that students enter it less from a sense of vncAtinn than asa means to continue their education. In general, however, the standards of teaching in the secondary schools are fairly good, particu- larly in the higher grades. Similarly, teaching standards in higher education are also good. Of the 89 teachers at the University 61 come from abroad. The Dichotomy Between Primary and Secondary (and Higher) Education 14. As we have seen, there is a great difference between what is spent on primary students on the one hand and secondary and higher education stu- dents on the other. Primary school standards are generally very poor indeed: about a half of the school classrooms are mud huts with earth floors, dusty in the dry season and muddy during the rainy season, with small spaces in the walls which admit little light. Desks are rare: the pupils sit on logs of wood or on large stones which they bring to the schools themselves. Few students have anything to write on and some classrooms do not even have a blackboard. By contrast secondary school facilities are much better; nearly all the schools have been constructed by missionaries or by foreign aid, and many though not all of the schools receive substantial assistance from external sources; more than a half of the total per-pupil expenditures come from non-government sources. The pupil-teacher ratio in secondary schools is a low 16:1 reflecting in part the uneconomically small size of the average school (less than 200 pupils) and explaining in part the high per-pupil costs. At the higher education level the student/teacher ratio is no more than 6.5:1, contributing to the relatively high costs per student-year. As will be seen from the table in para. 6, about two-thirds of these costs are paid from non-government sources. Internal Efficiency 15. On averaze only 70% of the students in each nrimary arqdp qrp nr- moted; about 15% repeat the class and 15% drop out. The repetition rate is hi2her in the first primary years, and the Aropnott ia higher in the later years. Some of the dropout is perhaps forced because of the change from half-day schooling to full-day schooling at the and of the third year of primary school and the lack of sufficient facilities at grade 4 and above. But it seems that a lArk of intevat in primary education on the part of the less successful pupils and their parents is the main cause for dropout: conscious of the fact that they are unlikely to be able to eULL bCoV1day school they prefer not to waste their time in a school where the instruction given is quite irrelevant to the life of a peasant which will be theirs. The Unesco Education Sector Review estimated that perhaps 1 pupil-year in 8 or some 30,000 pupil-years are lost each year because the pupils did not stay in school long enough to achieve lasting literacy. This is probably an under- estimate as it does not take into account the lack of material for reading in Rwanda. Permaneht literacy obviously depends on the availability of reading material, and Rwanda is badly placed in this regard. There are two weekly newspapers, 'Imvaho' written in Kinyarwanda, of which only 6,500 copies are printed for subscribers, and 'La Releveo printed in French in an edition of 2,000 copies. It seems evident that the great majority of school leavers - 6 - never have the opportunity to read a newspaper after they leave school and that many of those who were literate on leaving school relapse into illiter- acy afterwards. 16. Dpntp rh spvpre pption for entrv to secondary schools some 10% of secondary students drop out at the end of the first year, with nearly another 10% repeating the year. This appears to be due to the students' inadequate command of French, the language of instruction in the secondary schools. After the second year, repetition and dropout rates in secondary education are low and the pass rate in the various secondary examinations is U.4 gi, Eixternal Productivity 17. rartly due to parental pressures, primary schooling L geared LU prepare its pupils for entry into secondary education. However, as nine out of ten of even those pupils who complete the primary course do not go on the secondary, it is clear that it does not meet the real needs of the majority of the students. For example, nearly 20% of the primary school curriculum in the last three years is devoted to French, which has relevance only to the 7-8% of the students who go on to secondary studies. The external efficiency of the primary system must therefore be considered low: it has alienated its products from the rural environment in which they will have to live rather than prepared them better for it. On the other hand, the three-year post- primary courses stressing agriculture and agriculture-related skills for boys and domestic skills.for girls appear to have been better suited to the country's needs. However, these courses have two main problems (i) they appear to be too costly for adoption on a country-wide basis, and (ii) students consider them rather as a training for salaried jobs in the modern sector rather than as a preparation for rural life. A greater emphasis on agriculture-related skills in the curriculum for girls is desirable and work is in hand on this. 18. At the secondary level, although precise figures are not available, it appears that the majority of the students in technical subjects take up the jobs for which they have been trained, and that all but about 20% of D5 teachers in fact teach. It appears, however, that in the case of the D7 trained teachers about one in two do not go into teaching but continue their education together with the D7 diploma holders from the other disciplines. The trotal D7 oitnt in 1974/75 was about 520, of whom 150 trained as teachers. In 1975/76, the first year of higher education establishments in Rwanda alone enro1la 40 sitents Qihtqnt- lly acrroiintinc for all the outpnut of the D7 course. Because the D7 diploma virtually guarantees entry to higher studies LLere may be a shortage of direct upper secondary entrants to the labo.r market. This is, however, more a consequence of admission policies to higher education than insuff i c ient enrollments at the secondary level. T he 19 7V7- . 81 draft Plan document, which assumed extremely optimistic growth rates of some Lour times historica'L growth rates of GDP", n-verthe.L A.veU aL a figu of only 40,000 new jobs over the five-year plan period. If 20% of these jobs call for a secondary education, then only 8,000 such jobs would be created over the period, compared with a 1975 secondary enrollment of 12,000 in five- Orsvn ercore.TC UJ .1 .L or seven-yr course L. LL.LhStorical growth rates continue then there would be only about 2,000 new jobs requiring secondary education during 1977-81. In either event total secondary enrollments appear sufficient to meet the total needs. 19. This is not to say, however, that all specific needs are being f.lled; in fact there appears to be a need which is not being met at present for agricultural extension agents and supervisors. One of the problems here is that there are very differing views as to the extent of these needs depending on the development policies to be adopted and the budgetary con- straints, which cause a wide gap between theoretical need and effective demand. For example, the Bank Agricultural Sector Review mentions (footnote, p. 29) that estimates of requirements for graduate agronomists range from 60 (World Bank, 1974) to 503 (Ministry of Agriculture). In such a situation careful study is needed before recommending additional investment. 20. The Agricultural Sector Review tentatively identified unfilled needs for the training of cooperative instructors; this assumes that gov- ernment plans for the development of the communes get off the ground. This would involve strengthening the position of the burgomaster and providing additional staff to assist him and also considerable emphasis on the develop- ment of a cooperative movement to perform a number of functions including storage and marketing of produce, supply of consumer and capital goods, savings and insurance. The problems involved, however, are such that they can be resolved only over considerable periods of time as changes in farmer attitudes are needed and these are notoriously slow. 21. A need may also exist for training smnll entrepreneurs in the construction industry in such matters as accounting, statistics, design, etc. This nipsinn will no doubt be rew ed by a Bank Group mission whc, has recently visited Rwanda to study the construction industry and further consideAtio4n should be gLven to this matter when the report of this mission is available. 22. At the higher level the total enrollment in Rwanda and abroad (1,700) seems well in excess of likely demand. Of the 40,000 new jobs en- visaged over the Plan-period, perhaps I in 40 or 1,000 would require higher level education and the numbers already enrolled in higher education courses would be more than sufficient to fill these and to make good wastage. If historical growth rates persist only some 250 higher level jobs would be created over the Plan period and the graduates from the higher level courses will either remain unemployed or take jobs for which they have been over- trained. In special fields at the higher level the numbers required are so small as to make training abroad much more economical than training in Rwanda. Equity 23. Unlike Burundi where the minority Tutsi tribe is in control of the Government, Rwanda is governed by the Hutu majority and the problems of - 8 - equity -in education are not as acute- However they evist: snme observers have indeed remarked that in the administration of education, less able Hutus are preferred to their Tutsi counterparts, and it m-ay be that in the school- system in general the minority Tutsi are discriminated against. Statistics on this question are not available and their compilation is hardly likely to be worthwhile from the country's point of view. 24. At the primary level there is some inequity between provinces, as the following table shows:- Primary Enrollments as % of 7-14 Age Group R.I. Province Boys Girls Together (Both Sexes) Butare 34.3 35.6 34.9 0.84 Byumba 47.6 36.9 42.3 1.02 Cyangugu 43.5 39.3 41.4 0.99 Gikongoro 40.8 34.8 37.8 0.91 Gisenyi 44.0 30.9 37.5 0.90 Gitarama 51.3 50.2 50.8 1.22 Kibungo 45.6 42.4 44.0 1.06 Kibuye 51.8 43.2 47.5 1.14 Kigali 48.6 44.7 46.7 1.12 Ruhengeri 42.4 29.7 36.1 0.87 Rwanda 44.5 38.6 41.6 1.00 25. It will be seen that girls have some 13% less chance of being enrolled in primary school than boys, and that school-aged students from Butare (the worst-off province) have only about two-thirds the chance of being enro-lled a thnse from Gitarama, the best-off province. These dif- ferences are less than are to be found in most developing countries and it can be said that Rtanda has a fairly equitable primarv education system. At the post-primary level over four-fifths of the enrollment are girls, reflecting the development of this level of education in the past by fe- male religious groups. 26. As secondary and university students are all boarding and no information is maintained on the localities from which students are drawn an examination of the enrollments in these levels by province would have no value as an indicator of equity. However, it can be said that there is considerable discrimination against girls in both secondary and higher education. At the secondary level there are twice as many boys as girls enrolled, and at the higher level ten times as many. These ratios reflect the values of a rural population living in poverty and where a woman's role is considered to be that of bearing and rearing children and working in subsistence agriculture. Changes in these attitudes are likely to be very slow and largely beyond the control of the Bank. Probably the best line of attack would be to assist in the expansion and improvement of primary educa- tion as fast as is feasible, a level where the enrollment ratio for girls is already reasonable and where additional places are likely to be filled by the sexes in about equal numbers. III. GOVERNMENT POLICIES AND PLANS FOR EDUCATION Ie Abortive Education Reform -1974 27. The Government has of course been aware for some time of the problems sketched in the last chapter and in 1974 a drastic reform of the system was envisaged by the then Minister of Education. The reform pro- posals had a good deal of logic to commend them and they were elaborated in some detail by Ministry of Education officials assisted by resident Unesco experts. The reform proposals were aimed at primary education and their main thrust was to make this (i) less costly (and therefore capable of expansion) and (ii) more relevant to the pupils' and the country's needs. Primary education for the majority of students was to prepare them directly for entry into the labor force. To adjust the school leaving age to the legal minimum age for employment and to reduce juvenile delinquency without increasing the length (and hence the cost) of primary education, the entry age to the first grade was to have been raised to nine or ten years. 28. Student promotion throughout the six-year course was to have been automatic and the ultimate obiective was to enroll 100% of the age group. Instruction in the first four years was to be in the local language with a gradually increasing element of practical work: 1-1/2 hours per week In the first two years, four hours in the third and fourth years. 29. After the fourth grade and following aptitude tests 90% of the students were to he admitted to a two-year terminal course with 50% of the time devoted to practical skill training in agriculture, handicrafts, etc. The existing three-year post-primary courses were to be compressed to two years and integrated into these terminal two-year primary courses. An elite 10% of stidentQ wee to hav been channelled into a two-year preparatory course for secondary education with intensive instruction in French but also A small elemmnt of practica work1. 30. The Bank G OU suppoLted these reform proposals enthusiastically, and the first education project was designed to assist in the achievement of the reform. However, opposition manifested itself to some of the measures, in particular the proposals to raise the age of entry to primary schools and to select for secondary education only after four years primary. Implemen- tation of the reform, which it was originally hoped to begin in September 1974 was postponed at first for at least a year and eventually sine die. - 10 - The New Reform Proposals 1977 31. The failure of the 1974 reform was said to have been due to in- sufficient discussion with the people, even though the Ministry of Education and in particular the former Minister had done a considerable amount of work in explaining the need for educational reform and the thinking behind the reform proposals. In 1976, when the original reform proposals were clearly dead a group of officials of the Ministry headed by the Secretary General visited the provincial capitals inviting the local educational representatives to take their choice of five different sets of educational reform proposals. These proposals were all intended to meet the main educa- tional objectives of the draft Second Five Year Development Plan (1977-81) which were to - (i) emphasize rural education at the primary and post-primary levels; (ii) make secondary education more vocational, professional, and final so as to provide the country with middle-level technicians; and (iii) orient students in higher education towards the major developmental priorities, especially applied research and agriculture. Unfortunately none of the proposals appears to have been costed in any detail prior to its presentation to the provincial representatives. 32. Not surprisingly, the provincial authorities have opted for a system which appears overambitious in the circumstances of Rwanda. Primary education would begin (as now) at age seven with six years devoted to general education following which an aditional two years of primary education emphasizing practical work of a pre-vocational type would be provided. The total duration of primary education wnild thuc hcnme eight years. After this- 90% of the students would receive a three-year post-primary course to prepare them for their entry into rural life as Aai ie riru1turirsts. The remaining 10% would receive secondary education either of five years leading to a modern sector job, or of six or seven years leading firther studies. Thus, the total duration of education would be 11 years even for those not adMitted tO SeCOndary studies. T - apprenly co dered th-at this long aam~ce LU~~UL1dLy~LU .L .LL 6.J.0 ajJjJCLLk1L..LJ -- - - ILL- -- ---C educational process is needed so that new entrants into rural life (i.e. the output of the post-primary schools) will have acquired suff1cient stature in relation to their parents to bring about essential improvements in the country's agricultural practices. 33. A 13-man team in the Ministry of Education submitted prOpos-ls for implementing this scheme to the Minister in December 1977, and following his consideration these proposals will be considered by the Council of Mini- sters in early 1978. No details of the implementation proposals have been made available; it is, however, understood that they do not contain any detailed estimates of the financial implications, and their adoption by the Council of Ministers remains in doubt. However, the Ministry of Education - 11 - is proceeding on the assumption that the seventh year of primary education will begin in September 1978 and the Federal Republic of Germany has been asked to provide the equipment needed for the 1,200 workshops which would be required. A crash program of simple workshop construction by the communes is envisaged but serious problems especially regarding teacher supply appear to make the eventual success of this effort very doubtful. 34. As the present system of primary education of six years duration for less than two-thirds of the country's children aged 7-12 together with Amall provision of secondary and higher education already consumes nearly 30% of the government's recurrent hudgrt despite rhe cnnsiderAhle AaistAnc received from abroad, it is difficult to see where the funds needed for the implementation of the rpform will come frnm. Some ai4ngs may be possibleby the reduction of the educational activities of other Ministries, changes in student-teacher ratios, and the teachers workload, and the Ministry of Finance estimates that the percentage of educational expenditures may rise to as high as 35% of the Government budget. It nevertheless appears ex doubtful whether suf- ficient funds could be mobilized in this way and the implementation of the reform may have to be stretched over time or the reform even be abandoned in practice depending on financial means becoming available or failing to do so. 35. An attempt has been made in Annex 6 to estimate the possible financial consequences of the new system. This Annex is based on the very optimistic assumption that Government recurrent revenues will grow at 6% p.a. in real terms. This must be regarded as an absolute upper limit of such growth, the 9% p.a. growth envisaged in the draft Plan document and used in the Education Sector Review seeming beyond the bounds of possibility. The further assumption is made that costs per pupil-year do not increase between now and 1991 - i.e., that teaching standards and qualifications do not rise. On this basis, to provide the educational system now envisaged by the Govern- ment and apply it to all the pupils of the appropriate age range would take over 60% of the then Government recurrent budget; to provide for roughly the same intake into primary schools as now (100,000 against the present 94,000) and provide such a system for those entering the system would take over 30% of Government revenues. The first percentage is clearly out of the question and the second which appears almost at the upper limits of the possibilities would involve educating only an elite proportion of the children of school age 1/. The Commune, Basis of Development 36. The education reform proposals described above were formulated by the Ministry of Education. The first, as has been seen, was almost completely abortive, only the proposals for an increased emphasis on practical subjects being retained, and it is difficult to see how the second can be implemented in view of the resource constraints. It also is likely to fail and to be shelved. 1/ For comparison, countries which are said to devote a high proportion of thpir hdgetQ to educantion in-1ude R-uA4 - 30% (1971), Tvory Coast - 34% (1973) and 40% (1976) and Congo (Brazzaville) - 50% (1976). - 12 - '37. On the other han th U cmmna pla of- acin deveope by the- .J I V Ll 06LL L ACI L LItILL 1 .UAU.l=J. _ - --~. -- k -- -7 - Ministry of Plan seems to indicate a step in the right direction, even though ln Miu-1977 the Government had still not taken a position on it. TLIe sma.Ljl size of the communes (para. 1) is a natural asset for this development ap- proach since it should be easier to ensure that all the actions in any one commune are integrated, that no duplication of efforts is occurring, and that priority needs are the first to be met. 38. The communal plan of action envisages the coordination of the ef- forts of different ministries in various fields (health, literacy, agricul- ture, youth, education) by the burgomaster or administrative head of the commune. Even private initiatives in the commune would be placed under his control so as to avoid the rivalry and duplication of facilities of the past. Certain communes, those of Nyakabanda, Runda and Taba (all in the province of Gitarama) are said to have already successfully undertaken schemes for communal development and it is hoped over the next 20 years to develop these or similar schemes throughout the country. As far as education is concerned only nonformal instruction has as yet been undertaken under the communal development plan and the success of the existing communal centers seems to depend very much on the personal quality and initiative of the individuals involved. Effective communal development is therefore likely to be slow. However, in view of the impasse in planning of the formal education system it may be appropriate for the Bank Group to extend its horizons in Rwanda to encourage development at the grass roots communal level. A rather fuller discussion of the proposals for communal development and some of the dif- ficulties to be overcome is thus necessary. and is undertaken in the following paragraphs which draw heavily on the discussion of this question in the Eco- nomir Memorandim- 39. The Conmunde's huranmAster is siinnortp by a number of elected community counselors who represent the different geographic sectors of the commune and by a technical committee comprising commune memhrs with some knowledge of special economic sectors - health, agriculture, and so on. The centra I r S1_ A 4 the ceta Government pays the more skill'ed employees i h omns hl h commune itself hires and pays laborers. 40. Communes are administered on a very narrow resource base. The total number of employees rarely exceeds 50 - aU accULtant, secretary and registrar, several teachers, up to 10 social workers engaged in medicine, maternity and nutritional progKams, perhaps the same number of agricultural extension workers, a foreman and laborers for road repair, and a small police force and local court staff. Levels of training are low, generally limited to a primary education and one or two years of post-primary training. Financial resources are limited: a typical commune budget might be about FRw 1.0-1.5 million annually. 41. Steps to delegate certain powers and authorities to the burgomaster of the commune and to restructure government are presently being prepared. Some concrete steps have already been made. The commune formerly received 35% of the head and cattle tax from its area, but now receives 100%. Another - 13 - step has been the introduction of communal labor one day per week. The burgomaster organizes the residents of his commune into teams which then undertake tasks such as simple road maintenance, and the construction of communal buildings or of irrigation ditches. This resource, though difficult to organize correctly, has considerable potential which the commune is best able to exploit. The small size of the communes also makes them a suitable vehicle for ensuring that farmers' opinions are heard, especially in the choice and implementation of projects. 42. The preparatory work for devolution of responsibility is being undertaken in the Ministry of Planning, which has designed a program with a realistically long-time horizon of 20 years that will eventually cover all communes. A tentative structure for the future communes has hen drawn up. As presently envisaged, the staff of the commune would need to be expanded to carry out the broader functions involvAd. Thp rnmmno wnilef . nni1e and in some cases staff extra schools, dispensaries, maternity centers, and a nutritional center, equipped with A food store fa-lity, as part of a comprehensive, though simple, health network. The number of agricultural extension workers would need to be increased; a considerable training effort would also be undertaken, with practical training centers teaching rural skills, cooperative organizati and construction skills. This training would be given in a Communal Training Center (CTC) to be established in each commune. The commune would also assume some responsibility for local infra- structure such as water supply, road maintenance and construction, a local postal service, and a small hostel for visiting civil servants. 43. Export crops are not to be neglected, but Government's objectives for the agricultural sector put considerably greater emphasis on food crops than in the past. The strategy tor achieving a higher output of food crops is intimately linked with the greater attention to be placed on the commune. Farmer training through increased extension services is a key ingredient in changing cultivation methods for food crops, and it is anticipated that the deployment of extension workers (though not their technical supervision) would be handled by the commune. The commune could also assume responsi- bility for erosion control measures, with appropriate technical advice from the Ministry of Agriculture. The maintenance by the communes of appropriate storage facilities would also assist in overcoming the seasonal and spacial variations in food prices, as well as contributing to the effectiveness of the nutritional programs mentioned previously. 44. While the current plans for basing economic development on the commune system are well-founded in terms of strategy, the implementation of any devolution of responsibility will pose practical difficulties which have not yet been fully considered by Government. Firstly, the organization of the administration would need to be made considerably more flexible. The present structure is geared to administrative needs, not to development needs, and works best when carrying out instructions issued at the center. Thus the assignment of field staff by ministries has alwav hppn dritd by central Government, whereas the role of the central ministry under the decentralized system would he tn rsnond to local initi4t4ives -A r - 14 - forstaf.Instead of the present administrativ stutr-frcnllingA staff already in place, a much greater degree of freedom would have to be Left to the burgomaster in organizing and coordinating the staff of the various ministries, although these would clearly need to retain technical supervision. At the level of central Government coordination would also need to be increased to ensure that staff and equipment are available and timely. IV. BANK EXPERIENCE AND STRATEGY IN THE SECTOR Status of the First Education Project 45. The Bank Group has financed one education project in Rwanda - Credit 567-RW signed on June 30, 1975. Conceived in 1974 in support of what proved to be an abortive reform of the education system the project items suggested to the Government following appraisal comprised 50 primary schools with attached workshops suitable for the revised primary program of studies; the construction, furnishing and equipping of a printshop and provision of paper for the production of about 2.7 million textbooks and 1.6 million student guides; the construction and equipping of an office building for the School Financing and Construction Unit (SFCU) established under the project; and technical assistance for project implementation (44 man-years) and for eval- uation of project financing methods, construction methods and selection/ex- amination procedures for secondary education (4 man-years). 46. During a post-appraisal mission to discuss the appraisal findings government representatives were insistent that each of the 141 rural communes received some assistance under the project, and the 50 primary schools were changed into 150 workshons. at least one per commune, to be attached to exist- ing primary schools. To ensure sufficient utilization of these workshops a rondition was insisted on by the Bank Group representatives that the primary schools selected should have at least two grade 5 classrooms and two grade 6. 47. These conditions are likely to be impossible to meet in practice: for 4- is said that there are only 180 primary schools with two gyrades 5 and two grades 6 throughout Rwanda and the probability that each rural commune has at least one is remote. It is also becoming evident that the general standards of primary schools in rural areas are so low that one may question the wisdom of building modern-style workshops onto them. Further, the division of the project among more than 150 sites is beginning to cause problems, the more so as the Ministry of Education is insistent that work be carried on in each of the ten provinces at about the same rate rather than concentrating on two or three provinces at a time. 48. These negative factors should not, however, be allowed to obscure the achievements of the project. Firstly, as of now, 10 workshops (one in each province) have been largely completed and a further 30 (three in each province) are expected to be completed by mid-1978. The printshop and the SFCU office building should be completed early in 1978 and nine Rwandese have - 15 - already been trained in various Aaspets of printshop technology by the Federal Republic of Germany, which is also supplying all the printshop eauinment for the project_ Secondly, the establishment of the SFCU must be considered a valuable achievement; it provided the Government for the first timewith a mechanism to build schools and thus to be able to become less dependent on uncoordinated private endeavours, missionary and other. Much of the achievement of the SFCU must be credited to its present director. Thirdly, the project now fits in exactly with the attempts of the GoveX,rnme t n vcwij g J_----_ c- - _ G tov=enUcLUrgL LLUU m e bottom up based on the communes. The workshops being built in part by self-help under the project represent one of the first tangible evidences of development at the communal level: it appears that many communes are enthusiastic about the scheme, and their bur- gomasters are putting pressure on the SFCU to include their communes in the next batch. In brief, the project is helping considerably in the process of institution-building. The political insistence of the Government that something be done in each commune therefore appears in this instance to correspond to a felt need of the people, although it must not be overlooked that the burgomaster is a paid Government employee. Education and Training Components in Other Bank Group Projects 49. The Bugesera-Est and Gisaka/Migongo Mixed Farming and Rural Devel- opment Project (Credit 668-RW of March 31, 1977) includes funds to develop a training center to train intermediate level extension supervisors for both crops and livestock together with lower level staff. About 50 students will be enrolled in a basic two-year course. The project will also finance seven internationally recruited specialists, three of whom would work with the training center. The project also includes provision for facilities and training costs for pilot farmer training programs and for primary schools and health centers in the project area. This project was discussed with the Minister of Education in December 1977. His view was that the training envi- saged should be provided in an extension to the secondary school at Rilima, rather than a separate training center and this view has much to commend it in view of the desirability of avoiding the multiplic-ation of small secondary level institutions in the country (para. 14). 50. A considerable training component has also been proposed for in- clusion in the fourth highway projet (green cover appraisal report 1673a-R of September 21, 1977). Training would be given for 300 road workers, 60 mechanics, 30 administrative saff and 20 ~specialist traffic count unit staff through courses to be held in Kigali, on-the-job tr1ining and scholarships Ahroad. The whole program would require some 650 m classroom construction, 7 man-years of consultants' services and 6 man-years of scholarships abroad, .andI Cost So-- 1 US. M41 14on J~. - asowa -o mi.Llin including UcLngencies. This project also was discussed with the Minister of Education in December 1977. Serious consi- deration should be given to providing this training component in an extension to the official technical school near Kigali as a new section (Ponts et ChausSees) of this SCoLLOI. - 16 - Educational assistance from other mutiaerlAd bil ate ral so1 e 51. Most external aid for education in Rwanda comes from the Government of Belgium which is heavily involved in both secondary education (through the bureau pedagogigue secondaire) and in higher education. Belgian aid is, however, tending to diminish. The second most important supplier of aid is now Canada, whose assistance, mainly to higher education, is expected to total some US$35 million over the next five years. Other major bilateral assistance agencies include the Governments of France (see para. 12), the Federal Republic of Germany (paras 33, 48) and the Netherlands, which is providing technical assistance for agriculture and practical training. The aid agency of the USA is likely to be involved soon in the construction of post-primary schools, which are also likely to be assisted by UNICEF and the United Nations Equipment Fund. UNESCO/UNDP has provided and continues to provide considerable assistance under its project RWA 74/020 which is con- cerned with the renewal of basic education programs and which has comple- mented the first Bank Group education project. 52. There are considerable problems in the coordination of this external aid. These arise partly because the government's education policies are often in a state of flux, and also because of the country's heavy dependence on external assistance. Other contributing factors are the fact that the Govern- ment will often address the same project request to different donors, and lastly the sometimes differing points of view of the donor agencies themselves. In efforts to resolve some of these problems two 'round table' conferences were held in Kigali in 1977. The first, in February, was concerned with external aid and the second, in November, discussed aid from non-governmental sources. It is to be hoped that these conferences will improve aid coordina- tion and make the aid supplied more effective. Perspectives for Future Bank Involvement 53. The Government is anxious for further Bank Group involvement in the education sector, and the fat that the first nrnirt is making reasonable progress and represents a step forward in Rwandese educational management is a positive factor. There is a clear need to strenthen the b-asic ciqtinn nrn- ~~~~05~~~~C ---- ---------LJ. LCL .a a a. a . --- -- visions for the rural population in primary schools through the provision, whether by new- buildings- or the imrvmn-f existing- one, of utrye UL~LLLLY U=W UU.L.U.LU60 VL ILl=~ LJJ LULV =UE_L1V W&L - - -J-r - functional buildings and of minimum learning facilities such as benches, blackboards, and lockers for safeguarding books and educational materials. The Ministry is conscious of the fact that in many existing primary schools minimum learning requirements are not met. These schools thus provide an educationally weak basis for subsequent practical work in workshops. The Ministry would, therefore, welcome a second Bank Group education project which would have the following objectives: (i) to bring all schools to which workshops are being added under the first project to acceptable physical standards in regard to buildings, furniture and equipment so that each commune would have at least one complete primary school with reasonable facilities; and - 17 - (ii) to assist in a program of improvement of other primary schools through the modification and repair of buildings, and the supply of equipment and material for furniture to be made by the communities. The SFCU appears to be a competent unit for the administration of such a program, although some strenRthening of the Unit (e.g. by the provision of a person versed in the construction/repair of simple buildings in each prefecture) would be needed. The proiect would involu program lending. 54. The general need for the imnrovement of hAic primary education facilities in Rwanda is not an issue. What is, however, an important issue which needs to he resolved h Rank management is the question of whether the Bank Group wishes to continue to assist education in Rwanda at this time granted the fact that the Government has decided to adopt an educational system which it will not be able to finance from its own resources in the foreseeable future and which, for want of means to generalize it, will probably not be much less elitist than the present system despite its good intentions. The Government has made it clear by the adoption of its new policies that it attaches much more weight to political and social issues than to the advice of Unesco and Bank Group experts, and Rwanda repre- sents a classic example of the lack of leverage the Bank Group and other aid agencies have in the social sectors. 55. One of the questions which needs to be addressed is whether in fact the Government will be able to put its new policies into effect or not. Their logistics are only now beginning to be addressed in Rwanda. What is evident is that the theoretical implementation of the changes will be an extremely long-term process with a time scale extending into the twenty-first century. Over such a long span of time many changes in ministers and in policies are not only possible but certain; we have seen how the acclaimed reform of 1974 was more or less stillborn, and it is quite likely that the ambitious and politically attractive proposals of 1977 may suffer a like fate because of their very lack of realism. It is difficult to forecast. The most likely thing to happen is probably that the system will continue to function over the next few years much as it does now. 56. On balance the best course for an institution such as the Bank Group would appear to be to continue to assist basic education, accepting quite ex- plicitly the fact that in the Rwandese context we cannot fit the project into a set of Government plans and policies which we would wish to endorse, and by this token accepting the fact of our lack of leverage in the education sector. This would accord with the Bank Group principle of continuing aid to countries where the Group may have reservations on the country's nresent rpimpq heAii of the long-term nature of Bank Group Credits. 57. Whatever should be the decision as to whether the Bank Group should be involved or not- there is little doubt th. 4f the Bank Group is involved, it should be involved in basic primary education in view firstly of the even greater uncertainties surrounding the s a and higher levels and the fact - 18 - i-i-..,..~~~~~ ~~ a~n ou'ni mu.,~D~D mntS Of PYf-Prnn1 Aid and are thLa t th LLe se le v elS ha ve received much greater amout fetra i n r already producing sufficient quantities of graduates to supply even optimistic forecasts of demand for higher level manpower (paras 18-22). Priorities-for Sector 1"ork 58. A four-emer U'nesco team visited Rwanda in MMrch17 ostd h JO itA Lour-LWCU1 UUL LW ±.LU L%WCIU L~*~-l J h Rwandese education sector; its confidential report EFM/85 (in French) of June 1977 has been heavily drawn on in compiling this Sector Memoradum The- Unesc report contains a good deal of information; it is particularly strong in its descriptions of the non-formal sector and the numerous individual efforts and experiments which have been undertaken. At the basic level the report devotes 12 pages to describing the main schemes, and an Annex lists another 27 schemes which could not be described in the main text probably for want of space. The report is, however, rather weak in its criticisms of the new government education policies and one has to read many pages and almost between the lines before reaching the tentative conclusion that the Unesco team is not in favor of the new government policies. 59. As has been mentioned (para. 21), a Bank Group mission has visited Rwanda to study the construction industry, and its eventual report is expected to indicate in more detail than exists at present the need for training in the industry and hopefully the form such training should take under the particular circumstances of Rwanda. This report may identify specific areas where project-related sector studies need to be undertaken. 60. A Bank Group agricultural sector mission visited Rwanda in 1976/77 and its report was issued on June 30, 1977. It is clear that with regard to agricultural extension agent and cooperative worker training needs there are important questions which cannot be resolved at the present time because of a lack of government policy decisions. Until the major decisions in these arAeA have been taken further sector work is unlikely to be productive. 61. The aundnce nf repnrts-q on Rwanda's educational system and its development, the uncertainties arising because of the government's decision concerning the educational reform, and the plethora of foreign sources of assistance, many of them non-governmental, make the definition of meaningful educational sector work in Rwanda extremely diffiult. One tyne of sect-or work would need to be integrated into the proposed second Bank Group education project: a school inventory which could serve as an analytical tool for deter- mining to total needs for improvement in basic education facilities. In fact the Government has already realized the importance of this task and the SFCU staff is beginning to address it during visits to workshop construction sites. The proposed second project is partly a consequence of this work. Bank Group supervision missions should assist in this very important task during their regular visits to the country. 62. Another field which may be of possible interest to the Government concerns the multitude of non-formal education activities going on in the country. Some of these activities would overlap with post-primary education - 19 - under the reform, and thus they could become redundant if the reform goes forward. A survey of the possible duplications which may evolve during the implementation of the reform, including their financial aspects, could pos- sibly lead to recommendations to streamline the system and thereby contribute to improving its viability in economic terms. 63. Lastly, it has been remarked (para. 14) that both the secondary and higher education systems are costly in terms of the numbers they enroll. A serious study aimed at the rationalization of the secondary system may well be worthwhile. With regard to the higher education system it would appear that the best course to pursue would be to request those responsible for their ideas on how economies could be effected before having recourse to an external study. RWANDA PRIMARY EDUCATION ENROLLMENTS BY SEX AND YEAR OF STUDY 1971/72 - 1975/76 Class Sex 1971/72 1972/73 1973/74 1974/75 1975/76 1st Year Boys 55.282 54.627 56.406 50.548 60.407 Girls 45.972 47.234 48.684 44.949 53.862 Total 101.254 101.861 105.090 95.497 114.269 2nd Year Boys 46.426 41.658 40.634 42-n82 38.945 Girls 39.035 35.305 34.320 35.781 34.166 Total 85.461 76.6 7.5 77.863 73.111 Girls 33.432 33.186 30.405 29.854 30.773 Total 74.023 72.139 66.454 64.744 65.995 4th Year Boys 33.941 34.429 34.126 32.040 30.038 Girls 27-008 28.240 28.386 27-038 26.002 Total 60.949 62.669 62.512 59.078 56.040 5th Year Boys 26.554 26.798 27.377 27.274 25.999 Girls 19.548 20.618 21.199 21.762 21.328 Total 46.102 47.416 48.576 49.036 47.327 6th Year Boys 23.404 23.760 24.796 24.195 26.096 Girls 13.164 14.642 15.370 16.306 18.683 T l. 38 .A02 h.16 A6 ) q0501 44 770 Total IBfoys 226.9 220.22 219.38 2O 11.2 216.707 '~ Girls 178.159 179.225 178.364 175.690 184.814 Total 404.357 399.450 397.752 386.719 401.521 Source: Ministry of National Education Statistics. ANNEX 2 WAN-UA SECONDARY EDUCATION ENROLLMENTS BY SEX AND YEAR OF STUDY 1971/72 - 1975/76 Year Sex 1971/72 1972/73 1973/74 1974/75 1975/76 Preparatory Year B 237 196 249 274 307 G 28 27- T 265 223 249 274 307 1st Year B 1.398 1.604 1.674 1.734 2.084 G 863 851 917 918 1.049 T 2.261 2.455 2.591 2.652 3.133 2nd Year B 1.463 1.234 1.342 1.548 1.509 G 793 779 792 835 776 T 2.256 2.013 2.134 2.383 2.285 3rd Year B 1.318 1.272 1.079 1.247 1.417 G 618 654 613 656 719 T 1.936 1.926 1.692 1.903 2.136 4th Year B 946 1.038 984 980 1.087 G 610 538 509 547 596 T 1.556 1.576 1.493 1.527 1.683 5th Year B 896 837 916 919 914 G 438 502 441 429 470 T 1.334 1.339 1.357 1.348 1.384 6th Year B 473 569 542 613 548 G 136 177 188 211 226 T 609 746 730 824 774 7th Year B177 16Q 174 181 G 118 97 115 134 142 T 295 266 289 316 335 Total B 6.908 6.919 6.960 7.497 8.059 G. 3.57 3."7"73 3. Q7 T 10.512 10.544 10.535 11.227 12.037 Source: Ministry of National Education Statistics. RWANDA SECONDARY EDUCATION ENROLLMENTS BY SEX _YEAR OF STUDY AND SPECIALTY 1975/76 Technical Professional Common Classical Modern Technical Pedagogical Normal Artisanal Year SeX Trunk Humanities Humanities Humanities Humanities Training Training Total Preparatory Year B 307 307 T 307 307 lst Year B 1.556 270 258 2.084 G 1.049 - 1.049 T 2.605 270 258 3.133 2nd Year B 1.121 199 189 1.509 G 776 - 776 T 1.897 199 189 2.285 3rd Year B 1.023 208 23 163 1.417 G 666 - 53 719 T 1.689 208 76 163 2.136 4th Year B 190 244 204 110 218 121 1.087 G - 71 127 91 190 117 596 T 190 315 331 201 408 238 -1.683 Sth Year B 161 184 140 124 215 90 914 G - 73 91 86 143 77 470 T 161 257 231 210 358 167 1.384 6th Year B 135 225 83 105 548 G - 45 126 55 226 T 135 270 209 160 774 7th Year B 101 92 193 G 95 47 142 T 196 139 335 Total B 3.700 1.470 653 528 431 456 821 8.059 G 2.491 - 189 439 279 386 194 3.978 T 6.191 1.470 842 967 710 842 1.015 12.037 Source: Ministry of National Education Statistics. RWANDA IGJIER EDUCAT ION ENROLillENT BY DISCIPLINE 4AND COUNTRY OF STLIDY 1975 176 Pedelral Republic Other Discipline Belgiuim of Gernany USSIR Italy France Canada Sltzerland Zaire Senegal Rwanda Countries Total Economic &nd 1ocial Scences 24 1 - 8 2 9 - 2 133 6 194 La 17 - 6 - 3 - - 3 6 63 - 98 Modern Lettera - - 5 5 - - - 178 10 199 Educational Sciences 12 - $ - 3 - i - - 40 - 61 Agronomy 14 12 28 9 - 2 - - - 15 4 84 Medicine 21 - 28 - - - - 2 - 187 3 241 Pyeleal Education 2 -. 3 - 1 - - - - - - 6 Chemistry -- 10 - 2 2 - - - - 14 Bilology - 3 - 5 1 - - - 34 - 43 Mines 6 - - - - 2 - - - 10 Geology 9, - 3 - - - - 1 15 Cvil AviatLion - - 2 - 2 1 - - - - 2 7 Technical Studles 13 - - - - - - - - - 13 Electricity 15 8 8 2 - - - - - 3 36 Conatruction 6 6 16 1 2 I I - - 2 3 38 Hechanica 3 1 8 I - - - - - - 4 17 Tech. Dome8tic Arts - - - - - - - - - 22 - 22 Htilitary Science - a- - - - - -0 - 108 Veterinary MedLcline 13 3 2 9 - - - - - - 21 Htathematice aud Phyalcs 3 - 18 1 9 - 5 - 2 216 1 255 Other 26 5 9 - 1o 11 - S 1 - 20 87 Total 171 38 170 23 53 23 19 12 11 998 57 1.575 Source: Ministry of National EducaLlon :Statiaticg. 1/ not includIng enrollment in the Great Seminary of Nyakthanda (110 student&). ANNEX 5 RWANDA 1/ PUBLIC EXTERNAL AID IN RELATION TO PUBLIC EXPENDITURES, 1972-1975 (in millions of Rwandese francs) Ordinary Development Public external . ugt ugtaid IToitals nLL 4 A Tna 4q Agriculture/livestock 582 59 3.130 3.771 Percentage (1,) (1,6) (83,0) (1, Economic infrastructure 1.278 501 4.361 6.140 Percentage (20,8) (8,2) (71,0) (100,0) Education 3.636 17 3.586 7.239 Percentage (50,2) (0,2) (49,6) (100,0) Health and Social Affairs 1.180 23 1.274 2.477 Percentage (47,6) (0,9) (51,5) (100,0) Others 6.452 464 2.896 9.812 Pernag (65,8) (4,7) (29,5) (100,0) TEotals -12 1064 15.247 29.439 Percentage (44,6) (3,6) (51,8) (100,0) Source: Round table documents, external aid, Kigali, 17-19 February 1977. 1/ 'Public external aid' includes bilateral and multilateral aid in the form of gifts, credits, and technical assistance. It excludes non-governments aid. Total non-government aid has been estimated as follows for the years 1973 through 1975: 1973: 116m FRw (source: UNDP) 1Q74! 190m FRw (source: National Bank of Rwanda) 1975: 310m FRw (source: National Bank of Rwanda) RWANDA HYPOTHETICAL QIIANTITATIVE AND FINANCIAL EFFECTS OF 1977 EDUCATION REFORM PROPOSALS (assumins o increase in costs petudent - year) 1975/76 actual figures 1991 indicative figures Cost per Total Hypothesis A H otlests B pupil/year M0E expenditures MOE Enrollment FRw 000 FRw m. Enrollment expenditure Enrollment Cost Basic (primary) education 400,000 1,940 777 524,000 1,017 1,000,000 1,940 Vocational education (2 year course) 400 c.3.000 1 146,000 438 300,000 1,200 Rural training (3 year course) 8,000 5,270 41 188,000 991 400,000 2,100 Secondary education 12,000 17,200 207 34,000 585 73,000 1.250 Higher education in Rwanda 1,000 129,000 129 2,000 258 2,000 260 Administration and other (3.5%) 42 115 250 Total HOE recurrent expenditures 1,200 3,400 7,000 Total Government recurrent expenditures 4.400 lE expenditures as 7, of total 27.3 Total Government recurrent expen- tures (6% p.a. growth) FRw m 11.200 11,200 - MOE expenditures as % of total 30.4 62.5 Hypothesis A envisages enrollment of 100,000 pupils in first year of basic education, reduced dropout rates, provision of 2 year course for all students following which 90% continue with 3-year rural training course and 10% with secondary course, with a doubling of present higher education enrollments in Rwanda. Hypothesis B envisages 100% enrollment of the 1991 7-14 age group in primary and vocational education, 907% of the 15-17 age group in rural training; 10% of the 15-19 year age group in secondary education, with the same higher education enrollments as Hypothesis A. Source: Bank staff projections using material from UNESCO Sector Survey Report. EFM/85 (Paris, June 1977) RWANDA - EDUCATION PYRAMID 1975/176 En roilmenit as % ol Age Age Group Total Primary Enrollment: 401,521 (46% Girls) Grade Total Secondary Enroliment: 12,040 (33% Girls) 19 Total Higiher Enroiment: 1.6815 (8.7% Girli) 193 142 13 i8648 226 --1.4% 17 914 477 11 16 11087 596 Secondmy 10 BOYS GIRLS 15 .1417 719 14 2.6% 1509 776 i 13 2093 1049 7 12 609 18683 6 J<_25999' 213287 '6 10 3 26002 / 57.3% Primary 9 2 7 3 8::ss9s 34166 2 ... - . . . .....53 6 60 45 30 15 0 15 30 45 60 lin Thousands) Source: Ministry ot National Education Statilstics World Bank - 18096 -a RWANDA - STRUCTURE OF THiE FORMAL EDUCATION SYSTEM 1977 Theoretical Medicine Age of Study 25 24 Second (Masters) Degree LeveI 23 22 First 21 Degree Level 20 . Classical Modern Technical Teacher Humanities Humanities Training Training (Long Coursel 191.313. Techinical 8. 12 1] 12 1 Short (Professionall 121 1 Courses Education 17 16 10 . Technical 16, 10 10] 10 [10 10] 0E Tchia 9 [i ('Artisanal) Artisanal 15 Basic Secondary Educatiion Training Centers 14 _[8 Course 13 ij[7 7 Domestic Arts Sections - 12 [6 5 11 . 10 4 Prirnary 9 -. Education 8 -2 7 . Souirce: Ministry of National Educatlon World Bank -- 1805 I BRD 11275 R T Mborar-o Kompo MAY 1975 RWANDA EDUCATION PROJECT U G N D AK Rutshuru Kobae T A NZANJA COMMUNE BOUNDARIES PREFECTURE BOUNDARIES Nyogatore MAIN ROADS ZAIRE RIVER5 INTERNATIONAL BOUNDARIES Ruhengeri A K A G E R A • yubN A T l O N A L PA R N Goma Glsenyi NYM yARAMSI 2 RA A FR C A AZIn Kynz K IGA L 11 Kyo A bui- KABARONDO KIGAIaMA N B¿G.igesor. ERAUKRA SAKE B RFNGA NZ M )AN 6y hohRUSUMO K.bore ay gg so w Gik.non r o AEGR-LGAT GN Z A N | A jo Rvuvw R. ZAIRE 0 MILES0 4 5 'hl-- lh IE ~lY 1~ - 2, 3l, 40 50 60 70' WZ BBk Ud iRfU