The Relationship Between Universal Primary Education Policy Implementation And Socio-Economic Development Of Rural Areas In Nyamagabe District Of Rwanda

ABSTRACT The study attempted to find out the relationship bet~veen the educational achievements of universal

primary education (UPE) policy implementation and socio-economic development of rural areas in

Rwanda. The specific objectives of the study were to identify the existing situation of Rwanda

primary education system, determine the major educational achievements from UPE policy

implementation and thus compare actual performance with the stated UPE goals and to identify the

influence of UPE program in improving socio-economic status of rural areas in Rwanda. A

descriptive survey, qualitative research designs and documentary analysis were used to collect

required information from 144 teachers and head-teachers, 14 pupils’ parents and 8 opinion leaders

and education offices among others.

Using simple percentage to analyze the data collected, it was found that a discriminative system at

ethnic and regional quotas was abolished to the extent that gross school enrolment ratio reached an

average of 138.64%, net school enrolment ratio 94.30% and transition rate 54.6% in 2007 and

completion rate 52.5% in 2008. Transparence in national examination and equity in admission were

established in the educational system. The major educational achievements of UPE program found

are: net enrolment growth rate of 7.35% per year, gender balance of 100%, repetition reduction rate

of 1.95% per year, dropout reduction rate of 0.24% per year, number of schools increased 7.52%,

number of classrooms 5.46% and number of qualified teachers increased 26.6% during the period

2004/08. The comparison between actual performance and stated goals showed that the planners were

too ambitious while setting timeframe/performance requirements and 54.8% of respondents agreed

the decline in quality education and 72.95% agreed fund inadequacy in UPE program

implementation. On the other hand, an average of 84.3% agreed that UPE program has helped the

expansion of access to education, girls’ education and internal efficiency of the system; the study

[ound that 68.8% agreed that the expansion of access to education has led to the increase of workers

tnd employment, literacy rate, high awareness and practice of good health practices and promotion of

~ationa1 politics; 85% agreed that girls education helps family planning, premature marriage and

hild mortality reduction; 85.6% agreed that UPE program helped in optimum land utilization,

~reation of economic activities, modern agriculture practices, malnutrition and waterborne diseases

eduction.

ccordingly, to achieve stated educational goals as well as socio-economic goals, promotion growth

ate should be increased and maintained at 9.1% per year from 2007, repetition reduction rate at

18.3% per year from 2007, dropout reduction rate at 2 1.3% from 2007, completion growth rate at

16.2% per year from 2008 and pupils’ parents should be sensitized about their responsibility and

obligation to take over teaching process after school hours for integrating children into daily socio

economic life.

 

TABLE OF CONTENT

DECLARATION

APPROVAL

DEDICATION iv

ACKNOWLEDGEMENTS

TABLE OF CONTENT

LIST OF TABLES ix

LIST OF FIGURES

ACRONYMS

ABSTRACT

CHAPTER ONE 1

INTRODUCTION

1.1. Background of study

1.2. Statement of problem 3

1.3. Purpose of study 5

1.4. Objectives of the study 5

1 .5. Research questions 5

1.6. Scope of the study 5

1.7. Significance of study 7

1.8. Conceptual framework 7

~HAPTER TWO

ATERATURE REVIEW 9

2.1. Introduction 9

vi

2.2. Existing situation in Rwanda primary education before UPE policy review 2003 10

2.3. Origin of UPE policy and its implication in Africa 11

2.4. Existing situation in Rwanda education system after UPE policy review 2003 14

2.5. Socio-economjc status of rural areas in Rwanda 19

2.6. Role of education in socio-economic development 20

CHAPTER THREE 25

RESEARCH METHODOLOGY 25

3.1. Overview 25

3.2. Research design 25

3.3. Research area 25

3.4. Research population 25

3.5. Sample and sampling techniques 26

3.6. Research instruments 26

3.6.1. Questionnaire 26

3.6.2. Interview 27

3.6.3. Validity and reliability 27

3.7. Procedures for data collection 27

3.8. Data analysis 28

CHAPTER FOUR 29

PRESENTATION, INTERPRETATION AND ANALYSIS OF FINDINGS 29

4.1. Overview 29

4.2. Documentary analysis of existing situation of Rwanda primary education system 29

4.2.1. School enrolment trends 29

4.2.2. Analysis of pupils flow trends 32

4.3. Primary data analysis 37

4.5. Evaluation of UPE program in improving the socio-economic status of rural areas 44

VII

4.6. Relationship between UPE policy implementation and socio economic development of rural

areas 52

CHAPTER FIVE 55

SUMMARY CONCLUSIONS AND RECOMMENDATIONS 55

5.1. Overview

5.2. Discussion 55

5.2. Conclusions 58

5.3. Recommendations 61

REFERENCES 63

APPENDIXES 66

Appendix A: Questionnaire for teachers and head teachers 66

Appendix B: Interview guide 71

Appendix C: Budget 72

Appendix D: Time framework 73

Appendix E: Mathematical formulas 74

VIII

LIST OF TABLES

Table 1: Indicators in education system: primary education, period 1999-2003 15

Table 2: Indicators in education system: primary education, period 2004-2008 17

Table 3: Population and sample size 26

Table 4: School enrolment trends before UPE policy review in 2003 29

Table 5: School enrolment trends after UPE policy implementation in 2004 30

Table 6: Gender balance trends in primary school: period 2003-2008 31

Table 7: Pupils flow indicators before UPE policy review, 1999-2003 32

Table 8: Pupils flow after UPE policy implementation in 2004 33

Table 9: Teachers and pupils trends in Nyamagabe district 36

Table 10 Pupils flow trends inNyamagabe district 37

Table 11: Teachers and head-teachers’ responses towards UPE program in Nyamagabe district 39

Table 12: Teachers’ responses towards teaching profession 40

Table 13: UPE program assessment in Nyamagabe 42

Table 14: Teachers and head-teachers’ perception towards UPE program in improving socio

economic status of rural areas 46

Table 15: Parents’ perception on UPE program 48

Table 16: Role of having six year of basic primary education in daily life 51

Table 17: Achievements of UPE program and socio-economic development indicators 54