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.
Since 1998, poverty reduction has lain at the heart of Rwanda’s development policy. This has
attracted significant support from donors for a wide range of activities in the education sector.
Basic education has been made a priority, with a commitment to providing nine years free
education to all children. Resources are being re-allocated towards basic education, with
increased attention being paid to non-formal aspects and involving non-state providers. This
raises debates around capacity, funding and quality, as well as the links between basic and
post-basic education and training (PBET).