This phase of the ESSP is in line with the targets and priorities of the EDPRS II concerning the education sector. It aspires to develop the education sector further for the next 5 years. Equitable access to universal basic education, extending the reach of the government’s compulsory 12-year basic education plan for children are among prominent issues addressed. The ESSP sets detailed and comprehensive targets towards propelling the education sector forward. It draws strength from not being a rigid plan but a flexible strategy to guide the development of education in Rwanda. Capacity building and human development of stakeholders in the education sector also features in this phase to ensure citizens can meet labour market requirements and demands.

This second phase of the ESSP is in line with the targets and priorities of the EDPRS for the education sector. It follows in the path of the ESSP 2007-2011 in seeking to develop the education sector further for the next 5 years. Promotion of science and technology and incorporation of ICT in the development of education in the country are among the prominent issues to be tackled by this ESSP. The ESSP sets detailed and comprehensive targets geared at propelling the education sector forward. It draws strength from not being a rigid plan but a flexible detailed document to guide the development of education in Rwanda.

This policy aims to ensure the needs of educationally vulnerable children and youths are factored into the plans and objectives of the education sector in the country. This is in line with the government’s drive to ensure maximum access, quality, and equity in educating the citizens of Rwanda at all levels. As a revised policy, it identifies the need for modification due to changing times.

The Rwanda long term strategy and financing framework is to complement and assist in achieving the targets of the education sector strategic plan (ESSP 2006-2010). The strategy contains key and ambitious targets; increasing primary school completion rate, increasing secondary enrolment rate, and reducing drop-out and repetition rates. It prioritises personnel/teachers’ development, in terms of quantity and quality, as well as increasing funding for teaching and learning materials, among others.

This phase of the ESSP represents the fourth instalment of the strategic plans for the education sector. It integrates the 9-year basic education plan and promotion of science and technology, in a bid to make the education of the Rwandan people a top priority. It provides an update and review on the education sector and serves as a flexible plan to guide implementations across the education sector.

This is an update to the 2008-2012 phase of the education sector strategic plan. In its push for universal and equitable access to education in Rwanda, this phase identifies several priorities including improving completion and transmission rates, reducing dropout and repetition rates, continued improvement in quality of education, personnel development, post-basic education tailored to the needs of the labour market, and strengthening of science and technology in Rwanda.

The government of Rwanda’s long-term education goals include ensuring equitable and quality access to education at all levels. This policy aims to address the disparities in access to education as it relates to the female gender. It seeks to develop the framework, laws, and other necessities to ensure effective contribution to the education for all vision of the government.

The early childhood development strategic plan is defined as “the processes by which children from pre-conception to six years grow and thrive physically, mentally, emotionally, morally and socially”. It is the all-round development of a child, to prepare them for the rigours of future life. The integrated strategic plan sets out the holistic roadmap and framework crucial to implementing the national early childhood development policy. It prioritises the disadvantaged and marginalised children.

The policy rightly points out that the future development of a child and the quality of life heavily depends on good parenting, especially during the first months of life. The early childhood development policy thus seeks to provide a holistic framework to foster the integrated development of young children. The multi-sectoral approach pushes for healthy, well-nourished and safe Rwandan children capable of fulfilling their potentials.

This document highlights the resolve of the government to strengthen the country’s higher education system to meet international standards. The policy aims to build on existing structures to ensure dividends from a sound higher educational system are maximized.

This policy highlights various specific objectives to be achieved to ensure children with special educational needs have equitable access to basic education. This is premised on the commitment of the government to ensure basic education for all citizens of the country.

The law determines the structure, organisation and functioning of the Higher Institute of Agriculture and Animal Husbandry (ISAE). “The institute is categorised as a higher institute of learning, research, and management, having legal personality. The institute has the mission of offering high-level courses and conducts research in various fields relating to agriculture, animal husbandry, forests and environment to the extent that its students may acquire practical knowledge which may help them assist the population in solving their problems”.

The TVET policy emphasizes the importance of education and training in attaining the priority goals of developing countries. In conjunction with other crucial national policies, the TVET aims to achieve economic growth by focusing on technical and vocational training at all levels of education and for all categories of citizens.

The overarching intent of this strategy document is to articulate the strategy and vision of the Federal Government of Nigeria for a countrywide universal Home Grown School Feeding Programme.

This is an Act for the establishment of the Chartered Institute of Local Government and Public Administration of Nigeria. The Act specifies the functions, powers, management, governance, the procedure for registration, professional discipline, fines and penalties as well as other related matters.

This is an Act for the establishment of the Chartered Institute of Project Managers of Nigeria. The Act specifies the functions, powers, management, governance, procedures for the registration of members, professional discipline, fines and penalties as well as other related matters.

This policy ensures that gender equality is integrated into components of the education policy. The objective is to eliminate gender disparities in primary and secondary education and ensure full and equal access to quality education for all children.

The Universal Basic Education Act of 2004 highlights the Federal Government intervention, rights of children to free basic education, the establishment of the Universal Basic Education Commission, the State’s Basic Education Board, and the Local Government Education Authority.

The Accounting Manual is a standard document to ensure accuracy, probity, and transparency in the management and disbursement of Funds made to the various Tertiary Institutions benefiting from the Education Fund.

This is an act to establish the Town Planners’ Registration Council for the registration of town planners and to provide extensively for the regulation of the profession of town planning. The tribunal shall consist of the President of the Council and eleven other members of the Council appointed by The Council and shall include three members of The Council holding office by virtue of paragraph (b) of section 1 (3) of this Act or, where the number of those members is for the time being less than three, all those members.