The Education Management Information System (EMIS) Development Plan aims at developing the capacities in the Ministry of Education and Culture (MOEC) to make it more efficient in executing its core functions of policy formulation, monitoring and evaluation, standards-setting, providing regulatory frameworks, coordination and optimization of resource use through improved access to and use of EMIS at all levels of education.

This document is a revised version of The Basic Education Master Plan. It is a holistic framework that undertakes to review and analyse basic education provision in the following areas: Pre-primary education; Primary education; Non-formal and adult basic literacy; and Post Primary Vocational training.

This Policy is designed to promote the acquisition and appropriate use of literary, social, scientific, vocational, technological, professional and other forms of knowledge, skills and understanding for the development and improvement of man and society.

This programme aims at creating a well-educated, knowledgeable and skilled Tanzanian able to competently and competitively cope with political, social, cultural, economic and technological development challenges at national and international levels.

The Secondary Education Development Programme II (SEDP II) is expected to sustain and consolidate gains attained through implementing the educational goals in areas of quality, management, and conducive teaching and learning environment, as expressed in the performance evaluations in SEDP I.

The Environmental and Social Management Framework (ESMF) adopts the following priorities: Priority in spending on basic education; Improvement inequitable access to quality secondary education; Demand-driven and market-oriented post-secondary and higher education; and Institutional development to improve sector management and strengthen implementation capacity.

This Plan aims to achieve coherence and balance through strategic interventions in the system, taking into account both demand and supply variables; to pull together the scarce resources to concentrate them on identified strategic priorities; and to have a flexible but directional and firm negotiating tool as we endeavour to incorporate all stakeholders in the development of education in this country.

The Teacher Education Master Plan has the following objectives to steering teacher education in Tanzania during the next twenty-five years, to define a mission for the professional development of teachers during the next five years, among others.

The technical education and training policy is established to achieve the following general objectives: to enhance the application of science and technology to socio-economic development to improve the standard of living of the population and meet the basic needs of the masses; to establish an appropriate legal framework, laws, regulations and rules for rationalizing, assessing and monitoring the development of technical education and training in the country; and to facilitate the creation of relevant institutions both public and private, to implement specific objectives on the development of technical education and training.

The government of Rwanda is pushing for the attainment of universal education in Rwanda. This strategy is developed to guide the implementation of the special needs and inclusive education policy. It works towards ensuring the aims, objectives, and targets set out in the policy document is attained. This aligns with the drive to ensure citizens with special needs are not left out of equitable access to quality education and active participation in all aspects of society. This strategic plan is also aligned with the ESSP 2018-2024 and the national strategy for transformation.

The adult education policy of the government of Rwanda strives to bridge the generational gap in the education sector by providing citizens with the needed skills to improve their general living conditions. It is on this premise that the National Adult Education Strategic Plan has been developed to provide a detailed roadmap and framework for the effective implementation of the Adult Education Policy. “It has been designed as a tool for planning, coordination and monitoring to guide the Ministry of Education in implementing the Adult Education Policy. It defines the roles of its different partners for a harmonious development based on human resources and knowledge led/based economy as defined in Vision 2020”.

The government of Rwanda identifies the ESSP as an important achievement towards the development of the education sector. The ESSP contains priorities, targets and benchmarks to guide Rwanda’s education sector as it focuses on contributing towards poverty reduction and economic development. It is envisioned that this strategic plan will be subject to future reviews and reconstruction to aid its ultimate course of equitable universal access to education.

Consequent to the genocidal activities that shattered Rwanda in 1994, the government has been working vigorously to restart the entire system which broke down in the aftermath of the activities of 1994. The priority of the education policy is thus to key into national and international targets as enshrined in policy and strategic documents including the vision 2020, Universal Primary Education (UPE), Education for All (EFA), the EDPRS, and the ICT policy.

This implementation plan highlights the resolve of the government to develop strategies to fast track the implementation of the nine-year basic education goal. The nine-year basic education goal aims to ensure all Rwandan children have equitable access to quality 6 years primary education and first 3 years of secondary education without paying any form of school fee. “This Concept Note recommends the use of three strategies; specialization of teachers, reduction of core courses and doubles shifting. This is to ensure reduced costs and time to complete the rollout of the Nine Years Basic Education in Rwanda”.

Over the years, the government of Rwanda has rolled out reforms to drive the attainment of the country’s education goals as contained in the ESSP, the vision 2020, as well as international targets like the MDGs. Prominent among these reforms is the nine and twelve-year basic education plans. The adult education policy also ranks among such prominent reforms. It works towards bridging the generational gap in the education sector by providing the citizens with the needed skills to improve their general living conditions.

This policy focuses on maximizing the value accrued to the ministry of education from the usage of ICT. “This strategy aims to bring the various elements of ICT together and ensure that the ICT discipline works towards achieving a common, relevant and shared vision with the business. It defines the minimum acceptable ICT management practices necessary to facilitate the implementation of the agreed IT strategy”.

The transition from an agrarian economy to a knowledge-driven middle-income economy by 2020 is the vision of the Rwandan government. The government also aims to incorporate ICT into all sectors by 2020 as enshrined in the vision 2020 of the government. The use of ICT in the education sector is expected to stimulate the activities of the sector and hasten the attainment of the sector’s goals as contained in the ESSP and other relevant documents.

The education sector of Rwanda has been earmarked as one of the key sectors to drive the government’s vision for eradicating poverty. The government acknowledges the role played by teachers as the main actors to drive the goals of the education sector. This policy seeks to bring to the fore, the need for efficient management and development of teachers to maximize their efficiency in realizing the country’s goals.

The document also contains law on counter-terrorism, law modifying Law n° 03/2010 of 26/02/2010 concerning payment system as modified to date, the law amending Law n° 31/2009 of 26/10/2009 on the protection of intellectual property; and the law relating to the prevention, suppression and punishment of trafficking in persons and exploitation of others.

This law determines the organization of education.