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.

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”.

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 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.

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 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.

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.

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.

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 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.