Primary education in Rwanda.

Autor/inn/en	Nyiramana, Christine; Tuyishime, Julienne; Rank, Astrid; Scheunpflug, Annette
Titel	Primary education in Rwanda.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 253-269 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35801 10.35468/6239-09
URN	urn:nbn:de:0111-pedocs-358014
Schlagwörter	Bildungssystem; Grundschule; Grundschulpädagogik; Primarbereich; Lehrerbildung; Lehrerbesoldung; Curriculum; Qualität; Ruanda
Abstract	This chapter provides an overview of primary education in Rwanda, a small, landlocked country in the Great Lakes region of Sub-Saharan Africa. It traces the historical development of schooling from pre-colonial times through missionary and colonial influences, to the post-independence and post-genocide reforms. The chapter analyses the current state of the sector, describing the structure of the education system, enrolment figures, and transition rates, while also highlighting challenges such as high pupil-teacher ratios, repetition, and limited resources. Issues of language policy, curriculum reforms, teacher education, school feeding, and digitalisation are examined in detail. Furthermore, the chapter situates Rwanda's primary education within international debates on equity, inclusion, and quality, emphasising both progress and persisting obstacles. It concludes by discussing the crucial role of non-state providers, particularly churches, and the importance of partnerships in building a resilient and inclusive education system for the future. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4