Ten years after the 1994 genocide—in which an estimated 10 percent of the country's population perished—Rwanda's devastated education system is now back on its feet. Classrooms have been repaired and new ones built; teachers who fled the mayhem have been reintegrated into the teaching force; arrears in teacher pay have been cleared up; a Genocide Fund has been created specifically to assist orphans; and, in higher education, the system has been diversified and new arrangements for student finance have been introduced. This success notwithstanding, the task of transforming the rapid recovery into sustained progress over time has only just begun.A priority will be to ensure that all Rwandan children can complete a full course of primary schooling of reasonable quality; and that expansion at the post-primary levels occurs at a pace commensurate with the labor market's capacity to absorb highly educated job seekers. Achieving this will present tough tradeoffs in financing and service delivery, including combining increased funding for primary education with greater reliance on private financing at other levels; sharper targeting of public subsidies for education; and tighter management of classroom processes to improve student flow and student learning throughout the system.'Education in Rwanda' explores the challenges of sustaining educational progress in a fiscally viable fashion as the country makes the transition from post-conflict recovery to long-term development.

This book explores the current status of primary schools in Rwanda and the history behind their development. It argues that current primary school leaders in the area encounter a wide range of problems relating to conflict prevention, teachers' and school leaders' professionalism, financial and resourcing constraints, student attrition, and parental disengagement, many of which can be attributed to the legacies of war and the genocide in 1994. The book also presents a range of strategies that are pursued by school leaders while dealing with these concerns, as the Rwandan government invests in reconstructing education following the country's turmoil. Through examining the issues of the past and the present, the book provides valuable insights for researchers of educational leadership, school leaders, education policy makers, and those in charge of preparing, developing, and implementing professional development programmes for school leaders and teachers in Rwanda, as well as in other post-war and developing countries.

Based on fieldwork and comparative historical analysis of Rwanda, this book questions the conventional wisdom that education builds peace.

Presents a photographic introduction to the land, history, government, economy, people, and culture of the African nation of Rwanda.

This book brings together the first book collection of African research in mathematics education in multilingual societies and chronicles current research in different linguistic contexts across the African continent, (including Algeria, Namibia, Malawi, Morocco, Rwanda, South Africa) on issues of multilingualism in mathematics education, but more importantly, it foregrounds pertinent issues for future research. With many of the authors building on earlier path-breaking African research, the book is a unique contribution of careful thinking through how linguistic diversity and multilingualism manifest in ways that differ from one geopolitical context to another. This volume is an important contribution to the growing recognition of multilingualism as the global 'linguistic dispensation' in mathematics education. It is an invitation to how we might (as an international community where more and more multilingualism is the norm rather than an exception) pay more attention to the multilingual agency and capabilities of both students and teachers in order to better harness the epistemic potential of multiple languages in contexts of language diversity in mathematics education.

Key economic aspects that are particularly relevant in the Poverty Reduction Strategy Paper (PRSP) context: cost, finance, service delivery, and education outcomes.

This book recounts the personal life story of Claver Irakoze who survived the 1994 Genocide against the Tutsi as a child. Now a parent of young children, the narrative focuses on issues surrounding childhood, parenting and the transmission of memories between generations.

The first comprehensive examination of the Catholic Church's role in the genocide against the Tutsi and its attempts at reconciliation From April to July 1994, more than a million people were killed during the genocide against the Tutsi in Rwanda. Tutsi men, women, and children were slaughtered by Hutu extremists in churches and school buildings, and their lifeless bodies were left rotting in these sacred places under the deep silence of church authorities. Pope Francis's apology more than twenty years later presents the opportunity to reimagine the essence of the Church, the missionary enterprise, theology in its multiple dimensions, the purification of memory, and the place of human dignity in the Catholic faith. Reinventing Theology in Post-Genocide Rwanda critically examines the Church's responsibility in Rwanda's tragic history and opens the dialogue to construct a new theology. Contributors to this volume offer moving personal testimonies of their journeys to reconciling the evil that has marred the Church's image: bystanders' indifference to the suffering, despite their claim as members of the Church. The first volume of its kind, Reinventing Theology in Post-Genocide Rwanda is a necessary step toward the Rwandan Catholic Church and humanity's restoration of fundamental peace and lasting reconciliation. Catholic clergy, lay people, and human rights advocates will benefit from this examination of ecclesial moral failure and subsequent reconciliatory efforts.