Please use this identifier to cite or link to this item:
Full metadata record
|dc.description||A dissertation submitted to the school of postgraduate studies in partial fulfillment of the requirements for the award of Master’s Degree in Educational Management and Administration of Kampala International University||en_US|
|dc.description.abstract||The study attempted to find out the relationship between the educational achievements of universal primary education (UPE) policy implementation and socio-economic development of rural areas in Rwanda. The specific objectives of the study were to identify the existing situation of Rwanda primary education system, determine the major educational achievements from UPE policy implementation and thus compare actual performance with the stated UPE goals and to identify the influence of UPE program in improving socio-economic status of rural areas in Rwanda. A descriptive survey, qualitative research designs and documentary analysis were used to collect required information from 144 teachers and head-teachers, 14 pupils’ parents and 8 opinion leaders and education offices among others. Using simple percentage to analyze the data collected, it was found that a discriminative system at ethnic and regional quotas was abolished to the extent that gross school enrollment ratio reached an average of 138.64%, net school enrollment ratio 94.30% and transition rate 54.6% in 2007 and completion rate 52.5% in 2008. Transparency in national examination and equity in admission were established in the educational system. The major educational achievements of UPE program found are: net enrollment growth rate of 7.35% per year, gender balance of 100%, repetition reduction rate of 1.95% per year, dropout reduction rate of 0.24% per year, number of schools increased 7.52%, number of classrooms 5.46% and number of qualified teachers increased 26.6% during the period 2004/08. The comparison between actual performance and stated goals showed that the planners were too ambitious while setting time frame/performance requirements and 54.8% of respondents agreed the decline in quality education and 72.95% agreed fund inadequacy in UPE program implementation. On the other hand, an average of 84.3% agreed that UPE program has helped the expansion of access to education, girls’ education and internal efficiency of the system; the study found that 68.8% agreed that the expansion of access to education has led to the increase of workers and employment, literacy rate, high awareness and practice of good health practices and promotion of national politics; 85% agreed that girls education helps family planning, premature marriage and child mortality reduction; 85.6% agreed that UPE program helped in optimum land utilization, creation of economic activities, modern agriculture practices, malnutrition and waterborne diseases reduction. accordingly, to achieve stated educational goals as well as socio-economic goals, promotion growth ate should be increased and maintained at 9.1% per year from 2007, repetition reduction rate at 18.3% per year from 2007, dropout reduction rate at 2 1.3% from 2007, completion growth rate at 16.2% per year from 2008 and pupils’ parents should be sensitized about their responsibility and obligation to take over teaching process after school hours for integrating children into daily socio economic life.||en_US|
|dc.publisher||Kampala International University, College of Education, Open and Distance Learning||en_US|
|dc.title||The relationship between universal primary education policy implementation and socio-economic development of rural areas in Nyamagabe District of Rwanda||en_US|
|Appears in Collections:||Masters of Educational Management and Administration - Main and Ishaka Campus|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.