Rwanda: study of literacy needs and programmes for youth and adults

The Government of Rwanda is committed to providing universal literacy and basic education to its population and is working towards a goal of 80% adult literacy rate by 2010. In 2005, the Ministry of Education, Science, Technology and Scientific Research (MINEDUC), engaged a team of international, regional and national consultants to assist in assessing the state of readiness for the challenge and propose elements for a policy and strategies to achieve the task. This study on literacy needs and programmes for youth and adults in the country was part of the process. It comprised four...  [+] Show more

The Government of Rwanda is committed to providing universal literacy and basic education to its population and is working towards a goal of 80% adult literacy rate by 2010. In 2005, the Ministry of Education, Science, Technology and Scientific Research (MINEDUC), engaged a team of international, regional and national consultants to assist in assessing the state of readiness for the challenge and propose elements for a policy and strategies to achieve the task. This study on literacy needs and programmes for youth and adults in the country was part of the process. It comprised four components: (1) review of relevant documentation; (2) meetings and consultation with various stakeholders; (3) field visits to selected sites in various provinces and districts, in urban and rural areas; and (4) a survey of adult literacy needs and desires and ongoing programme experience, which was the main component of the study. This report presents the findings, conclusions and recommendations of the study. The contents are: Executive summary; Introduction; The context of literacy in Rwanda; Youth and adult literacy needs and practices in Rwanda; People's learning desires and readiness to learn; Youth and adult literacy programme arrangements; Organisations and resources available for youth and adult literacy programmes; Learners and their participation in current literacy programmes; Literacy instructors and their performance; Current provision as a response to the learning needs and desires; Conclusions and recommendations for the way forward.