Rwanda © UNICEF/Nkinzingabo
Education Budget Brief Investing in child education in Rwanda 2018/2019 Education Budget Brief: Investing in child education in Rwanda 2017/2018
© United Nations Children’s Fund (UNICEF) Rwanda November 2018 3
Preface
This education budget brief explores the extent to which the of past spending. The budget briefs aim to synthesize Government of Rwanda addresses the educational needs of complex budget information and offer recommendations children under 18 years of age. The brief analyses the size to strengthen budgeting for children. The budget data for and composition of budget allocations to the education sec- 2018/19 are from the original budget, while for previous tor for the fiscal year (FY) 2018/19, as well as the adequacy years’ budgets, the data were based on revised budgets. Key messages
• The education sector budget allocation for 2018/19 (i) the budget allocated to the Rwanda Education Board has amounts to 273.0 billion Rwandan francs (FRW). This declined, while; (ii) the budget for the Higher Education Coun- indicates a nominal increase of 13.3 per cent when compared cil and the Ministry of Education (MINEDUC) has increased to the approved budget in 2017/18. Between 2014/15 and considerably. This is attributed to the recent education sector 2018/19, the budget of the education sector realized a nomi- restructuring, where some functions were transferred from the nal increase of about 16 per cent, from FRW 235.3 billion to Rwanda Education Board to the Higher Education Council (ter- FRW 273 billion. However, the education budget as a share tiary education financing) and MINEDUC (schools’ inspection of national budget shows a decreasing trend, from 13.4 to and construction). 11 per cent in FY 2018/19. • The development budget as a share of the total education • Pre-primary, primary and secondary education pro- budget continued to reduce. It declined from 22.5 per cent grammes account for large and increasing budget in 2014/15 to 17 per cent in 2018/19, while the recurrent allocations: The pre-primary and primary education pro- budget, which includes the salaries of teachers, has nominally gramme budget increased from FRW 63.8 billion in 2014/15 increased from FRW 168.1 billion in 2014/15 to FRW 226.5 to FRW 104.5 billion in 2018/19, reflecting an increase of billion in 2018/19, reflecting an increase of 35.7 per cent. This 64 per cent. This shows the government commitment to denotes the government’s effort to support teacher welfare as ensure universal access to basic education. There is still a need an indirect means of increasing the quality of education. to increase allocations to pre-primary and primary education • As in many other sectors, the share of external financing in order to increase enrolment (pre-primary) and reduce class for education has decreased in recent years. The share of size (primary). Splitting of the budget lines for pre-primary and external financing in the education budget fell from 6.7 per cent primary is also necessary to allow for budget adequacy mon- in 2015/16 to 2.2 per cent in 2018/19. However, Rwanda has itoring along two distinct tiers of the education programme. fiscal space options available to increase its total revenues • In 2018/19, there were significant changes made in the and fill the external financing gap without increasing the public budget allocations among different education agencies: debt level. © UNICEF/Stapelberg 4
1. Introduction
1.1 Understanding the Rwandan education sector
The Rwandan education sector is coordinated by the Ministry of Education (MINEDUC), whose mission is to ensure equitable access to quality education by focusing on combating illiteracy, promoting science and technology, and developing critical think- ing and positive values.1 The following agencies are involved in managing the education sector: the Rwanda Education Board, responsible for pre-primary, primary and secondary school pro- grammes; the Workforce Development Authority, responsible for technical and vocational education and training (TVET) and Rwanda Polytechnic Higher Learning Institution; the Higher Education Council, responsible for university accreditations and tertiary schools regulation, which has also recently been man- dated to oversee the functions of higher education financing; and districts, responsible for daily management of schools at decentralized levels. © UNICEF/Houser
Table 1: Levels of education in Rwanda
Levels of education Acceptable years of Age range School age population schooling (approximate) 2018 2030
Pre-primary 3 years 3–6 1,251,625 1,471,592 Primary 6 years 6–12 1,820,362 2,074,101 Secondary general 6 years 12–18 1,660,932 1,885,908 Secondary vocational 2–3 years 12–15 Post-secondary Vocational – polytechnic 2–3 years 18–21 Undergraduate (BA/BSc) 3–5 years 18–23 Post-graduate 1–4 years Above 23
Education in Rwanda is structured following the International Standard Classification of Education of the United Nations Educational, Scientific and Cultural Organization,2 (Table 1). Rwanda’s constitution of 2003 and its revision of 2015, Article 20, stipulates that primary education is compulsory and free in public schools, and the 12-Year Basic Education Programme (12YBE), established in 2012, guarantees free education for 12 years, including primary and secondary levels.3 Additionally, education services are decentralized and coordinated from local levels (administrative sectors) to the national level. © UNICEF/Houser 5
1.2 Key strategic documents and targets
Table 2: Strategic documents and targets
Strategic documents Priorities, performance indicators and/or targets
National Strategy for • Net enrolment rates will reach 45 per cent by 2024 from 17.5 per cent in 2016 Transformation (2017– • Schools connected to the Internet will increase to 100 per cent by 2024 from 10 per cent in 2024)4 2016/17 • Primary and secondary schools with access to electricity will increase from 32 per cent and 46 per cent in 2016 to 100 per cent in 2024 • Transition rates from primary to lower secondary will increase from 71.1 per cent in 2015 to 92.4 per cent by 2024 • Ensure that people with disabilities can start and complete all levels of education • Achieve 80 per cent of students enrolled in science, technology, engineering and mathematics in higher learning and TVET institutions by 2024 from 44 per cent in 2016 • Ensure digital literacy for all youth (16 to 30 years) by 2024.
Education Sector Strategic • Enhanced quality learning outcomes that are relevant to Rwanda’s social and economic Plan5 2018/19–2023/24 development • Strengthened continuous professional development and management of teachers across all levels of education in Rwanda • Strengthened science, technology, engineering and mathematics across all levels of education in Rwanda to increase the relevance of education for urban and rural markets • Enhanced use of information and communication technology to transform teaching and learning, and to support the improvement of quality across all levels of education in Rwanda • Increased access to education programmes, especially at pre-primary, secondary, TVET and higher education levels in Rwanda • Strengthened modern school infrastructure and facilities across all levels of education in Rwanda • Equitable opportunities for all Rwandan children and young people at all levels of education • More innovative and responsive research and development in relation to community challenges • Strengthened governance and accountability across all levels of education in Rwanda. © UNICEF/Houser 6
1.3 Education sector performance against selected indictors
The Government of Rwanda’s Vision 2020 aims to transform 1.3.1 Pre-primary education Rwanda’s economy into a sophisticated, knowledge-based econ- Pre-primary education has seen rapid growth in recent years. omy by 2020.6 The net enrolment rate at the pre-primary level increased from 17.5 per cent in 2016 to 20.6 per cent in 2017. In total, 220,435 Throughout the implementation of the Vision 2020 objectives, children were enrolled in pre-primary education, comprising Rwanda has achieved notable success towards ensuring universal 108,462 (49.2 per cent) boys and 111,973 (50.8 per cent) girls. education for all. Rwanda’s Vision 2050 (under preparation) aspires According to the UNICEF Situation Analysis Report (2017)7, early to attain a high quality and standard of living. To achieve this, one childhood attendance is relatively high in the following areas; (i) of the focuses of the government is on ‘quality education’. Urban setting (City of Kigali): 37.5 per cent; (ii) Population with The education sectors’ performance indicators across five levels higher levels of education: 48.8 per cent; and (iii) High-income of education – pre-primary, primary, secondary, TVET and univer- quintile households: 44.8 per cent. However, early childhood sity – are summarized below. education access is significantly lower among children from the lowest income quintile households (Figure 1).
Figure 1: Percentage of early childhood attendance rates
100
80
60 48.8 44.8 40 37.5
20 15.6 10.6 8.7 10 11.3 11.4 13.1 4.4 4.3 2.6 6
Percentage 0 City of East South North West No Primary Secondary Lowest Second Middle Fourth Highest Total Kigali education and higher
Province Mother’s education Wealth quintile Rwanda
Source: Situation Analysis of Children in Rwanda (2017) © UNICEF/Bell 7
Figure 2: Gross enrolment – primary education 1.3.2 Primary education Universal free primary school education was introduced in 2003. Gross enrolment rate Boys Girls From 2014 to 2017, the gross enrolment rate has remained far above 100 per cent among girls and boys in primary schools (Fig- 160 ure 2). 120 Equally important, the net enrolment rate remained above 139.6 140.1 139.1 140.1 135.5 135.3 134.8 135.8 139.2 138.2 134.3 133.2 80 96 per cent for both male and female children (Figure 3). The primary school to secondary school transition rate (the percent- 40 age of students admitted to the first grade of a higher level of
Percentage 0 education in a given year, when compared to the number of stu- 2014 2015 2016 2017 dents enrolled in the final grade of the lower level of education in the previous year) remained above 70 per cent for both male and Education Statistical Yearbook, 2018 Source: female children. There is, however, still a large number of children who do not have access to secondary education. Over the past Figure 3: Net enrolment rates – primary education three years, the school drop-out rate fell to less than 6 per cent. Net enrolment rate Boys Girls In primary schools, it dropped from 14.3 per cent in 2013 to 5.6 per cent in 2017 (Figure 4). 100 There has been a slight improvement in the primary school teach-
96.8 96.2 97.3 96.9 96.3 97.4 97.7 97.3 98.0 98.0 97.8 98.1 er-to-pupil ratio, which reduced from 61:1 in 2014 to 59:1 in 2017 (Figure 5). There is a strong need, however, for increased invest- 50 ments to further reduce the ratio of pupils to qualified teachers to achieve the Education Sector Strategic Plan and National Strategy for Transformation targets.
Percentage 0 2014 2015 2016 2017
Source: Education Statistical Yearbook, 2018
Figure 4: Primary to secondary school transition and drop-out rates
Transition rate (left axis) Drop-out rate (right axis)
73.4 80 72.6 71.1 71.1 74.5 16 60 14.3 12
80 9 10.3 20 6 5.7 5.7 5.6 Percentage Percentage 0 0 2013 2014 2015 2016 2017
Source: Education Statistical Yearbook, 2018
Figure 5: Teacher: student ratios
Pupil–teacher ratio Pupil–qualified teacher ratio
70 60 61 62 59 59 50 58 58 58 58 40 30 20 10
Ratio 0 2014 2015 2016 2017
Source: Education Statistical Yearbook, 2018 © UNICEF/Houser 8
1.3.3 Secondary education The number of students enrolled in lower and upper secondary efforts to strengthen 9YBE and 12YBE and strengthened school schools rose from 486,437 to 592,501 between 2011 and 2017,8 feeding programmes across all secondary schools, including reflecting an increase of 21.8 per cent over the past six years. non-boarding schools, among other measures. Repetition and Over the past two years (2016 and 2017), the net enrolment rate drop-outs in secondary schools were reduced significantly in the realized an increase from 28 per cent in 2015 to 34 per cent in past five years, from 11.6 per cent and 14.7 per cent in 2013 to 2017 (Figure 6). This increase can be attributed to government 5.2 per cent and 4.4 per cent respectively in 2016 (Figure 7).
Figure 6: Gross and net secondary school enrolment rates Figure 7: Repetition and drop-out rates
Gross enrolment rate Net enrolment rate Repetition rate (left axis) Drop-out rate (right axis)
50 12 11.6 11.6 11.6 17 15 40 10 8.8 41.5 40.7 8 14.7 14.4 38.2 38.0 12 36.4 37.2 30 35.7 34.1 32.9 6 5.2 20 28.3 9 4 10 4.5 4.4 6 2 6.5 Percentage Percentage Percentage 0 0 0 2013 2014 2015 2016 2017 2012 2013 2014 2015 2016
Source: Education Statistical Yearbook 2018 Source: Education Statistical Yearbook 2018
1.3.4 Technical and vocational education In 2008, the Government of Rwanda instituted a TVET policy, which was revised in 20159. The TVET policy set out the strategic direction to be followed for the promotion of vocational and tech- nical training with the aim of aligning Rwanda’s education with market demand and reducing dependance on external human resources in priority sectors for development. The policy aimed to reach 60 per cent of upper secondary school leavers being enrolled in TVET schools. As a result: (i) the number of TVET institutions increased from 306 in 2013 to 402 in 2017 (Figure 8), reflecting an increase of 44.6 per cent over the past six years; (ii) the number of tertiary-level TVET institutions (integrated pol- ytechnic colleges) realized a rapid increase from just seven in 2013 to 17 in 2017, and; (iii) the number of TVET students grew from 83,983 in 2013 to 107,501 in 2017, reflecting an increase of 28.1 per cent. However, there is notable gender inequality at this level of education, as male participation remains higher (60.8 per cent) compared to female participation (Figure 9). 1.3.5 Tertiary education Unlike other levels of education, the number of students in tertiary education has realized only a slight increase in the past years. Between 2013 and 2017, the tertiary enrolment increased from 84,448 to 91, 193 reflecting an increase of 8 per cent (Figure 10). Male students attending public tertiary schools are in the majority, representing 54.6 per cent – indicating a widening gender gap. By 2017, only 33.9 per cent of students enrolled in public tertiary schools were girls. © UNICEF/Bell 9
Figure 8: Number of TVET training centres
Vocational training centres Technical secondary schools Technical tertiary institutions Total centres
500
402 400 383 394 365
306 300
199 200 186 184 193 192 167 174 179 179 132 100
7 12 13 16 17 Number 0 2013 2014 2015 2016 2017
Source: Education Statistical Yearbook 2018
Figure 9: Student enrolment in TVET institutions
Total students Male Female 120,000
100,000
80,000 107,501 94,373 93,024 93,158
60,000 83,893
40,000 65,327 54,912 54,199 52,369 47,755
20,000 42,174 40,655 39,461 38,959 36,138
Number 0 2013 2014 2015 2016 2017
Source: Education Statistical Yearbook 2018
Figure 10: Enrolment in tertiary education
Male Female 100,000
80,000 38,506 41,285 39,146 37,447
60,000 37,228
40,000 52,297 48,868 49,908 47,867 20,000 47,220
Number 0 2013 2014 2015 2016 2017
Source: Education Statistical Yearbook 2018 © UNICEF/Bell 10
Primary school transition rates remain low, which requires more effort to ensure universal access to 12 years’ basic education by 2024.
The high pupil-to-teacher ratio requires special consideration, as it impedes the quality of education services and further degrades education outcomes for children (employability and innovation). Increased investment in human resources for education will increase the number of qualified teachers.
Despite a commendable effort to reduce primary school drop-outs, the rate is still high; greater effort towards reducing school drop-outs should remain a national priority and should be addressed through interventions targeting the most vulnerable households located in rural areas, where the drop-out rates remain above average.
Government interventions to increase early childhood education access in rural areas and address the requirements of poor households need to be strengthened to ensure equitable access to early learning.
As the participation rate in pre-primary school will continue to rise, government will need to strengthen investments in the training of the pre-primary teachers. © UNICEF/Houser 11
2. Trends in government spending for education
2.1 Size of government spending
During the past years, the budget allocated to education has increased in nominal terms. Between 2014/15 and 2018/19, the budget allocated to the education sector has increased from FRW 235.3 billion to FRW 273 billion, reflecting an increase of 16 per cent. However, the education sector as share of national budget indicates a declining trend, from 13.4 per cent in 2014/15 to 11 per cent in 2018/19 (Figure 11).
Figure 11: Size of government spending in education
Education budget (left axis) Education budget as share of national budget (right axis) Education budget as share of GDP (right axis)
300 13.4 11.0 15 12.3 11.5 250 11.3 12 200 235.3
216.9 9 240.8 220.0
150 273.0
100 4.3 6 3.6 3.3 3.2 50 3 Percentage FRW billion 0 0 2014/15 2015/16 2016/17 2017/18 2018/19
Source: Calculated using Budget Laws and microframework data, 2018
Figure 12: Percentage of education expenditure on government budget © UNICEF/Houser
24.2 25 2.2 Governments spending in education: 20 An outlook of selected countries 17 15 The budget allocations for the education sectors of countries 11 in which UNICEF has conducted budget briefs vary consider- 10 8.6 ably. Rwanda prioritizes education spending less than some 5 of these countries, with 11 per cent of its total budget allotted to education, while Ethiopia allocated 24.2 per cent of its total
Percentage 0 government budget to education (Figure 12). Uganda Rwanda South Africa Ethiopia
Source: UNICEF budget briefs 2017/18 12
2.3 Budget allocation against government priority areas 2.4 Changes in the education budget
The education sector ranks third in budget allocation among public 2.4.1 Original vs. revised budgets sectors, after general services, which include all budgets for func- By law, the national budget is revised mid-year (usually Decem- tioning of legislative and executive organs of public sectors, and ber–January), in response to emerging priorities. With the economic affairs, and include all allocations for infrastructure pro- exception of 2014/15, the education budget revisions in sub- jects. In the past two years, the increase in national budget was sequent years did not significantly affect the initial approved also reflected in the budget allocated to education (Figure 13). budget (Figure 14).
Figure 13: Public spending trend by different sectors (billion FRW)
General public services Economic affairs Health Social protection Defence Environmental protection Recreation, culture and religion Public order and safety Housing and community amenities Education
2018/19
2017/18
2016/17
2015/16
2014/15
0 500 1,000 1,500 2,000 2,500 FRW billion
Source: Calculated using National Budget Laws, Annex-2-8
Figure 14: Changes in the education budget – original vs. revised budgets
300 4
250 273.0 2 253.3 1.7 0.6 240.8 240.5 0 200 214.4 216.9 220.7 220.0 221.3 -0.2 -2 150 -4 100 -6 Change (right axis) 50 -8 Original (left axis) -8.9 -8.9 Revised budget (left axis) -10 Percentage FRW billion 0 2014/15 2015/16 2016/17 2017/18 2018/19
Source: Calculated using National Budget Laws 13
2.4.2 Nominal vs. real changes in the education sector budget When looking at the trends of nominal and inflation adjusted edu- adjusted for inflation, from -6.5 per cent to -10.5 per cent in cation budgets, there have been significant effects of inflation on 2014/15 and from -7.8 per cent to -9.5 per cent in 2015/16. government investments in education. However, the inflation effect started to narrow from 2016/17 to From 2014/15 to 2015/16, the education sector budget shows 2018/19 due to larger nominal increases in comparison to inflation a decreasing trend. The decrease additionally widened when levels (Figure 15).
2.5 Budget trends by education programmes Figure 15: Nominal vs inflation adjusted (real) budget
Pre-primary, primary and secondary programmes account for Nominal budget change Inflation adjusted change large and increasing budgets. Pre-primary and primary edu- 20 cation programme budgets increased from FRW 63.8 billion in 12.1 9.5 13.3 2014/15 to FRW 104.5 billion in 2017/18, reflecting an increase of 10 7.8 64 per cent. The increase in budget allocated to primary schools 5 1.4 3.2 could partly explain the high net enrolment in primary schools 0 over the past decade. -6.5 -7.8 -1.6 -10 The budget allocated to secondary schools has remained con- -10.5 -9.5 stant, hovering around FRW 65 billion between 2014/15 and Percentage -20 2018/19. The budget allocated to tertiary education registered a significant increase, from FRW 35.9 billion in 2017/18 to FRW 57 billion in 2018/19 (Figure 16). 2013/14 2014/15 2015/16 2016/17 2017/18 2017/18
Source: Calculated using National Budget Laws
Figure 16: Education budget per key programme
Tertiary Post-secondary nontertiary Secondary Pre-primary and primary
250
57 200
17 35.9 150 45.3 43.8 35.9 2.4 2.9 2.6 2.5 65 60 100 53.2 64.3 67.9
50
63.8 63.2 83.8 92.5 104.5
FRW billion 0 2014/15 2015/16 2016/17 2017/18 2018/19
Source: Calculated using National Budget Laws © UNICEF/Bell 14
2.6 Budget allocation for education quality information and communication technology integration in edu- enhancement programmes cation. Teacher development and management was allocated a relatively constant budget over the past four years (Figure 17). When looking at spending on different programmes aimed at The budget allocated to education quality promotion as a share of strengthening the quality of education, the government has the total MINEDUC budget was at 18.2 per cent in 2018/19. strongly invested in three areas: (i) education quality and stand- ards, (ii) curricula and pedagogical material development, (iii) Figure 17: Budget allocation in education quality-strengthening programmes
25
5.2 4.8 20
15 11.7 9.3 10.6 10.5 7.3 10 Information and communication 1.5 2.6 1.8 technology integration in education 1.1 Education quality and standards 5 2.1 2.1 6.7 2.2 2.2 6.2 6.3 Teacher development and management 1.4 1.0
FRW billion 0 Curricula and pedagogical materials 2014/15 2015/16 2016/17 2017/18 2018/19
Source: Calculated using National Budget Laws
2.7 Government spending for education per student
Between 2014 and 2017, per-student spending across education (US$ 103) and from FRW 1,233,396 (US$ 1,790) to levels showed mixed trends. FRW 849,276 (US$ 1,017) respectively. • Per capita spending for pre-primary and primary levels nomi- • Per capita spending for post-secondary non-tertiary education, nally increased from FRW 26,250 to FRW 32,280. However, which includes TVET, increased from FRW 20,828 (US$ 30) in taking into consideration currency depreciation, the spending 2014 to FRW 36,184 (US$ 43) in 2017. This increase indicates level has remained constant over the past four years (US$ 38). a renewed focus by the Government of Rwanda on technical • In secondary and tertiary education, per capita spending skills development (Figure 18). decreased from FRW 118,004 (US$ 171) to FRW 86,549
Figure 18: Education budget/spending per student and education levels
Pre-primary and primary Secondary Post-secondary non-tertiary Tertiary
150,000
120,000 1,00,904
900,000 1,233,396 990,005 600,000 849,276
100,000 113,027 118,004 122,916 86,549 35,735 26,250 23,806 25,740 32,280 36,184 24,225 20,828
FRW 0 2014 2015 2016 2017
Source: Calculated using National Budget Laws and education statistics Note: US$ 1 was equivalent to FRW 835 in 2017 and FRW 689 in 2014 15
Several critical areas will require increased investments in the Development Goals’ focus on quality of education, the govern- education sector: (i) Insufficient school infrastructure and old ment needs to commit increased funding to the recurrent budget school buildings require a significant increase in development for recruitment of teachers, provision of teachers’ training, and budget, given the large student-per-classroom ratio, ranging development of learning materials. (iii) Low level pre-primary from 50 to 70 students per classroom in primary schools. The school enrolment and underfunding: A large number of children recent government decision to phase out double shifting in pri- do not have access to pre-primary education in both rural and mary schools, and the increasing number of schools in need of urban areas. In order to ensure equitable and inclusive enrol- rehabilitation (old schools) also need to be taken into account. (ii) ment, the government needs to establish a financing framework Improving quality of education at all levels: Given the Sustainable for pre-primary education.
The budget allocations for the education sectors of countries in which UNICEF has conducted budget briefs vary considerably. Rwanda prioritizes education spending less than some of these countries, with 11 per cent of its total budget allotted to education, while Ethiopia allocated 24.2 per cent of its total government budget to education in 2017/18. © UNICEF/Houser 16
3. Composition of education spending
3.1 Budget allocation by education agency 3.2 Education budget by economic activity: recurrent and district vs. development budget
When looking at spending by different agencies, districts receive The development budget as a share of the total education budget the largest education budget. The budget allocated to districts has declined from 22.5 per cent in 2014/15 to 17 per cent in increased from FRW 102.7 billion in 2014/15 to FRW 143.5 billion 2018/19. in 2018/19. The Rwanda Education Board budget increased from The recurrent budget, which includes the salaries of teachers, has FRW 42.1 billion in 2014/15 to FRW 70.7 billion in 2017/18 but nominally increased by 35.7 per cent, from FRW 168.1 billion in dropped to FRW 23.3 RWF million in 2018/19 (Figure 19). The 2014/15 to FRW 226.5 billion in 2018/19, (Figure 20). The increase decrease in budget allocation to the Rwanda Education Board is is attributed to growing teachers’ incentives, including salary attributed to education sector restructuring, during which a number increases, which range between 10 per cent and 15 per cent after of functions were transferred from the Rwanda Education Board to three years of outstanding performance. the Higher Education Council, including tertiary education financ- ing, and to MINEDUC for functions such as school inspections.
Figure 19: Budget allocation by main agency
150 143.5 127.9 116.3 119.8 120 3.6 3.9 27.2 2.6 102.7 3.9 23.3 90 42.1 12.0 70.7 60 60.1 51.9 Districts 54.4 University of Rwanda Rwanda Education Board 47.9 30 29.6 32.1 27.8 Workforce Development Authority 0.6 0.6 0.7 Higher Education Council 0.6 20.2 11.2 9.6 MINEDUC FRW billion 0 6.4 9.9 2014/15 2015/16 2016/17 2017/18 2017/18
Source: Calculated using National Budget Laws and population projections
Figure 20: Composition of education budget (recurrent vs. development budgets)
Recurrent (left axis) Development (left axis) Development budget (right axis)
25 250 22.5 22.7 200 20 17.3 17.0 150 15.5 15 168.1 169.2 182.4 207.6 226.5 100 10 50 5 48.9 49.6 38.1 38.2 46.5 Percentage
FRW billion 0 0 2014/15 2015/16 2016/17 2017/18 2018/19
Source: Calculated using National Budget Laws and population projections 17
4. Budget 5. Financing the execution education sector
Budget execution has been consistently high across education As in many other sectors, the share of external financing in edu- agencies. During FY2016/17, both district and central government cation has decreased in recent years. It fell from 6.7 per cent in have performed well, achieving 95 per cent and 96.3 per cent 2015/16 to 2.2 per cent in 2018/19 (Figure 22). budget execution rates respectively (Figure 21). The increased budget execution rates indicate strengthened capacities in budget planning and execution across the education sector. Figure 22: Budget execution rate
Domestic financing (left axis) Figure 21: Budget execution External financing (left axis) Share external financing (right axis) National education budget execution rate 300 8 District execution budget execution rate 6.1 6.8 6.7 250 6.2 120 14.4 9.1 6 14.0 266.9 98.7 98.4 94.9 200 100 90.5 204.8 239.6 150 196.7 193.1 4 80 4.2 96.6 95.6 96.3 92.1 100 60 2 50 2.5 2.2 40 Percentage FRW billion 0 0 20
Percentage 0 2018/19 2017/18 2014/15 2014/15 2015/16 2016/17 2017/18 2015/16 2016/17
Source: Calculated using national budget execution reports published by Source: Calculated using National Budget Laws MINECOFIN © UNICEF/Stapelberg 18
There is a need to increase allocation to pre-primary and primary education with the view to strengthening the quality of education. Specific focus should be put on (i) capacity-building for pre-primary teachers and (ii) improvement in the well-being of primary teachers, which should include, among other measures, an increase in their fringe benefits.
Given the need to reduce the teacher-pupil ratio in public primary schools, and the increasing number of newly enrolled students across all education levels, the government will need to continue strengthening measures for domestic resource mobilization, with the aim of guaranteeing stable funding for the education sector.
The need for modern education sector infrastructure development and phasing out of the double-shift system in primary schools will also require an increased budget allocation for development projects in the foreseeable future.
The demand for domestic financing to cater for education sector needs will continue to increase and put pressure on the national budget. As a result, the government will need to continue identifying alternative financing sources to support the education sector, particularly the pre-primary and primary education sub-sectors. © UNICEF/Bell 19
Endnotes
1. Ministry of Finance and Economic Planning (MINECOFIN), ‘Education Sector Strategic Plan 2013–2018’, Kigali, Rwanda, available at: 2. See 3. 4. Ministry of Finance and Economic Planning, ‘Seven Years Government Programme (7YGP)’, Kigali, Rwanda, 2010, available at: 5. Ministry of Finance and Economic Planning, ‘Education Sec- tor Strategic Plan 2013/14–2017/18’, Kigali, Rwanda, 2013, available at: 6. Ministry of Finance and Economic Planning, ‘Vision 2020’, Kigali, Rwanda, 2012, available at: 7. 8 Ministry of Education, ‘Education Management Information System (EMIS)’, 2016. 9. P O Box 381 Kigali Tel: +250 788 162 700 Email: [email protected] Web: www.unicef.org/rwanda www.facebook.com/unicefrw twitter.com/unicefrw www.instagram.com/unicefrwanda