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Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority

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  • Schendel, Rebecca

Abstract

Rwanda's national development strategy relies heavily on expanding access to higher education, largely due to an assumption that a university education encourages the ability to think critically about problems and to use evidence when making decisions. This study empirically investigated this assumption by administering a performance-task-based test of critical thinking, adapted for use in Rwanda, to students enrolled at three of Rwanda's most prestigious public institutions. Results of the study suggest that Rwandan students are not substantially improving in their critical thinking ability during their time at university. These findings have significant implications for Rwanda's development agenda.

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  • Schendel, Rebecca, 2015. "Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority," International Journal of Educational Development, Elsevier, vol. 42(C), pages 96-105.
    • Handle: RePEc:eee:injoed:v:42:y:2015:i:c:p:96-105
    DOI: 10.1016/j.ijedudev.2015.04.003
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    References listed on IDEAS

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    1. Tikly, Leon & Lowe, John & Crossley, M. & Dachi, Hillary A. & Garrett, R.M. & Mukabaranga, Beatrice, 2003. "Globalisation and Skills for Development in Rwanda and Tanzania," Education Research Papers 12864, Department for International Development (DFID) (UK).
    2. World Bank, 2004. "Education in Rwanda : Rebalancing Resources to Accelerate Post-Conflict Development and Poverty Reduction," World Bank Publications - Books, The World Bank Group, number 15034.
    3. Saavedra, Anna Rosefsky & Saavedra, Juan Esteban, 2011. "Do colleges cultivate critical thinking, problem solving, writing and interpersonal skills?," Economics of Education Review, Elsevier, vol. 30(6), pages 1516-1526.
    4. Deon Filmer & Lant Pritchett, 2001. "Estimating Wealth Effects Without Expenditure Data—Or Tears: An Application To Educational Enrollments In States Of India," Demography, Springer;Population Association of America (PAA), vol. 38(1), pages 115-132, February.
    5. Lisa Tsui, 2002. "Fostering Critical Thinking through Effective Pedagogy," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(6), pages 740-763, November.
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    Cited by:

    1. McCowan, Tristan & Omingo, Mary & Schendel, Rebecca & Adu-Yeboah, Christine & Tabulawa, Richard, 2022. "Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana," International Journal of Educational Development, Elsevier, vol. 90(C).
    2. Bayley, Stephen H., 2022. "Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools," International Journal of Educational Development, Elsevier, vol. 93(C).

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