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Oriented towards action: The political economy of primary education in Rwanda

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  • Timothy P. Williams

Abstract

When it comes to the delivery of services to the poor, politics matter. This paper applies a political settlements framework to approach the study of primary education quality in Rwanda. In recent years, the government of Rwanda has received recognition for its commitment to expand education for all young people. But the drivers for improving quality have been less straightforward. Through process tracing from national to local levels, this study investigates the interests, institutions and incentives for improving the education quality. Findings suggest there was a stated commitment to educational quality on the part of the government across all levels. At the same time, the country’s decentralised system of governance has deconcentrated implementation responsibilities to local government and schools. Performance-based incentives at the local level focus on aspects of quality that are measurable -- i.e., through the construction of classrooms and provision of materials -- rather than on improving the capacity of the teaching workforce or tracking learning outcomes. The incentives and ideas that drive the behaviour of key actors in the education sector allow us to consider the degree to which state capacity and elite commitment can be sustained.

Suggested Citation

  • Timothy P. Williams, 2016. "Oriented towards action: The political economy of primary education in Rwanda," Global Development Institute Working Paper Series esid-064-16, GDI, The University of Manchester.
    • Handle: RePEc:bwp:bwppap:esid-064-16
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    References listed on IDEAS

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    1. Brian Levy & Michael Walton, 2013. "Institutions, incentives and service provision: Bringing politics back in," Global Development Institute Working Paper Series esid-018-13, GDI, The University of Manchester.
    2. Abbott, Pamela & Sapsford, Roger & Rwirahira, John, 2015. "Rwanda's potential to achieve the millennium development goals for education," International Journal of Educational Development, Elsevier, vol. 40(C), pages 117-125.
    3. Ingelaere, Bert, 2007. "Living the transition: a bottom-up perspective on Rwanda’s political transition," IOB Discussion Papers 2007.06, Universiteit Antwerpen, Institute of Development Policy (IOB).
    4. Justin Sandefur & Amanda Glassman, 2015. "The Political Economy of Bad Data: Evidence from African Survey and Administrative Statistics," Journal of Development Studies, Taylor & Francis Journals, vol. 51(2), pages 116-132, February.
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    Cited by:

    1. Knutsson, Beniamin & Lindberg, Jonas, 2019. "The post-politics of aid to education: Rwanda ten years after Hayman," International Journal of Educational Development, Elsevier, vol. 65(C), pages 144-151.
    2. Milligan, Lizzi O. & Tikly, Leon & Williams, Timothy & Vianney, Jean-Marie & Uworwabayeho, Alphonse, 2017. "Textbook availability and use in Rwandan basic education: A mixed-methods study," International Journal of Educational Development, Elsevier, vol. 54(C), pages 1-7.
    3. van de Kuilen, Hester S. & Altinyelken, Hulya Kosar & Voogt, Joke M. & Nzabalirwa, Wenceslas, 2019. "Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms," International Journal of Educational Development, Elsevier, vol. 67(C), pages 64-72.
    4. Brian Levy & Robert Cameron & Ursula Hoadley & Vinothan Naidoo, 2016. "The politics and governance of basic education: A tale of two South African provinces," Global Development Institute Working Paper Series esid-067-16, GDI, The University of Manchester.

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