Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Rwanda : Country case study

Ursula Schwantner; Jeaniene Spink; Tim Friedman

Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Rwanda : Country case study

Ursula Schwantner, Jeaniene Spink, Tim Friedman

Australian Council for Educational Research (ACER)

Research output: Other contribution

Abstract

This case study of Rwanda provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Rwandan primary school children in the long term. An important development regarding the quality standards and assurance programme of education in Rwanda is the 2011 introduction of Learning Achievement in Rwandan Schools (LARS). This case study outlines the main purposes and components of LARS, the main findings regarding effective strategies and factors from the LARS baseline report and the capacity building component of LARS.

Original language	English
Publication status	Published - 1 Jul 2016

Disciplines

Educational Assessment, Evaluation, and Research
International and Comparative Education

Access to Document

https://research.acer.edu.au/monitoring_learning/27

Cite this

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abstract = " This case study of Rwanda provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Rwandan primary school children in the long term. An important development regarding the quality standards and assurance programme of education in Rwanda is the 2011 introduction of Learning Achievement in Rwandan Schools (LARS). This case study outlines the main purposes and components of LARS, the main findings regarding effective strategies and factors from the LARS baseline report and the capacity building component of LARS.",

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AB - This case study of Rwanda provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Rwandan primary school children in the long term. An important development regarding the quality standards and assurance programme of education in Rwanda is the 2011 introduction of Learning Achievement in Rwandan Schools (LARS). This case study outlines the main purposes and components of LARS, the main findings regarding effective strategies and factors from the LARS baseline report and the capacity building component of LARS.

M3 - Other contribution

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