This study examined the effect of implementing Nine Year Basic Education (9YBE) policy on secondary school internal efficiency. The study followed descriptive design. Data on students’ enrolments and repetitions for consecutive school years, cohort 2014/15 and 2017/18, were collected from all five lower secondary schools in Ngoma and Tumba Sectors using survey questionnaire. Besides, focus group discussions (FGDs) were used to collect views of head-teachers on the study variables. The reconstructed cohort flow analysis technique was used to determine indicators of internal efficiency. Summary statistics are presented in tables. Qualitative data from FGDs were analysed through thematic content analysis with consideration of similarities and differences. The findings revealed (i) a positive change in students' promotion and repetition rates, (ii) students’ survival rate to the last grade increased to 69.39% for the cohort 2017/18 from 50.72% for the cohort 2014/15 and (iii) wastage ratio declined from 1.62 for cohort 2014/15 to 1.33 for cohort 2017/18. Thus, school efficiency rose to 75.19% in 2017/18. Head-teachers attributed the positive change in internal efficiency indicators to the combination of 9YBE interventions including removal of school fees, school feeding, and flexibility in student progression and increasing day secondary school in proximity of home. However, persistent high dropout rates indicated that the implementation of 9YBE policy had not alleviated all disruptive forces against students’ participation rates. It was therefore suggested to relook at policy interventions to address individual students’ challenges at school and household levels and the management of older children in the school system.
This study aimed to estimate students’ internal efficiency in Public Day Schools implementing Nine Year Basic Education (9YBE)[1] policy in Ngoma Sector, Huye District of Rwanda. Since the Government of Rwanda embarked on the implementation of 9YBE policy, the remarkable increase has been achieved in students’ enrolments at both primary and secondary education levels. But, little is known about the extent to which the policy has improved the indicators of internal efficiency such as duration of studies, years-input per graduate, survival and wastage rate. Through a descriptive design, data on students’ enrolments and graduation at lower secondary education for the cohort 2013/14 and 2017/18 were gathered from all 2 public day schools in Ngoma Sector by use of a statistical survey questionnaire. A reconstructed cohort analysis of 1000 students for both cohorts was computed and compared. The findings provided evidence that during the school years 2013/2017 there had been an increase in indicators students’ internal efficiency. Nevertheless, dropouts and stagnation have continued to be hindrances to high school internal efficiency at this level of education. The findings suggest further investigation of the causes of students' stagnation and dropout and workable interventions that consider the context of 9YBE policy. [1] 9YBE is an acronym given to Nine-Year Basic Education. According to the Ministry of Education, it is defined as " all children to be able to get an education in nine years, this is made up of six years of primary education and three years of the general cycle of secondary education without paying school fees."
This study examined the relationship between Nine Year Basic Education (9YBE) Policy interventions and students' enrolment rates at Lower Secondary in the Republic of Rwanda. The study analyzed views of 218 teachers in 29 day-lower secondary schools in Gisagara District. Questionnaire and focus group discussions were research instruments. Data were analyzed using frequency tables, percentages, and chi-square test at the 0.05 significance level. The respondents (98.46 %) rated the 9YBE policy interventions to have an association with students' enrolments rate due to the combination of interventions. Chi-square test results showed that each 9YBE policy intervention scored a p-value less than 0.05. This infers that the 9YBE policy interventions had a statistically significant association with students' enrolment rates by addressing child, household, and school-based problems simultaneously. Moreover, a supporting system for overage children and those who progress without prerequisite competencies was suggested as a policy option for high enrolment.
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