《悉尼协议》视角下的卢旺达TVET政策浅析

针对卢旺达职业教育面临的接受程度低、人才培养成本高、师资不足、专业设置滞后等问题,以《悉尼协议》专业建设范式分析了以学生为中心、以结果为导向、倡导持续改进、尊重专业个性的TVET政策,为中国高职援非打开新的视角。     

Sport for Social Change and Development: Sustaining Transnational Partnerships and Adapting International Curriculums to Local Contexts in Rwanda

Abstract

Local Non-Governmental Organisations and sports organizations have been recognized as important and well positioned strategic implementing bodies by the ‘Sport for Development and Peace’ (SDP) sector. Whilst they may be experienced and knowledgeable of the historical and local sociocultural landscape, many seek to form transnational partnerships, for the purpose of expanding their capacity, sustainability, and expertise. Rwanda’s history of genocide frames much of its development objectives, and sport has been an integral method for implementing programmes that speak to social impact and reconciliation aims. This paper examines a transnational partnership active in Rwanda, that uses football as a tool to achieve its shared development goals. We conducted ethnographic fieldwork in Rwanda, by volunteering with the organizations as they delivered SDP programmes across the country. In doing so we were able to deconstruct the management and intricacies of this partnership and contextualize the important negotiations, management and style of approach when tackling difficult issues. This paper contributes to both expanding our knowledge of transnational partnerships and provides unique commentary that aligns the complexities of engaging with local populations in post-genocide Rwanda with ‘Sport for Social Development’ programming.     

Determinants of increasing duration of first unemployment among first degree holders in Rwanda: a logistic regression analysis

Unexpectedly, the duration of first unemployment among first degree holders has quickly increased in Rwanda after considerable loss of the skilled labour during the war and Genocide perpetrated against Tutsi in 1994. The time it takes a higher education graduate to land a first employment is a key indicator for the evaluation of and optimal investment in higher education. A long-term first unemployment has negative psychosocial and economic consequences, and is an interplay of diversified factors. Yet, these factors have not been ascertained in Rwanda, whereas their knowledge is crucial for an efficient planning of higher education and employability of the graduates. This study aimed to fill in this knowledge gap for the period 1998–2009. We fitted a binary logistic regression model to data from the 2010 Employer and Graduate Survey (n = 1007) that was conducted by the National University of Rwanda. The results showed that the duration of first unemployment was significantly associated to the graduate’s age, job search method, acquired skills, further graduate studies, monthly salary and category of employing institution. The results suggest that the higher education sector should identify and fill skills gaps in the existing curricula or its delivery with reference to the labour market requirements.     

Introducing ICT into schools in Rwanda: Educational challenges and opportunities

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.     

Community‐level Responses to Disability and Education in Rwanda

This article explores the meaning of community and perceptions of disability in Rwanda, as revealed through a community‐based ethnographic study. This study took place in Rwanda in an educational policy context driven by international rhetoric about human rights, inclusion and the arguably unachievable Education for All targets. We argue that the emphasis on the inclusion of marginalised groups in Rwanda’s current education policy is a reality on paper, but not in practice. However, we explore the potential for a deeper understanding of community responses to disability, and ways in which the rhetoric and reality gap can be bridged. We consider some of the attitudinal and infrastructural barriers in educational settings and argue that Rwandan communities are resourceful, and can be supported to respond appropriately to children with disabilities.     

A Roundabout Revolution: Rethinking the Decolonization of Rwanda by the Practices of the Catholic Scouting Movement, 1954–1964

Modelling itself on the organizational structure and the physical fitness culture of Catholic scouting, the xaveri movement in Rwanda developed within a climate which was highly susceptible to the development of deep racial and political divisions. Between 1954 and 1964, this Catholic youth organization was influential in the gestation of a Christian democratic culture which was one of the essential elements of the ideology behind the ‘Hutu revolution’. Covering the colonial to the postcolonial period and from the angle of the rise of the xaveri movement, this paper shows how the ‘Hutu revolution’ was a consequence of a liberation struggle from an imagined oppressor. This is in reference to colonial privileges attributed (until the end of the 1940s) to the Tutsi minority. However, and still from the perspective of the organization explored here, it seems that the model of the ‘civilised Tutsi’ targeted by the revolutionary Hutu movement was the essential referent of the more subconscious invention by republican leaders.     

Accounting for genocide: transitional justice,mass (re)education and the pedagogy of truth in present-day Rwanda

ABSTRACT

Vigorous debate has recently arisen on the particular contribution of education to transitional justice (TJ). This article, focusing on the case of post-genocide Rwanda, raises the question of the possibilities, limitations and desirability of approaches which seek to impose, through education, top-down forms of reconciliation. The article employs the concepts of ‘mass (re)education’ and ‘pedagogy of truth’ to characterise the approach used by Rwanda’s post-genocide government to reshape and reconcile society, and reflects on the extent to which the past thus taught can be employed in furthering TJ goals. Drawing on extensive fieldwork, the study evaluates Rwanda-style practices by examining history and civic education programmes alongside young people’s utterances on the ‘truth’ of historical wrongs. Concluding, it casts doubt on the transformative and conciliatory value of ‘pedagogies of truth’ that seek to recast identities and inter-group relations, especially in light of state-imposed selective understandings of legitimate truth, justice, memory and identity.     

Accounting for repetition and dropout in contemporaneous cross-section learning profiles: Evidence from Rwanda

How much do children learn in a year of school? Longitudinal data that tracks children over time is scarce in developing countries, and so recent studies estimate learning profiles by comparing the ability of people with different amounts of schooling, at a single point in time. Such estimates of the effect of schooling on learning may be biased upwards by not controlling for repetition and dropout. In this paper I estimate contemporaneous cross-section learning profiles for Rwanda, using data from a nationally representative survey of 3053 children aged six to eighteen. I show how adjusting this learning profile for the total number of years enrolled in school (accounting for repetition and dropout), using detailed schooling histories, reduces the average amount learnt per year by over 60 percent. The learning profile for Rwanda is not just too flat, but flatter than previous estimates suggest.     

The ‘making’ of knowledge society in Rwanda? Translations,tensions and transformations

In the year 2000, Rwanda launched an ambitious long-term development strategy intended to render a fundamental transformation from an agrarian to a knowledge society by 2020. Knowledge society, however, could be viewed as a ‘floating signifier’ open for a wide range of interpretations. Guided by a policy translation perspective the aim of this article is to examine the ‘making’ of knowledge society in Rwanda. The article analyses how the government's notion of a projected knowledge society and attempts to manage globalisation to the benefit of Rwanda have translated into a set of educational policy priorities. This article further exposes various tensions that emerge in these translation processes, intimately linked to the country's deep poverty, complex political situation and high-flying ambitions.     

1990年以来卢旺达森林转型路径及趋势模拟

社会经济发展过程中一个国家（地区）森林面积由减少转为增加的“森林转型“内在驱动机制,是资源环境研究关注的热点。以4期卢旺达土地覆盖数据为主要信息源,分析1990—2015年该地区森林变化的趋势和时空特征。结合社会经济数据,借助森林转型的路径分析法,探究卢旺达森林面积变化的影响因素及其所遵循的转型路径。在此基础上,利用PLUS模型对卢旺达2030年的森林空间动态分布进行模拟预测,对如何继续保持良好转型态势提出相关建议。结果表明：①卢旺达森林面积在2010年开始出现净增长,由2010年的197383.2 hm²增加到2015年的213087.8 hm²,年增加率0.8%;②国家公园和保护区是森林增长主要地区,且主要来源于稀树草原和耕地,分别占森林净增加总面积的87.8%和8.8%;③转型的内在驱动机制主要是国家政策引导下发生的“国家森林政策路径”和“森林稀缺路径”,全球化路径体现在植树技术与资金支持;④对卢旺达2030年森林模拟预测显示,森林转型仍将继续,预计到2030年森林面积将净增加34065.2 hm²。为进一步提高研究区森林覆盖率,卢旺达政府部门应改善森林恢复的薄弱环节,加快农业集约化推广;通过为农村社区创造场外就业机会,引导经济和就业发生转型,从而推动基于“经济发展路径”与“农村集约化路径”的森林增加。