African students, Monitoring (Assessment), Disadvantaged, Developing countries, Literacy education, Numeracy, Primary education, Student assessment, Comparative analysis, International programs, Case studies
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.
Schwantner, U. (2016). Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Rwanda : Country case study. UNICEF Eastern and Southern Africa Regional Office (ESARO). https://research.acer.edu.au/monitoring_learning/27
Copyright United Nations Children’s Fund (UNICEF) 2016
Place of Publication
UNICEF Eastern and Southern Africa Regional Office (ESARO)