FROM DATA AND RESEARCH TO EVIDENCE-BASED POLICY MAKING: ANALYSIS OF TWO EDUCATIONAL POLICIES FROM RWANDA

Nshimiyimana Alphonse

ABSTRACT

The article attempted to critically examine the Policy of Adult Literacy (2008) and the Policy of Girls Education (2014) both from the Government of Rwanda. The critical examination was framed around six aspects of evaluation as suggested by UNESCO (2013), namely (1) the usage of information, (2) data, and evidence to develop the policy; (3) the types of user information; data collection methods and involved organizations; (4) data availability and accessibility; (5) validity and reliability of information and data sources; and finally (6) needed improvements for future programming.  This country has been selected for such evaluation following the tremendous efforts and commitments it has set forth (especially after the 1994 Genocide against Tutsi) for the advancements undertaken in the education system. Satisfactorily, the policies have complied with the requirements as stipulated by UNESCO for an evidence-based policy. However, as discussed, there are needed improvements for effectively and technically well-elaborated policies.

Keywords: Data, Research, Evidence, Policy.

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