RWA/027
Digital Skills

Rwanda is striving to enhance the quality of TVET and improve the employability of young graduates. The Rwandan government aims to boost the number of youths in vocational training, while addressing challenges such as the cost of establishing and managing training centres and aligning programs with market needs. Additionally, the Covid-19 crisis highlighted the lack of effective online learning mechanisms and digital pedagogical skills among TVET teachers.

The project aims to enhance the TVET system in Rwanda by integrating emerging technologies to improve learning quality. This initiative aligns with Rwanda's goal of transitioning into a knowledge-based economy. By implementing a blended learning approach, combining traditional classroom instruction with online learning, students can apply theoretical knowledge practically, enhancing their digital competencies and soft skills.

The project will focus on three results:

• improving information and communication technologies (ICT) infrastructure in TVET schools;
• building teachers' capacity for blended learning;
• enhancing data management for quality assessment.

The project targets a bottom-up approach, starting with teachers and students to introduce innovative blended learning methodologies and tools, eventually scaling up to a national level. Through strategic partnerships and a phased approach, the project seeks to create a sustainable model that can be replicated and scaled up nationally.

The primary beneficiaries are TVET students who will access higher-quality education through BL. However, the project's direct impact will be on TVET teachers, who will receive IT infrastructure, technical training, and opportunities for career advancement. The private sector stands to benefit from skilled graduates, while EdTech companies can grow by providing services to support digital learning. Institutional partners like Technical Secondary Schools and the Rwanda TVET Board will gain increased capacities and upgraded systems.

Expected results:

• increased ability of TVET teachers to incorporate modern blended learning methods into their teaching;
• improved quality of TVET education through the integration of blended learning;
• increased enrolment and motivation of TVET students, as using ICT makes teaching and learning more attractive;
• improved student learning outcomes and better preparation for labour market demands.

The formulation phase of the project included the distribution of 3000 laptops to TVET teachers. This early action demonstrates a proactive approach to equipping teachers with the necessary tools, allowing them to follow an online training on digital literacy and digital pedagogy, and sets a solid foundation for the project's future success.