Posted on 28 April 2017
A skilled workforce is essential for Rwanda’s economic and social development and the government is committed to making sure that girls have the same opportunities and encouragement to pursue vocational training as boys.
We are working with the Rwandan Government to develop their TVET policy, a train the trainers strategy and a Technical Qualifications Framework. We have also piloted formal skills training in the construction, agriculture and hospitality and tourism sectors.
To encourage more girls to consider careers in these sectors we developed the TVETGirl campaign which included a 12-day road trip around Rwanda to interview and showcase women and girls taking part in skills training in STEM-related subjects which are traditionally considered only for men, such as welding, mechanised agriculture, and ICT.
A documentary about the road trip is being produced to be used alongside a career toolbox to help raise awareness of opportunities to pursue STEM careers among young girls, and their parents and teachers.
Posted on 28 April 2017
The letter comes ahead of a full report by UK Parliament’s International Development Committee and recommends that DFID increases the amount of aid spent on education to 10% of its total funding in order to help meet the UN’s globally agreed target of 4%.
The Committee recognised that good quality teaching is essential to improving learning outcomes for children and highlighted the good practice examples of teacher training support provided through EQUIP-Tanzania. EQUIP-Tanzania is working with the Tanzania Institute of Education to improve the capacity and performance more than 20,000 teachers through the development of school-based training materials.
The letter also addressed low-fee private schools, and the complexity of engaging with this sector compounded by the lack of evidence on children’s learning outcomes. The Committee recommends that where low-fee schools do exist and are a major player in the education landscape, DFID should support governments to establish good systems of regulation to ensure a better and more consistent quality of education. It highlighted the DEEPEN programme as an example of where this is already happening. DEEPEN is improving the learning outcomes of children attending low-fee private schools in Lagos, a city where there are nine times as many private schools as public ones.
Nick Santcross, business development director at Cambridge Education, welcomed the Committee’s findings - “We see the difference that our programmes make for children and their communities all around the world every day and are pleased that the IDC has praised the work of our colleagues in Nigeria and Tanzania. We support the Committee’s recommendation that UK aid increases its emphasis on ensuring no child is left behind.”
The full report, which has been delayed due to the upcoming general election, will conclude a nine-month enquiry by the committee into DFID’s work on education and to what extent it is delivering in three core areas: access for the most marginalised, ensuring quality and good learning outcomes, and lifelong learning including technical and practical education.
Posted on 26 April 2017
Our financial year ends on 31 December 2016 and so the statement will be published on our website within 6 months of this date. In the meantime, appropriate measures are being taken internally to monitor and assess compliance with the Act within the group and its supply chain.