Nine Year Basic Education Policy Interventions and Students’ Enrolments Rates at Lower Secondary Level: A Lesson from Rwanda

Abstract

This study examined the relationship between Nine Year Basic Education (9YBE) Policy interventions and students’ enrolment rates at Lower Secondary in the Republic of Rwanda. The study analyzed views of 218 teachers in 29 day -lower secondary schools in Gisagara District. Questionnaire and focus group discussions were research instruments. Data were analyzed using frequency tables, percentages, and chi -square test at the 0.05 significance level. The respondents (98.46 %) rated the 9YBE policy interventions to have an association with students’ enrolments rate due to the combination of interventions. Chi -square test results showed that each 9YBE policy intervention scored a p -value less than 0.05. This infers that the 9YBE policy interventions had a statistically significant association with students’ enrolment rates by addressing child, household, and school -based problems simultaneously. Moreover, a supporting system for overage children and those who progress without prerequisite competencies was suggested as a policy option for high enrolment.