Families' Negative Views Continue to Drive School Dropout Rates

Rising Dropout Rates: A Complex Issue with Deep Roots

The issue of student dropouts is not just a matter of financial hardship or lack of resources. Many students who have left school cite the mindset and environment at home as significant contributing factors. While economic challenges play a role, the emotional and social pressures within families can be equally, if not more, impactful.

According to the 2022/23 Education Statistical Yearbook, there has been a noticeable decline in dropout rates across both primary and secondary education. In primary schools, the dropout rate dropped from 7.1% in 2020/21 to 5.5% in 2021/22, while in secondary schools, it decreased from 9.2% to 7.5% during the same period. This trend reflects ongoing efforts by the government and various organizations to address the root causes of educational disengagement.

A Personal Journey: From Dropout to Re-Enrollment

Jean-Baptiste Nsengiyumva, a 25-year-old Senior Four student studying Languages at G.S. Kirebe in Gakenke District, is one of many who have returned to school after years away. He had dropped out in 2012 when he was in Senior One, despite being a high-performing student. His decision to leave was influenced by peer pressure, as friends convinced him that success didn’t always require formal education. His parents, however, did not encourage him to return.

“I didn’t want to quit, but I eventually did because of peer pressure,” Nsengiyumva said. “My friends convinced me to stop going to school so that we could earn money through different activities.”

However, his journey took a positive turn when his uncle, a doctor, encouraged him to return to school. The advice reminded Nsengiyumva of the importance of education and the opportunities it could bring. His experience aligns with the broader efforts of the Ministry of Education and its partners, including the Learning and Inclusion for Transformation (LIFT) programme.

LIFT Programme: A Key Player in Reintegrating Students

The LIFT programme aims to bring over 10,000 students back to school across Rwanda. So far, more than 5,000 learners have resumed their studies, including Nsengiyumva and others with similar stories. The programme focuses on supporting students who have dropped out and providing them with the necessary resources to reintegrate into the education system.

Nsengiyumva reflected on his eight years away from school, saying, “I didn’t gain anything from those eight years. If you can work all that time and still have nothing to show for it, I’d say it was time wasted, something I truly regret now.”

He emphasized the need for a supportive mindset rather than discouraging students when they face challenges. “I don’t think that when a child shows some weakness, the solution is to tell them to quit. That’s a poor mindset. They should be encouraged to keep going and eventually succeed.”

The Role of Family and Community Support

Florence Twizerimana, a 15-year-old Primary Four pupil whose dream is to become a teacher, also experienced the challenges of dropping out. She left school for two years due to a lack of basic necessities and the heavy household tasks she was expected to handle. Although she often thought about returning, she couldn’t until she received support from the LIFT programme.

“Later, I realized that I was missing out on a lot, and I was lucky that my parents understood why I needed to go back to school. I now have support, and my studies are much better than before,” she said.

Twizerimana pointed out that long distances to school and the lack of essential materials are common reasons why students drop out.

Expanding the Reach of LIFT

Silas Bahigansenga, the Country Director for LIFT, explained that the programme works closely with the Ministry of Education (MINEDUC) to focus on lower primary schools and support students who have dropped out. The initiative provides comprehensive support to all learners, including alternative learning pathways for those who cannot return to formal schooling.

“It’s just a year since we started, and the programme runs for five years. It has already shown good results, as many students have been brought back to school, and we are maintaining the momentum,” Bahigansenga said.

The programme also extends its efforts to teachers, aligning its work with the Rwanda Education Board’s (REB) Continuous Professional Development (CPD) framework. LIFT is currently operating in seven districts—Gakenke, Gasabo, Kirehe, Gisagara, Rusizi, Karongi, and Ngororero—and is considering expansion to more areas.

Collaborative Efforts to Improve Education Outcomes

On October 9, Baroness Chapman of Darlington, Minister of State for International Development and Africa, visited G.S. Kirebe alongside a MINEDUC delegation. The visit aimed to meet grantees implementing the Out-of-School Children and Youth (OOSCY) component and highlighted Rwanda’s collaboration with development partners to expand learning opportunities for all.

Nelson Mbarushimana, the Director General of REB, stated that MINEDUC’s goal is to ensure that every child who completes Primary Three can read, write, and count. Partnerships like LIFT are playing a crucial role in addressing the root causes of dropouts, including family-related issues.

“We’re working closely with LIFT. School dropouts are caused by several factors, including family-related issues. LIFT has been instrumental in addressing these negative attitudes by raising awareness among parents,” Mbarushimana said.

Through these combined efforts, Rwanda is making strides in reducing dropout rates and ensuring that more children have access to quality education.