Republic of Rwanda Ministry of Public Service and Labour · Rwanda needs the skills, knowledge and attitudes to support the transition to a middle income country I. INTRODUCTION The

Rwanda needs the skills, knowledge and attitudes to support the transition to a middle income country

Republic of Rwanda

Ministry of Public Service and Labour

SKILLS AREA AND NUMBERS OF PRIORITY SKILLS REQUIRED ACROSS RWANDA

FIVE YEAR PROGRAM FOR PRIORITY SKILLS DEVELOPMENT TO DELIVER

EDPRS II (2013 - 2018)

MIFOTRA NCBS April, 2013



TABLE OF CONTENTS

TABLE OF CONTENTS ..........................................iii

I. INTRODUCTION .................................................. 1

II. FIVE YEAR PROGRAM FOR PRIORITY SKILLS DEVELOPMENT AT A GLANCE ....................... 5

III. SKILLS AREA AND NUMBER OF SKILLS GAP BY PRIORITY SECTOR ........................................ 9

3.1 Skills area and Number of Skills required in Infrastructure Sector ........................................................... 9

3.2 Skills area and Number of Skills required in Agriculture Sector ................................................................13

3.3 Skills area and Number of Skills required in Natural Resources Sector .......................................................... 20

3.4 Skills area and Number of Skills required in Trade, Industry, and Investment Sector ...................................21

3.5 Skills area and Number of Skills required in ICT Sector .....................................................................................22

3.6 Skills area and Number of Skills required in Health Sector ......................................................................................... 29

3.7 Skills area and Number of Skills required in Education Sector ................................................................38

IV. PROPOSED OVERALL PROVIDED SECTORS’ STRATEGIES ....................................................... 50

V. BUDGET IMPLICATIONS ................................. 53

VI. MONITORING &EVALUATION ..................... 54

iv


1


INTRODUCTIONI.

The Government of Rwanda recognizes the need for qualified and skilled human resources to address the imbalance in the supply and demand of skilled labour and is committed to ensuring that there are skilled workers available on the labour market to meet the actual labour market demands. Whereas progress has been made over the previous 19 years in the areas of education and skills development in Rwanda, significant barriers still remain, creating challenge of matching of skills and opportunities in the labour market.

It has therefore become imperative to depart from the traditional way of capacity building to a more strategic and focused approach that is aimed at achieving national priorities. A Five Year Program for skills development to deliver EDPRS II ( 2013-2018) in this regard has been developed to address the critical and scarce skills gap in the following high priority sectors: (i) Infrastructure; (ii) Agriculture; (iii) Natural Resources; (iv) Investment, Trade and Industry (v) ICT; (vi) Health and (vii) Education.

The Study has revealed that highly skilled labour is needed to help address identified sector specific needs – particularly at the technician and professional levels in the aforementioned Sectors. To resolve the current status, the Program envisages more focus on science and technology skills and includes several strategies to address identified gaps.

2


In this endeavor, much more focus on resource sharing and qualifications design will be required from the education and training system to deliver on set priorities. Interagency (government departments) and industry sectors’ cooperation (through public private partnerships) will be required in most aspects to make this program a resounding success.

The Government of Rwanda has committed seed money funds to the development of a more robust and accessible education. But this program will be achieved only with a vibrant private sector and high commitment of Development Partners and other Stakeholders.

It also should be pointed out that continual and increased commitment of students/trainees, parents and corporates will be required over the period to address the identified skills needs in priority sectors. Private investment in skills development will result in increased national capacity, job opportunities for the youth, and increased private sector competitiveness while ensuring the value for money.

In order to implement the Five Year Program for skills development, the following policy actions have been taken:

Put in place the National Capacity Building Secretariat Ø(NCBS) to coordinate implementation of Capacity Building activities in the public, private and civil society sectors to mitigate overlaps and duplication of effort;

3


Establish a high level National Steering Committee to Øoversee the implementation of the Five Year Program for skills development in priority sectors;Put in place mechanism for private sector investment in Øpriority skills development; Prioritize scholarships for high flyers in priority sectors; ØSecuring fees waivers from reputable training providers in Øpriority areas;Initiate Twinning Arrangements & Partnerships between ØLocal institutions and International /Regional institutions with priority skills for Best Practices and Knowledge Management; National Commission for Science and Technology (NCST) Øin collaboration with relevant institutions, to monitor the progress and performance of Rwandans undergoing training in areas of science and technology; and advise the government on strategic and relevant placement of trainees in areas of science and technology; Strengthen the operations of the Labour Market ØInformation System to take on an overarching and long term perspective;Put in place a National Qualification and Competency ØFramework;Prepare an annual sector capacity building plan that is based Øon needs assessment conducted every five years; Establish Technology and Business Incubation Facilities in Øthe Science &Technology oriented institutions of higher learning in Rwanda;

4


Empower National Training Institutions to effectively offer Øcourses in both priority skills and specialised skills;Create National Centres of Excellence and Decentralize Øacademic faculties in priority skills.

In the next 5 years, the approved strategies and policy actions under this program will help make a significant headway the availability of knowledgeable, skilled and resourceful individuals who contribute to successful achievement of development objectives set out in the Vision 2020, the Economic Development and Poverty Reduction Strategy (EDPRS); and particularly the supply of the required skills in the labour market.

The soft skills required by the priority sectors and other sectors that have not been captured shall mainly be provided by Rwanda Management Institute (RMI) or an other reputable training provider that has the dedicated profile and mandate.

5


FIVE YEAR PROGRAM FOR PRIORITY II. SKILLS DEVELOPMENT AT A GLANCE

The following summary of aggregated information on the critical skills gap in the Priority Sectors as mentioned above indicates the required number of skills per level from 2013 to 2018.

A. Required number of skills by graduate level (2013-2018)

InternaCer ca o

63 (1

M

P

onal on, 14,66%)

asters, 1,809 (51%)

PhD, 484 (14%

Bachelors

TVETTechnic

, 47,108

%)

Masters

r san, 30,22, (33%)

T -cians (51%)

Bachelors(35

PhD

s, 1,260 %)

s 4 )

Short Training 1

(0.0001%102 %)

6


B.

Req

uire

d nu

mbe

r of

ski

lls a

t th

e le

vel

of t

echn

icia

ns,

artis

ans,

sho

rt t

erm

and

spe

cial

ized

tr

aini

ng (2

013-

2018

)

Inte

rna

Cerca

o63

(1

MP

onal

on

, 14

,66%

)

aste

rs,

1,80

9 (5

1%)

PhD,

484

(14

%

Bachelors

TVET

Technic

, 47

,108

%) M

aste

rs rsan

, 30

,22

, (33

%)

T -cians

(51%

)

Bachelor

s(3

5

PhD

s, 1

,260

%

)

s 4 )

Shor

t Training

1(0

.000

1%10

2 %

)

7


Briefly the following can be noted:Education Sector has 96% of all PhDs’ needs;

For Master’s : Infrastructure Sector (37%), Education

(25%), (19%), Health (21% MMED);Professional certification/International certificate:

ICT (92%);TVET Technician: Infrastructure Sector (65%);

Artisans: Agriculture (65%).

The developing of quality and adequate skilled human resources will be the key towards achieving desired levels of economic growth; reducing the rate of poverty; economic transformation; rural development; productivity and youth employment, and accountable governance for EDPRS II.

As highlighted in the following table showing priority skills arranged along with thematic areas of the EDPRS II, for the period of 2013-2017, 119,445 total numbers of skills are required to deliver EDPRS II.

8


EDPRS II target for 2017

Priority Areas Arranged along with thematic areas of the

EDPRS II

Targets for 2017

1 Economic Transformation 46, 832

2 Rural Development 35, 269

3 Productivity and Youth Employment 29,918

4 Accountable Governance 7,426

TOTAL 119,445

Source: Ministry of Education, Presentation on Required Human Resource Capacity Development to implement EDPRS II, Gabiro Leadership Retreat 28th – 30th March 2013.

The required number and types of skills identified along with thematic areas were obtained by aggregating all priority skills gap in the Priority Sectors respectively under the thematic area in which they belong to.

9


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DPR

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3

11


The

follo

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ble

give

det

ails

on

skill

s th

at a

re re

quire

d in

the

Air

Tran

spor

t :

Skill

s Are

aN

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r

Turb

o pr

ob fi

rst o

ffice

rs6

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nsed

737

-700

/800

ng p

ilots

& fi

rst o

ffice

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nsed

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sed

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amlin

er P

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& F

irst O

ffice

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raft

Eng

inee

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me

& P

ower

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t14

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raft

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inee

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8

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an -

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ant

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ans-

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s2

GSE

Tec

hnic

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5

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ort S

taff

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ng E

ngin

eers

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Unl

icen

sed

Eng

inee

rs10

Cer

tifyi

ng E

ngin

eers

6

12


Skill

s Are

aN

umbe

r

Unl

icen

sed

Eng

inee

rs10

Cer

tifyi

ng E

ngin

eers

12

GSE

Tec

hnic

ians

12

Mac

hine

and

Equ

ipm

ent T

echn

icia

ns10

Qua

lity

Ass

uran

ce E

ngin

eerin

g se

rvic

es1

Aud

it Sk

ills i

n G

roun

d O

pera

tions

and

Pas

seng

er h

andl

ing

1

Ove

rsig

ht a

nd M

onito

ring

of S

ecur

ity S

ervi

ces

2

Ove

rsig

ht a

nd M

onito

ring

of C

argo

Ope

ratio

ns S

ervi

ces

2

Ove

rsig

ht a

nd m

onito

ring

of C

abin

Ser

vice

s 1

Saf

ety

Man

agem

ent S

yste

m

5

Inte

rline

Acc

ount

ing

10

13


3.2

Skill

s ar

ea a

nd N

umbe

r of

Skill

s re

quire

d in

Agr

icul

ture

Sec

tor

The

prio

rity

skill

s ar

eas

that

hav

e be

en re

port

ed in

clud

e th

e fo

llow

ing:

Sub

Skill

s A

rea

Nbr

Le

vel

Ani

mal

Nut

ritio

n &

Fee

d Sc

ienc

es1

Mas

ters

App

lied

Vete

rinar

y Pa

rasit

olog

y1

Mas

ters

Clin

ical

Pat

holo

gy &

Lab

orat

ory

Dia

gnos

tics

1M

aste

rs D

ry-la

nd R

esou

rce

Man

agem

ent

2M

aste

rsA

gric

ultu

ral I

nfor

mat

ion

& T

echn

olog

y an

d M

anag

emen

t1

Mas

ters

Agr

icul

tura

l Res

ourc

e M

anag

emen

t1

Mas

ters

Leat

her S

cien

ce &

Tec

hnol

ogy

1M

aste

rsN

ew C

hain

Pro

mot

ion

expe

rt2

Mas

ters

Agr

icul

ture

Mat

eria

l Mec

hani

cal e

ngin

eers

5M

aste

rsA

gric

ultu

re M

ater

ial M

echa

nica

l tec

hnic

ians

4M

aste

rsA

gric

ultu

ral R

esou

rce

Man

agem

ent

2M

aste

rsSo

cio-

econ

omist

4Ph

DA

gro-

envi

ronm

enta

l and

soil

man

agem

ent

10M

aste

rs

14


Sub

Skill

s A

rea

Nbr

Le

vel

Food

and

cro

p bi

otec

hnol

ogy

20M

aste

rsFo

od P

roce

ssin

g1

Mas

ters

Agr

o Pr

oces

sing

Tech

nici

ans

400

Tech

nici

ans

Agr

o-pr

oces

sing

and

pack

agin

g1

Mas

ters

Ani

mal

Nut

ritio

n &

Fee

d Sc

ienc

es4

Mas

ters

Ani

mal

Nut

ritio

n 1

Mas

ters

Ani

mal

Pro

duct

ion

Sen

ior

Rese

arch

er

2Ph

DA

piar

y1

Mas

ters

Api

ary

Spec

ialis

t1

Mas

ters

Aqu

acul

ture

Spe

cial

ist1

Mas

ters

Art

isans

ani

mal

bre

edin

g, p

rodu

ctio

n an

d tre

atm

ent

1000

0A

rtisa

nsA

rtisa

ns p

lant

spec

ializ

ed z

one

1500

0A

rtisa

nsBa

cter

iolo

gy1

PhD

Biot

echn

olog

y Se

nor

Rese

arch

er

3M

aste

rs

Agr

icul

ture

Sec

tor C

ont’d

15


Sub

Skill

s A

rea

Nbr

Le

vel

Cof

fee

exte

nsio

ns60

Bach

elor

sC

offe

e ex

tens

ions

12M

aste

rsC

offe

e Pr

oces

sing

1M

aste

rsC

offe

e pr

oduc

tion

& R

esea

rch

4M

aste

rsD

airy

Val

ue C

hain

2M

aste

rsE

ntom

olog

y Pr

otoz

oolo

gy

M

aste

rsE

pide

mic

Dise

ase

Con

trol

1Ph

DE

pide

mio

logy

Spe

cial

ist1

PhD

Fish

and

Fish

Far

min

g 2

Mas

ters

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erie

s and

Aqu

acul

ture

Man

agem

ent

1M

aste

rsFi

sh a

nd b

ee fa

rmin

g 45

Tech

nici

ans

Fish

erie

s and

Aqu

acul

ture

Man

agem

ent

5M

aste

rs F

ood

Safe

ty a

nd S

ecur

ity1

Mas

ters

Fore

st a

nd G

reen

Env

ironm

ent

1M

aste

rsFo

rest

ry a

nd A

grof

ores

try

Seni

or R

esea

rche

r 3

Mas

ters

Agr

icul

ture

Sec

tor C

ont’d

16


Fore

stry

& A

grof

ores

try

60Te

chni

cian

s

Fore

stry

and

Eco

syst

em C

onse

rvat

ion

8M

aste

rs

Gen

etic

Impr

ovem

ent

1M

aste

rs

Hat

cher

y 1

Mas

ters

Hat

cher

y Te

chni

cian

s1

Mas

ters

Hel

min

thol

ogy

1Ph

D

Hor

ticul

ture

pro

cess

ing

3M

aste

rs

Hor

ticul

ture

pro

duct

ion

supp

ort

5M

aste

rs

Inno

vatio

n an

d tra

nsfo

rmat

ion

expe

rt1

PhD

Pyre

thru

m T

echn

icia

n5

Bach

elor

s

Hor

ticul

ture

Spe

cial

ist4

Mas

ters

Irrig

atio

n an

d W

ater

Eng

inee

ring

45Ba

chel

ors

Mar

shla

nd D

evel

opm

ent,

Irrig

atio

n &

Wat

er M

anag

emen

t Sp

ecia

list

5M

aste

rs

Agr

icul

ture

Sec

tor C

ont’d

17


Irrig

atio

n &

Wat

er M

anag

emen

t 1

Mas

ters

Irrig

atio

n E

ngin

eer

2M

aste

rs

Clin

ical

Pat

holo

gy &

Lab

orat

ory

Dia

gnos

tics

15M

aste

rs

Labo

rato

ry T

echn

icia

n 1

Mas

ters

Larg

e an

d Sm

all S

tock

1M

aste

rs

Leat

her S

cien

ce &

Tec

hnol

ogy

2M

aste

rs

Liqu

id N

itrog

en P

lant

Ope

rato

r1

Mas

ters

Mai

ze S

peci

alist

1M

aste

rs

Mac

hine

Rep

arat

ion

and

Spar

e pa

rts

500

Tech

nici

ans

Mec

hani

zatio

n S

peci

alist

30Ba

chel

ors

Mec

hani

zatio

n E

ngin

eers

1M

aste

rs

Mon

ogas

trics

&Ra

bbits

Spe

cial

ist1

Mas

ters

Path

olog

y1

PhD

Agr

icul

ture

Sec

tor C

ont’d

18


Pest

& D

iseas

e Su

rvei

llanc

e1

Mas

ters

Plan

t hea

lth a

nd N

atur

al F

ores

t3

Mas

ters

Plan

t Pat

holo

gy1

Mas

ters

Post

-Har

vest

Sen

ior

Rese

arch

er

5M

aste

rs

Poul

try

1M

aste

rs

Rice

Spe

cial

ist1

Mas

ters

Root

s and

Tub

ers

2M

aste

rsse

men

pro

duct

ion

1M

aste

rsSe

rolo

gy1

PhD

Seric

ultu

re2

Mas

ters

Smal

l Rum

inan

ts

1M

aste

rsSo

il C

onse

rvat

ion

1M

aste

rsSo

rghu

m S

peci

alist

4M

aste

rsTe

a &

Cof

fee

Rese

arch

1Ph

D

Agr

icul

ture

Sec

tor C

ont’d

19


Tea

Indu

stria

l Mac

hine

ry30

Tech

nici

ans

Tea

proc

essin

g 2

Mas

ters

Tea

proc

essin

g 1

Mas

ters

Tea

prod

uctio

n su

ppor

t 2

Mas

ters

Trac

tors

, pum

ping

stat

ions

and

hea

vy m

achi

nes o

pera

tors

2M

aste

rsC

ompr

ehen

sive

Vete

rinar

y M

edic

ine

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aste

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3.4

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Are

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fess

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l E

xper

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curit

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miss

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licat

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rmat

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ager

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em A

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x Sy

stem

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dow

s Sys

tem

Spe

cial

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age

Spec

ialis

t

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wor

k A

dmin

istor

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310

254

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etw

ork

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inee

r23

415

781

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r Eng

inee

rs

22

7

23


N

umbe

r

Skill

Are

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Pro

fess

iona

l E

xper

t

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ax S

peci

alist

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Voic

e E

ngin

eer

135

206

96

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a C

ente

r Man

agem

ent

85

Radi

o Fr

eque

ncy

Plan

ning

Spe

cial

ist;

148

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o Tr

ansm

issio

n Sp

ecia

lists

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com

mun

icat

ion

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ork

switc

hing

spec

ialis

t;

16

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com

mun

icat

ion

Net

wor

k Pe

rfor

man

ce

Opt

imiz

atio

n Sp

ecia

list;

148

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abas

e A

dmin

stra

tor

365

243

162

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Mas

ter

260

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phic

Des

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rs

70

0

Mul

timed

ia S

peci

alist

519

ICT

Sec

tor c

ont’d

24


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umbe

r

Skill

Are

aA

ssoc

iate

Pro

fess

iona

l E

xper

t

Gam

e de

signi

ng a

nd d

evel

opm

ent

160

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stria

l Des

igne

rs

10

6

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site

Dev

elop

er

227

Softw

are

Dev

elop

ers

811

438

316

Mob

ile A

pplic

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ns D

evel

oper

876

Busin

ess A

naly

st

37

3

Ent

erpr

ise A

rchi

tect

389

IT P

roje

ct M

anag

ers

292

Onl

ine

wor

k sk

ills

1,80

0

ICT

Sec

tor c

ont’d

25


3.6 Skills area and Number of Skills required in Health Sector

It is stipulated in the Vision 2020 that 10 medical doctors, 20 nurses, and 5 lab assistants are required for every 10,000 inhabitants.

26


In the health sector, there is a critical need to train 373 Doctors at Specialist level through facilitating them to pursue Master’s degree in/ or with a speciality in the following areas: cardiac surgery, intensive care, Vascular surgery, Neurosurgery, Pediatric surgery, Urology, orthopedics surgery, Anesthesiology, Cardiology, Cytology, Dermatology, Disaster medicine, Endocrinology, Gastroenterology, Medical genetics, Hematology, Anatomy, internal medicine with a sub speciality in Infectioulogy, Histopathology, Oncology, Internal Medicine, Molecular Biology, Nephrology, Neurology, Nuclear Medicine, Nuclear Physics, Ophtamology, Oral and Maxillofacial Surgery, ENT, Parasitology, Pediatrics, Pediatrics with speciality in Neonatology, Nuclear medicine, Plastic Surgery, Pulmonology, Radiology, Rheumatology, Toxicology, Virology, Psychiatrics and Dentistry.

27


Health Sector cont’d

38108

2372

462333851010

224275639433121017

4109910

33395

120

Vascular surgery

Paediatric surgery

orthopaedic surgery

Cardiology

Clinical immunology

Cytology

Disaster medicine

Gastroenterology

Hematology

Human anatomy

Histopathology

Molecular biology

Neurology

Nuclear physics

Oral and maxillofacial surgery

Parasitology

Plastic surgery

Radiology

Toxicology

Biomedical Engineering

Biomedical Technician

Nbr

473

0 20 40 60 80 100 120 140

Cardiothoracic surgery

Vascular surgery

28


Are

aLe

vel

Nbr

Car

diot

hora

cic

sur-

gery

MM

ED

in

Surg

ery

with

a su

b sp

ecia

lty in

car

diac

surg

ery

4

Inte

nsiv

e ca

re m

edi-

cine

MM

ED

(Spe

cial

ist in

inte

nsiv

e ca

re M

edic

ine)

7

Vasc

ular

sur

gery

MM

ED

in

Surg

ery

with

a su

b sp

ecia

lty in

Vas

cula

r sur

gery

3

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rosu

rger

yM

ME

D i

n Su

rger

y w

ith a

sub

spec

ialty

in N

euro

surg

ery

8

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iatr

ic s

urge

ryM

ME

D i

n Su

rger

y w

ith a

sub

spec

ialty

in p

aedi

atric

surg

ery

10

Uro

logy

MM

ED

in

Surg

ery

with

a su

b sp

ecia

lty in

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logy

8

orth

opae

dic

surg

ery

MM

ED

in

Surg

ery

with

a su

b sp

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lty in

ort

hopa

edic

surg

ery

23

Ana

esth

esio

logy

MM

ED

in

Ana

esth

esio

logy

72

Car

diol

ogy

MM

ED

in

Inte

rnal

Med

icin

e w

ith a

sub

spec

ialty

in C

ardi

olog

y46

Clin

ical

bio

chem

istr

yM

ME

D i

n C

linic

al b

ioch

emist

ry2

Clin

ical

imm

unol

ogy

MM

ED

in

imm

unol

ogy

3

Hea

lth S

ecto

r con

t’d

29


Are

aLe

vel

Nbr

Clin

ical

mic

robi

olog

yM

ME

D i

n M

icro

biol

ogy

3

Cyt

olog

yM

ME

D i

n C

ytol

ogy

3

Der

mat

olog

yM

ME

D i

n D

erm

atol

ogy

8

Dis

aste

r med

icin

eM

ME

D w

ith a

spec

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in D

isast

er m

edic

ine

5

End

ocrin

olog

yM

ME

D in

End

ocrin

olog

y10

Gas

troe

nter

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yM

ME

D in

Inte

rnal

Med

icin

e w

ith a

sub

spec

ialis

t in

Gas

troen

tero

logy

10

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ical

gen

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ME

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Med

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gen

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atol

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emat

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atol

ogy

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ED

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al M

edic

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an a

nato

my

MM

ED

in A

nato

my

2

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ctio

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ses

MM

ED

in In

tern

al M

edic

ine

with

a su

b sp

ecia

list i

n In

fect

ioul

ogy

7

S/To

tal

242

Hea

lth S

ecto

r con

t’d

30


Hea

lth S

ecto

r con

t’d

Are

aLe

vel

Nbr

His

topa

thol

ogy

MM

ED

in h

istop

atho

logy

5M

edic

al O

ncol

ogy

MM

ED

in O

ncol

ogy

6M

olec

ular

bio

logy

MM

ED

in M

olec

ulor

bio

logy

3

Nep

hrol

ogy

MM

ED

in In

tern

al M

edic

ine

with

a su

b sp

ecia

lity

in

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hrol

ogy

9

Neu

rolo

gyM

ME

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Inte

rnal

med

icin

e w

ith a

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ne

urol

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4

Nuc

lear

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ME

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lear

med

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lear

phy

sics

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ar P

hysic

s3

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thal

mol

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phth

alm

olog

y12

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l and

max

illof

acia

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gery

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nd M

axill

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ial s

urge

ry10

Oto

lary

ngol

ogy

MM

ED

in E

NT

17Pa

rasi

tolo

gyM

ME

D in

Par

asito

logy

4N

eona

tolo

gyM

ME

D in

Pae

diat

rics w

ith a

spec

ialty

in N

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tolo

gy10

Plas

tic s

urge

ryM

ME

D in

Sur

gery

with

sub

spec

ialit

y in

Pla

stic

Sur

gery

9

31


Are

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vel

Nbr

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MM

ED

in In

tern

al M

edic

ine

with

a sp

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Pu

lmon

olog

y9

Rad

iolo

gyM

ME

D in

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iolo

gy10

Rhe

umat

olog

yM

ME

D in

Inte

rnal

med

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e w

ith a

sub

spec

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eum

atol

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3

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colo

gyM

ME

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ogy

3V

irolo

gyM

ME

D in

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logy

3B

iom

edic

al E

ngin

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aste

rs in

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med

ical

Eng

inee

ring

9Ps

ychi

atry

MM

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in P

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cs5

Bio

med

ical

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edic

al te

chni

cian

s12

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l

257

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ses

and

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ceA

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urse

s35

62G

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al4,

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Hea

lth S

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r con

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32


3.7

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s ar

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d in

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l Sci

ence

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rs S

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500

1000

1500

2000

2500E

2013

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4

102

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5

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3190

2247PRIORITYT

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6

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34


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42

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20

Scie

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Scie

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Phys

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50


PROPOSED OVERALL PROVIDED IV. SECTORS’ STRATEGIES

The Government of Rwanda envisages big projects to be undertaken within the next five years including the railway line, energy generation, gas methane project, booming industry/ private investment, building roads and construction, irrigation infrastructures and mining projects; and expanded ICT exploitation. Engineers and technicians are needed to facilitate the operations. This is the reason why the capacity building for these sectors will consider training different people in country and abroad using the following strategies:

Coordinate with University of Rwanda to provide $programmes related to the critical and scarce skills in priority sectors;

Expanding the Capacities of TVET institutions (IPRCs, $VTC, and ToT Centres). The TVET system is not only facing challenges of poor perception by the public but also the need to enhance quality of its training programmes in different sectors. WDA needs to work on modalities of attracting and retaining additional qualified professional and technical staff;

Put in place an Aviation Training Center to enhance air $traffic service and airport operations;

Attract private investors in Technical and Vocational $Education and Training (TVET) especially Secondary and Higher Learning Institutions.

Identify top innovative and hardworking graduates and $take them abroad for Graduate Programs and Industrial attachment in specialized careers;

For the short to medium term (1-2 years), placement of $external experts to work alongside Rwandan counterparts, building up their capacity in identified fields;

51


Work placements abroad to enable Rwandan staff to $receive high quality training and ensuring they are used in priority sectors on return;

Industrial attachment and training to be included in all $possible future sectors contracts to be signed;

Aligning the current and new curriculums of universities $and technical schools with required skills;

Undertake new investments in Laboratories for TVETs $Programmes and other Science-Technology Programmes;

Training on-the-job mentoring programmes; $

Training in international trade practices , investment $analysis, value commodity chain and market research;

For purposes of having a perfect strategy of nurturing $talent, innovation and knowledge transfer, there is need to launch and manage a National Science and Technology Competition Framework to promote innovations and critical thinking in priority sectors;

Improve the quality and cost-effectiveness of in-Service $Training.

Government shall explore possibilities of establishing $Regional Centers of Excellence for training in one of the region’s universities, or a collaborative programme by several universities from the region. This approach shall tap into capabilities of universities that already have some of the core department related to Country priority sectors;

There is a very limited linkage between universities and $IPRCs on one hand and TVET Institutions and IRPCs offering different courses in the other hand. MINEDUC to develop modalities of promoting partnerships and linkages among these training institutions;

52


Setting standards and guidelines for Researchers, Engineers, $and Technicians career path progression;

Review ICT Programmes provided by Public and Private $Sectors to match with the required skills on labour market;

Attract International Universities, Schools and Training $Centers to invest in Rwanda;

Hire qualified Professors to come in Rwanda for a given $time for teaching and mentoring local medical doctors in their institutions where the infrastructure and services are available;

Institutionalize Continuing Professional Development $(CPD) to cope up with the fast changing technologies in different fields and replicate best practices;

Review of the medical teaching curricula and develop $standards for accreditation process of teaching institutions.

53


BUDGET IMPLICATIONSV.

The overall budget implications of the program is equal to 63, 434, 914,754 RwF (USD 97.5 Million).

Total budget by Sector for five years ( RwF)

Annual total budget required for five years 2013-2018 ( RwF)

54


MONITORING & EVALUATION VI.

The program implementation plan will be quarterly and annually reviewed and a mid-term as well as end term evaluation undertaken. The annual plan will be directly linked to the five year program for priority skills development to deliver EDPRS II.

The M&E framework of the program will focus on performance monitoring to keep track on whether the agreed upon plans are being effectively and correctly implemented. The framework will allow for regular and consistent tracking of performance through reviews of various inputs and outputs for each priority sector.

The five year program M&E framework will be managed by National Capacity Building Secretariat in close collaboration with concerned Sectors.

In order to ensure the Policy and Strategic direction of the program the high level National Steering Committee (NSC) was put in place and has the following membership MIFOTRA, MINEDUC, MINECOFIN, MININFRA, MINICOM, MYICT, MINISANTE, NISR, NCBS, NSTC, RDB, WDA and PSF with the following responsibilities:

Provide strategic direction of policies, programmes, o

strategies and guidance on the implementation of the five year skills development program;

55


Oversee implementation and unblock challenges o

experienced during implementation of the five year skills development program to ensure that it is implemented within a period of 5 years; Approving the NCBS Governing Committee’s o

recommendations in respect to the partnerships and the memorandums of understanding to help the support of the funding and the implementation of different actions under the same program;With consideration of the approved five year skills o

development program approve the annually report prepared by NCBS and report to the Prime Minister’s Office the progress status on the implementation of the same program;Ensure that there is synergy and coordination of key o

stakeholder in the implementation of this program this includes but not limited to NCBS; REB; WDA; NSTC; RMI; RDB; and PSF.

The effective implementation of this program shall be the responsibility of the identified priority sectors as further explained below:

Take special responsibility to ensure that the priority o

skills to be developed each fiscal year are captured in their annual capacity building plans that are submitted to MINECOFIN with a copy to NCBS. Monitor and reporting to the Prime Minister’s Office with copy to the NSC on the progress of the skills development

56


against each specified targets and outputs in respect to the sector;Assist in the mobilization of contributions from o

Government Budget and Development Partners;Help ensure that the supply of priority skills matches o

the demand for priority skills of the sector, and if not provide recommendations or appropriate actions for the successful implementation of the plan; Take responsibility for capacity initiatives that cut across o

the sector and bring together all stakeholders of the sector in order to ensure that their skills needs are reflected in the annual skills development program; define a robust M&E system to track progress and clearly reflects value for money.

Responsibilities of the NCBS

The responsibilities of NCBS are determined by article 4 as per the Prime Minister’s Order N° 157 bis/03 of 24/05/2013 establishing National Capacity Building Secretariat and determining its mission, organisation and functioning;

The responsibilities of the Governing Committee are determined by article 6 of the same Prime Minister’s Order.

Documents

Republic of Rwanda Ministry of Public Service and Labour · Rwanda needs the skills, knowledge and attitudes to support the transition to a middle income country I. INTRODUCTION The