Exploring Learning Poverty as a Component of Quality Education in Primary Schools of Rwanda: A Critical Analysis

The issue of learning poverty, which signifies the inability of students to attain essential literacy and numeracy skills, has gained significant prominence in the global education landscape. This research undertakes a comprehensive examination of learning poverty as a crucial facet of quality education, with a specific focus on the primary school system in Rwanda. Through a thorough analysis encompassing historical perspectives, current realities, and prospective trajectories that have materialized with the pursuit of education for all, this study endeavors to shed light on the intricate elements that contribute to the prevalence of learning poverty in Rwandan primary schools. By critically assessing the effectiveness of existing educational practices and interventions, this research seeks to untangle the multifaceted factors that underlie the manifestation of learning poverty in this context. The analysis reveals that the notable increase in primary school enrollment over the past 15 years has not only raised concerns about the quality of education but has also resulted in the emergence of learning poverty as a consequential outcome. This study finds that learning poverty is primarily attributed to the discrepancy between the growing enrollment and the limited availability of learning infrastructure, tools, materials, and qualified teaching staff. Therefore, it is suggested to establish a transformative education strategy that revolves around early, strategic, and inclusive investments, prioritizing foundational skills and quality outcomes