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Textbook availability and use in Rwandan basic education: A mixed-methods study

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  • Milligan, Lizzi O.
  • Tikly, Leon
  • Williams, Timothy
  • Vianney, Jean-Marie
  • Uworwabayeho, Alphonse

Abstract

Textbooks and related learning materials, such as workbooks and teacher guides, are widely assumed to be key inputs in effective schooling systems. Some recent statistical analyses have challenged the validity of such assumptions and highlighted the tendency for textbook availability to be used as a proxy for textbook use. However, few studies have explored whether textbooks are actually used, and if not, why not. This article aims to address this gap in the literature by presenting the findings from a nationwide survey of textbook use in Rwandan basic education and providing a detailed analysis of current use of textbooks in a range of Rwandan classroom settings and an exploration of the barriers to their effective use. Findings show that textbooks are infrequently used because of inconsistencies in the availability of textbooks for all learners and perceptions of the quality and accessibility of those books that are available. Conclusions suggest the implications for textbook development, distribution and use in Rwanda and point to the need for greater understanding of the complexities of the ways that textbooks can be used as effective learning support materials for all learners.

Suggested Citation

  • Milligan, Lizzi O. & Tikly, Leon & Williams, Timothy & Vianney, Jean-Marie & Uworwabayeho, Alphonse, 2017. "Textbook availability and use in Rwandan basic education: A mixed-methods study," International Journal of Educational Development, Elsevier, vol. 54(C), pages 1-7.
    • Handle: RePEc:eee:injoed:v:54:y:2017:i:c:p:1-7
    DOI: 10.1016/j.ijedudev.2017.01.008
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    References listed on IDEAS

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    Cited by:

    1. Williams, Timothy P., 2017. "The Political Economy of Primary Education: Lessons from Rwanda," World Development, Elsevier, vol. 96(C), pages 550-561.
    2. Salman Asim & Stefan Dercon & Ravinder Gera Casley & Donna Harris, 2024. "Does Effective School Leadership Improve Student Progression and Test Scores? Evidence from a Field Experiment in Malawi," CSAE Working Paper Series 2024-05, Centre for the Study of African Economies, University of Oxford.
    3. Crawfurd, Lee, 2021. "Accounting for repetition and dropout in contemporaneous cross-section learning profiles: Evidence from Rwanda," International Journal of Educational Development, Elsevier, vol. 85(C).
    4. Bayley, Stephen H., 2022. "Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools," International Journal of Educational Development, Elsevier, vol. 93(C).

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