Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education


This study is an historical dissertation on the topic of education reform in the East African nation of Rwanda. Determining the impact of the Rwandan genocide of 1994 on three reform initiatives that followed is the central aim of the study. The framework of the study is assembled as a three-­‐part timeline upon which three initiatives of education reform are overlaid for analysis, 1) student-­‐centered instruction, 2) language and 3) enrollment developments. Focusing on those three initiatives in the context of a timeline that details each in the decades prior to the genocide, and in the years that followed it, allows for a discussion of how the genocide changed educational systems in Rwanda. The genocide’s impact on instructional methods was subtle and did not appear immediately. Language reform in schools has been more dramatically impacted by the genocide. Enrollment developments provide for a discussion of immediate purposeful reconstruction from the genocide and ongoing impacts in decisions made to broaden access. Primary Rwandan government documents, outside aid agency reports and secondary analysis by experts comprise a balanced collection of sources throughout the study.