A Critical Look at Policy Environment for Opening up Public Higher Education in Rwanda





Policy, Opening up Education, Higher Education, Rwanda, Contextualization


Policies play a critical role in the implementation of open, distance education and opening up higher education. To encourage participation of different stakeholders in related practices, policies may need to embody values and benefits for those stakeholders. It is in this perspective that this study was conducted to investigate the policy environment for opening up public higher education in Rwanda. An interview was conducted with a leader/policy maker at the University of Rwanda and three policy documents were analyzed. Results indicated that existing policies were unlikely to inform practices that contribute to opening up higher education. Related policy documents were decontextualized in some aspects. Different ways in which these policies may be contextualized to inform opening up higher education were recommended. The findings and recommendations are particularly important to policy makers and institutional leaders who are interested in opening up higher education in Rwanda and other settings.

Author Biography

Bernard Nkuyubwatsi, The University of Leicester

Bernard Nkuyubwatsi is a Commonwealth scholar funded by the UK Government in his PhD study at the University of Leicester and a GO-GN member. He holds an MAODE (Open University) and an MATESOL (Eastern Michigan University). His research interests include opening up education, MOOCs, OER, open scholarship, digital scholarship and heutagogy.


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How to Cite

Nkuyubwatsi, B. (2016). A Critical Look at Policy Environment for Opening up Public Higher Education in Rwanda. Journal of Learning for Development, 3(2). https://doi.org/10.56059/jl4d.v3i2.141



Research Articles
Received 2016-02-05
Accepted 2016-05-26
Published 2016-06-17