Appropriation des politiques éducatives dans un contexte de dépendance économique : réflexion sur le fonctionnement du réseau d’acteurs éducatifs au Rwanda

The partnership approach promoted by international institutions requires Rwanda education actors to assume responsibility for the development and implementation of educational activities. Meanwhile, the extreme economic dependence, exacerbated by the effects of the genocide and civil war, predisposes them to accept donors’ requirements. This research aims to understand the mechanisms of local ownership of educational policies developed in such a context. The results highlight the reconfiguration of the Rwandan education system aimed at facilitating the participation of local people and local ownership of educational policies. These results also show that, due to the local particularities and local arrangements, the process of participation and ownership applied in the Rwandan education system is not working exactly as it was originally planned by its designers.