Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority

Rebecca Schendel

International Journal of Educational Development, 2015, vol. 42, issue C, 96-105

Abstract: Rwanda's national development strategy relies heavily on expanding access to higher education, largely due to an assumption that a university education encourages the ability to think critically about problems and to use evidence when making decisions. This study empirically investigated this assumption by administering a performance-task-based test of critical thinking, adapted for use in Rwanda, to students enrolled at three of Rwanda's most prestigious public institutions. Results of the study suggest that Rwandan students are not substantially improving in their critical thinking ability during their time at university. These findings have significant implications for Rwanda's development agenda.

Keywords: Higher education; Universities; Development; Educational policy; Teaching and learning (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:42:y:2015:i:c:p:96-105

DOI: 10.1016/j.ijedudev.2015.04.003

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