Abstract
CITIZENSHIP EDUCATION AND ITS SCOPE: THE CASE OF RWANDA

How imminent were the 1994 massacres and genocide in Rwanda? Did the educational system play a role in these events? Can one develop a citizenship feeling and contribute to peace? Historical analysis of this country demonstrates that the notions of ‘’State’’, ‘’Nation’’, and ‘’Citizen’’ which should constitute a deterrent against such events were not embedded in Rwanda politics. Why? This is because Rwandans have not received the type of education that could separate them progressively from their mythical beliefs and the resultant prejudices; and which could enable them understand the reason of being different in the development of a human society. The type of Education that could enable them cultivate a spirit of tolerance and the need of living together; rather than seeking self-destruction. This is what we refer to as civic education that appears indispensable whether in the developed or developing countries.

The education institution is well adapted for such education. It can create a feeling of citizenship and contribute to peace. The analysis of Rwanda’s education system demonstrates that school has immensely contributed to the schism amongst Rwandans and therefore influenced the failure of citizenship. It could not provide basic, moral, civic, or political education necessary for the development of a conscience of citizenship and its application. We are convinced that a consensual identification of values to be sustained and taught, amelioration of the content of civic education and the teaching method of values would enable Rwandans embrace the ideals of peace and tolerance.