By 1994, Rwanda had did not have a single private university or institution of higher learning and only one public university, which had graduated approximately three thousand people in its 31 year history. In 1994 the insufficient number of graduates were either killed during the genocide or fled in the aftermath. In addition to this, students training in the medical laboratory sciences could train to high school level only. After three years in secondary school, students who wished to join medical laboratory training would take a three year course in medical laboratory sciences and graduate with a general certificate of secondary education (A2) in "laboratory" sciences. There was no provision for higher learning in biomedical laboratory sciences.

In an effort to find a solution to this problem, in 1996 the Government of Rwanda (GOR) created a system of education which is composed of six years of primary education, six years of secondary/vocational education and between four and six years of University education. One of the main objectives of this effort was to provide and continually improve the health services of the Rwandan population thereby contributing to a reduction in poverty and enhance the general well-being of the population among others.

The GOR decided to establish the Kigali Health Institute (KHI) in 1996 with the mandate of training and awarding diplomas and degrees in paramedical sciences and nursing sciences. The Biomedical Laboratory Science department started at KHI in 1998, the purpose of which is to train graduates for the award of the advanced diploma in medical laboratory sciences. But still these graduates were limited in the knowledge and skills needed in the fast developing biomedical laboratory sciences field. In 2007, the department decided to introduce a four year bachelor's degree program. KHI has been supported by the American Society for Clinical Pathology (ASCP) through PEPFAR since 2006. ASCP provides technical assistance to KHI to improve their curriculum and to improve the teaching skills of its faculty. As the USG and KHI work to provide a more sustainable program and to allow for Rwandan leadership and ownership, support in FY 2010 will go directly to KHI. To continue improving the education of laboratory

technicians to provide testing for HIV/AIDS patients, KHI will focus on strengthening its educational program in the areas of faculty development, capacity building, curriculum improvement, infrastructure and training resources.

Faculty development and capacity building will focus on an assessment to determine the cadre and number of staff needed for the program. Once it is understood what is needed, the program will hire faculty to fill the gaps identified. KHI will focus on hiring and training Rwandan staff in an effort to build the capacity of Rwandan to sustain the program in years to come. KHI will identify training programs and short courses to improve their knowledge and teaching skills. In addition, resources will be procured for use by students and faculty to improve the curriculum and training in the program.

This project will support building and improving the capacity of faculty to train technicians to perform laboratory testing and provide quality patient care and health management required to support HIV/AIDS programs in Rwanda, and it will support the strengthening of the health educational system to close gaps that exist in the current training program.

By 1994, Rwanda had did not have a single private university or institution of higher learning and only one public university, which had graduated approximately three thousand people in its 31 year history. In

1994 the insufficient number of graduates were either killed during the genocide or fled in the aftermath. In addition to this, students training in the medical laboratory sciences could train to high school level only. After three years in secondary school, students who wished to join medical laboratory training would take a three year course in medical laboratory sciences and graduate with a general certificate of secondary education (A2) in "laboratory" sciences. There was no provision for higher learning in biomedical laboratory sciences.

In an effort to find a solution to this problem, in 1996 the Government of Rwanda (GOR) created a system of education which is composed of six years of primary education, six years of secondary/vocational education and between four and six years of University education. One of the main objectives of this effort was to provide and continually improve the health services of the Rwandan population thereby contributing to a reduction in poverty and enhance the general well-being of the population among others.

The GOR decided to establish the Kigali Health Institute (KHI) in 1996 with the mandate of training and awarding diplomas and degrees in paramedical sciences and nursing sciences. The Biomedical Laboratory Science department started at KHI in 1998, the purpose of which is to train graduates for the award of the advanced diploma in medical laboratory sciences. But still these graduates were limited in the knowledge and skills needed in the fast developing biomedical laboratory sciences field. In 2007, the department decided to introduce a four year bachelor's degree program. KHI has been supported by the American Society for Clinical Pathology (ASCP) through PEPFAR since 2006. ASCP provides technical assistance to KHI to improve their curriculum and to improve the teaching skills of its faculty. As the USG and KHI work to provide a more sustainable program and to allow for Rwandan leadership and ownership, support in FY 2010 will go directly to KHI. To continue improving the education of laboratory technicians to provide testing for HIV/AIDS patients, KHI will focus on strengthening its educational program in the areas of faculty development, capacity building, curriculum improvement, infrastructure and training resources.

Faculty development and capacity building will focus on an assessment to determine the cadre and number of staff needed for the program. Once it is understood what is needed, the program will hire faculty to fill the gaps identified. KHI will focus on hiring and training Rwandan staff in an effort to build the capacity of Rwandan to sustain the program in years to come. KHI will identify training programs and short courses to improve their knowledge and teaching skills. In addition, resources will be procured for use by students and faculty to improve the curriculum and training in the program.

This project will support building and improving the capacity of faculty to train technicians to perform laboratory testing and provide quality patient care and health management required to support HIV/AIDS

programs in Rwanda, and it will support the strengthening of the health educational system to close gaps that exist in the current training program.