Category: Education

These individuals have subsequently been reassigned from their administrative positions to teaching roles.

The assessment targeted head teachers, deputy head teachers in charge of studies, and deputy head teachers responsible for discipline.

It was mandated by the Teachers’ Statute and is designed to occur every three years going forward.

This particular evaluation focused on leaders who had held their positions for at least three years prior to the statute’s guidelines.

Conducted at both district and national levels, it commenced in November 2024.

According to the Rwanda Education Board (REB) and the Ministry of Education, the district-level component examined key aspects of school leadership, including regular presence at the workplace, effective task management, overall professional conduct, and adherence to the five pillars of effective school governance.

These five pillars include: the leader’s vision for the school, how they support teachers in their teaching, how they support students, how they manage the school’s finances, and how they engage with parents.

Dr. Flora Mutezigaju, the Deputy Director General of the Rwanda Basic Education Board (REB), explained in a media interview that each head master scored out of 100 on these aspects.

District evaluations were sent to REB, which then administered four tests, including one on good governance principles, in written form, to test whether the leaders understood these principles. The tests also used case scenarios to assess how the leaders would respond to certain situations.

They were also evaluated on their English proficiency and the performance of their school over the last three years.

Dr. Mutezigaju said, “In some schools, instead of seeing improved student performance, we noticed a decline. Upon closer examination, many of the five pillars of good leadership were neglected. Most teachers are not supported, and students are not well taken care of.”

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School leaders who achieved an overall score of 70% or higher in the evaluation were confirmed as having sufficient leadership capabilities and were allowed to remain in their administrative positions.

The final score combined two equally weighted components: the district-level assessment (50%) and the Rwanda Education Board’s operational evaluation (50%).

Dr. Flora Mutezigaju emphasized the rigor of the process, stating that even a score of 69.9% was considered evidence of inadequate leadership competence.

She added that affected leaders are being reassigned to teaching roles, noting that most had at least six years of prior classroom experience before being promoted to leadership positions.

The evaluation encompassed 5,277 school leaders across Rwanda: 1,415 primary school head teachers, 1,664 secondary school head teachers, 1,425 deputy head teachers in charge of studies, and 773 deputy head teachers responsible for discipline.

Of the 890 leaders found to lack the required competencies, 349 (39.2%) were primary school head teachers, with the remaining 541 coming from secondary schools.

The official report indicates that 621 of these leaders will be reassigned to classroom teaching: 297 from primary schools and 324 from secondary schools. The other 164 did not qualify for immediate reassignment to teaching posts, primarily due to insufficient prior teaching experience.

These changes will take effect in the second semester of the 2025/2026 academic year.

As of December 2025, Rwanda’s government and public-private partnership schools employ 3,283 head teachers, 1,903 deputy head teachers for studies, and 995 deputy head teachers for discipline.

Many of the leaders who failed scored particularly low on professional conduct, including how they treated students, teachers, and the wider school community, as well as in their management of school resources.

Dr. Mutezigaju highlighted serious issues uncovered during the process, such as frequent absenteeism, lax attitudes toward duties, and cases of mismanaging or even stealing food intended for students.

Other common shortcomings included weak English proficiency and declining student performance in national examinations over the previous three years.

Leaders reassigned to teaching will be placed on a waiting list for available classroom positions. They will continue to receive two-thirds of their previous salary for up to six months.

If no post is found within that period, their salary will be suspended while they remain on the list for a further six months. Should no teaching position become available after a total of 12 months, they will be dismissed in accordance with the Teachers’ Statute.

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REB confirmed that 500 of the 890 leaders will be directly placed into teaching roles after passing the evaluation tests, while the remaining 300 will assume temporary leadership positions, with available positions placed on the job market.

Dr. Mutezigaju stated, “We expect that by March 2026, all schools will have headmasters and teachers, as the leaders will be reassigned from teaching positions.”

Those removed from leadership roles will have the option to decline teaching roles; if they choose to do so, they will be dismissed.

The initiative, led by Prikkle Academy Rwanda, focuses on equipping educators with practical, ethical, and locally relevant skills for integrating AI into teaching.

The programme targets nursery and primary school teachers, positioning them as the first step in introducing AI into schools. By training teachers first, the organisation aims to ensure that students engage with AI in a structured and safe manner.

Fasoranti ‘Fash’ Damilola, founder and lead trainer of Prikkle Academy Rwanda, said the focus on teachers rather than students allows the programme to build a strong foundation for AI-supported learning.

“Teachers are with students every day. If we train teachers to be excellent, they will raise excellent children,” he said.

He was speaking during a graduation ceremony held on Friday at Chez Les Bien-Aimés Primary School in Kigali, where a first cohort of 14 teachers received certificates for completing the training and their final projects, which included classroom-ready digital storybooks and personal websites created with AI.

The training was made possible through a partnership between Prikkle Academy Rwanda and JUST EQUIPPING, an education-focused organisation that helped link Prikkle Academy Rwanda with Chez Les Bien-Aimés Primary School. Through this collaboration, the two organisations identified the school, mobilised teachers, and created an enabling environment for practical, school-based AI training. The partnership reflects a shared commitment to strengthening teacher capacity and introducing innovative, future-ready learning approaches in Rwandan schools.

The training, titled Generative AI for Curriculum Development and Lesson Planning, was conducted over four interactive sessions. Participants learned to use AI tools such as ChatGPT and Gemini to generate lesson objectives, classroom activities, and examples aligned with Rwanda’s curriculum. They also adapted AI-generated content to local language, culture, and learner needs across subjects, including mathematics, sciences, and languages.

Several teachers shared their experiences during the graduation. One participant, Okwir Oscar Sam, described how the training had expanded his skills.

“Even though I joined late, I was motivated to try. Learning how to create a website using AI was a completely new experience for me, and I feel I have gained skills that I can now apply in my teaching. I encourage everyone to continue learning and exploring these tools,” he said.

Another teacher, Cubaka Fiat, said the programme had significantly improved his confidence and capabilities.

“There were many things I didn’t know before, but now I feel capable of doing much more with AI. Our coach guided us patiently step by step, even interpreting in French when needed. Receiving my certificate today shows how much I’ve learned, and I’m very thankful for this opportunity,” he said.

Ethical use of AI was a core component of the programme. Teachers were trained to critically review AI outputs, address misinformation and bias, protect student data, and ensure that AI supports learning rather than replacing professional judgement.

Uhuza Munyampenda, co-founder and headmistress of Chez Les Bien-Aimés Primary School, said the training had helped teachers make lessons more structured and engaging.

“Teachers must keep learning to prepare the next generation. This programme has given them new tools to guide students effectively,” she said.

Prikkle Academy Rwanda plans to expand the programme by partnering with more schools, offering advanced training, and reaching schools beyond Kigali, including rural areas.

“This is just the beginning. We hope to partner with more schools and organisations to bring these AI skills to as many teachers as possible,” Damilola said.

“We must adapt to where the world is heading, and training teachers is the first step in ensuring our students are equipped for the future,” he added.

Damilola noted that the programme aligns with Rwanda’s broader goal of strengthening teacher capacity and integrating digital technologies into education, while ensuring that AI is used responsibly in classrooms.

Prikkle Academy, which has its roots in Nigeria, has been operating in Rwanda since 2021. The organisation acts as a youth employment catalyst, bridging skills gaps and connecting talent to jobs through training in soft skills, technology, communication, mentorship, networking, and practical workshops. Its goal is to help individuals secure meaningful, high-impact careers and overcome barriers to employment.

The initiative, established under a Memorandum of Understanding (MoU) signed three years ago, aims to strengthen Rwanda’s education system by deploying skilled personnel in key sectors, including education, health, and information and communication technologies.

The Zimbabwean teachers completed a detailed pre-departure orientation in Harare, equipping them for their roles in Rwanda. According to Simon Masanga, Zimbabwe’s Permanent Secretary in the Ministry of Public Service, Labour and Social Welfare, the country continues to lead the exchange programme, with Zimbabwean specialists currently supporting Rwanda’s education reforms.

“We were in Rwanda a few weeks ago to assess both the living and working conditions of our specialists. I have never seen such excitement. They have mastered the local language, integrated into the community and the Government of Rwanda is extremely pleased with the contribution they are making,” Masanga told Zimbabwe’s state-run daily newspaper, The Herald.

Zimbabwe first sent a group of 154 specialists three years ago. Many are teaching English and mathematics in schools and teacher training centres, while others teach health sciences at the University of Rwanda. In addition to educators, Zimbabwe has also deployed health professionals and ICT specialists to Rwanda.

Rwanda and Zimbabwe’s bilateral relations continue to strengthen, with over 30 cooperation agreements signed across sectors such as education, health, energy, and tourism during the Third Joint Permanent Commission on Cooperation held in August.

Speaking recently on the sidelines of the Africa-Nordic Foreign Affairs Ministers’ Meeting in Victoria Falls, Rwanda’s Foreign Minister, Olivier Nduhungirehe, hailed the teacher exchange as a model of successful South-South collaboration, emphasising the programme’s positive impact on Rwanda’s education sector.

The arrival of the new batch of specialists marks another step in deepening ties and supporting Rwanda’s efforts to enhance education quality across the country.

The four-year programme combines rigorous theoretical training with hands-on experience in state-of-the-art laboratories, including a dedicated Nuclear Science Lab. Students will specialise in areas such as nuclear techniques, health physics, radiation protection, and environmental monitoring, while participating in industrial attachments and research projects that bridge classroom learning with real-world applications.

The inaugural cohort of 52 students, enrolled for the 2025–2026 academic year, was selected based on strong backgrounds in mathematics and physics.

“This programme is a milestone for Rwanda and Africa,” said Associate Professor Kayihura Muganga Didas, Acting Vice Chancellor of the University of Rwanda. “It will prepare a skilled workforce capable of supporting nuclear reactor operations, medical physics, radiation safety, and other critical applications essential for sustainable development.”

The initiative aligns with Rwanda’s national development plans under the second National Strategy for Transformation (NST2) and Vision 2050, and complements broader ambitions in nuclear energy and technology. Beyond energy generation, nuclear science applications extend to healthcare, agriculture, water resource management, industry, environmental protection, and national security.

Dr. Fidèle Ndahayo, CEO of the Rwanda Atomic Energy Board, described the launch as a strategic step in building homegrown expertise. “This programme equips our young people with the skills and technical competencies to integrate nuclear solutions in energy, health, agricultural, industrial, and environmental sectors,” he said.

The academic programme also supports Rwanda’s plan to establish a nuclear research centre in collaboration with Russia. The centre will focus on producing radioactive materials for cancer diagnosis and treatment, improving agriculture through radiation technologies, and advancing industrial testing methods. Additionally, Rwanda is preparing to host Africa’s first demonstration of a Dual Fluid nuclear reactor and is exploring small modular reactor (SMR) technology to meet the country’s growing energy demands sustainably.

With national energy capacity currently estimated at 650–700 MW, Rwanda needs to boost output to as much as 4.5 GW by 2050 to fuel economic growth.

By producing professionals capable of contributing across energy, healthcare, agriculture, pharmaceuticals, and mining sectors, the new BSc in Nuclear Science and Technology positions Rwanda as a continental leader in nuclear innovation, supporting a vision where Africa is a generator, not just a consumer, of advanced nuclear technologies.

The initiative, carried out in Bugesera District, connected 63 schools, including 13 serving refugee learners through a partnership involving the Ministry of ICT and Innovation, the Rwanda Information Society Authority (RISA), UNICEF Rwanda, and Giga, a UNICEF–ITU initiative.

Before the pilot, many schools depended on costly mobile-based 3G and 4G services that offered speeds of up to 5 Mbps. By grouping demand and guiding infrastructure upgrades, providers were able to switch schools to fixed wireless and fibre connections, lowering the cost per Mbps from about US$20 to US$9.

The shift also boosted speeds, with each school now receiving at least 25 Mbps, a substantial improvement for classrooms increasingly relying on digital content. Devices supplied by the government and partners helped complete the move to functional digital learning environments.

The project used Giga’s real-time monitoring platform to track performance and ensure providers met agreed service levels.

“The pilot showed that the application of UNICEF’s procurement approach is a powerful
way to engage with the private sector and obtain more affordable prices for school
connectivity,” said Denis Mupenzi, a Supply Specialist with UNICEF Rwanda. He added that fixed wireless installations contributed to raising speeds to levels more suitable for learning.

Rwanda’s broader digital strategy includes ongoing collaborations with telecom operators. Airtel Rwanda recently connected 20 youth centres and 281 schools, providing free access to online digital skills materials. UNICEF is also working with network providers to whitelist e-learning platforms so students can access key content without data charges.

Teachers report that improved connectivity is already influencing classroom practice. Steve Nzaramba, a Communications Specialist with UNICEF Rwanda, pointed to the example of a teacher in a remote school who can now use online visuals to explain topics such as extreme weather, making lessons more engaging.

“By using the internet, he now demonstrates to his students different impacts of extreme weather, such as floods and landslides. This engages his students more effectively.”

UNICEF maintains that infrastructure alone is not enough, noting that connectivity is most effective when paired with devices, relevant digital content and proper teacher training, areas where Rwanda is expanding nationwide programmes.

With several African governments pushing for stronger investment in digital education, the Bugesera pilot offers an example of how coordinated procurement and infrastructure design can lower connectivity costs. The findings are expected to inform future efforts to scale school internet across Rwanda and the region.

The event, held at the College of Business and Economics of the University of Rwanda in Gikondo, focused on leadership, gender equality, sexual and reproductive health, and human rights.

From the opening keynote, the message was clear: “You are not chickens scratching in the dirt. You are eagles, born to soar, built to lead, and destined to return to your nest to lift others.”

This powerful message encouraged participants to take charge of their potential and make a meaningful impact in their communities.

Several young women stood out for their stories and achievements. Anderson Tuyizere, a project management student and GLF member, spoke about her commitment to gender justice: “I believe in women empowerment and all genders. I don’t support any injustice, whether it’s a woman or a man.” She has already launched an Equality Circle at Kepler College to create a space for dialogue and change.

Karine Usanase, from East Africa’s first business analytics cohort at Kepler College, defined gender equality as having access to opportunities without limits set by gender. Tafaul Wazil, also at Kepler, emphasised the importance of confidence: “What my brother can do, I can also do. What they can achieve, I can also achieve.”

Gloria Nshutinziza, a law student at Mount Kigali University, shared her experience overcoming doubts from male classmates. Appointed class representative in her first week, she went on to become President of the School of Law, proving her leadership through action.

The Girls Leadership Forum was first launched in 2012 at the University of Rwanda. Nkundimfura Rosette, the Executive Director of GLF Rwanda, shared the organisation’s impact on enhancing leadership among girls.

“GLF was created with the goal of transforming four key areas, the first being women’s leadership, which personally motivated me. There was a widespread belief that girls were only fit for roles like secretaries, gender officers, or protocol positions,” she said.

“I’m proud to say that GLF has made significant progress, reaching numerous universities and secondary schools, and things have changed. Girls are excelling and holding key leadership roles. We are pleased to see a shift in mindset, and with over 500 members, none of them have experienced unwanted pregnancies,” she said.

In a world where the voices of young girls are often silenced, the Pan-African Adolescent Girls Movement, targeting girls from 17 to 24, stands as a beacon of empowerment. This initiative, launched in Rwanda with the support of the Graca Machel Trust and implemented by GLF Rwanda, aims to provide adolescent girls across Africa with the tools to break through barriers and claim their rightful place as leaders of tomorrow.

The movement is designed to nurture, mentor, and connect young girls, equipping them with the skills and confidence to lead not only within their communities but across the continent.

With a vision to reshape Africa’s future, the movement is set to inspire the next generation of visionary women who will drive positive change, challenge the status quo, and create lasting impact in their societies.

Hear from some of the leading voices in the video below.

The university aims to provide aspiring professionals with global exposure, career-focused learning, and access to international opportunities in Europe’s thriving business environment.

Established in 1999, GISMA has built a strong reputation for offering industry-relevant programs in management and business studies, including MBA and master’s degrees.

With campuses in Potsdam and Berlin, the university provides an ideal setting for students to combine academic excellence with real-world experience. All GISMA programs are state-accredited and taught in English, ensuring accessibility to students from across the world.

GISMA’s academic distinction is reflected in its global accreditations. The university’s Global MBA program is AMBA-accredited, placing it among the world’s top business schools. It also holds the distinction of being the only university in Germany offering CIM-accredited marketing degrees.

The institution’s prime locations, Potsdam, home to SAP’s innovation hub, and Berlin, one of Europe’s key business centres, provide students with valuable industry connections and internship opportunities.

The university’s strong partnerships with global companies such as Tesla, Bosch, Safran Engineering, and SAP further strengthen its career-oriented approach.

Through these collaborations, students gain access to internships, professional certifications, and mentorship from industry leaders. GISMA boasts a 94% job placement rate, with graduates earning average starting salaries between €55,000 and €60,000, demonstrating the university’s focus on employability.

Recently, GISMA became the second university in Germany to receive the BSIS Impact Label, a recognition of its tangible contribution to the economy and society. The award highlights the entrepreneurial impact of its students and alumni; more than 15 start-ups founded by GISMA graduates have created over 120 new jobs globally.

Beyond academics, GISMA places strong emphasis on student well-being, offering psychological support and wellness workshops to help learners manage stress and maintain a healthy balance between study and personal life. This holistic approach reflects the university’s commitment to nurturing both professional competence and personal growth.

For Rwandan students, studying at GISMA presents a unique opportunity to access affordable, high-quality education in Germany, a country known for low tuition fees, reasonable living costs, and a streamlined visa process. Students also benefit from the ability to work part-time during their studies and secure well-paying jobs after graduation.

GISMA University is now actively seeking talented Rwandan students interested in pursuing degrees in business and management. Applications can be made through Bench Study Consult, the university’s official representative in Rwanda.

Prospective students can reach Bertin Nyirigira, Founder and Managing Director, via email at apply@benchstudy.com or visit www.benchstudy.com for guidance on the application process.

Addressing 51 students from 14 African countries, Kagame urged them to recognise the continent’s challenges, take responsibility for its development, and act decisively to shape its progress.

Founded by President Kagame and former Ethiopian Prime Minister Hailemariam Desalegn, the Kigali-based ASG was designed to transform governance in Africa by offering world-class public policy education and research programs tailored to the continent’s realities.

The inaugural cohort, representing Rwanda, Burundi, Cameroon, DR Congo, Ethiopia, Ghana, Kenya, Mali, Nigeria, South Sudan, Gambia, Tanzania, Uganda, and Zimbabwe, embodies the school’s vision of nurturing pan-African leaders.

During his keynote at the matriculation ceremony of the inaugural cohort, Kagame praised the founders and partners, including the Mastercard Foundation, for bringing the institution to life.

“Africa deserves focus and deep study, and that should be done by you, our youth and our future. Unlike anywhere else, your education here will challenge you to think critically and practically about how to move our continent forward,” he said.

“This school will prepare you for leadership, but the journey starts from within,” he added.

Kagame outlined three qualities he said are essential for the cohort:

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He urged students to pay attention to how Africa is perceived globally, question whether those perceptions are fair, and confront both inherited and self-inflicted challenges that continue to hold the continent back.

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The Head of State emphasised that students must value themselves, their countries, and their people. He noted that Africa will only be taken seriously if its leaders respect their own roles and contribute actively to their communities.

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He called on students to apply their knowledge and skills decisively, warning that the continent cannot afford to lag behind as global economies and technologies advance.

“An institution is only as strong as the people it serves. Make the most of your time here. Soon, when your country looks to you for answers, you must be ready,” Kagame told the cohort.

Following the matriculation ceremony, the two co-founders participated in a panel discussion with ASG students under the theme, “Mindset and Attitude of Leadership.”

During the discussion, Kagame reflected on Africa’s developmental trajectory, urging students to think critically about the continent’s past and future.

“Africa cannot just remain where it is. We need to move forward and progress like many other parts of the world that are at our level of development—or even behind us—but are now so far ahead of us. What happened to us? What happened to the continent? What happened to Africa? If we can have an institution like this, it allows people to have soul searching and figure out what we can do to move forward,” he said.

Former Prime Minister Desalegn highlighted lessons from other nations’ rapid transformations.

“Some countries, especially in Asia—Singapore, South Korea, even China—moved in a generational time from rags to riches. We African nations, which were better than them at certain periods, in most cases, remain in the shackles of poverty. The whole idea is that mindset, attitude, and leadership matter. We do have a leadership deficit and a problem of governance, and our young people should not continue as we were,” he said.

Kagame concluded by expressing confidence in the cohort’s potential to shape Africa’s future: “We are counting on you. You are exactly who Africa needs.”

With its focus on practical leadership training and research grounded in African realities, ASG aims to equip a new generation of policymakers with the tools to address the continent’s pressing challenges and transform its governance landscape.

At the primary level, the best performer was Arakaza Leo Victor from Wisdom School in Musanze District, who scored 99.4%. He was followed by Impano Brave Gloria from Bugesera District (98.8%), Ihirwe Kanimba Honnette from New Vision Primary School in Huye District (98.8%), Duhirwe Gall Gavin Darcy from École Internationale La Racine in Bugesera District (98.8%), Nsengiyumva Joannah Holiness from Bugesera District (98.8%), and Ashimwe Keza Gerardine from Bugesera District (98.8%).

Because five candidates tied with the same score of 98.8%, six students were recognized in this category instead of the usual top five.

Overall, 15,695 pupils completing primary school were placed in boarding secondary schools, while more than 150,000 were admitted into day schools.

Among the primary school laureates, Nsengiyumva Joannah Holiness highlighted prayer, faith in God, and consistent study as the main factors behind her success.

“The first thing that helped me was prayer and trust in God, because nothing is possible without Him. The second was studying diligently and using time wisely,” she said, adding that she aspires to become a doctor.

At the ordinary level of secondary education, the top performer was Izere Hennock Tresor of E.S Kanombe in Kicukiro District, who scored 98.67%. Other top students included Uwumuremyi Albert of Hope Haven School in Gasabo District (98.00%), Ineza Flora Elyse of Hope Haven School (97.89%), Ndayishimiye Jean D’Amour of Haven School in Gasabo (97.89%), and Agaba Happy Jean Eudes of Petit Séminaire St Aloys in Rusizi District (97.78%).

The Ministry of Education awarded the best performers with school materials, laptops, and a full year of tuition coverage for those continuing in public or government-supported schools.

Izere Hennock Tresor, who topped the ordinary level, attributed his success to five key factors: faith in God, support from his parents, studying in a good school with quality teaching, his personal commitment and effort, and encouragement from his siblings.

“Studying wasn’t very difficult to the point of staying up late at night, but I made sure to dedicate quality time to it and focus whenever I had tasks to complete,” he explained.

He acknowledged facing challenges particularly in Kinyarwanda but said he overcame them through extra effort and discipline. Izere expressed his ambition to pursue studies in technology, inspired by global trends, and emphasized his determination to excel in the field.

Although he sat for the exams aiming to achieve high marks, he admitted he had not expected to emerge as the country’s top student.

“I told myself I should at least try to be among the top students, but I also knew there are many brilliant learners across the country who study even harder. I didn’t imagine I would be number one,” he said.

At the primary level, girls accounted for 53 percent of those who passed compared to 46.8 percent for boys, while overall results showed 53.2 percent of girls passing against 49.8 percent of boys.

The announcement was made during an event attended by government officials, parents, and the top-performing students nationwide.

Speaking during the official release of results, Education Minister Joseph Nsengimana congratulated students for their achievements and emphasized the importance of sustaining the quality of education.

He urged students, teachers, and parents to work together to ensure that children gain real knowledge and skills.

“What we will not do is lie to them that they have understood when they have not,” he said. “But we will spare no effort to make sure they truly learn. This is what will help them grow and, in turn, contribute to the development of the country.”

At the primary level, more than 219,900 pupils sat for the national exams, with an overall pass rate of 75 percent. Performance varied across school types: public schools achieved a pass rate of 75 percent, government-subsidized schools scored 72 percent, while private schools recorded an impressive 99 percent. Subject performance revealed significant disparities.

Mathematics proved to be the most difficult subject, with only 27 percent passing, while Kinyarwanda registered a remarkable 98 percent pass rate. English followed at 72 percent, while Science and ICT stood at 71 percent, and General Knowledge with Religious Studies at 75 percent.

The Eastern Province emerged as the best-performing region in primary exams with an 82 percent pass rate, followed by Kigali City at 77 percent.

District-level results showed Kirehe in the lead with 97 percent, trailed by Kicukiro at 92.2 percent and Nyamasheke at 90.9 percent. On the other hand, Nyaruguru, Ruhango, and Nyabihu districts recorded the lowest results, with pass rates of 64.57 percent, 66 percent, and 69 percent respectively.

At the lower secondary (O’Level) level, 148,677 students sat for the exams, with 64 percent passing overall. Public schools recorded a pass rate of 65 percent, government-subsidized schools 63 percent, while private schools led at 77 percent.

Physics was the most challenging subject, with only 27.5 percent passing, while Mathematics and Biology also proved difficult with pass rates of 45.8 percent and 44.75 percent respectively.

In terms of regional performance, the Western Province came out on top with a 74 percent pass rate, followed by the Eastern Province with 68 percent, the Southern Province with 59 percent, the Northern Province with 58 percent, and Kigali City with 55 percent.

At the district level, Kirehe once again led with 93.1 percent, followed by Nyagatare at 82.2 percent and Kamonyi at 82 percent.