Category: Education

According to university officials, the programme is in advanced stages of development and has already been validated internally. It is now under review by the Higher Education Council (HEC) for final accreditation.

Once approved, it will be Rwanda’s first degree programme dedicated to nuclear science.

Prof. Ignace Gatare, Principal of the College of Science and Technology, said the programme aims to build a skilled workforce to support national goals in nuclear energy and related fields.

“We are looking forward to receiving feedback from HEC in regards to the national framework for accreditation of the new program,” Gatare told the New Times.

The four-year curriculum will start with core courses in physics, mathematics, electronics, and measurement technologies. Advanced years will introduce specialised topics in nuclear technology, aligning with Rwanda’s broader plans to develop peaceful applications of nuclear energy.

This initiative complements Rwanda’s strategy to build a nuclear research centre in partnership with Russia. The centre will focus on producing radioactive materials for cancer diagnosis and treatment, enhancing agriculture through radiation technologies, and advancing industrial testing methods.

Rwanda’s ambitions go further. The country plans to host Africa’s first demonstration of a Dual Fluid nuclear reactor and is pursuing small modular reactor (SMR) technology to meet growing electricity demands sustainably. SMRs are compact, safer alternatives to traditional reactors and are seen as key to Rwanda’s Vision 2050 goals.

Fidèle Ndahayo, CEO of the Rwanda Atomic Energy Board, previously emphasised the urgency of diversifying energy sources. 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.

The new academic programme is expected to play a critical role in supporting this transition by producing professionals who can contribute to sectors such as energy, healthcare, agriculture, pharmaceuticals, and mining.

These loans were issued under the government bursary scheme to students pursuing higher education at the University of Rwanda.

The figure was disclosed in BRD’s 2024 annual report, which noted that 2024 recorded the highest annual recovery, with Frw 7.2 billion collected from loan beneficiaries that year alone.

Since 2016, when BRD was officially mandated to manage and recover student loans, the institution has recovered a total of Frw 34.7 billion.

This marks a significant effort in recent years, considering that by 2023, only Frw 24.4 billion had been repaid from a total loan portfolio of Frw 221.85 billion.

The Government of Rwanda first introduced the student loan program in 1980. In 2016, BRD assumed full responsibility for both loan disbursement and collection, taking over an existing loan book valued at Frw 70.9 billion. As of July 2024, the bank had disbursed over Frw 376.9 billion in student loans.

Under current ministerial regulations, loan beneficiaries—or their employers—who fail to make timely repayments incur a 1.5% monthly penalty on the outstanding amount.

This penalty applies starting from the day the beneficiary begins formal employment or signs a repayment agreement, as outlined in Article 22 of the regulation. Even a delay of less than a month is counted as a full month for penalty purposes.

The aim of this penalty is to encourage compliance and ensure the sustainability of the loan scheme so that future generations of students can also benefit.

In an earlier interview with IGIHE, Wilson Rurangwa, Head of the Education Loan and Bursary Division at BRD, highlighted several challenges that have slowed down loan recovery.

One major issue involves employers who deduct loan repayments from employees’ salaries but fail to remit the funds to BRD.

“There are cases where employers, after being notified that an employee received a government loan, deduct the repayment amount but do not transfer it to BRD,” Rurangwa said. “We have seen instances where this happened for four consecutive months.”

He also noted that some individuals remain listed as debtors despite having completed their repayments, usually due to administrative or reporting errors. In such cases, BRD encourages affected individuals to come forward with documentation so that any overpayments can be refunded.

Rurangwa further explained that some employers fail to properly declare the deducted payments to BRD, which results in loan balances appearing unpaid even though the funds were received.

“BRD cannot identify the payee unless the employer reports the transaction,” he emphasized. “That’s why the law requires employers to always notify BRD when making deductions.”

An audit conducted by BRD across 28 major institutions operating in Rwanda revealed that none of them were fully compliant with regulations governing student loan repayment deductions.

These gaps, Rurangwa said, remain a key barrier to improving recovery rates and ensuring accountability in the system.

This message was emphasized during a financial management training session organized by COPEDU PLC for parents and guardians at Rise To Shine School on April 5, 2025.

Seif Mbarushimana, Head of Branches at COPEDU PLC, stressed that school fee payments should be integrated into household financial planning, much like other essential expenses.

He explained that prompt payments enable schools to achieve their financial goals, ensuring students benefit from consistent, quality education.

“Just as families budget for their needs, schools rely on structured financial plans,” Mbarushimana said. “When parents delay payments, it disrupts these plans and ultimately impacts the education students receive.”

He also highlighted COPEDU PLC’s tailored services, such as savings accounts and the ‘Yige Atuje’ loan, designed to help parents manage school fee payments effectively.

Jean Marie Mboningarukiye, Deputy Managing Director of Rise To Shine School, reflected on past challenges caused by late fee payments, which hindered the school’s ability to pay teachers on time. He expressed optimism that the training would lead to better financial habits among parents.

“The issue wasn’t a lack of money but rather poor planning,” he noted. “We’re confident this will change moving forward.”

Jean De Dieu Dusingize, a parent at the school, admitted that many parents previously overlooked how their payment habits affected the school’s operations.

“We now understand the importance of paying on time and are committed to it,” he said.

“COPEDU PLC’s services can support us in ensuring our children enjoy a stable and effective learning environment.”

With 28 years of service, COPEDU Plc continues to empower its clients by providing accessible savings and loan solutions.

This commitment is reflected in various initiatives aimed at achieving this important goal.

On March 13, 2025, the Center for Equity and Inclusiveness at the University of Kigali, in collaboration with the University of Rwanda’s College of Medicine and Health Sciences, successfully hosted a workshop on Inclusive Pedagogy themed “Breaking Barriers in Education: Inclusive, Rehabilitation, and Technology (BERT).”

This event underscored the University of Kigali’s commitment to promoting inclusive education within Rwanda’s higher education sector.

Speaking at the event, Mr. Samuel Kabera, Director of the Center for Equity and Inclusiveness at the University of Kigali, highlighted the importance of inclusive teaching practices that cater to diverse learners.

“The workshop aims to foster a deeper understanding of inclusive teaching practices, equipping educators with practical strategies to create accessible learning environments for students of all abilities,” Mr. Kabera said.

The discussions centered on integrating rehabilitation and technology in education to ensure no learner is left behind.

The workshop featured interactive sessions, expert panel discussions, and demonstrations of cutting-edge assistive tools designed to support students with disabilities.

Participants, including educators, researchers, and policymakers, discussed overcoming educational barriers and promoting equitable learning opportunities.

Mr. Kabera emphasized, “By integrating technology and evidence-based practices, we can bridge gaps in education and ensure that no learner is left behind.”

The Center for Equity and Inclusiveness is no stranger to initiatives to advance inclusivity.
On March 7th, 2025, the Center hosted a delegation from Finland, providing valuable engagement with Deaf students and showcasing the University of Kigali’s inclusive education practices.

This visit was a step toward formalizing collaborations through a Memorandum of Understanding (MoU), which would expand accessibility for individuals with disabilities, including the visually impaired.

In addition, the University of Kigali celebrated another milestone on March 14th, 2025, as it marked the successful completion of the Final Sign Language Assessment for students who had just concluded a four-month intensive training program.

This achievement highlights the University’s dedication to breaking communication barriers and advocating for inclusivity, especially for the Deaf and Hard of Hearing community.

Looking ahead, the Center for Equity and Inclusiveness is set to introduce new certificate programs, starting on May 5th, 2025.

These programs include Certificate in Autism Studies, Psychological Counseling and Leadership, Dyslexia Studies, and Special Needs and Inclusive Education Management.

These initiatives further reflect the University’s ongoing efforts to foster an inclusive academic environment and provide opportunities for all learners to thrive.

Professor Minsu Wu of the Communication University of China highlighted the life-changing impact of education, drawing from China’s own experience.

“Education has been instrumental in China’s modernization, lifting millions out of poverty and propelling the nation’s rapid development,” she stated during a public lecture at the Beijing-based university, founded in 1954 and recognized as one of China’s key institutions.

Since 2001, China, the second largest economy in the world, has experienced a significant expansion of its higher education system, which has greatly contributed to its economic and technological advancements.

The country’s ambitious education goals are articulated in the “Outline for Building an Education Powerhouse (2024-2035),” a comprehensive plan issued by the Central Committee of the Communist Party of China and the State Council.

This initiative aims to establish a world-class education system by 2035, focusing on talent cultivation, technological self-reliance, and enhancing global influence.

With over 293 million students and 18.8 million teachers, China boasts the largest state-run education system globally.

The country has made significant strides in promoting science, technology, engineering, and mathematics (STEM) education, aligning with its goal of achieving technological independence.

Beijing reckons Rwandan students stand to gain immensely from China’s rigorous academic standards and competitive environment, which have produced over 10 million college graduates annually in recent years.

As China continues to welcome international students, Rwandan youth are urged to seize the opportunity to acquire skills and knowledge that can contribute to their country’s development.

“Education changes destinies,” Prof Wu asserted, adding, “By tapping into China’s educational resources, African students can play a pivotal role in shaping their future and that of their nations.”

This call comes as China reinforces its commitment to cultural and educational exchanges with Rwanda, aiming to empower youth and deepen bilateral cooperation.

On January 8, 2025, through the ongoing academic collaboration and exchange between Rwanda Polytechnic and Jinhua University of Vocational Technology, 30 Rwandan students successfully completed a joint training program in E-commerce and Electrical Automation Technology. The program comprises two years of study in Rwanda followed by one year in China.

The accreditation, awarded to institutions meeting rigorous requirements, signifies RIIO’s professionalism and the high quality of its ophthalmology curriculum.

Minister of Education, Nsengimana Joseph, commended the institute for its dedication to ophthalmology education.

Speaking at a celebration marking this achievement on February 15, 2025, Minister Nsengimana stated that RIIO’s success reflects Rwanda’s commitment to advancing healthcare and quality education. He praised RIIO’s focus on expertise and innovation in ophthalmology.

“We are proud of the remarkable progress RIIO has made, demonstrating that Rwanda has the capability to educate and provide ophthalmic services at an international level. This achievement helps us move toward self-reliance and ensures quality healthcare is accessible to all,” he said.

Professor John Nkurikiye, one of RIIO’s founders and head of medical services, expressed his delight at the milestone.

“Even though RIIO was registered in 2012, we didn’t start the School of Ophthalmology until 2018, as we wanted to ensure we got things right. Our trainees are certified by the College of Ophthalmology of Eastern Central and Southern Africa, but we also encourage them to sit other international exams,” said Professor Nkurikiye, Co-Founder and Medical Director at RIIO.

He added, “Our Rwandan graduates are now working in Rwamagana, Musanze, Kabgayi, the Rwanda Military Hospital, and one has recently joined the University of Rwanda as faculty.”

The Ophthalmology Foundation’s accreditation process evaluates curriculum, faculty qualifications, educational resources, and clinical facilities, encouraging institutions to assess and improve their practices.

“It was quite nerve-wracking when I first submitted RIIO’s name for accreditation,” said Professor Cikū Mathenge, Co-Founder and RIIO Director of Training.

“We applied at the basic level, but during the self-evaluation, we realized we already met several advanced criteria. The onsite assessment verified our evaluation, and we were delighted to receive accreditation at the advanced level. The report provides tips for further improvement, which we will begin implementing immediately.”

Dr. Ndayishimiye Alexis, a student at RIIO, anticipates gaining valuable knowledge to enhance his ability to treat patients with eye conditions.

Dr. Olivier Uwizeye, an ophthalmologist at Kibagabaga Hospital, noted that without RIIO training, one might lack essential skills, including proficiency in using advanced medical equipment.

Since beginning training in 2018, RIIO has educated 26 doctors from five countries. Ten have completed their studies and are now providing ophthalmic care in various medical facilities in Rwanda, Burundi, and the Democratic Republic of Congo. Sixteen students from Rwanda, Kenya, the Democratic Republic of Congo, and the Bahamas are currently enrolled.

RIIO boasts both local and international faculty and offers training at Kibagabaga Community Eye Hospital and RIIO iHospital.

According to a 2023 World Health Organization (WHO) report, 2.2 billion people worldwide suffer from visual impairment, and one billion of these cases could have been prevented or treated.

The call was made during a high-level dialogue on gender equality in education, held on Tuesday at the African Union (AU) headquarters in Addis Ababa, Ethiopia.

The event, titled “Investing in Girls’ Education Systems as a Form of Reparation, Justice, and Sustainable Development for African Communities,” took place on the sidelines of the 38th AU summit.

The gathering focused on the importance of investing in girls’ education as a tool for justice and sustainable development, aligning with the AU’s 2025 theme: “Justice for Africans and People of African Descent Through Reparations.”

Mohamed Belhocine, AU Commissioner for Education, Science, Technology, and Innovation, emphasized the need for policy reforms to improve access to education for African girls.

He pointed out that increased financial investment, safer school environments, and gender-responsive data were key to advancing girls’ education across Africa.

“This year, in line with the AU’s theme, we are placing a greater focus on education as a foundation for addressing long-standing inequalities,” Belhocine stated.

A joint report by the AU and UNESCO on the status of girls’ and women’s education in Africa was launched during the meeting. The report provided a detailed analysis of the progress made toward achieving inclusive and equitable quality education.

The dialogue served as a vital platform for policymakers, experts, and activists to share strategies and best practices to tackle the challenges hindering girls’ education in Africa.

The AU summit will continue through Sunday at the AU headquarters, with key meetings scheduled for the Executive Council and African heads of state and government.

For some time now, messages encouraging girls to embrace vocational training have been widely shared through the media and other public spaces. These efforts are paying off, as more girls are now joining TVET schools.

RTB’s Director General, Eng. Paul Umukunzi, noted that while the number of girls in TVET schools is still lower than that of boys, the gap is much smaller compared to previous years.

“Girls now make up 43% of students in technical, vocational, and training schools. The challenge is that they tend to concentrate in certain programs while avoiding others,” he said. In 2023, only 15% of TVET students were girls.

Umukunzi explained that the government has introduced initiatives to encourage girls to enroll in fields they traditionally avoided due to cultural perceptions.

“For example, in construction and manufacturing, the number of girls remains low. We have introduced programs to show them that they are just as capable as their male counterparts.”

Among these initiatives is a scholarship program designed to increase female participation in underrepresented fields, with RTB planning to award scholarships to 4,000 girls.

Additionally, the government is improving infrastructure in TVET schools to make them more accommodating for female students.

“The equipment we purchase today is modern and does not require excessive physical strength. Even though strength differences are often exaggerated, technological advancements now ensure that no job is exclusive to men,” he added.

Established by the Rwandan government in 2020, RTB is tasked with enhancing the quality of technical and vocational education to support economic development and improve the well-being of citizens.

Founded in 1881, The Wharton School of the University of Pennsylvania is the world’s first collegiate business school. Renowned for its rigorous curriculum, world-class faculty, and focus on practical applications, Wharton is a global leader in business education, excelling in fields such as finance, analytics, and innovation.

Led by Professor Katherine Klein and Eric Kacou, the group is in Kigali for the 11th Wharton Global Modular Course on Rwanda, titled “Conflict, Leadership, and Change: Lessons from Rwanda.” The course examines the transformative policies, governance, and leadership practices that have propelled Rwanda’s remarkable progress since the 1994 Genocide against the Tutsi.

As part of their visit, the students met with President Paul Kagame on Wednesday, January 15, 2024, for discussions on Rwanda’s development trajectory and leadership principles.

President Kagame, who led the Rwandan Patriot Front (RPF) to end the 1994 Genocide against the Tutsi, is widely credited with spearheading Rwanda’s recovery and transformation. Under his leadership, the country has achieved notable economic growth, political stability, and social development milestones.

Since 2000, Rwanda has maintained an annual GDP growth rate of approximately 7-8%, making it one of Africa’s fastest-growing economies. Kagame’s policies emphasize national reconciliation, poverty reduction, improved healthcare and education, and gender equality.

The country’s achievements include a significant decline in poverty rates, which fell from 60.4% in 2000 to 38.2% in 2017, while extreme poverty dropped from 40% to 16% over the same period.

Universal health insurance coverage expanded dramatically from 43.3% in 2005 to 97.3% in 2022, greatly enhancing healthcare access. Additionally, access to electricity grew from 4.3% in 2005 to 61% in 2022, while the proportion of households using improved sanitation facilities increased from 58.5% in 2005 to 72% in 2022.