Category: Education

Meet Dr. Gaidi Faraj, the educator behind a school nurturing Africa’s future AI innovators in Rwanda (Video)

Holding a PhD from the University of California, Berkeley, Faraj first moved to Tanzania for dissertation research, where he ended up living for about 12 years before eventually relocating to Rwanda, where he established the African Olympiad Academy.

The latter is a unique school dedicated to training the continent’s next generation of innovators, problem-solvers, and leaders.

In an exclusive interview with IGIHE reflecting on the decision to set up his school in Rwanda, Dr. Faraj explained that the country offers a unique environment for building impactful institutions.

“Both my wife and I have a very strong commitment to Pan-African institution building. We chose Rwanda as our base, but it’s not just to do work in Rwanda or just to impact Rwanda. Rwanda is almost like a sandbox where you can operate within a very safe and disciplined environment to build institutions and structures that have broader impact beyond the borders of Rwanda,” he said.

Dr. Faraj’s journey into education deepened after working in Tanzania’s private sector during a period when the country’s economy was opening up and undergoing rapid change.

“Education is my real passion. I believe in the transformative power of education,” he said.

His academic path led him to the African Leadership University (ALU), where he first worked in Mauritius before being asked to move to Rwanda to help launch the institution’s campus in 2018.

During his time in Rwanda, Faraj came to see the country as an example of how strategic planning and discipline can rebuild a nation and create an environment that supports innovation and institution building.

“One of the things that I really appreciate about Rwanda is that it is a proof of concept. Rwanda has been able to rebuild itself through focus, discipline, strategic planning and a real commitment to institution building,” he explained.

Inspired by this environment, Dr. Faraj later co-founded the African Olympiad Academy (AOA) in Kigali, a Pan-African residential high school dedicated to nurturing Africa’s most talented students in mathematics, science, and technology.

The academy, launched in November 2025, offers full scholarships and uses an Olympiad-based learning approach to prepare students for international competitions and careers in advanced technology.

Dr. Faraj and his wife are both committed to Pan-African institution building, using Rwanda as a foundation to impact the continent and beyond.

According to Dr. Faraj, the school also aims to challenge common misconceptions about Africa’s intellectual history.

“We want our students to understand that they come from a rich tradition of doing mathematics and STEM on the continent. Too often Africans get pigeonholed as only doing culture, but the reality is we built the pyramids, and the pyramids required a great amount of math,” he said.

The academy is located in Kanombe, Kigali, on the renovated campus of a former primary school. At the entrance stands a large mural illustrating the history of science and technology in Africa, linking ancient achievements with modern landmarks like the Kigali Convention Centre and an imagined Afro-futurist future.

“This is our Afro-futurism mural. We want to inspire our students to think about themselves as the architects of Africa’s future,” Dr. Faraj said. “If we ever achieve the Africa we want, it will be because our students have been able to imagine and build what that future looks like.”

Currently, the academy hosts 30 students from eight African countries, with plans to expand gradually to about 120 students. Admission is highly competitive, and unlike traditional schools, students do not apply.

Students are selected through competitions, mathematics camps, and the Rwanda Olympiad program, which attracts tens of thousands of participants across the continent. In one recent competition, more than 60,000 students participated before the selection process narrowed down to a small group of finalists.

At AOA, the curriculum is built around three core subjects: foundational mathematics, applied mathematics, and global perspectives. The emphasis on mathematics is particularly important in the age of artificial intelligence.

“You can’t really have AI if you don’t have strong foundational math,” Dr. Faraj said. “If Africa does not develop its own AI developers, we will simply remain consumers of technologies created elsewhere.”

The applied mathematics courses include physics and computer science, while the global perspectives program ensures students understand history, geopolitics, economics, and African identity.

“We want our students to understand the world around them and have a strong sense of African identity so that when they apply their skills, they are solving real problems facing the continent,” he said.

Students at the African Olympiad Academy (AOA) are mastering applied mathematics, equipping themselves with the skills needed to innovate in AI and technology.

Some of the dedicated staff at the African Olympiad Academy (AOA).

Life at the academy extends beyond the classroom. The campus features murals celebrating African scientists and innovators, residential facilities for students, and spaces where learners interact through activities such as games, movie nights, and discussions.

The academy also runs an online initiative called Rising Stars, which provides mathematics training for talented students across Africa in both English and French.

Rwanda’s supportive environment played a crucial role in the academy’s rapid development. According to Dr. Faraj, the country’s stability, openness to African diaspora professionals, and ease of establishing institutions allowed the school to launch in just one year.

Looking ahead, the academy aims to prepare students to compete in prestigious competitions such as the International Mathematical Olympiad and other global science contests. Dr. Faraj believes that such programs can help African students gain entry to the world’s top universities and become innovators shaping the continent’s future.

“Our mission here is really about scaling impact,” he said. “Research shows that students who participate in math Olympiads often go on to achieve extraordinary things. We want our students to be AI creators and developers so that Africa is not dependent on technologies built elsewhere.”

Through the African Olympiad Academy, Dr. Faraj hopes to build a Pan-African educational ecosystem capable of transforming Africa’s youngest generation into global leaders in science, technology, and innovation during the Fourth Industrial Revolution.

Outside the classrooms of the African Olympiad Academy.

The academy is located in Kanombe

Dr. Gaidi Faraj, an educator hailing from California.

March 7, 2026
UNICEF initiates continent-wide procurement initiative for school connectivity across Africa

The initiative aims to accelerate connectivity for up to 500,000 schools and other facilities delivering essential services to children.

The first phase runs a public Request for Expression of Interest (REoI), designed to identify and prequalify providers capable of delivering turnkey connectivity solutions — terrestrial, wireless, satellite or hybrid — at scale. A competitive Request for Proposals (RFP) is planned for Q2 2026.

For children, internet access underpins the rights to education, information, participation and protection. Yet 2.6 billion people globally remain offline, with children in rural and low-income African communities disproportionately excluded. Without structural reform, connectivity gaps risk deepening inequalities in education, health and economic opportunity.

In many countries, artificial intelligence and digital technologies are transforming classrooms, labour markets and public services. For other countries, however, the absence of basic internet access leaves millions of children unable to participate in that transformation. As digital tools become central to how societies learn and work, connectivity is no longer optional infrastructure, it is foundational.

This launch marks a shift from fragmented, country-by-country connectivity procurement efforts toward a coordinated market approach.

By aggregating government demand and standardising service expectations, UNICEF is building a procurement vehicle capable of operating at continental scale, while providing suppliers with greater predictability and clearer demand signals.

Rather than issuing isolated tenders, UNICEF is working with governments to pool demand across national programmes. The model combines defined service-level standards focused on uptime and performance, data-driven monitoring to ensure accountability, and longer-term contracting pathways intended to reduce uncertainty for both governments and providers.

“This REoI, and the upcoming RFP, are designed to bring greater structure and predictability to school connectivity markets,” said Kaan Çentintürk, Chief Information Officer at UNICEF. “By defining service expectations upfront and aligning demand across countries, we can move from fragmented procurement toward managed connectivity that is reliable, measurable and sustainable.”

UNICEF will act as a procurement agent for participating governments and will work closely with financing institutions such as the World Bank, as well as partners including Smart Africa and the UN Economic Commission for Africa (UNECA), to align funding and implementation support.

UNICEF brings procurement experience from other sectors, including vaccines, worth a total US$5.2 billion each year across 162 countries.

UNICEF’s established systems and market credibility also support large-scale delivery.

The current REoI does not request binding pricing or bids. Instead, it seeks information on providers’ operational capacity, geographic reach and ability to deliver managed connectivity services with accountability.

Participation in this phase will determine eligibility for invitation to the competitive RFP process.

UNICEF welcomes providers able to operate legally in-country and deliver at scale, including solutions that ensure power continuity and incorporate child-appropriate cybersecurity and safeguarding measures.

The Request for Expression of Interest is open until 27 March 2026. Interested providers can access the full REoI and submission details at: https://giga.global/connectivity-reoi/.

March 3, 2026
Young minds shine as King David Academy hosts first Shenmo Rwanda Abacus Mental Math competition

The event, running from 11:00 a.m. to 1:15 p.m., challenged participants to solve complex math problems using only their minds.

Drawing on abacus-based techniques, the young competitors tackled three core segments: listening-based abacus exercises, analytical thinking problems, and high-speed “Math Brain” rounds designed to test concentration, speed, and precision.

Under the theme “Math Without Limits – Beyond the Calculator,” students performed live calculations in front of an audience of parents, teachers, and guests, highlighting noticeable improvements in focus and self-confidence.

All participants were recognized for their efforts: 66 received Certificates of Participation, 48 earned Certificates of Merit, and 3 were awarded Certificates of Excellence. Thirteen standout performers were honored as Best Winners with special recognition.

School leaders shared encouraging messages during the ceremony. The principal of Shenmo Rwanda opened by noting the rapid progress. “In just six months these students have gone from struggling with numbers to solving them in seconds. It shows what the right training can do,” he noted.

Madam Dhanya, Principal of King David Academy, also encouraged students to maintain the momentum. “Keep practising. The focus and confidence you are building now will help you in every subject and every challenge ahead,” she said.

The Director of King David Academy wrapped up the event by addressing the broader school community; “Activities like this prove that abacus training is about more than math – it’s about helping every child reach their full potential.”

Organized by Shenmo Education Rwanda in partnership with King David Academy, the competition forms part of a wider initiative to transform mathematics education in Rwanda through brain-enhancing abacus methods.

Shenmo Education Rwanda specializes in world-class abacus mental math programs that build essential lifelong skills in concentration, memory, and rapid calculation for children.

King David Academy, a forward-thinking institution in Kigali, prioritizes holistic education, innovation, and academic excellence, making it an ideal partner for such skill-building events.

Students concentrate as they solve mental math problems during the competition.

Young participants demonstrated speed and accuracy in abacus-based calculations.

Participants performed live calculations in front of parents and teachers.

Students received recognition for their effort and progress after months of training.

Learners showcased improved confidence and concentration during the event.

Young participants demonstrated speed and accuracy in abacus-based calculations.

February 28, 2026
Nearly 900 school leaders reassigned to teaching roles after failing performance evaluation

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.”

{{Leaders scoring 70% or higher retain their positions}}

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.

{{What happens next?}}

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.

December 30, 2025
Rwandan organisation advances AI adoption in schools through teacher training

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.

December 23, 2025
Rwanda to receive another batch of Zimbabwean specialist teachers

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.

December 21, 2025
Rwanda launches nuclear science degree to strengthen continental expertise

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.

December 4, 2025
Rwanda–UNICEF pilot cuts school internet costs by 55% in cost-saving milestone

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.

November 27, 2025
How the Girls Leaders Forum Rwanda 2025 inspired young women to lead (Video)

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.

November 13, 2025
Germany’s GISMA University opens global study opportunities for Rwandan students

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.

November 3, 2025