Category: Education

FAWE is a pan-African organisation established in 1992, headquartered in Nairobi, Kenya. It operates in 33 African countries with 34 national chapters, working to promote girls’ and women’s education as a foundation for sustainable development.

In its fifth cohort of university graduates, FAWE Rwanda, together with the Mastercard Foundation, on Wednesday, celebrated the academic achievements of 117 young women who recently completed their undergraduate studies. The initiative, also supported by Global Affairs Canada (GAC), covered the girls’ school fees and related expenses from Senior Four through to university graduation.

The graduates completed their degrees at the University of Rwanda and INES Ruhengeri, officially finishing their studies at the end of 2024.

The students expressed gratitude for the support they received, saying it not only helped them academically but also built their confidence and broadened their career prospects.

Athanasie Bugenimana, who earned a bachelor’s degree in Nursing from the University of Rwanda and had been supported by FAWE since 2015, said the assistance went far beyond tuition and school supplies.

“FAWE provided more than just financial support—they gave us training and life skills that will help us succeed in the job market. We were equipped with everything we needed, and now it’s our turn to show what empowered girls can do and to help others in return,” she said.

Abineza Benigne, a Communications graduate from the University of Rwanda, described the FAWE scholarship as life-changing.

“I’m deeply grateful to FAWE. When I was told they would cover all the costs for my education, it felt like a miracle. I came from a family that couldn’t afford those expenses, and I used to worry about how I would continue my studies,” she said.

“After graduating, I landed a job in my field. I now work at Africa Improved Foods, a company fighting malnutrition by producing nutritious flours and other food products.”

Dr. Martha Muhwezi, Executive Director of FAWE Africa, thanked the Government of Rwanda for creating opportunities for girls and urged the graduates to become change-makers and role models.

“All of this was made possible through collaboration. We’re grateful to our partners and the Government of Rwanda for their support in advancing girls’ education,” she said.

“Together, we’re building the capacity of talented young women who are ready to lead and inspire others.”

Eng. Pascal Gatabazi, Technical Advisor at the Ministry of Education, noted that FAWE’s work has a far-reaching impact.

“FAWE’s efforts have long-term effects. Educating a girl does more than provide her with knowledge—it transforms entire communities, because girls and women play a central role in shaping families and society,” he said.

FAWE began its operations in Rwanda in 1997 and launched its scholarship programme in 2013 through its partnership with the Mastercard Foundation.

Founded in 2006 as Polytechnic Institute of Byumba (IPB) by ADEB (Association pour le Developement et le Bien-être Social), and currently managed by Catholic Diocese of Byumba, UTAB has grown steadily into one of the country’s leading private universities, currently serving nearly 12,000 students across three faculties: Social Sciences, Education, and Agriculture, Environmental Management and Renewable Energy. The university is also preparing to launch a fourth faculty focused on Science and Technology.

According to UTAB Vice Chancellor, Fr. Dr. Gilbert Munana, the decision to establish the Kiramuruzi Campus is a response to growing demand and a commitment to increase access to quality higher education in Rwanda’s Eastern Province.

“After 20 years of service in the Northern Province, we are expanding to Kiramuruzi to bring education closer to the people and offer quality programs aligned with national development goals,” Fr. Dr. Munana said.

“We envision that graduates from the Kiramuruzi Campus will embody hope, knowledge, and strong values, becoming change agents in education, the economy, social wellbeing, and technology, starting from their own communities,” he added.

The new campus will offer undergraduate degrees in Education, including English and Kinyarwanda, English and French, and Mathematics and Computer Science, as well as a Bachelor of Arts in Accounting. Classes are scheduled to begin on July 21, 2025.

Dr. Jean Pierre Nshimiyimana, the Principle of the Kiramuruzi Campus, confirmed that the necessary facilities, including classrooms, computer laboratories, and qualified staff, are in place to support effective learning. Registration for the new campus is open through UTAB’s website and physical offices.

“Our vision is for Kiramuruzi Campus to become a model of educational excellence in Rwanda. We plan to continue expanding its infrastructure and academic offerings. So far, we have secured over 4 hectares of land for campus development. This is not a beginning – it is the continuation of a journey we started with commitment and purpose,” Dr. Nshimiyimana stated.

The expansion is supported by the Higher Education Council (HEC), which has worked closely with UTAB to ensure that the new campus meets national standards for quality education, infrastructure, and faculty qualifications.

Fr. Dr. Munana expressed confidence that graduates from Kiramuruzi will contribute significantly to Rwanda’s education sector, economy, social welfare, and technological advancement.

Among the most notable changes announced during a recent education conference, is a shift in the structure of senior secondary school subjects.

Moving forward, students will have only three subject choices, a significant reduction from the previous 11 subject combinations.

This article delves into these key changes and examines how they are expected to contribute to the overall advancement of education in Rwanda.

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Previously, students completing the general secondary education cycle and passing the national exams after their third year could choose from 11 subject combinations, spanning general education, technical education, vocational training, and other related fields.

Under the new reforms, the Ministry of Education (MINEDUC) has announced that students will only be able to select from three broad learning pathways: Mathematics and Science, Humanities, and Languages.

Dr. Flora Mutezigaju, the Deputy Director-General of the Rwanda Basic Education Board, explained to IGIHE that this new structure is designed to broaden students’ future career options and further develop their areas of expertise.

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Although the three learning pathways will remain, the number of subjects students study will increase based on their chosen pathway.

Each learning pathway will consist of four core subjects directly aligned with the student’s area of study, along with an additional three subjects from other fields. Additionally, students will be required to take four mandatory subjects, including ICT, Entrepreneurship, General Knowledge, Religion, and Sports.

For students in the Mathematics and Science pathway, two options will be available. One option focuses on Mathematics, Chemistry, Physics, and Biology, while the other includes Mathematics, Economics, Geography, and Physics.

Humanities students will study History, Geography, English Literature, and Psychology, alongside Mathematics, French, and Kinyarwanda.

Those pursuing Language studies will focus on Kinyarwanda, English, French, and Swahili, as well as an in-depth study of Literature and Grammar in each language. They will also study Mathematics, History, and Geography.

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Dr. Mutezigaju emphasized that the new approach will offer students a well-rounded education, equipping them with knowledge in multiple fields.

“All students will study 11 subjects, including seven related to their chosen pathway. This opens up many more opportunities for students, both in terms of post-graduation career prospects and future university studies,” she said.

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As part of the reforms, every school must offer at least two learning pathways, giving students a choice between options. An analysis is currently underway to assess which schools are capable of offering all three pathways and those able to accommodate two.

The Rwanda Basic Education Board (REB) has emphasized that no school will be allowed to offer the Mathematics and Science pathway unless it has the necessary laboratory facilities. REB also assured that qualified teachers would be provided, and school schedules, textbooks, and computer resources will be updated accordingly.

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Students in secondary schools will be required to take national exams in seven subjects relevant to their chosen pathway. The four additional subjects studied by all students will be prepared by the National Examination and School Inspection Authority (NESA) but administered at the school level.

Some subjects, such as ICT and Sports, will require practical exams, while the Entrepreneurship subject will involve students developing a business proposal aimed at driving change.

Scores from all subjects will be combined with national exam results for a comprehensive evaluation.

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While the proposed changes have sparked some questions, REB has confirmed that the reforms will be rolled out gradually.

Dr. Mutezigaju stated that after a thorough evaluation, the changes will begin to be implemented incrementally, starting from the fourth year of secondary school. The changes will be phased in over time, and students in the fifth year will continue with the existing structure until they graduate.

Until then, students will follow the previous curriculum system, ensuring a smooth transition to the new educational framework.

These reforms are expected to provide a more specialized, flexible, and career-focused education system, aligning with Rwanda’s broader goals of improving educational standards and nurturing talent for the future.

Founded in 2018 with just 20 students, Winners Mount Academy has experienced steady growth thanks to the trust parents have in the school and its professional teaching standards. By 2020, enrolment had increased to between 50 and 100 students, and the school employed between 10 and 15 staff members.

Between 2020 and 2022, the number of students increased to between 300 and 400, while the staff grew to between 20 and 25. From 2022 to 2024, the staff expanded further to 30, and as of 2025, the school serves 700 students.

Muhizi Elie, the founder of Winners Mount Academy, revealed that over the next three years, the school aims to enrol 1,000 students and create jobs for more than 500 people, including teachers and support staff.

“We want to expand our school so that we can achieve our target of welcoming 1,000 students in the next three years, while also creating job opportunities for members of our community to improve their livelihoods. I believe this goal is achievable thanks to the strong leadership that supports us in every step,” he said.

Muhizi added that beyond educating students, the academy plans to build additional facilities to benefit both the school and the surrounding community. These include a health centre, a hair salon, and a shop where residents can conveniently access goods without leaving the school premises—all aimed at enhancing safety and promoting community development.

He further announced that on July 7, 2025, the school will hold its first-ever graduation ceremony for pupils completing the first cycle of primary education, consisting of 20 students.

“The graduating students are excited, and we are equally proud to witness our first group finishing primary school. This is a major milestone and a source of pride for us and the parents,” he said.

Winners Mount Academy admits children as young as three years old into nursery school, where they are initially taught in French. As they transition into primary school, lessons are conducted in English, in line with the national curriculum set by the Rwanda Education Board (REB).

In 2024 alone, Rwanda recorded over 417,000 births, an average of approximately 1,142 births per day, underscoring the growing demand for educational infrastructure.

Each year, Rwandan schools enroll roughly 500,000 new students, a figure that includes both children starting school on time and those who enroll late. For instance, the number of students enrolled in pre-primary schools increased from 540,998 in the 2022/23 academic year to 605,229 in 2023/24.

Primary school enrollment increased from over 2.8 million to more than 3 million in 2023/24.
The proportion of children aged 6 to 11 entering primary school rose to 148.2% in 2023/24, up from 141% the previous year.

The five-year Education Sector Strategic Plan (ESSP 2024-2029) outlines the need to build more than 37,463 classrooms dedicated to pre-primary and primary education.

For pre-primary schools, 18,721 classrooms will be constructed, with each costing over Frw16.5 million. The total investment for this will exceed Frw310.48 billion. These classrooms will have a capacity to accommodate 724,648 students, ensuring class sizes do not exceed 30 students by 2029.

In primary schools, 18,742 classrooms will be built to achieve an average of 46 students per class. Additionally, 4,090 classrooms will be constructed in underserved areas to reduce long travel distances for some students.

Each primary school classroom is projected to cost Frw16.5 million , with the total investment reaching Frw378.66 billion.

Older schools will undergo renovations involving 12,402 classrooms, with an estimated cost of Frw 202.51 billion between 2024 and 2029.

In secondary schools, 409 science laboratories will be built, each equipped to teach three different science subjects. Construction will cost approximately Frw 53 billion.

{{Teaching materials worth Frw51 billion }}

Planned investments also include teaching materials from pre-primary to higher levels.
In pre-primary schools, books, toys, and other learning aids valued at Frw2.2 billion will be supplied over five years.

In primary schools, over 4.46 million textbooks will be distributed, each costing Frw5,000, with a total estimated cost of Frw 22 billion. Secondary school students will receive 3.8 million textbooks costing Frw7,000 each.

Over the next five years, about 3,794 teachers will be hired for pre-primary and primary schools, with salaries amounting to Frw 55 million. The total salary expenditure for all teachers over five years is projected to exceed Frw1.58 trillion. Secondary school teachers’ salaries will total about Frw 621.5 billion.

The school feeding program for pre-primary and primary students is budgeted at Frw 97.5 billion, with an allocation of Frw 26,325 per student.

Secondary schools will receive over Frw 18 billion for feeding, while technical and vocational schools will be allocated Frw 3.55 billion.

On another front, Frw 20.6 billion will be spent on providing internet access to schools, maintaining equipment, and paying monthly subscriptions.

The document forecasts that by the 2024/25 academic year, 63% of schools will have internet access, increasing to 85% by 2028/29.

Electricity access from the national grid in schools is expected to reach 85% by 2024/25 and 95% within five years.

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.