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 competition promotes education in Science, Technology, Engineering, and Mathematics (STEM) by encouraging participants to use robotics and artificial intelligence (AI) to solve global challenges.
The Rwandan team will compete in the FIRST Robotics Competition (FRC), the most advanced category that involves designing and building large, industrial-style robots. These students earned their spot after excelling in the FIRST Lego League (FLL) competitions held in Rwanda.
Following their victory, they joined forces and applied to compete in the more challenging FRC category. Their request was approved, allowing them to become the first African team to participate at this advanced level.
Their team, known as Ladybug FRC 9647, will make history as no other African country has competed in the FRC category. This level requires advanced technical skills and significant resources, making it difficult for most African countries to participate beyond the FLL level, which involves simpler robots.
The team is receiving vital support from the Ministry of ICT and Innovation, ICT Chamber, and FabLab Rwanda. These institutions are providing equipment, training, and financial support. Every weekend, the students gather at FabLab in Kigali to work on their robot and prepare for the competition.
The competition will take place in two phases. The first phase will be held on April 2, 2025, in Florida, where the team will face 47 other teams from around the world. If they succeed, they will advance to the final phase in Texas on April 19, 2025.
Beni Bonheur Karangwa Muhoza a sixth-year student at Collège du Christ-Roi in Nyanza, described the competition as a life-changing opportunity. “Working on this project every week teaches us a lot. Being one of the 30 students representing Africa is a huge honor,” he said.
Liza Ndabikunze Ineza, a fifth-year student at Collège Saint André in Nyamirambo, is excited to improve her technical skills. She hopes the competition will help her build robots that solve real-world problems beyond industrial use.
Pacifique Rubagumya, a student at Kagarama Secondary School in Kicukiro, is passionate about robotics and believes the competition is a chance to showcase Rwanda’s potential. “Youth are the driving force of our country. We want to lead in technology and accelerate national development,” he said.
Philemon Manzi Mucyo, a research specialist at FabLab, expressed pride in supporting the team. He said FabLab is committed to providing the tools and resources needed to help the students succeed.
Ladybug FRC 9647’s participation marks a historic moment for Rwanda and Africa. Their journey demonstrates the potential of African youth to lead in global technological innovation and paves the way for future generations.
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.
The institution, co-founded by Rwanda’s President Paul Kagame and Ethiopia’s former Prime Minister Hailemariam Desalegn, aims to redefine leadership across the continent through evidence-based policymaking, ethical governance, and cutting-edge research.
The inauguration drew notable dignitaries, including Rwanda’s Minister of Education, Joseph Nsengimana; the inaugural ASG president, Professor Kingsley Moghalu; Dr. Donald Kaberuka, former President of the African Development Bank; Prof. Peter Materu, Chief Program Officer at Mastercard Foundation; and other board members, including Francis Gatare, a senior presidential advisor.
The event came just days after the institution, which also has the backing of the Mastercard Foundation, received accreditation from the Higher Education Council of Rwanda on January 6, 2025.
In his keynote address, former Prime Minister Desalegn highlighted the urgent need for leadership tailored to Africa’s unique challenges. He emphasized that the school’s establishment is driven by the belief that “Leadership matters, and one of the greatest things holding Africa back is a clear deficit in leadership that is fit for the purpose.”
Desalegn added that the ASG represents a response to the continent’s leadership challenges, characterized by a “lack of vision or strategies to deliver results, and even backsliding after periods of some gains.” He stressed that the school seeks to reverse this trend by nurturing leaders with a deep understanding of Africa’s history, political economy, and untapped potential.
He further noted that the ASG will integrate *home-grown solutions* to address Africa’s unique problems, ensuring leadership strategies are rooted in the continent’s realities, cultures, and values.
Professor Moghalu outlined the institution’s ambitious plans, including graduate-level programs in public policy, governance, and leadership.
The programs are designed to nurture current and future leaders capable of driving sustainable development, economic growth, and social transformation across Africa while elevating the continent’s voice in global governance discussions.
“This is an event of profound historic importance. ASG, as an accredited Pan-African graduate-level institution, is dedicated to leading the transformation of governance in Africa,” Moghalu remarked.
The ASG campus, located at the former Rwanda Development Board headquarters in Gishushu Village, Gasabo District, is under construction and will welcome its first cohort of students in September 2025.
Minister Nsengimana expressed Rwanda’s pride in hosting the ASG, describing it as a testament to the country’s commitment to visionary governance.
“The ASG finds a natural home here in Rwanda—a country that reflects the very principles this institution seeks to cultivate. Hosting the ASG is our shared responsibility to contribute to Africa’s future by investing in the next generation of leaders,” Nsengimana said.
He emphasized the institution’s potential to transform Africa’s challenges into opportunities through leadership that embodies integrity and resilience.
“The challenges facing Africa today range from economic inequalities and climate change to issues of social justice, and they are undoubtedly complex. Yet, with the right leadership, grounded in integrity and guided by strong values, these challenges can be transformed into remarkable opportunities,” he added.
ASG will offer five distinguished academic programs designed for students and executives across Africa and globally, each tailored to build governance and leadership capacities in public administration.
The courses include the Master of Public Administration (MPA), Executive Master of Public Administration (EMPA), General Executive Courses, the Young Leaders Program targeting high-potential recent graduates, and the Senior Leadership Fellowship.
Former Prime Minister Desalegn affirmed that admissions will be need-blind, with partnerships between governments and the private sector expected to pool resources to support students in need.
The leadership group will guide the institution as it continues its mission to promote academic excellence and innovation in governance across the African continent. The ASG initiative, launched in October 2024, aims to be a transformative force in leadership development across Africa.
In a statement, Professor Kingsley Moghalu, President of ASG, highlighted the significance of the appointments, emphasizing that the new leadership team is composed of world-class executives committed to advancing governance education.
“This exceptional group of leaders embodies the values of the African School of Governance. Their collective expertise, vision, and commitment to education and governance will drive our mission to shape the next generation of leaders in Africa,” Prof. Moghalu said.
Professor Anna Lucy Mdee, a renowned academic in the Politics of Global Development, has been appointed Acting Vice-President of Academic Affairs. Prof. Mdee, currently based at the University of Leeds, UK, brings over 25 years of experience in development research across Africa, with a focus on sustainable development, local governance, and social protection. She holds multiple degrees, including a PhD in International Development from the University of Bradford, UK.
Dr. Edward Kadozi has been appointed Director of Academic Affairs. With a PhD in Economics from the University of Amsterdam and vast experience in environmental economics and development economics, Dr. Kadozi previously taught at the University of Rwanda and Kigali Independent University. He is also the founder of the Center for Development Policy, a Pan-African research think tank.
Dr. Lite J. Nartey has been named Director of Executive Education. Holding a PhD from The Wharton School of the University of Pennsylvania, Dr. Nartey has extensive experience designing educational programs at top global institutions such as INSEAD and Tufts University. She is also a Managing Partner at Saense Strategy Consulting LLC.
In addition to the academic leaders, Ms. Ngozichukwu C. Njemanze has been appointed Director and Senior Policy Adviser to the President of ASG. A governance expert with vast experience in corporate governance, Ms. Njemanze has previously worked at the World Bank and the Central Bank of Nigeria.
Ms. Aissatou Diajhate will serve as the Director of External Affairs and Acting Director of Admissions. With a strong background in institutional partnerships and philanthropy, Ms. Diajhate has held leadership roles at institutions such as Mastercard Foundation and Suffolk University.
The appointments mark a new phase for ASG, which is committed to shaping future African leaders capable of tackling the continent’s governance challenges. The institution’s curriculum will integrate African socio-economic contexts, offering Master’s programs such as the Master of Public Administration (MPA) and Executive Master of Public Administration (EMPA) for professionals.
ASG is also building research centres dedicated to generating evidence-based solutions tailored to African governance challenges. These initiatives will engage with governments and other stakeholders to promote good governance and sustainable development across Africa.
With its distinguished leadership team and continued focus on innovation in governance education, ASG is poised to play a critical role in advancing leadership and governance excellence on the continent.
The African School of Governance is a pioneering institution focused on transforming leadership and governance in Africa.
ASG offers graduate-level programs and conducts research to develop innovative solutions to governance challenges.
The institution is backed by leading African figures, including President Paul Kagame and former Ethiopian Prime Minister Hailemariam Desalegn, and receives support from the Mastercard Foundation.
