Category: Education

The graduation ceremony, held at Intare Conference Arena in Gasabo District on Friday, was attended by various dignitaries, including government officials, university representatives, university administrators and parents.

Among the graduates, 388 completed their Master’s degrees, while others graduated with Bachelor’s degrees and PGDE

The graduates included 103 in Education, 595 in Business and Economics, 257 in Computer Science and Technology, and 85 in Law.

Prof. Nshuti Manasseh, one of the university’s founders, stated that the university was established with the goal of offering high-quality education by instructing required courses, particularly because it had become apparent that there was a void in this industry.

He added that the quality has increased, as those who started it had received extensive and complete education themselves, which has continued to guide its excellence.

“At that time, there was confusion in the universities due to various reasons. That’s when we decided to bring in education suitable for Rwandans, providing necessary courses for the job market, but also giving students practical lessons.”

Prof. Nshuti reminded the students that Rwandans expect results from their studies, to improve themselves, represent their university well, and contribute to the country’s development.

“For both graduates and current students, learning is a journey. Learning never ends; as you progress, knowledge evolves. Because an educated person strives to increase their knowledge, reaching a level where the country relies on your ideas as an intellectual, strive for that honour.”

Fanny Umunyana, who excelled in Business, Economics, and Finance, expressed confidence in the comprehensive knowledge she received, stating that she would use it to tackle challenges in her field.

She said, “I got the knowledge I wanted, and God helped me to be among the top. It requires nothing but setting goals, avoiding distractions, listening to teachers, and seeking knowledge beyond the classroom. There is no other secret. By collaborating with others, the knowledge I have is a resource that will help me achieve my goals.”

The Vice-Chancellor of the University of Kigali, Prof. Danson Musyoki, noted that despite various challenges during these times, the values of unity, inclusivity, determination, perseverance, and striving to achieve goals instilled in these students will help them continue to progress in whatever they undertake.

“I urge you, even after graduating, to maintain the values of resilience, determination, and inclusivity, collaborating with others in different sectors. Let all these be guided by the pursuit of success in the areas you engage in. Continue striving to ensure that your future is marked by the values you acquired at the University of Kigali.”

The Vice-Chancellor assured parents that their children received education of international standards, thanking them for their cooperation throughout this period. He also thanked the university staff for their dedicated efforts, ensuring students received up-to-date knowledge.

Among the 1,428 graduates from the University of Kigali, there were 769 female and 659 male students. Prof. Musyoki highlighted that these numbers reflect how the university provides equal opportunities for everyone to access quality education.

The areas hosting refugee camps in Rwanda now feature structures resembling villages inhabited by citizens, contrasting with the previous use of tents.

Each camp also has schools where refugee children study alongside local children, ensuring that all receive the same level of education.

Jean Bosco Ukwibishatse, the Manager of the Mahama Camp, who has children studying at nearby schools, told IGIHE that the quality of education is good, with no visible discrimination.

“All children attend the same schools as those outside the camp, and so far, they face no obstacles up to the sixth year of secondary education. The quality of education is consistent, especially with experienced teachers,” he said.

On the other hand, some refugees have chosen to live in cities where they can work and send their children to local schools.

A report by the Ministry of Education, released on May 23, 2024, shows a general 1% increase in refugee students enrolled in Rwandan schools, with a particularly rapid increase in those attending vocational and technical schools.

In the 2021/2022 school year, there were 39,329 refugee students, and in the following year, 2022/2023, the number slightly increased to 39,728. Among these, there are 20,417 boys (51.4%) and 19,311 girls.

The majority of these students are in primary schools, totaling 23,119, while secondary school students number 11,563. In primary schools, refugee students increased by 0.2%, whereas in secondary schools, they decreased by 6.9% compared to the 2021/2022 school year when there were 12,168.

Jacqueline Muhimpundu, a refugee from Burundi living in Kigali, has four children attending primary school at APADE Kicukiro. She told IGIHE that her children are well taken care of in school and perform well, although she struggles to afford their school fees as she is also caring for orphans.

“All four children attend the same school. The eldest is well cared for by the school principal, who treats him like his own. I found them in Masaka after their father was killed in Burundi,” she said.

She highlighted that her biggest challenge is finding the money for school fees, especially for two orphans she took in after their mother was killed by her husband.

Statistics show a 41.7% increase in refugee students attending vocational and technical schools in the 2022/2023 school year, rising from 534 in 2021/22 to 757.

Regarding the types of schools these students attend, the number of refugee students in public schools increased from 24,285 in the 2021/22 school year to 25,065 in 2022/23, a 3.2% rise, while those in private schools funded by the government decreased by 3%.

Conversely, the number of refugee students in private schools decreased by 2.2%.

However, statistics show that Rwanda still has a long way to go, as a child may spend an average of 6.9 years in school but only show the equivalent of 3.9 years of learning.

{{World Bank Human Capital Index}}

A World Bank report on human capital—knowledge and skills relevant to the labor market—highlights the measures countries take to prepare their citizens through education and health, aiming for them to enter the job market successfully.

The report underscores the need for substantial investment to ensure a child born today grows up with adequate resources to be productive.

It reveals that a child born in 2020 globally has a 56% chance of becoming productive in adulthood if given quality education and health. In Rwanda, a child provided with high-level education and health is predicted to have a 38% chance of productivity.

{{Education Progress and Challenges in Rwanda}}

Statistics show that in 2018, a child starting school at four in Rwanda was expected to spend 6.6 years in education, rising to 6.9 years by 2020, completing their studies before turning 18.

This situation is influenced by high enrollment rates in primary education, reaching 135%, while only 46% transition to secondary education, with numbers declining as students progress through the system.

Enrollment rates for primary school stand at 94%, with 76% completing the level. However, the dropout rate, especially among boys, is significant at 62.6%.

World Bank metrics from 2018 indicate that a student would have effectively received 3.8 years of education out of 6.6 years spent in school. By 2020, this had slightly improved to 3.9 years out of 6.9.

These figures suggest that despite attendance and teaching efforts, the actual educational process is not being executed as it should be.

{{Observations and Reforms}}

This gap is attributed to the recent introduction of nursery schools and the recruitment of many non-professional educators who have not been adequately trained. This lack of quality training means it takes longer for a new teacher to reach the desired level of teaching proficiency.

Emma Rubagumya Furaha, President of the Commission for Education, Technology, Youth, and Culture, has pointed out that educational outcomes are unsatisfactorily low despite reforms that should have improved them.

He noted, “Metrics related to school dropouts, repetitions, and the basic skills in reading, arithmetic, or English are concerning. When you reduce classroom overcrowding and the student-to-teacher ratio, educational outcomes should improve significantly.”

{{Improvements and Future Prospects}}

Between the 2020/2021 and 2021/2022 school years, dropout rates decreased from 10.3% to 9.2%, and repetition rates increased from 8.3% to 14.3%.

On April 18, 2024, Prime Minister Dr. Edouard Ngirente told the Legislative Assembly that the educational reforms are aimed at addressing these issues and should show positive changes within a few years.

He confirmed, “The first group of students who have gone through these new reforms are just now finishing their fifth year of secondary school. They have not yet entered the workforce or university to assess the full impact of these reforms.”

Currently, 132 teachers from Zimbabwe are assisting in Rwanda’s 16 teacher training schools, as part of these educational reforms.

{{Stunting}}

Stunting remains a significant issue, with 33% of children under five in Rwanda affected, severely impacting their learning capabilities. The national school feeding program, launched in 2020 from preschool through secondary education, aims to combat stunting and has shown success in bringing children back to school and enhancing their learning.

Rwanda’s special education policy asserts that integrating students with disabilities alongside those without disabilities promotes mutual understanding and learning.

The law requires that all educational facilities be accessible to the handicapped. Yet, despite these regulations, disparities persist. According to the 2022 census, about 65% of children with disabilities aged 6 to 17 attend school, compared to 81% of non-disabled children.

Statistics from 2022 also reveal a total of 38,937 students with disabilities enrolled in schools, including 17,322 boys and 21,615 girls.

Following the establishment of the special education program, new schools have been constructed, and existing facilities have been upgraded to better accommodate students with disabilities. Nonetheless, older school buildings still present accessibility challenges, requiring additional support for these students.

A report to the General Assembly of Deputies in April 2024 highlighted ongoing issues, such as the absence of specialized instructional materials for students with disabilities in some schools.

Deputy Uwamariya Veneranda, Chairperson of the Commission for Education, Technology, Youth, and Culture, commented on the infrastructural deficiencies in schools, noting the existence of older buildings that do not comply with current educational standards.

By 2022, the number of schools lacking the necessary infrastructure and equipment to support disabled students decreased from 3,955 in 2017 to 1,541.

In addition to mainstream schools, students with disabilities often attend under-resourced schools, receiving the same instruction as their non-disabled peers.

Starting in May 2024, the Ministry of Education intends to provide various educational aids to students with disabilities, including televisions, calculators, video literacy tools, maps, and 60 laptops.

Furthermore, in April 2024, three thousand curricula designed specifically for students with mental disabilities will be published. From 2025 to 2027, a specialized book covering these curricula is also slated for publication.

The plan includes comprehensive training for all teachers to better support students with diverse disabilities. Although the number of trained teachers is increasing—from 12,243 in 2020/2021 to 15,569 in the following year—the total is still markedly low.

While the Ministry of Education has not set a definitive deadline for the completion of teacher training, it is committed to ensuring that it will occur.

Since 2015, the University of Rwanda has offered a secondary education teaching course specializing in disabilities. To date, 957 individuals have graduated, with 91 pursuing university-level studies and seven at the doctoral level in this field.

With the integration of this specialized training across all educational institutions, the goal is to equip all teachers with the skills necessary to educate students with disabilities effectively. As the student population grows, the number of teachers across Rwanda continues to increase, emphasizing the ongoing need for specialized educational support.

He was speaking during discussions with UR’s leadership and stakeholders held on March 28, 2024, where he highlighted the mutual advantages of such collaborations.

Florence Namarinzi, a UR alumna, shared her internship experience, noting the lack of substantial support from hosting industries. Instead of engaging in practical tasks relevant to her studies, she found herself performing menial duties.

Dr. Ndikumana Raymond, Deputy Vice Chancellor of UR, addressed the willingness of some institutions to provide practical training, contingent on insurance coverage for their equipment. He announced agreements aimed at facilitating vocational training for around 4,200 UR students, highlighting the negotiation challenges regarding equipment insurance.

Minister Twagirayezu advocated for a shift in perspective towards student interns, urging employers to recognize the value and capabilities of these learners.

He stated, “Help us understand how we can improve the way internship is conducted. Sometimes we tend to see it as if we are doing these kids a favor, thinking they come with no knowledge and might damage the equipment, which is probably why there’s talk of, ‘if I take your students, you’ll have to cover the insurance for my equipment.’”

“I tell you these students have knowledge, and you, the host, want them to gain beneficial skills, you want them to contribute to the development of your institution. They should be given responsibilities that match their abilities and we should help them grow within our institutions, instead of seeing them as a problem to solve, but rather as individuals who will deliver results,” Twagirayezu added.

The Acting Vice Chancellor of UR, Prof. Didas Kayihura Muganga, highlighted UR’s unique position as a comprehensive university offering a wide range of disciplines. He emphasized the importance of collaboration with both public and private sector employers in designing academic programs.

Mireille Karera, reflecting on UR’s achievements and challenges over the past decade, suggested more innovative approaches to aligning academic offerings with industry needs.

Currently, UR has six colleges since establishment in 2013 catering to over 31,213 students. These include the College of Arts and Social Sciences (CASS), College of Agriculture, Animal Sciences and Veterinary Medicine (CAVM), College of Business and Economics (CBE), College of Education (CE), College of Medicine and Health Sciences (CMHS), and College of Science and Technology (CST).

The UR management reports that 25% of students who complete their studies there find employment within six months of leaving.

Students who excelled in the 2022/2023 academic year were immediately offered permanent positions in various institutions, while others received paid internships.

In 2023, 8321 students graduated from the University of Rwanda. Among them, 221 received bachelor’s degrees, 7435 master’s degrees, 627 postgraduate diplomas, and 38 were awarded PhDs.

This project, named the ‘Smart Education Project’, is a collaboration with the Government of China, featuring technology installations that enable these institutions to access fast and affordable internet.

The initiative will be implemented through two data centers located at the University of Rwanda, specifically in the Gikondo and Huye branches.

These data centers serve a dual purpose: providing fast and affordable internet to the schools and housing various educational materials for easy access by those who need them.

The project, which began in 2018 and implemented towards the end of 2023, has already reached 500 schools and universities. It is expected to expand to 1,500 institutions across the country. To date, $30 million, equivalent to approximately 38 billion Rwandan Francs, has been invested in the project.

The State Minister in the Ministry of Education, Irere Claudette, stated that this project will help schools and universities in accessing fast and affordable internet, simplifying the teaching process.

“We have been focusing on spreading internet access in schools for some time. Often, the issue was the limited availability, preventing students and teachers from accessing it, usually confined to the management level only. Thus, our recent efforts have been towards increasing internet capacity and affordability,” she said.

To achieve this, the Rwandan Government sought the necessary resources to expand the internet infrastructure. “We started with a few schools to test the functionality. Today, they are using it to assess its speed and efficiency, and we are observing positive results,” she continued.

She added that this development would allow lessons to be delivered more efficiently, urging school leaders to maintain and expand internet access within their institutions.

Dr. Raymond Ndikumana, the Deputy Vice Chancellor in charge of Strategic Planning and Administration at the University of Rwanda (UR), commended the Ministry of Education for their trust and support, noting that it would enhance teaching methods.

Schools and universities that have begun using this internet service reported it as a timely and cost-effective upgrade from their previous connections.

Jean Marie Vianney Samarwa, the Deputy Vice Chancellor for Administration and Finance at ICK, noted that internet costs had been a significant expense for the university, but this has now been reduced.

“We are among the universities that received this internet service three months ago. It offers many benefits, including significant savings on one of the major expenses for private universities, which is internet procurement. Previously, the high costs meant purchasing limited and often inefficient services,” Samarwa remarked.

“The affordable and efficient internet service we now have is highly beneficial. Especially during Covid-19, when we were required to conduct online teaching, we faced significant challenges due to poor internet service. This will greatly aid in remote teaching and allow foreign teachers to conduct classes from their home countries. We thank MINEDUC and the Rwandan Government,” added.

This sentiment was echoed by Ingabire Dominique,the Principal of IPRC Karongi, who mentioned that the project has reduced their internet costs and made it easier and faster for students to access the internet.

Initially targeting over 500 schools, the project aims to reach all educational institutions across the country.

However, I am sure your answer would have changed if the word ‘books’ was replaced by ‘movies’. Does that hit the bell? Did I remind you of your favorite movie scene? While we’re still at it, how many movies have you watched ever since you got a laptop or smartphone? Not a number that you can remember, right?

If we all try to be honest, we can agree on the fact that watching a captivating movie is as sweet as melting a cold strawberry ice cream on a sunny Sunday. Reading a book, on the other hand, is boring, and requires strength and thinking. This is why most of us prefer holding a laptop and lazily watch a movie, than putting our minds into reading something.

Nevertheless, haven’t you ever thought that people who try to read are always a bit wiser? I mean they always have an idea about almost everything, right? According to Benjamin Franklin, “The person who deserves most pity is a lonesome one on a rainy day who doesn’t know how to read”.

Do you think that is based on the mere fact that reading is fun? If that was true, I am sure movies, and not books, would have been the best candidate. If we go into the depths, we will be able to learn about a hundred reasons why books are better than movies in almost every single aspect.

{{Reading improves memory}}

When reading a book, you’ve got a lot to do other than just sitting and painting your eyes on a paper. You have to recall a character, their description and everything about them whenever they are mentioned. This exercise given to our memory helps it to strengthen its capacity. This is why reading is believed to help people who have clinical symptoms related to recalling things.

{{Books form better mental images}}

Just imagine you’re reading a novel. By a simple description as “a tall brown guy with broad shoulders and a lithe body whose smell is evocative of the lavender flowers blooming gracefully on the river side”, the brain can create a more captivating character that is not as easy to depict in visual images. This is why reading is deemed as an active exercise while watching movies is just passive.

{{Expanded vocabulary and grammar}}

Movies can also help you improve your vocabulary, but when it comes to books, that is almost their specialty. Books expose us to new phrases and figures of speech that are almost impossible to notice in a movie. This is because while watching movies, one is attentive to the images in front of them while every word, punctuation and space counts while reading.

{{Sense of accomplishment}}

If you have read a book and ended it, you must understand my feelings on this. Watching your hands as you flip the last page of a book and reflecting on the long journey of reading gives a sense of accomplishment, success and pleasure that just watching a movie can never give.

Movies are, in their own way, appealing and fantastic. However, books are much better in terms of knowledge and experience. I am not telling you to stop watching your ride-or-die movies, because even I can’t, but it is almost time you started considering reading books too. If you give it a try, you’ll learn that books are just blessings in disguise!

Sometimes being unable to concentrate irritates us the most. No matter how hard we try to be attentive, we always find ourselves absent minded. Be it in a church, class or just thinking about something, we often find ourselves attentive to the unwanted things.

Most of the time, it doesn’t end by just being irritated, lacking concentration interferes with our daily activities too. In the worst scenario it can even raze our creativity, making us professionally unproductive.

Though lacking concentration is almost a common thing, there are some lifestyle factors that contribute to it. Scientists claim that when it comes to the inability to concentrate, factors like lack of sleep, hunger, stress, lack of exercise and tiredness can both be progenitors and rub salt in the wound.

Do you always struggle to restore your concentration? If you really do, I can assure you that you are not alone. Many people are struggling with the same issue. However, here are some tips that I’d like to share with you hoping that they can help you improve your concentration.

{{Train your brain}}

Playing games that require thinking like crossword puzzles, memory games and chess can help you to improve your concentration. Other brain training activities like meditating, listening to music and learning a new skill can also improve concentration as it was revealed by a study carried out in 2015.

{{Listen to music}}

You might not be a fan of music, but you ought to know that listening to some sounds while working can improve concentration. Though this is really effective, the kind of music varies among individuals. It is your task to find out what kind that makes you attentive.

{{Sleep}}

“When one doesn’t get enough sleep, they are more likely to have problems concentrating,” science says. Sleeping less than 7 hours a day can lead to extreme tiredness that is likely to interfere with daily activities like driving, studying, etc.

{{Spend time in nature}}

If you are working on your concentration, taking a few minutes walking, sitting in a garden, or simply watching trees can really help. It benefits brain development and improves attention.

A research carried out in 2014 revealed that even putting plants and flowers in the workplace can improve concentration.

{{Take a break}}

This can really work, especially if you’re mentally or emotionally exhausted. If your concentration starts to sink while you’ve been working on a certain project for quite a moment, it is only right to get yourself out of it for a little while. This will lessen your exhaustion and restore your concentration.

{{Mind your diet}}

Processed food, too much sugar and fatty food are believed to reduce one’s concentration.

Instead, if you want to improve it, make sure you never miss breakfast and never let your body be dehydrated. You can also drink coffee since science has claimed it to improve attention and focus.

Though maximum concentration is not that easy to achieve, I can assure you that the discussed tips will always help you. As in your journey to achieving this, I wish you success. You can do it!

The results, unveiled on Monday, December 4, at the Ministry of Education’s headquarters, indicate that male candidates demonstrated a commendable success rate of 96.8% in General Education (GE), surpassing the 93.6% success rate achieved by their female counterparts.

Similarly, in the Teacher Training Centre (TTC), male candidates slightly outshone their female peers with success rates of 99.8% and 99.6%, respectively.

This trend persisted in Training Vocational Education Technical (TVET), where male candidates achieved a success rate of 97.7%, slightly edging out females at 97.5%. The data encompassed a total of 80,892 candidates across categories, including GE, TTC, and TVET.

Within the GE category, out of 48,455 candidates (21,186 male and 27,269 female), 94.5% successfully passed this year’s examinations, representing a marginal decrease from the previous year’s 94.6% success rate.

TTC, with 4,000 candidates sitting for exams (1,708 male and 2,292 female), witnessed a pass rate of 99.7%, a slight dip from the previous year’s 99.9%.

Concerning TVET, 97.6% of the 28,070 candidates (15,163 male and 12,907 female) who sat for exams showed a marginal change from the previous results of 97.8%.

NESA emphasized that the highest achievable aggregate by excelling in all examinable subjects is 60, while the minimum aggregate stands at nine. Candidates and stakeholders can now access their results through NESA’s portal or via messages.

However, there are moments when school administrators find themselves at a crossroads, torn between being human-centred and business-oriented.

This month, two instances happened in Ugandan schools that made me question the humanity of school administrators while at the same time I tried understanding where the school administration was coming from.

At Ntare Secondary School, the entire classroom of S.6 students was suspended for allegedly; “deliberately destroying school property including recently installed school CCTV cameras”.

Similarly, the management of Progressive Secondary School in Kitintale attempted to prevent five students from sitting for their S.4 exams because they had not paid their school fees.

In Uganda, secondary school is divided into two levels: Ordinary Level (O Level), which lasts four years (S.1 to S.4), and Advanced Level (A Level), which lasts two years (S.5 and S.6).

S.4 and S.6 represent the end of either level, requiring students to sit for National exams, after which they are handed certificates that allow them to continue their study or even enter the workforce.

This criterion reflects how delicate the two instances were, presenting the question of whether to be human-centred or business-centred.

From the student’s standpoint, the decision to strike or an inability to pay school fees is not merely an act of defiance but often a desperate cry for attention.

In many cases, it is a manifestation of deep-seated issues within the education system; issues such as unaffordable tuition, inadequate facilities, or a lack of responsive governance, hence engaging in strikes may be the only means for them to be heard and have their concerns addressed.

A human-centred approach emphasises empathy, equity, and the general well-being of students, thus school administrators must recognize that financial challenges can impair a student’s capacity to pay on time in the case of unpaid fees.

Similarly, when dealing with student strikes that cause property damage, administrators must understand the underlying causes of the protest, acknowledge students’ voices and concerns, and encourage open dialogue to address grievances constructively rather than issuing outright suspensions.

On the other hand, a business oriented approach prioritises budgetary prudence, discipline, and the school’s long-term sustainability whereby unpaid tuition can put a strain on the school’s finances, making it difficult to provide excellent education and necessary amenities.

Uniformly, student strikes that cause property damage necessitate discipline in order to deter similar behaviour in the future. Suspension acts as a deterrent, delivering a clear message that damaging behaviour will not be accepted.

The challenge for school administrators then is striking the right balance between the two approaches, which entails taking a nuanced perspective that takes into account the individual circumstances surrounding each case.

In these two scenarios, it means differentiating between students who genuinely cannot afford school fees and those who are intentionally delinquent.

It also entails understanding the root causes of student strikes, addressing underlying issues, and implementing disciplinary measures when necessary.

By finding this equilibrium, schools can uphold their responsibility to provide quality education while acknowledging the individual needs and rights of their students.