Maintaining high-quality education standards is a paramount concern in Rwanda, prompting regular inspections of both new and established schools. Schools that meet the necessary requirements are granted a license, typically valid for three years.
Key aspects considered during inspections include school infrastructure, such as a minimum of three classrooms for nursery schools and six classrooms for primary schools. Additionally, schools are required to possess adequate didactic materials to support both students and teachers in delivering a quality curriculum.
Vianney Augustine Kavutse, the Head of the Department for Basic Education and TVET Quality Assurance, emphasized that the welfare of learners is a primary focus during inspections.
Consequently, schools that fall short of these standards are temporarily suspended from offering education. Kavutse explained, “When we identify schools with significant deficiencies, we grant them one year to rectify these issues to enhance the quality of education. If a subsequent assessment confirms that the problems have been addressed, we may extend their license for two or three years.”
He further added, “In situations where alternatives would adversely affect children, such as the closure of schools with aging infrastructures, we prioritize the interests of the learners above all else.”
According to NESA data, out of the 85 nursery schools inspected from January to June 2022, only 65 were permitted to continue their operations, while 20 were denied licenses due to their failure to meet the necessary requirements. In addition to these, nine secondary schools that had applied for the introduction of advanced level science programs were also denied licenses for not meeting the stipulated standards.
Private schools faced challenges as well, with six of them being denied permission to place students who had passed national examinations, while 17 Technical and Vocational Education and Training (TVET) schools encountered similar issues.
Kavutse explained the process for schools grappling with such problems, stating, “Schools facing these challenges are restricted from enrolling new students and are given a year to make the necessary improvements. We cannot abruptly halt their operations; hence, we grant them a one-year grace period. During this time, we liaise with the district authorities to arrange alternatives for affected students or assist in resolving the issues.”
If schools successfully address these concerns, they are allowed to resume operations after the one-year grace period.
It’s worth noting that such issues are primarily reported among private schools and often lead teachers to seek employment opportunities in other institutions upon the suspension of their school’s operations.
NESA emphasizes the importance of timely planning for the establishment of new schools. Those intending to create schools must submit their license applications no later than May to allow sufficient time for inspections.
This enables authorities to determine whether the school can commence operations in the upcoming academic year.
Between June and September 2022, NESA conducted inspections on a total of 178 schools, including eight offering nursing courses, 40 TVET schools, and 138 primary schools.
However, data released by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2023 reveals that approximately half of Sub-Saharan African countries continue to experience a 10% dropout rate in primary schools, with the rate increasing to 50% in secondary schools.
Rwanda stands out as a country that has made substantial progress toward achieving universal access to education through its nine-year and 12-year basic programs, initiated since 2009. Under these programs, education is provided free of charge. Statistics indicate that the percentage of individuals who have attended at least secondary school education increased from 5.9% in the past to 10.8% in 2012, and further surged to 15.1% by 2022.
The Citizen Budget Guide, published by the Ministry of Finance and Economic Planning (MINECOFIN) recently, highlights that the recruitment of new teachers last year was aimed at enhancing the pool of qualified personnel within the education sector. A total of 13,953 teachers and 1,758 head teachers were hired and assigned to their respective positions.
Figures from the Ministry of Education (MINEDUC) for the school year 2021/2022 indicate that there were 125,621 school employees, comprising 64,414 men (representing 51.3%) and 61,207 women (equivalent to 48.7%), including both teachers and head teachers. Out of this total, 45,849 were employed in public schools, while 61,463 worked in semi-public institutions.
In May 2023, MINEDUC informed parliamentarians of the need for an additional 8,000 teachers in the upcoming 2023/2024 academic year. The ministry also highlighted a requirement of Rwf484.5 million to cover teachers’ salaries across different districts and Kigali City.
Delving into these figures, out of the 203,086 students initially registered for primary education while a total of 201,679 participated in the exams.
Among the successful candidates, female students took the lead, comprising 55.29% of the pass rate. Noteworthy subjects that stood out in terms of success included Kinyarwanda, religious studies, humanities, sciences, and English.
In the realm of secondary education, 131,501 out of 131,602 enrolled students sat for the examinations, with female candidates constituting 55.91% of the total. Remarkably, the pass rate at this level stood at 86.97%, with girls comprising 54% of the successful candidates. Particularly commendable performance was observed in subjects such as Kinyarwanda, English, and physics.
Dr. Nelson Mbarushimana, the Director-General of the National Office for Primary Education (REB), acknowledged a slight decrease in the number of candidates compared to the previous year but refrained from providing further insight into this shift.
Meanwhile, the Minister of Education, Gaspard Twagirayezu, lauded the students’ accomplishments and underscored the crucial role of parents in their children’s education. He also announced incentives for the highest achievers, including a year of free education and the provision of a laptop.
This institution plays a pivotal role in shaping national education policy, overseeing entities responsible for curriculum development, teaching standards, examinations, schools’ management, and various other aspects of education.
From the post-Genocide against the Tutsi leadership under Dr. Joseph Nsengimana, the inaugural minister, to the recent reassignment of Dr. Uwamariya Valentine, the longest recorded tenure was that of Prof. Romain Murenzi, who served from 2001 to 2006.
{{Below is the list of sixteen ministers who have successively led MINEDUC until the present day.}}
Throughout these 29 years, numerous substantial challenges have been confronted. Ministers grappled with reintroducing education in the aftermath of the genocide, constructing primary schools, training educators, and redesigning curricula. The primary objective was to ensure maximum enrollment of children in schools.
The period spanning from 2003 to 2010 was marked by efforts to counteract the infiltration of genocidal ideology in schools. This was coupled with a significant transition in language preference, favoring English over French. The government also initiated the Education for All program, which spanned 9 years and aimed to boost enrollment in vocational schools among young people.
Nonetheless, the last 13 years have been notably tumultuous for Mineduc, with nearly half of all ministers experiencing turnover. However, this period was far from stagnant. Starting in 2010, the government invested in extending basic education to a 12-year duration, established a national university, welcomed foreign universities to establish campuses in Rwanda, and improved the salary conditions of teachers.
Yet, according to education journalist Joseph Hakuzwumuremyi, in an interview with IGIHE, the instability of educational policy remains a significant challenge that many ministers have grappled with. He asserts that the absence of a consistent educational policy and the prevalence of commercial interests are issues that have hindered any minister from effectively steering the ship of education.
Nevertheless, it is important not to overlook the achievements that have been accomplished. The literacy rate has shown remarkable improvement: in 2000, nearly 50% of Rwandans struggled with reading and writing, whereas by 2019, the figure had risen to 89%.
Technological advancements have also been evident, with 51.6% of the population utilizing the internet, which now covers 95% of the national territory.
The authorities have established 1,099 examination centers within 3,644 schools nationwide. The primary leaving exams commenced on July 17 and will conclude on Wednesday, July 19.
The three-day PLE exams encompass a range of subjects designed to assess the candidates’ knowledge and skills.
On the first day, pupils covered mathematics, social studies, and religious studies. The second day will see candidates doing examinations for science, elementary technology, and the local language, Ikinyarwanda while the last day will focus on English.
The PLE exams were officially inaugurated on Monday morning at two selected schools: EP St. Dominic Kagugu in Gasabo District and GS Camp Kigali in Nyarugenge District.
This event symbolized the commencement of the examinations across the country.
Ahead of the exams, on July 14, NESA distributed exam papers to all districts. Officials underscored their commitment to upholding the integrity and effectiveness of the national examinations while ensuring a fair and conducive environment for all candidates.
Following the completion of the PLE exams, the focus will shift to the Ordinary level (O-level) and Advanced level (A-level) examinations.
These crucial assessments are scheduled to begin on July 25 and will run until August 4. A total of 131,535 candidates are expected to sit for the O-level exams, while 48,674 candidates will do A-level exams. Besides, 28,196 candidates from Technical and Vocational Education and Training (TVET) programs and 3,994 from Teachers’ Training Colleges will also participate in these examinations.
One remarkable example of this progress can be witnessed in Munini, a district in Nyaruguru.
Recently, G.S. St Jean Munini, a modern school, was inaugurated by Prime Minister Dr. Edouard Ngirente during the celebration of Rwanda’s 28th Liberation Anniversary on July 4th, 2023. This state-of-the-art educational facility boasts 47 classrooms, advanced laboratories, a well-stocked library, and a Smart Classroom equipped with computers and internet access to facilitate online learning for students.
Moreover, the school includes a kitchen, a spacious refectory accommodating up to 1000 people, a playground, and a comprehensive range of school supplies. Among others, the Munini Early Childhood Development Center and three kindergarten classrooms cater to the educational needs of the youngest learners in the community.
The head teacher of G.S. St Jean Munini has highlighted the importance of having well-equipped schools and facilities, stating that they greatly enhance students’ learning experiences. Through hands-on experiments and visual aids, students gain a deeper understanding of theoretical concepts and witness their practical applications in real life.
Students themselves expressed their appreciation for the modern facilities. Léonie Niyodusenga, a fifth-year secondary school student specializing in Mathematics, Chemistry, and Biology (MCB) emphasized the significance of laboratories in enhancing their understanding of complex subjects.
With the aid of projectors and visual demonstrations, intricate concepts, such as the human body’s functions, become more accessible and easier to comprehend.
Emmanuel Mbabazi, a student studying Mathematics, Economics, and Geography (MEG), lauded the Smart Classroom available at the school for its invaluable assistance. With access to various technological resources and comprehensive research opportunities, students can explore subjects more deeply and develop practical skills that benefit them both in school and in real-life situations.
{{TVET schools}}
Rwanda’s commitment to establishing a knowledge-based economy is reflected in the government’s vision for 2035 and 2050. By these milestones, Rwandans are projected to earn a minimum of $4,000 and $12,000 per year, respectively. Ensuring high-quality education and improved medical services are pivotal to achieving these ambitious development goals.
To this end, the government has undertaken the construction of Technical and Vocational Education and Training (TVET) schools across the country monitored by the Rwanda Housing Authority (RHA). These schools provide vocational skills training and other courses previously requiring individuals to cross the border into Uganda for education.
Located near the Rwanda-Uganda borders, Shonga Technical School in Tabagwe Sector and Cyanika Technical Secondary School in Burera District stand as prime examples of this initiative’s success.
These schools inaugurated two years ago offer courses in carpentry, electricity, construction, and more. The Dean of Studies at Cyanika TSS, Jean Baptiste Hitimana, acknowledged the significant positive impact of these schools, as students no longer need to travel across borders to pursue their education.
Verien Hakorimana , head of Shonga TVET, highlighted that the establishment of the school was a response to the local community’s request, ensuring accessibility for youth who previously lacked access to vocational education. He proudly shared the success stories of graduates who secured decent jobs, indicating the schools’ positive influence on both personal and professional development.
Students studying at these TVET schools exemplify the transformative power of modern education.
Thierry Ndatimana, a Construction student at Shonga TSS, expressed gratitude for the school’s presence in their rural area, highlighting the caring leadership that strives to provide opportunities for all Rwandan children.
Julienne Uwineza, a senior five student in Carpentry at Cyanika TSS, emphasized that studying carpentry as a girl was not only fulfilling but also a pathway to personal growth and empowerment. She encouraged her fellow girls to embrace carpentry and prepare for a future filled with possibilities.
These examples of progress are not limited to specific districts. Throughout the country, numerous schools have been constructed, bringing educational infrastructure closer to Rwandans. The government’s unwavering commitment to education and its role in building a prosperous future is evident in these initiatives.
With each milestone achieved, Rwanda continues to prove that transformation and progress are possible even in the face of immense challenges.
By investing in education, infrastructure, and vocational training, the country paves the way for a brighter future, where every Rwandan can pursue their dreams, contribute to their community, and realize their full potential.
During a visit to the Hamdan Bin Rashid Al Maktoum Secondary School for Sciences on Monday 19th June 2023 in Kigarama Sector, Kicukiro District, Amb. Alqahtani interacted with students and teachers, taking the opportunity to highlight the UAE’s efforts in the education sector.
Education has always been a top priority for the UAE, as emphasized by its founding father, Sheikh Zayed bin Sultan Al Nahyan. The late Sheikh Zayed believed that investing in education was the best use of wealth, creating generations of educated and trained individuals.
The UAE’s focus on education extends to both men and women, with significant progress made over the years. In 1975, adult literacy rates stood at 54% for men and 31% for women. Today, literacy rates for both genders are close to 95%.
Emirati women, in particular, have excelled in higher education, with 77% of them enrolling after completing secondary school. Furthermore, women constitute 70% of all UAE national university graduates, and 46% of graduates in science, technology, engineering, and mathematics (STEM) fields are women.
According to Amb. Alqahtani, the UAE National Strategy for Higher Education aims to equip future generations with the necessary technical and practical skills to drive the country’s economy in both the public and private sectors.
This initiative has been extended to other countries through scholarship programs offered to foreign students at UAE universities. These students, upon completion of their degrees, return to their home countries to contribute to their respective economies.
The UAE’s vision is for its students to be the best in the world in reading, mathematics, and science, and the Ambassador expressed his desire for the Rwandan students he addressed to strive for excellence in their science classes.
The UAE has developed student exchange programs, allowing Emirati students to gain enriching academic, professional, and personal experiences by spending time in other countries. Additionally, students from around the world have the opportunity to apply for exchange programs in UAE schools, providing them with diverse educational and cultural experiences.
In a short period, the UAE has established an excellent and diverse higher education system. With over 100 public and private institutions, including local and international campuses, such as the Sorbonne Abu Dhabi University, New York University, and the American University of Sharjah, the UAE offers a wide range of educational opportunities.
Scholarships have been provided to Rwandan students at these universities, including the UAE University and Sorbonne Abu Dhabi University, for those who have excelled in their secondary education.
The UAE has been actively supporting education in Rwanda for several years. The Al Maktoum Foundation has funded two secondary schools, including the Hamdan Bin Rashid Al Maktoum Girls Secondary School for Sciences in Muhanga. Moreover, the Khalifa Bin Zayed Al Nahyan Foundation has provided full support to the Islamic Secondary School for Sciences and the Islamic Cultural Center for the past 14 years.
As part of joint efforts to support the education sector in Rwanda, the UAE Government has awarded scholarships to outstanding Rwandan students in various UAE universities through the UAE Technical Assistance Program.
Since 2018, twenty students from Rwanda have received UAE Government scholarships at the UAE University, pursuing disciplines such as Architecture, Mechanical Engineering, Electrical Engineering, Biology, Biochemistry, and Computer Science. In 2019, an additional ten Rwandan students were granted full scholarships to pursue bachelor’s degree programs at Sorbonne Abu Dhabi University.
Speaking to students and teachers, Amb. Alqahtani affirmed his country’s commitment to continue providing opportunities to the best performing Rwandan students.
“I want to reiterate that the UAE is fully committed to ensure that not only its citizens should have access to the best educational opportunities, and my country in cooperation with Rwanda, is willing to give the most talented students access to higher education in internationally recognized universities in the UAE,” he noted.
After the interactive discussions, Amb. Hazza Alqahtani awarded seven academically best performing students with Samsung smart phones.
UAE is a country in Western Asia, founded in 1971. It consists of seven Emirates, with Abu Dhabi as the capital and Dubai as the economic capital. The UAE has a population of around 10 million, with 90% being expatriates. Its main exports are oil, natural gas, pearls, and precious metals/stones.
The award ceremony took place during the National Bank of Rwanda 2023 Research Conference held at Kigali Convention Centre on June 1, 2023.
The March 2023 Master of Science in Economics graduate, whose research was titled, “Drivers of inflation during the pandemic: evidence from disaggregated consumption,” beat competitors from University of Rwanda and Kigali Independent University (ULK).
The winner and runner up were awarded laptops and government bonds by the National Bank of Rwanda (BNR).
Another University of Kigali Master of Science in Economics graduate of March 2023, Moses Mudaheranwa emerged among the 6 finalists and was awarded a certificate. The competition had 26 participants enrolled from the three participating Universities; University of Kigali, University of Rwanda and Kigali independent University.
The award ceremony took place during the National Bank of Rwanda 2023 Research conference held at the Kigali Convention Centre. Speaking during the conference, the National Bank of Rwanda Governor revealed that the inaugural research competition targeted a cohort of postgraduate students enrolled in accredited postgraduate programs in economics in Rwanda.
The supervisors, Dr. Afolabi Luqman and Dr. Kabanda Richard, University of Kigali Graduate School faculty in economics were also recognized. The Dean Graduate School, Dr. Kwena Ronald who was also present during the conference and award ceremony, appreciated the Faculty for mentorship of the students.
He noted that the School is privileged to have such highly qualified academic staff. Speaking on the sidelines of the conference, Dr. Kwena Ronald, the Dean Graduate School revealed that the University of Kigali Graduate School has shifted its focus to producing quality research. “This achievement shows the results of the quality of research we are targeting to produce,” he emphasized.
The competition was aimed at bridging the gap between academia and applied research hence creating a pool of young economists capable of contributing to evidence – based policymaking in Rwanda’s economic development.
Founded last year by T4 Education and HP in collaboration with Microsoft, the Africa Education Medal is Africa’s most prestigious education accolade.
The Africa Education Medal was established to recognise the tireless work of those who are transforming education across the continent – to celebrate the stories of those who have lit the spark of change so others will be inspired to take up the torch. It is given to an outstanding individual who has demonstrated impact, leadership, and advocacy in the field of education.
Rogers Patrick Kamugisha is the Country Director of Educate! in Rwanda, the largest youth skills provider in East Africa. Educate! tackles youth unemployment by partnering with schools and governments to equip young people in Africa with the skills to attain further education, overcome gender inequities, start businesses, get jobs, and drive development in their communities.
Hailed as a visionary leader, Kamugisha is an educator and an economist with over 10 years’ experience working in the Rwandan education system. He joined Educate! in 2015 to support its launch in Rwanda and subsequently assisted the organisation’s expansion into Kenya and Tanzania. He now oversees a team of 50 working tirelessly to implement Educate!’s teacher training and support model in the 30 districts of Rwanda.
Under his leadership, Educate! partnered with the Rwandan government on the country’s national curriculum reform efforts, focused on curriculum design and project-based assessment.
The results of a randomised controlled trial of Educate!’s two-year teacher training and support model showed participating teachers were 19% more likely to use active instruction techniques, and six months after graduation students were twice as likely to enroll in university, with a 167% increase in university enrolment for girls.
Kamugisha’s unwavering commitment to sustainability and long-term behaviour change in education practices has resulted in the implementation of innovations in Rwanda such as student business clubs and a new software platform, the Comprehensive Assessment Management Information System (CAMIS).
CAMIS enables teachers to continuously monitor students’ progress, incorporating project-based assessments and moving away from traditional reliance solely on exams. The data is uploaded to a central database at the national level, allowing for a detailed overview of student outcomes.
As a former teacher and National Master Trainer on skills-based education, Kamugisha has a unique affinity for educators in the region and understands the challenges they face. He has personally trained over 500 teachers on competency-based curriculum best practices, helped governments to develop education materials, and his work has had a significant impact on the quality of education in East Africa.
Kamugisha is a passionate advocate for education reform and providing opportunities for skills-based learning, having lacked these opportunities as a student growing up in Uganda. He uses his platform to raise awareness about the importance of skills-based education, giving lectures to university students about the value of entrepreneurship and working alongside the UN Industrial Development Organisation to introduce the subject of entrepreneurship in Rwanda. He sees that a quality education must go beyond theory and encompass practical experience. It is his firmly held belief that if young people are given the right support and mentorship, the economy will benefit from the entrepreneurs and leaders of the future.
Meanwhile, Jean-Claude Nkulikiyimfura is Executive Director of Agahozo-Shalom Youth Village (ASYV) in Rwanda, an organisation that empowers orphaned and vulnerable youth to build lives of dignity and contribute to a better world.
Nkulikiyimfura was born a refugee in Burundi. His parents were both orphaned and fled Rwanda in 1961, but taught their children that they would one day return to Rwanda and restore justice and dignity for all. Nkulikiyimfura did exactly that after the 1994 Genocide Against the Tutsi and began working to fulfil this promise.
Nkulikiyimfura first visited the ASYV campus in 2010, where he met a student named Fabien, a genocide survivor and orphan who inspired him with his determination.
This experience led him to enter the non-profit sector and work for ASYV in hopes of helping students like Fabien build dignified and self-reliant lives. The students of ASYV remind Nkulikiyimfura of his own parents; they have grit, resilience, and hope for a better future.
Nkulikiyimfura leads ASYV in its mission to empower vulnerable Rwandan youth to heal, build lives of dignity, and contribute to a better world. ASYV has provided 1,200 youth ages 14–21, including 500 current students, with secondary school education, medical and mental health services, extracurricular activities, and a loving family environment.
These services were designed to meet the complex needs of genocide survivors, and under Nkulikiyimfura’s leadership have continued to enable hundreds of the nation’s most at-risk young people to complete secondary school and access tertiary education and employment.
Among ASYV’s current first-year students, 63% have lost one or both parents, 65% come from households living in poverty, and 5% are refugees. In recognition of girls’ heightened vulnerabilities to leaving school, 62% of students are girls and 38% are boys. The results of the programme have been phenomenal. Over 60% of graduates have attended higher education, compared with 7% of young people nationally, while 44%, nearly twice the national average for youth, are employed, self-employed or interning.
Nkulikiyimfura also works to strengthen education in Rwanda nationally through ASYV’s Educational Resilience Programme (ERP). A groundbreaking partnership between the public, private, and non-profit sectors, the ERP is training upper- and lower-secondary school teachers from across Rwanda in digital education technology and life skills education concepts like mental health, gender equity, and sexual and reproductive health. The ERP has already impacted over 60,000 students.
His vision for ASYV has guided the organisation in its work to achieve several strategic goals, including digitising all curricula, developing vocational training based on national economic need and opportunity, closing gender-based gaps in programming, and developing a new trauma-informed curriculum that will train staff members to provide students with the emotional support they need to thrive. This work is enhancing learning outcomes and helping students build supportive relationships with their peers and educators.
Commenting on the selection of finalists, Vikas Pota, Founder and CEO of T4 Education, said: “Africa’s teachers and school leaders, and its leaders of governments, NGOs and businesses, all play a crucial part in unlocking the continent’s potential through quality education. African education stands at a crossroads in the wake of the pandemic, but if leaders from across the continent in every field can work together then they can build the lasting change needed.”
{{Below are top 10 finalists for the Africa Education Medal}}
● Mary Ashun, Principal of Ghana International School, Ghana
● Laura Kakon, Chief Growth & Strategy Officer of Honoris United Universities, Morocco
● Rogers Kamugisha, Country Director of Educate!, Rwanda
● Grace Matlhape, CEO of SmartStart, South Africa
● Mary Metcalfe, former policymaker and CEO of Programme to Improve Learning Outcomes (PILO), South Africa
● Martha Muhwezi, Executive Director of FAWE, Uganda
● Jean-Claude Nkulikiyimfura, Executive Director of Agahozo-Shalom Youth Village, Rwanda
● Simi Nwogugu, CEO of JA Africa, Nigeria
● Sara Ruto, Former Chief Administrative Secretary of Kenya’s Ministry of Education and former CEO of PAL Network, Kenya
● Snehar Shah, CEO of Moringa School, Kenya
Nominations for the Africa Education Medal opened in February 2023 for individuals working to improve pre-kindergarten, K-12, vocational and university education who are either educators, school administrators, civil society leaders, public servants, government officials, political leaders, technologists, or innovators.
The winner of the Africa Education Medal will be announced in July. Finalists will be assessed by a Jury comprising prominent individuals based on rigorous criteria.
The conference organized by the University of Rwanda- College Of Education (UR-CE), brought together researchers, scholars, educators, policymakers, and postgraduate students from different countries to discuss the future of education and how it can be adjusted to the labor market.
The theme of the conference is held under the theme “Re-thinking Holistic Education for the 4th Industrial Revolution.”
Dr. Mathias Nduwingoma , a lecturer and the Director of the Centre for Open Distance and eLearning (CODeL) at the University of Rwanda, stressed the need for collaboration across different levels, including parents, students, and lecturers, to advance education.
He emphasized that research projects should focus on helping governments and policymakers make informed decisions regarding expertise and technology, and that education should be centered on students to build their capacities.
Olivier Habimana, a lecturer of ICT at UR-CE, stressed the need for deeper research on issues miring the education sector and finding appropriate solutions.
He noted that the government of Rwanda has embarked on a journey to equip lecturers at the College of Education with basic and latest resources to make it possible.
Meanwhile, the Principal of the College of Education, Dr. Florien Nsanganwimana, highlighted that efforts to reshape Rwanda’s education are centered on reinforcing digital penetration and building the capacity of graduates.
He pointed out that the University Of Rwanda- College Of Education has started embracing e-learning where students acquire relevant knowledge to be competent in the labor market.
However, he noted that inadequate equipment and classrooms are among the obstacles to reshaped education and called for research to address other issues affecting education from their root causes.
Françoise Kayitare Tengera, Deputy Vice-Chancellor for Finance and Administration at the University of Rwanda, said that the conference’s objective aligns with Rwanda’s agenda 2030.
She disclosed that it serves as an opportunity to discuss various issues aimed at promoting quality education for sustainable development and urged participants to share constructive ideas advancing the cause.
