The figures were announced on Thursday by Dr. Bahati Bernard, Director General of the National Examination and School Inspection Authority (NESA).
A total of 276,579 students from 3,895 schools across the country sat for the primary school leaving examinations. Boys accounted for 44.35% of the candidates, while girls made up 55.65%.
According to NESA, 87.1% of girls who sat the examinations passed, compared with 89.59% of boys.
At the ordinary level of secondary education, 149,015 students sat for the national examinations, with 85.70% passing. This was a significant increase from the 64% pass rate recorded in 2024/25.
Among girls, the pass rate was 82.62%, while 89.8% of boys passed.
Placement of students
NESA said 17,412 students who qualified to progress to the next level were allocated places in boarding schools, while more than 226,546 will attend day schools.
Among students progressing to Senior Four in general education, 18,944 will study in boarding schools, while 57,276 will attend day schools.
In technical and vocational education and training (TVET), 26,098 students were allocated places in boarding institutions, while 17,000 will attend day programmes.
Meanwhile, 7,497 students will pursue professional education as boarding students, while 148 will attend day programmes.
Minister of State for Education Irere Claudette said students who sat the national examinations at both levels performed well overall, with the number of candidates increasing by more than 50,000 compared with the previous year.
“When the number of students increases, and their performance also improves, it is only natural that this affects the allocation of students to different schools,” she said.
However, Irere condemned cases of cheating and collusion among candidates, saying anyone found to have been involved would face disciplinary action in line with national examination regulations.
“Cases of cheating and students helping one another to cheat were reported. Anyone found to have been involved will be punished in accordance with the regulations governing national examinations. For students suspected of cheating, we do not release their results immediately. Instead, we first conduct a thorough investigation,” she noted.
NESA Director General Dr Bahati Bernard said students recorded stronger performance this academic year compared with the previous year.
In the primary school leaving examinations, for example, he said more than 10,000 students scored between 30% and 40% in 2024. This year, that number fell to about 4,000.
The number of students scoring between 40% and 50% also declined, from more than 41,000 last year to about 27,000 this year, Bahati said.
He attributed the overall improvement in results to a rise in the number of students achieving higher scores, particularly those scoring above 50%.
“This year, the number of students scoring between 50% and 60%, as well as those scoring up to 90%, increased. This means that some of the students who were previously scoring below 50% moved into the above-50% range,” he said.
Minister of State for Education Irere Claudette said students who sat the national examinations at both levels performed well overall, with the number of candidates increasing by more than 50,000 compared with the previous year.State Minister Claudette Irere presents an award to Rwego Mutijima of École Internationale La Racine in Bugesera, who emerged as the top-performing student in the 2025/2026 Primary School National Examinations.
The top five best-performing students at O’Level were recognized and awarded for their outstanding performance in the 2025/2026 National Examinations. Each student received a laptop, a certificate, and a one-year school-fee scholarship. The pass rate for the Primary Leaving Examination (PLE) in Rwanda rose to 82.24% in the 2025/26 academic year, up from 75.6% recorded the previous year.
Located in Musagara Village, Kanazi Cell, Nyamata Sector in Bugesera District, about 45 minutes from Kigali, the school grew out of an idea championed by members of the Ntare School Old Boys Association (NSOBA), alumni of Ntare School in Uganda. Among those associated with the school’s alumni community are Rwandan President Paul Kagame and Ugandan President Yoweri Kaguta Museveni.
Today, the school is seeking to build on that legacy with an education model that places students at the centre of the learning process.
From its library and creative studios to its makerspace, STEM-focused learning and student-led initiatives, Ntare Louisenlund offers an environment where students are encouraged to participate in shaping both their education and their community.
A tour of the campus offers an early glimpse of that approach. The library, for example, was created with students in mind and features books covering subjects ranging from business and nature to religion, fiction and different cultures. Students are also involved in creating and decorating spaces around the school.
One student points out a feature she helped design, while an art exhibition nearby displays works made from recycled materials, including used cups, bottles, bottle tops and cheesecloth.
At the school, creativity is not treated as an activity separate from learning, but as part of it.
On its 60-hectare campus in Bugesera, Ntare Louisenlund is building an education model centred on students and their individual potential.
Learning beyond the classroom
Damien Paul Vassallo, the Head of Ntare Louisenlund School, says the institution was established as an “innovative school of the future” with a mission to develop a new generation of leaders, particularly in science, technology, engineering and mathematics.
“We do that through a very practical, hands-on approach by giving students learning experiences that are relevant to them, that pique their interest, that inspire their curiosity,” Vassallo says.
That philosophy is visible in the school’s makerspace, where students work with wood and other materials to create practical products.
Design projects can involve building lamps, furniture, models and other objects, with students expected to present their finished work and be assessed on the final product. “It’s really about the fun and the making, and not just always learning through books and cramming stuff,” says Ariella Gatera Igihozo, a student at the school.
The school also puts considerable emphasis on giving students responsibility. It has eight houses, each with its own identity and values, including justice, unity, strength, innovation, creativity, generosity, kindness, warmth and courage.
The houses operate much like communities within the wider school, with students taking leadership positions and competing for points throughout the year. The top-performing house is recognised during an annual awards ceremony.
Student leadership extends beyond the house system. Students have been involved in creating some of the applications used by the school, including initiatives that make use of technology and artificial intelligence.
“It’s always about students being in charge,” she says.
For Grade Seven student Kami Kazit, the approach has helped her develop beyond the classroom. A member of the Revere house and originally from Uganda, she says she particularly enjoys art because it has given her a new way to express herself.
“They taught me a way to express myself through my artwork,” she says, adding that the school has also helped her become more confident when presenting before an audience.
The international character of the school is another part of its identity. Students from Rwanda and other countries live and learn together, participating in academic, sporting, artistic and service activities.
Residential life is structured around alternating A and B weeks, with activities ranging from Saturday classes and student-organised events to movie nights, swimming, tennis and religious services. The programme is designed to make boarding life part of the broader educational experience rather than simply an extension of the classroom.
From the library to the makerspace, Ntare Louisenlund’s campus is designed around student participation and creativity.
Personalised learning and mentorship at the core
At the centre of the school’s model, however, is personalization.
Vassallo argues that students should not all receive exactly the same educational programme because they have different interests, abilities and aspirations.
“One of the things that a learner-centered approach to education really should hone in on is personalization of learning,” he says.
Ntare Louisenlund therefore uses blended learning, combining educational technology with individualized learning. Students also meet their mentors for one-on-one sessions, where they discuss their goals, progress and challenges.
The mentoring approach continues into residential life through residential life coaches, who support students’ social and emotional development alongside their academic progress.
The school combines this model with what Vassallo calls an “IB + STEM” programme, bringing together the International Baccalaureate approach to education and a particular emphasis on STEM excellence.
Its ambitions extend beyond the current student body. The school is looking to establish partnerships with universities, including institutions in Germany, to create further opportunities for students after graduation. Its first cohort is expected to graduate in 2030.
Vassallo also sees a wider role for the school in Rwanda’s education sector. He wants Ntare Louisenlund to become a hub for educational innovation where teachers and other schools can exchange ideas, access professional development and learn from the school’s approach.
“When we’re at capacity, we will have nearly a thousand students at this school, but we’d like to have an impact on a million students or more,” he says.
Students explore hands-on learning and creative projects at Ntare Louisenlund School in Bugesera.Through STEM-focused learning and practical projects, students at Ntare Louisenlund are encouraged to solve problems creatively.Damien Paul Vassallo, Head of Ntare Louisenlund School, oversees an education model built around practical learning, student leadership and innovation.From the library to the makerspace, Ntare Louisenlund’s campus is designed around student participation and creativity.Students at Ntare Louisenlund balance classroom learning with other extracurricular activities.Personalised learning allows students at Ntare Louisenlund to pursue their interests, goals and individual strengths.Residential life at Ntare Louisenlund extends learning beyond the classroom through activities, mentorship and community life.Ntare Louisenlund’s campus brings together classrooms, creative spaces, sports facilities and residential areas in one setting.On its 60-hectare campus in Bugesera, Ntare Louisenlund is building an education model centred on students and their individual potential.Students from Rwanda and beyond learn, live and grow together at Ntare Louisenlund School.Students take an active role in shaping their learning experience at Ntare Louisenlund School.Students develop confidence through opportunities to create, lead, present and collaborate at Ntare Louisenlund School.Sports and extracurricular activities form an important part of student life at Ntare Louisenlund School.Creativity and practical learning come together in the makerspace at Ntare Louisenlund School.From sports fields and creative spaces to learning facilities, Ntare Louisenlund’s campus is designed to support life beyond the classroom.
The decision was approved during a Cabinet meeting held on Friday as part of Rwanda’s broader strategy to strengthen its technology and innovation ecosystem.
The Rwanda Institute of Computing will officially open in September 2026 as a specialized institution under the University of Rwanda. It will offer advanced degree programs in Artificial Intelligence (AI) and Cybersecurity.
According to a statement issued by the Office of the Prime Minister, the institute builds on the success of the Rwanda Coding Academy by creating a clear pathway for students to pursue advanced studies in computer science and emerging technologies.
The statement noted: “The institute will provide a seamless pathway to advanced computing education and further strengthen Rwanda’s talent pipeline for the digital economy.”
Rwanda is among the African countries that have adopted a national Artificial Intelligence policy. On June 8, 2026, the Cabinet also established the National Artificial Intelligence Agency, which will help accelerate innovation, attract investment, support AI implementation, and strengthen governance in the sector.
Artificial intelligence is already being applied across Rwanda in a wide range of sectors, including healthcare, education, justice, agriculture, and many other areas of national development.
The country continues to prioritize a knowledge-based and technology-driven economy.
Under its five-year National Strategy for Transformation, Rwanda aims for all citizens to possess basic digital literacy by 2029, while one million people are expected to receive training in computer programming.
Government statistics indicate that by the end of 2024, more than 60% of Rwandans had acquired basic digital skills.
Mobile phone ownership has also grown significantly, with 85% of households owning a mobile phone in 2024, up from 67% in 2017.
By 2029, Rwanda aims to ensure that all citizens have the digital skills needed to access both government and private-sector services online from anywhere in the country, using digital technologies.
The Rwanda Institute of Computing will officially open in September 2026 as a specialized institution under the University of Rwanda.
The four-day workshop, held from 20–23 July 2026 at UR-CST in Kigali, brought together 50 researchers, laboratory scientists, veterinarians, public health professionals, and academics from Rwanda, Ethiopia, Kenya, Tanzania, Burundi, and South Africa. Supported by funding from ICGEB and the University of Rwanda, the programme equipped participants with advanced knowledge and practical skills in molecular biology, genomics, bioinformatics, and integrated AMR surveillance.
Opening the workshop on behalf of the Dean of the School of Science, Prof. Banzi Wellars welcomed participants to the University of Rwanda and emphasized the importance of investing in scientific capacity to address AMR as one of today’s most pressing public health challenges. He encouraged participants to make the most of the opportunity to learn from leading experts and to build lasting professional networks that will strengthen AMR surveillance and research across the region.
Representing ICGEB, Prof. Stefano Cacciatore reaffirmed the organization’s commitment to supporting scientific excellence and capacity development in its member countries. He encouraged participants to take advantage of ICGEB’s research grants, fellowships, and training programmes that promote innovation and international scientific collaboration.
Speaking during the opening ceremony, Prof. Dieudonné Mutangana, ICGEB Liaison Officer in Rwanda and the Head of Biology Department at UR, highlighted the growing threat posed by AMR and the need for coordinated regional action.
“This workshop represents a critical step in addressing a mounting global public health threat that transcends boundaries, affecting humans, animals, food systems, and our environment alike.”
He commended the collaboration between UR and ICGEB for bringing together international and local expertise to strengthen Africa’s scientific capacity to respond to AMR.
Presenting the objectives of the workshop, Dr. Jean Paul Nshizirungu, the workshop coordinator, stressed that AMR requires collective action across institutions and borders. He noted that beyond strengthening technical competencies in AMR surveillance, the training was designed to foster long-term regional partnerships that will advance collaborative research, knowledge sharing, and evidence-based public health interventions.
Throughout the programme, participants engaged in expert-led lectures and intensive laboratory practical sessions covering AMR from national, regional, and global perspectives.
The training focused on mechanisms and drivers of AMR, AMR surveillance data collection and analysis, molecular diagnostics, genomics and sequencing technologies, bioinformatics for AMR gene analysis, the One Health approach, and strategies for preventing AMR.
Speaking at the closing ceremony, the Principal of the UR-CST, Prof. Gatare Ignace, commended the organizers, facilitators, and participants for their commitment to strengthening regional scientific capacity. He encouraged participants to apply the knowledge and practical skills acquired during the workshop to improve AMR surveillance systems within their institutions and countries, emphasizing that the workshop’s impact would ultimately be reflected in stronger public health systems and enhanced research collaboration.
The workshop concluded with the awarding of certificates to participants, recognizing the successful completion of the intensive training programme.
Participants reaffirmed their commitment to strengthening collaboration, advancing research, and applying the knowledge gained to enhance antimicrobial resistance surveillance and response across the region.
By bringing together experts and participants from six African countries, the initiative underscores the University of Rwanda’s commitment to advancing scientific excellence, promoting regional partnerships, and developing the skilled human resources needed to address complex global health challenges.
The collaboration with ICGEB reflects a shared vision of strengthening Africa’s capacity to combat antimicrobial resistance through innovative research, knowledge exchange, and the One Health approach.
Participants posing for a photo after the One Health training workshop.Experts shared knowledge on antimicrobial resistance during the regional workshop.Researchers and health professionals from six African countries took part in the training.Scientists engaged in practical laboratory sessions during the four-day training.Participants gained hands-on skills in genomics and bioinformatics during the workshop.Participants received certificates after completing the AMR training programme.The training on antimicrobial resistance surveillance was hosted by UR-CST.
The ceremony was held on July 20, 2026, at the university’s headquarters in Gicumbi District, where graduates were celebrated for successfully completing their academic journeys and preparing to join the labour market.
UTAB Vice Chancellor, Dr. Munana Gilbert, congratulated the graduates on their achievement and encouraged them to continue developing their skills and knowledge to create opportunities for themselves and contribute to society.
“Today marks the beginning of another journey. The degrees you are receiving are not the end of education, but rather a foundation that will enable you to continue learning, improving your skills, and serving Rwandan society and the world at large,” he said.
He explained that quality education goes beyond helping learners remember what they have been taught, but instead prepares them to think critically, ask important questions, and develop innovative solutions to existing challenges.
“True education does not create people who only repeat what they have learned. It creates individuals who think deeply, ask meaningful questions, and come up with new solutions,” he added.
Dr. Munana urged the graduates to uphold values of integrity, commitment, patriotism, and hard work, which he described as important qualities promoted among students at UTAB.
The university’s legal representative, Bishop Papias Musengamana, said the 15th graduation ceremony reflects UTAB’s continued growth and its contribution to strengthening Rwanda’s education sector.
He noted that graduates leaving the university represent an important contribution to the country’s development because the knowledge and skills they have gained will enable them to participate in solving challenges facing Rwanda and the world.
“This demonstrates UTAB’s position as a trusted partner in preparing competent and responsible professionals who are capable of addressing challenges affecting our country and the world at large,” Bishop Musengamana said.
During the ceremony, UTAB also laid the foundation stone for the construction of a new university building that will support the improvement of education quality and research activities at the institution.
Bishop Musengamana said the five-storey building is expected to be completed within one year, adding that the university will work hard to ensure the project is delivered on time.
“We will do everything possible to ensure that this building is completed within the planned period and contributes to improving education as well as the development of Gicumbi City,” he said.
Among the graduates was Rogin Ifitebyose, who completed a Bachelor’s degree in English and Kinyarwanda. He thanked UTAB for equipping students with knowledge and values that will continue guiding them throughout their professional lives.
“During our time at UTAB, we had the opportunity to study programmes that respond to today’s needs, improve our language skills, gain knowledge in technology, participate in practical learning, conduct research, and acquire other skills that will help us compete at the labour market,” he said.
Meanwhile, Dr. Ndikubwimana Théoneste, Head of the General Higher Education Quality Standards Department at the Higher Education Council (HEC), called on UTAB and other higher learning institutions across Rwanda to strengthen the use of technology in teaching and learning.
He particularly encouraged universities to embrace emerging technologies, including artificial intelligence, to ensure students acquire skills relevant to the changing global environment.
“We encourage the leadership of this university and other institutions to increase the use of technology in teaching and learning. Artificial intelligence is developing rapidly, and students should not be left behind. Universities must invest more in these technologies,” he said.
The graduation ceremony highlighted UTAB’s continued commitment to producing skilled graduates equipped with knowledge, values, and practical skills needed to contribute to Rwanda’s transformation and global development.
UTAB holds 15th graduation ceremony, awards degrees to 1,474 graduatesUTAB Vice Chancellor, Dr. Munana Gilbert, commended the graduates for their dedication and encouraged them to continue acquiring knowledge and skills that will help them advance their personal development.Gicumbi District Mayor, Nzabonimpa Emmanuel, attended the event.UTAB graduates pledge to use the knowledge and skills they acquired to drive development.Dr. Joseph Nkurunziza, Principal of the College of Business and Economics at the University of Rwanda, was among those who attended the ceremony to award degrees to UTAB graduates.
The largest share of the investment, Rwf 18.66 billion, will fund the construction of five specialized schools—one in each province and one in the City of Kigali. The schools will primarily serve children with autism and other intellectual and developmental disabilities.
An additional Rwf 3.75 billion will be used to build and equip 20 centres that provide support services for children with disabilities, while Rwf 2.4 billion has been allocated to strengthen inclusive education for learners with disabilities and those requiring special educational support.
The investment was announced by Irenée Muyizere, Head of the Department of Special Needs and Inclusive Education at the Rwanda Basic Education Board (REB), during the presentation of findings from a study on early childhood education for children with disabilities in Rwanda.
The study, released on July 15, 2026, was conducted by the African Child Policy Forum (ACPF) in partnership with CLADHO, the umbrella organization of Rwandan human rights groups.
According to the findings, about 4.4% of Rwandans aged five and above live with a disability. However, of the country’s 4.16 million learners, only about 39,000 (0.9%) are registered as having a disability.
Enrollment of children with disabilities in pre-primary education remains below 1%, limiting their access to early learning, which plays a critical role in cognitive, social and behavioural development.
The study also found that many families struggle to meet transport and healthcare costs, while children in rural areas face additional barriers, including inaccessible infrastructure and limited early intervention services.
Muyizere said the government aims to increase the number of children with disabilities enrolled in primary schools from 31,751 in the 2023/24 academic year to 80,323 by 2028/29.
“These schools will be located near mainstream schools and will also provide health services for learners,” he said, adding that government subsidies will help cover school fees.
He explained that children with severe autism will attend specialized schools, while those with milder forms of autism or other disabilities will be supported in mainstream schools through specialized resource classrooms, teacher training and assistive technologies such as sign language and Braille.
“We have already trained more than 4,000 teachers to identify and assess children with disabilities early so that they can receive timely support and appropriate learning plans,” Muyizere said.
The share of pre-primary schools implementing inclusive education has increased from 5.7% in 2017 to 66% in the 2024/25 academic year.
Over the same period, the number of children with disabilities enrolled in Early Childhood Development (ECD) centres more than doubled, rising from 1,362 to 3,125.
Rwanda is set to invest over Rwf 24 billion in improving education for children with disabilities
The graduation ceremony took place on July 10, 2026, at the school’s campus in Niboye Sector, Kicukiro District. It brought together the school’s administration, partners and parents.
The Chairperson of the Board of Directors of Saint Joseph School, Jolly Irankunda, said the school’s strong performance is largely driven by close collaboration with parents and a team of highly qualified teachers.
“What contributes to our success is the strong partnership we have with parents. When children return home, they continue receiving support, which enables them to perform well academically. Another important factor is our dedicated teachers. A child’s success depends on how well we prepare our teachers and the cooperation we maintain with parents,” she said.
Irankunda noted that the school continues to strengthen the teaching of various subjects, including languages such as Kinyarwanda, to ensure learners develop strong communication skills in their mother tongue.
She added that the school also plans to introduce Kiswahili into its curriculum to equip pupils with multilingual skills.
The Headteacher of Saint Joseph School, Jean Pierre Nteziyaremye, congratulated the graduates on their achievements, noting that some pupils joined the school with limited speaking abilities but, through commitment and hard work, developed into outstanding learners.
“We commend you for the determination and dedication you have demonstrated throughout your studies. Your efforts have produced remarkable results. Continue working hard and maintain the same discipline as you advance to the next stage of your education,” he said.
He urged the graduates to become worthy ambassadors of Saint Joseph by demonstrating integrity, excellence, wisdom and Christian values. He also encouraged parents to remain actively involved in their children’s education during the holidays and to continue the strong partnership they have established with the school.
Nteziyaremye further thanked the teachers for their commitment and professionalism, as well as the parents for their continued cooperation with the school’s leadership.
He also encouraged parents to enroll their children in the school’s summer camp programme, where they will strengthen their mathematics skills. In addition, he said the school has engaged experts to teach traditional Rwandan dance as part of the holiday programme.
One of the graduates, Ishimwe Byamungu Giselda, said that from nursery school through primary education, she had received not only quality academic instruction but also valuable lessons in discipline, good character and living harmoniously with others.
She thanked the school’s leadership for its contribution to her education and pledged to continue living by the values and principles acquired during her time at Saint Joseph School.
Besides the 126 pupils who completed primary school, another 64 children graduated from nursery school and will begin primary education. The school currently has an enrollment of 730 learners.
The ceremony was attended by the school’s leadership, partners, and parents with children enrolled at the school.A further 64 children also graduated from nursery school and will proceed to primary education.Saint Joseph Primary School graduates urged to uphold the values instilled in them.Jean Pierre Nteziyaremye congratulated the students for their outstanding performance.Jolly Irankunda said that strong collaboration with parents and having qualified teachers are among the key factors contributing to the students’ academic success.
The examinations will be conducted at 1,746 examination centres across the country, with candidates sitting for both Ordinary Level (O-Level) and Advanced Level (A-Level) assessments.
According to NESA, 149,533 candidates are registered for the O-Level examinations, while 108,722 candidates will sit for A-Level examinations.
The number of candidates has increased compared to the previous academic year, when 255,498 candidates were registered for the 2024/2025 Secondary National Examinations.
NESA also confirmed that 879 candidates with disabilities will participate in this year’s examinations.
“The candidates will receive the necessary accommodations and special support measures to ensure they can take part in the exams on an equal basis with other learners,” NESA said.
The Secondary School National Examinations are conducted annually to assess learners’ knowledge and competencies at the end of their secondary education cycles and determine progression to further education and training opportunities.
The examinations will be conducted at 1,746 examination centres across the country, with candidates sitting for both Ordinary Level (O-Level) and Advanced Level (A-Level) assessments.
The 43 beneficiaries will study at various Brazilian universities, where they are expected to strengthen their expertise and later contribute to Rwanda’s development priorities through knowledge and skills transfer.
On July 2, the Higher Education Council (HEC), through its Director of the Bursary, Loan and Fund Management Unit, Désiré Gacinya, took part in a pre-departure orientation session for the scholars.
The briefing equipped the students with guidance on academic expectations, cultural adjustment, financial management, and settling into life in Brazil ahead of their studies.
Brazil’s Ambassador to Rwanda, Irene Vida Gala, said the cohort represents a milestone in bilateral academic relations, noting that they will play a key role in strengthening cooperation between institutions in both countries.
“When I arrived here not too long ago, my main concern was to build stronger connections between universities in Brazil and Rwanda, as well as with the Higher Education Council. I believe we have made significant progress within one year,” she said.
She expressed confidence that the students will return with valuable expertise, research networks, and partnerships that could benefit both Rwanda and Brazil.
Ambassador Vida Gala also highlighted ongoing efforts to deepen university-to-university collaboration, saying progress had been made since her arrival in Kigali in late 2025.
The scholarship beneficiaries said they are eager to take up the opportunity and contribute to Rwanda’s development upon completion of their studies.
The pre-departure orientation session for the scholars was held on July 2, 2026. Brazil’s Ambassador to Rwanda, Irene Vida Gala, said the cohort represents a milestone in bilateral academic relations, noting that they will play a key role in strengthening cooperation between institutions in both countries.The 43 beneficiaries will study at various Brazilian universities, where they are expected to strengthen their expertise and later contribute to Rwanda’s development priorities through knowledge and skills transfer.
The graduation ceremony brought together distinguished guests, including the Guest of Honour, Dr. Mutezigaju Flora, Deputy Director General of the Rwanda Basic Education Board (REB), the Chairperson and members of the Wellspring Academy Board of Directors, the Senior Pastor of Christian Life Assembly, the Executive Director of the Wellspring Foundation for Education, alumni, parents, education partners, staff, and students.
Delivering remarks on behalf of the School Principal, Deputy Principal Mr. George Wilson welcomed guests and reflected on the significance of the occasion.
“Graduation is more than the completion of secondary education. It is a celebration of perseverance, character formation, faith, and leadership,” he said.
He also highlighted the school’s remarkable journey since its establishment in 2007 and its transition to the Cambridge International Curriculum in 2014, a milestone that expanded opportunities for students to access internationally recognised education while maintaining a strong Christian foundation.
This year, Wellspring Academy graduated 77 students, comprising 30 girls and 47 boys. To date, the school has produced 572 graduates, a growing community of graduates making a positive impact in their communities and beyond
The academy emphasised its vision of producing a new generation of servant leaders to bless Rwanda and display the best of Rwanda to the world.
The Class of 2026 distinguished itself not only through academic excellence but also through leadership, spiritual growth, and community engagement. As part of their holistic educational journey, students actively participated in leadership development and character formation.
During the Leadership and Reflection Camp held in Nyamasheke District in September 2025, they strengthened their leadership capacity through Bible study, mentorship, and team-building activities.
Addressing the graduates, Dr. Mutezigaju Flora congratulated the Class of 2026 and encouraged them to apply the knowledge, skills, and values they have acquired to contribute to Rwanda’s development.
She commended Wellspring Academy for producing disciplined, ethical, and purpose-driven graduates, emphasising that quality education remains a cornerstone of national transformation.
The graduating class was also recognised for strong academic performance and active participation in regional and international learning opportunities, including Pan-African academic programmes that broadened their perspectives and strengthened their global outlook.
Academically, the Class of 2026 was commended for its strong performance and participation in external academic platforms, including regional initiatives such as Pan-African programs.
During the ceremony, speakers underscored the importance of discipline, leadership, faith, and service as defining qualities of Wellspring Academy graduates, encouraging them to use their education to influence their professions and communities positively.
Throughout its 20-year journey, Wellspring Academy has remained committed to its mission of educating and equipping students to become highly skilled, Godly leaders, and agents of community transformation.
The school continues to equip learners with the knowledge, values, and skills needed to serve God and society with integrity and purpose.
Deputy Principal George Wilson delivers remarks reflecting on 20 years of academic excellence and transformation.
Graduates of the Class of 2026 joyfully mark the completion of their secondary education journey.Proud alumni of Wellspring Academy joined the graduation ceremony, celebrating 20 years of shaping Christ-centred servant leaders.Guest of Honour Dr. Mutezigaju Flora congratulated the Class of 2026 and encouraged them to apply the knowledge, skills, and values they have acquired to contribute to Rwanda’s development.Pastor Amos Kajuga addresses graduates and guests during the graduation ceremony.Wellspring Academy students stage a performance during their graduation ceremony in Kigali.This year, Wellspring Academy graduated 77 students, comprising 30 girls and 47 boys. To date, the school has produced 572 graduates, a growing community of graduates making a positive impact in their communities and beyond
