Some teachers, especially those teaching in primary schools in the lower grades, say that teaching two shifts (some in the morning, others in the afternoon) has started to affect children’s learning because they do not have enough time to study.
At the end of the 2024–2025 school year, the Rwanda Education Board (REB) announced that it had carried out various reforms in education, including that children in the first cycle of primary school (from Grade 1 to Grade 3) would now study in two shifts (some in the morning, others in the afternoon) instead of one shift as was previously the case.
In the new 2025–2026 school year, this has started to be implemented, with some children now studying in the morning and others in the afternoon on a rotating basis.
However, some teachers say this system has challenges, noting that giving attention to a child who studied in the morning at the same level as one who studied in the afternoon is difficult.
Mukamwezi Petronille, who teaches Grade 3, said: “When we were teaching in one shift, children had enough time to study subjects in the morning, review them in the afternoon, and also complete their notes and exercises, which helped them perform very well. But now, the time they have to study is very short because, for example, I was supposed to teach five lessons, but now I am on the fourth. These children have left; others will come, and I have to start over what I taught the morning group and then teach the afternoon group.”
This teacher also said that the behavior of children who study at different times is not the same, because children who study in the afternoon tend to be sleepy, while those in the morning are alert.
She added: “They are tired [those who study in the afternoon] because of the heat, so we have to review the lessons in the morning for those who did not perform well, even before moving to another lesson. We are always in a rush; there is no time to rest, it is exhausting, but it must be done this way because if we do not, the morning and afternoon students will not be on the same level, and they all have to cover the same content because even when tested, they will be tested on the same things.”
Nyirabahuru Justine, who teaches Grade 2, also said: “After 12pm. it becomes difficult because the teacher’s energy that was present in the morning decreases by the afternoon, which affects lessons since children studying after 6 p.m. are also tired.”
These teachers suggested a solution to overcome these challenges: they proposed that each teacher should have a single group of students to teach.
They said: “If I had a morning group and the afternoon group was taken by another teacher, it would help a lot. Children’s performance would improve, and the teacher would have enough time to prepare lessons well and give proper attention to the children.”
School leaders say they are trying to assist teachers to ensure that by the end of the school year, all the planned lessons are completed.
Nsengimana Charles, head of the Kimisagara school cluster, said: “What we are doing with teachers is ensuring that no time is wasted; teachers have the responsibility to teach, but we also help them in every way, while making sure they are performing their duties properly so that children can learn well and finish all planned lessons.”
The first term of the 2025–2026 school year began on 8 September 2025 and will end on 19 December 2025.
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