Rwanda has made important progress in education. More children are attending school, literacy levels have improved, and the country continues to invest in schools, teachers, technology and skills development. According to the National Institute of Statistics of Rwanda (NISR), the net attendance rate for primary school reached 92.8% in 2023/24, while the rate for secondary school was 33.7%.
However, increasing access to education is only one part of the bigger picture. The next question is whether every learner is gaining the knowledge and skills they need to succeed in school, work and everyday life.
One area that still needs attention is learning outcomes. Rwanda’s 2025 Learning Achievement in Rwandan Schools (LARS) assessment, conducted among nearly 20,000 learners across all 30 districts, found progress in several areas. However, it also identified continuing challenges in foundational literacy. While many learners could read fluently, a significant number still struggled with understanding what they had read. Mathematics also remained challenging for many learners, particularly in problem-solving and applying mathematical concepts to practical situations.
This is important because education is not only about being able to read a question and give an answer. Students also need to understand information, think critically, solve problems and apply what they learn outside the classroom.
Teacher development is another area that deserves continued attention. Rwanda’s Ministry of Education has identified continuous professional development, teacher licensing, career development, English proficiency and teacher welfare as important areas under its Teacher Development and Management Policy. The ministry has also identified shortages in some high-demand areas, including Technical and Vocational Education and Training (TVET).
The quality of education is closely connected to the support teachers receive. A curriculum can be well designed, but its success also depends on whether teachers have the training, materials and working conditions needed to deliver it effectively.
There is also a growing need to strengthen digital skills. NISR’s EICV7 report found that computer literacy among people aged 15 and above was 12.8% in Rwanda. The difference between urban and rural areas was significant, at 27.5% and 6.6% respectively.
This matters because education and employment are increasingly connected to technology. Students may leave school with academic qualifications but still need stronger digital skills to compete in a changing workplace.
Another area that deserves attention is the connection between education and employment. Rwanda’s Education Sector Strategic Plan 2024–2029 specifically identifies the need to improve the market relevance of education and expand access to education that responds to labour-market needs, particularly through TVET and higher education.
For students, this means education should provide more opportunities to connect classroom knowledge with real situations. Practical projects, career guidance, internships, entrepreneurship and exposure to different professions can help students understand how what they learn can be used after school.
Equal opportunities also remain important. NISR’s data shows differences in educational outcomes and literacy between parts of the country. For example, the overall literacy rate for people aged 15 and above was 76% in EICV7, while literacy was 91% in Kigali City compared with 72% in Southern Province.
These differences do not mean that one part of the country is being ignored. They show why education policies need to consider the different conditions learners face across Rwanda.
There is also the question of inclusive education. Rwanda’s Ministry of Education has identified inclusive education as a continuing priority, including stronger teacher training in inclusive and adaptive teaching methods, better accessibility in schools and earlier identification and support for learners with disabilities.
Therefore, the conversation about Rwanda’s education system should not simply be about what is “wrong” with it. Rwanda has made clear progress, and the government itself has identified many of the areas where the next improvements need to happen.
The bigger question is how to move from access to stronger learning, from academic knowledge to practical skills, and from having a qualification to being prepared for life and work.
Education should give young people more than a certificate. It should help them understand problems, communicate, use technology, think independently, solve problems and apply their knowledge in the real world.
Rwanda has already identified many of these priorities in its Education Sector Strategic Plan for 2024–2029. The continued task is to make sure that these priorities translate into meaningful improvements for learners in classrooms across the country.
Brenna AKARABO
RADIOTV10