Marking the International Day of Education under the theme "AI and Education: Preserving Human Agency in a World of Automation,” prompts reflections on how education can empower people to navigate and influence technological advancements.
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According to Diane Sengati, the Head of the Department of ICT Education at Rwanda Basic Education Board (REB), the country has made significant strides in integrating AI and technology into its education system.
In April 2023, the Cabinet approved the National AI Policy, making Rwanda the first African country to design such a framework. This policy outlines a comprehensive approach to leverage AI's potential across key sectors, including education.
"The government aims to establish a foundation for world-class AI education and applied research, equipping young learners with globally competitive STEM skills,” Sengita said. Initiatives like the 2024 AI Hackathon showcased students' interest in AI and informed ongoing efforts to integrate AI modules into the curriculum, she said.
Current implementation and challenges
Sengati explained that AI integration in education is still in its early stages. The government is focusing on developing AI curricula, training educators, and addressing existing gaps.
Teacher training through upskilling educators to teach AI-related subjects is a priority. The national AI policy commits to reskilling the workforce through programmes like the national skills building programme and the young professionals apprenticeship programme.
The policy prioritizes strategic investments to address relevant needs and curriculum development, and efforts are underway to adapt the curriculum to include AI and data-related topics, supported by a dedicated teacher corps for training and mentorship.
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Expected outcomes
The integration of AI in education, according to Sengati, is expected to facilitate personalized learning experiences tailored to individual student needs, foster research and innovation, position Rwanda as a leader in AI on the continent, and prepare students for the evolving job market by equipping them with AI and data skills.
Technology integration, digital literacy, and teacher empowerment
Sengati confirmed that Rwanda’s goal of equipping all teachers with laptops by 2025 remains a target.
As of 2024, up to 1,055 secondary schools were equipped with smart classrooms accessible to teachers and students. However, challenges such as budget constraints, logistical hurdles, and maintenance requirements persist.
"Providing laptops to all teachers requires substantial funding. The government is exploring partnerships to support this initiative,” she noted. Programmes to enhance digital literacy, especially among teachers in remote areas, are also being prioritized through training centers, smart classrooms, and centers of excellence dedicated to technology and digital skills.
She said that efforts to address infrastructure challenges, such as a shortage of computers, poor internet connectivity, and limited electricity, are ongoing.
Sengati said over 274,000 laptops were given to 1,668 primary schools, alongside 1,055 smart classrooms equipped with 50 laptops, each.
As regards internet connectivity, around 60 percent of schools now have internet access through various projects, including satellite-based Starlink for remote areas and fiber-optic connections.
Moreover, electricity access where over 80 percent of schools are connected to the national grid, with alternative energy solutions being implemented for the rest.
Marthe Uwimana, a primary school teacher at Gatsata Catholic Primary School, said that while her school has internet access, it lacks computers. Teachers rely on smartphones for demonstrations and accessing online materials.
"Computers would help us teach more effectively, conduct research, and streamline administrative tasks,” she said, calling for infrastructure improvements.
Emmanuel Nzasingizuhoraho, a teacher at GS Ruhanga in Gakenke District, highlighted the disparity in technology adoption in rural schools.
"Our school uses solar panels for electricity but we have no computer lab and therefore there is limited internet access. This affects both teaching quality and student retention, as many transfer to better-equipped schools,” he explained.
Augustin Uwiringiyimana, a teacher at GS Mugega in Ngororero District, echoed these concerns.
"Some schools still lack electricity and internet. Computers only arrived at my school last month. Improving infrastructure is essential to enhance the quality of education,” he said.