The Ministry of Education has been given 12 months to update Rwanda’s 2003 education policy to align it with the country’s Vision 2050 and other national programmes aimed at strengthening and achieving quality education.

Members of Parliament issued the directive as a resolution following the presentation of a report by the lower house’s standing Committee on Education, Technology, Culture, Sports, and Youth, on February 26. The report analysed the 2003 education policy and the 2017-2024 education sector strategic plan, which was meant to guide the second phase of the National Strategy for Transformation (NST2).

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While presenting their findings, MP Emma Furaha Rubagumya, the chairperson of the parliamentary committee, emphasized the necessity of updating the policy, noting that it was originally designed based on Vision 2020, the National Poverty Reduction Strategy Paper (PRSP), the Education for All program, and the Millennium Development Goals (MDGs).

"With new frameworks now shaping the country’s development, including Vision 2050, the Five-Year National Plan for Accelerated Development (2024-2029), the Sustainable Development Goals (SDGs), and Africa’s Vision 2063, it is imperative to update the policy to reflect both national and global advancements in education,” Rubagumya said.

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The ministry earlier announced plans to review the outdated policy, aligning it with labour market demands, NST2, and Vision 2050.

The Minister of Education, Joseph Nsengimana, provided an update on February 18 during a session with the Senate’s Committee on Social Affairs and Human Rights, where senators sought information on government efforts to promote Technical and Vocational Education and Training (TVET).

"We are in the process of reviewing this policy to integrate emerging trends. It will be aligned with Vision 2050 and NST2,” Nsengimana stated, adding that the revised policy will encompass general and TVET education.

He emphasized that the updated policy would build on ongoing efforts to provide quality education based on Rwandan values and include key areas such as pre-primary education, STEM, and labour market alignment.

Nsengimana said one of the key aspects under review is the expansion of pre-primary education, which remains low, with an enrolment rate of 39 percent. Rwanda aims to increase this to at least 60 percent by 2029, according to the education ministry’s 2024-2029 sector strategic plan.

"Many children miss out on pre-primary education, affecting their ability to progress smoothly through the education system. Under NST2, we want to significantly increase enrolment rates in pre-primary schools,” Nsengimana noted.

The revised policy will also prioritize STEM education, recognizing its critical role in preparing students for careers that are in high demand in the labour market.

"In linking education to market demands, STEM is an area where we are putting more effort,” Nsengimana said.

Another key area of focus is the enhancement of TVET institutions and higher education. Nsengimana reiterated that Rwanda aims to have at least 60 percent of students enrolled in TVET programmes.

"This will help us train teachers for both general and TVET education institutions,” he added, citing the role of the University of Rwanda and Rwanda Polytechnic in the initiative. The ministry is also working on aligning education with labour market needs by evaluating existing and emerging economic sectors and adjusting curricula accordingly.

The committee’s report also highlighted several achievements in the education sector over the years.

These percentage of primary schools with kindergarten classes increased to 82 percent, surpassing the planned target of 63.4 percent.

The literacy rate among third-grade students in Kinyarwanda rose from 54 percent to 82.98 percent, and the proportion of students studying science in the second stage of high school increased from 56.8 percent to 63.4 percent, exceeding the target of 62.3 percent.

But the report also identified a number of persistent challenges that need urgent attention, including low proficiency in English among teachers and students, overcrowded classrooms, insufficient infrastructure such as classrooms, water supply, and electricity, in addition lack of trained teachers.