Teachers and other stakeholders have welcomed the plan to phase out the traditional A-Level combinations in secondary schools in favor of three newly structured learning pathways, a move aimed at improving students’ academic and career readiness.

The plan was announced on June 20 during the National Education conference on Rwanda&039;s 2050 education reforms which seek to produce market-ready graduates.

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The education reforms introduce three learning pathways: Math and Science, Languages, and Arts and Humanities, replacing old subject groupings like Mathematics Physics and Geography; and Mathematics Computer Science and Economics, among others. These changes, according to officials, aim to reshape secondary education for greater inclusivity, efficiency, and national alignment.

Implementation of the new system will be gradual, according to officials.

Benson Rukabu, the national coordinator for Rwanda Education for All Coalition (REFAC), a coalition of civil society organizations working for the promotion of quality basic education for all in Rwanda, approved the Ministry of Education's reforms and stressed the need for effective guidelines for educators.

He said: "The change ensures flexibility, letting children cultivate their talents and make personal decisions. Teachers also need guidelines to understand and implement new reforms effectively, supporting students.”

Sylvere Ndayambaje, a teacher of English, general studies, and communication skills at Groupe Scolaire Saint Joseph Kabgayi Secondary School, said that the student's self-assessment forms the basis of their learning pathway choice, with teachers providing guidance.

"For the transition, schools should support teachers with enough necessary materials and training," said Ndayambaje.

According to Anesie Umutoniwase, a teacher of languages at Groupe Scolaire Muhanga, compared the new system to the previous one in terms of producing job-ready graduates.

She said: "The change is beneficial. The government deems it essential for students to compete effectively in the job market. The previous system often led students to sidestep difficult subjects within their chosen fields.

"For instance, a student studying Math, Chemistry, and Biology might prioritize easier electives like Entrepreneurship, potentially graduating with a degree but lacking proficiency in their core subjects. The new system will require students to excel across diverse subjects, resulting in well-equipped graduates better prepared for the market.”

Students choose their learning pathway, educators said, guided by their individual interests and strengths.

Epiphanie Mutezinka, a parent in Kigali, also said the new system is beneficial.

She said: "If a student chooses languages, for example, combined with mandatory subsidiary lessons such as ICT and others, it directly leads to career opportunities. Parents should support their children’s choice, guided by their aspirations.”

While announcing the new system, on June 20, the Minister of Education, Joseph Nsengimana, explained that the change is part of the government’s "broader vision to equip students” with knowledge and skills to make informed choices, whether they continue to university or enter the job market after secondary school.

"We’re working closely with schools during the summer holidays to assess their readiness. There will be no surprises,” the minister said.

He also clarified that students who previously completed A-level under the traditional combinations will not be affected.

The reform is about increasing opportunities for learners and building the nation’s future, Nsengimana said.