It has been a year since Rwanda introduced a remedial learning programme, which gives primary school pupils who scored below 50 per cent in their end-of-year exams a second chance to get promoted.

Rather than automatically repeating their respective classes, these pupils are granted the opportunity to catch up through a one-month remedial learning programme conducted during the school holidays.

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Designed to help pupils reach the required grade-level competencies, this initiative is being implemented in public and government-aided schools across the country. To see how the programme is playing out in real time, and how it impacts learners and teachers, I made an unannounced visit to Groupe Scolaire Kinyinya in Gasabo District one Thursday. It was unplanned for the school administration, but very much planned for myself.

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In the 2024-2025 academic year, GS Kinyinya enrolled over 2,500 pupils in its primary school section. Among them, 476 failed to meet the 50 per cent threshold required for promotion. As a result, they were enrolled in the holiday remedial programme, at the end of which they would sit for another exam and potentially advance to the next grade.

Currently, about 310 pupils are participating in the programme at GS Kinyinya. The rest have not reported. Teachers blame parental neglect for those who miss the remedial programme.

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By the time I arrived at 8:34 a.m., the school compound was alive. Some pupils were playing games in the play yard, while others had already settled into their classrooms.

I introduced myself to the school administration, feeling a bit uneasy about showing up unannounced. Fortunately, the headmistress was gracious and allowed me to observe one of the ongoing classes. I was directed to the Primary Five mathematics teacher, who welcomed me to his session.

We walked past several blocks until we reached the candidates classroom, where the lesson was about to begin. The pupils greeted me warmly, referring to me as their "visitor” in their well-rehearsed salutation.

Inside the classroom, students sat in groups of four, five and six, arranged in a U-shape. According to their teacher, Bosco Nsengiyumva, who handles all Primary Five mathematics classes, this layout is intentional.

"This setting encourages discussion and allows me to give each child the attention they deserve,” he explained.

Nsengiyumva, who also teaches sports, added that teachers were trained on various methods to help learners before the programme began.

"We were taught to group learners based on their performance. Those with the lowest marks sit together so I can focus on helping them progress step by step,” he said.

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Teachers noted that about 70 per cent of the targeted pupils have consistently attended classes since the programme began on July 21.

The day’s lesson was on Integers, one of the most commonly failed units. Mathematics is taught daily during the remedial period, unlike other subjects that are rotated according to a set schedule. Each day includes two lessons from 8:30 a.m. to 12:30 p.m., with a 40-minute break, as prescribed by Rwanda Basic Education Board (REB).

During the session, the teacher issued assignments mid-lesson and instructed learners to first work individually, then compare answers within their groupmates. They were only to call the teacher once they had reached a consensus or needed clarification.

He moved around the room, engaging each group in discussion. One pupil was later invited to solve an equation on the chalkboard. This sparked a class-wide discussion about the solution, with children actively participating, clearly enjoying the lesson.

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A wholesome learning atmosphere

At exactly 10:28 a.m., two men arrived carrying a bucket of porridge, followed by a woman with a tray of biscuits. I watched as every child pulled a cup from their schoolbag, clearly a well-established routine, and enjoyed their breakfast before heading out for a break.

I used this moment to ask a few questions. Later, the pupils returned for their next lesson, Social Studies, before heading home.

According to teachers, overcrowded classrooms are a significant barrier to performance. At GS Kinyinya, each Primary Five class has around 90 pupils, which makes it hard for a teacher to give enough attention to each of them. Family-related issues, including conflict or the absence of parental support, also contribute to poor academic performance.

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Over 774,000 learners on remedial

Nationwide, more than 774,900 primary school pupils who scored under 50 per cent are currently enrolled in remedial classes. These learners will sit for exams administered by the National Examination and School Inspection Authority (NESA) at the end of the programme.

"The assessment is prepared by NESA and administered by schools, following the same procedures as the regular Term 3 examinations,” said Flora Mutezigaju, Deputy Director General at REB. "NESA uploads the exams to the Comprehensive Assessment Management Information System (CAMIS), and schools manage the administration and reporting. Those who meet the grade-level competencies will be promoted.”

Mutezigaju emphasized the programme’s inclusive approach.

"Some learners simply need extra time and support. This initiative gives every learner a fair chance to succeed,” she said.

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Based on the previous year’s results, the programme has had an impact.

Out of some 418,000 students recommended for remedial learning in 2024, 86 per cent attended. 64 per cent of those who took the assessment passed and got promoted.

"The government would have spent more than Rwf12 billion on repeaters if the remedial programme had not been implemented,” Mutezigaju argued. "Thanks to the initiative, that figure was reduced to less than Rwf7 billion.”

According to REB, the national repetition rate in lower primary is expected to drop from 23.4 per cent to 11 per cent thanks to the remedial. Socially, the programme helps reduce dropout rates and behavioral issues often associated with repetition.

Youth volunteers have also been deployed to support the initiative, offering targeted, individualized support while promoting civic engagement among young people during their holidays.

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However, the teachers and officials said, a key challenge remains: some parents fail to send their children for the programme.

"Parents and the wider community should understand that children learn differently, and some simply need a little extra support and time to catch up,” Mutezigaju said.

"These learners are supported through the Holiday Remedial Learning Programme, and the majority do successfully meet the grade-level competencies.”

She added that parents or guardians who neglect the programme should recognise that repeating a grade is costly for both families and the country as a whole.

"For learners, it can be a source of frustration. Therefore, we must all do everything possible to help learners achieve the required competencies and be promoted.”