As Rwanda advances its ambition to build a knowledge-based and innovation-driven economy, the state of its education system is increasingly coming into focus, highlighting both notable progress in expanding access and persistent challenges in ensuring quality and equity.

Speaking at the State of Education Conference 2026 held on March 30 at Kigali Convention Centre, the Minister of Education, Joseph Nsengimana, underscored that achieving meaningful progress will require a renewed commitment to equity.

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"Every child, whether in urban or rural areas, whether from a vulnerable background or not, must have a fair opportunity to succeed. Equity is not simply an aspiration; it is essential for sustainable development,” Nsengimana said.

"We meet at a defining moment in Rwanda’s development journey, one in which education is not only a sector, but the engine of our national transformation,” he said.

What do numbers say?

Currently, Rwanda’s education system serves over 4.8 million learners, representing approximately one-third of the population. This scale reflects both the growing demand for education and the country’s sustained commitment to expanding access.

Key indicators show progress. The gross enrolment rate has reached 92.5 percent, demonstrating success in widening access to education. However, the net enrolment rate stands at 61 percent, revealing persistent challenges in ensuring that learners are enrolled in the appropriate grade for their age and are progressing effectively through the system.

System efficiency is also improving. The national repetition rate has declined by 6 percent, largely attributed to targeted interventions such as remedial learning. According to the Minister, this demonstrates that focused and evidence-based strategies can yield tangible results.

Despite these gains, progression remains a concern. More than half of learners are older than the expected age for their grade, and only a limited proportion of those who begin Primary 1 complete Secondary 6 on time. This, Nsengimana noted, has far-reaching implications for efficiency, equity, and learners’ future prospects.

At the foundational level, progress is steady. Pre-primary enrolment has risen to 50.3 percent, moving Rwanda closer to universal access. "This matters because learning begins long before Primary 1,” he said, stressing that expanding access must go hand in hand with improving quality, particularly in foundational literacy, numeracy, and socioemotional skills.

At the primary level, the outlook is increasingly positive. The dropout rate has declined to 4.9 percent, while repetition continues to fall.

However, challenges persist, particularly in classroom congestion. High pupil-teacher ratios, especially in early grades, continue to affect the quality of teaching and learning, underscoring the need for sustained investment in infrastructure and human resources.

In secondary education, progress is mixed but promising. While upper secondary enrolment is increasing, overall participation remains relatively low, pointing to the need for expanded pathways and stronger retention strategies beyond primary education.

One of the most notable developments is in Technical and Vocational Education and Training (TVET). Enrolment has increased by over 15 percent and now accounts for approximately 40 percent of upper secondary students. This shift reflects growing recognition of the importance of skills-based education and diversified learning pathways in driving national development.

However, the Minister raised concerns over declining participation in STEM fields at the secondary level, particularly among girls. "This is not just an education issue; it is a national competitiveness issue,” he said. He for targeted efforts to ensure that all learners, regardless of gender, can pursue science, technology, engineering, and mathematics.

In higher education, enrolment has grown from 130,000 to 153,000 students, indicating rising demand for advanced skills. Increased participation in STEM-related programmes aligns with Rwanda’s ambition to build a technology-driven economy. However, Nsengimana stressed the importance of aligning academic programmes with labour market needs and national priorities.

Efforts to improve learning conditions are also yielding results. Nearly 88% of schools are now connected to electricity, over 84 percent have access to water, and school feeding is available for 99 percent of learners. While these achievements support both access and retention, gaps remain in areas such as safe drinking water, sanitation, and infrastructure quality.

In terms of inclusive education, progress is evident but limited. Enrolment of learners with disabilities is increasing. Additionally, the number of teachers trained in special needs education remains low, highlighting the need for more deliberate and sustained efforts toward inclusivity.

Overall, Nsengimana noted that the data present a clear picture, "Progress is being made, and effective interventions are beginning to show results, "he said.

Initiatives such as remedial learning are reducing repetition, teacher training is improving instructional quality, and new classrooms are helping to ease overcrowding. Nationwide programmes, including English proficiency training for over 120,000 teachers, are also strengthening delivery.

Looking ahead, the Minister emphasized that the priority must be to scale and sustain what works. The next phase of Rwanda’s education transformation, he said, must be defined not just by access, but by the quality of learning outcomes, what students know, what they can do, and how well they are prepared for the future.

"This requires us to strengthen the use of data in decision-making at every level of the system. It requires accountability for results and a continued focus on quality in every classroom across the country,” he said.

He called for stronger partnerships across government institutions, districts, schools, development partners, and the private sector. "Education must remain a shared responsibility. When we align our efforts, we amplify our impact,” he said.