Despite progress in pre-primary enrolment, primary schools still face high repetition and dropout rates, with overcrowded classrooms further affecting learning, according to the Ministry of Education. These issues were highlighted during a three-day education conference which began on Friday, June 13, in Kigali. While presenting findings on the state of education, Adia Umulisa, the Head of Education Sector Planning, Monitoring and Evaluation at the Ministry of Education, said that the gross enrolment rate for pre-primary increased from 39 per cent in the 2022/2023 fiscal year to 45 per cent in 2023/2024, reaching the target set under the first National Strategy for Transformation (NST1). However, she said, overcrowding in classrooms remains an issue. ALSO READ: Overcrowded schools lower quality of education Umulisa also noted high repetition and dropout rates in lower primary. “In the 2022/2023 academic year, 35 per cent of pupils repeated P1, with a 6 per cent dropout rate. In P2, repetition was 27 per cent and dropout 5 per cent, while in P3, 23 per cent repeated and 3 per cent dropped out.” The pattern continues in upper primary. “In Primary 4, the repetition rate is 28 per cent and dropout is 4 per cent, while in Primary 5, 35 per cent repeat and the dropout rate is 9 per cent.” Progress in pre-primary enrolment The Minister of Education, Joseph Nsengimana, emphasised that even though the government has reached the NST1 goal of 45 per cent in pre primary enrolment, it is not enough. “That is why we have put new measures in place to raise this number to at least 65 per cent in the next five years. Our goal is for children to start primary school well-prepared, which will also help them succeed.” “The importance of pre-primary education is huge. Research shows that when a child goes through this level successfully, it sets them on the path to perform well in all the schooling that follows,” he added. He called on communities, parents, and education stakeholders to work together to expand access and improve learning quality at the foundational level. Overcrowding, infrastructure gaps On the issue of overcrowded classrooms, Nsengimana acknowledged the government’s ongoing efforts to build new infrastructure. “Enrolment at the lower primary level continues to rise, which is a good thing. But as the number increases, it causes overcrowding in classrooms.” Despite the construction of 27,500 classrooms between 2017 and 2024, he said many classrooms are still overcrowded, and some schools operate in double shifts. To address this, the government is aiming for a classroom-student ratio of no more than 46 students per class under the second phase of the National Strategy for Transformation (NST2). “Our goal is for all students to study in a single shift, which supports better learning outcomes,” he added. ALSO READ: Gov’t needs over 26,000 new classrooms to end double shifts Tackling dropouts, repetition The minister also urged parents to help return young children who dropped out of lower primary school, noting that the government will work with local leaders to support their reintegration. He further emphasised the role of partnerships in addressing education challenges. “The government must have a strong foundation to rely on and that’s where stakeholders come in. We appreciate the support from partners who have helped in teacher training programmes and in strengthening pre-primary education. We invite more stakeholders to join us, especially in building classrooms.” Enhanced teacher training Jackline Umurerwa, the head teacher at GS Camp Kanombe, noted that besides overcrowding, insufficient training for teachers in lower primary contributes to repetition. ALSO READ: Five things to know about Rwanda's model schools for teacher training “Imagine assigning a teacher who used to teach P4 to a P1 or P2 class. That teacher might spend an entire year without mastering the right teaching methodology for that age group.” She commended recent teacher training efforts for lower primary, noting they have improved lesson delivery and should be continued. Charles Avelino, the Chief of Education at UNICEF Rwanda, noted that while UNICEF doesn’t directly build schools, it advocates for more investment in infrastructure and supports teacher training programmes, including in English language instruction and learner-centered techniques. “You can have good infrastructure, but if the teacher isn’t motivated or skilled, it’s a problem. So, we work with the government to improve training programmes and develop guides teachers can use themselves,” he explained. Shift to remedial learning Bernard Bahati, the Director General of the National Examination and School Inspection Authority (NESA), explained that high repetition rates in upper primary, especially in Primary 4 and 5, are largely driven by pressure to perform well in national exams. ALSO READ: Remedial course programme makes significant impact as it concludes “Because exams are often used by school leaders and parents to judge a school’s performance, some headteachers do whatever it takes to ensure success in P6, including making students repeat P4 or P5,” he said. He advocated for remedial support over repetition. “Instead of putting all the energy into making children repeat classes, we should channel those efforts into remedial learning. That way, we support students in P4 and P5 to catch up and move forward successfully.”
