Rwanda’s ambition to build a knowledge-based, innovation-led economy will depend largely on how effectively universities move beyond teaching to lead research and innovation, according to the Ministry of Education and the Higher Education Council (HEC). While public investment in research and development has increased in recent years, the country’s research output and innovation impact remain modest. Education leaders say this gap highlights the need for higher education institutions to fully assume their role as drivers of knowledge creation, innovation and long-term economic transformation. ALSO READ: Universities need strong research culture to drive innovation “If we are to realise the ambitions of Vision 2050 and the National Strategy for Transformation (NST2), our universities and research institutions must move beyond traditional teaching,” Minister of Education Joseph Nsengimana said. “They must become dynamic centres of discovery, innovation, industrialisation and evidence-based policymaking.” Nsengimana acknowledged that the government has strengthened higher education institutions and increased research funding over the years. Still, unmet demand for quality higher education, average results on international benchmarks, and low levels of patenting and commercialisation suggest there is room to do much more. “Achieving the future we want means building globally competitive research while also nurturing excellence that is rooted in Rwandan realities and linked to global knowledge networks,” he added. Edward Kadozi, Director General of the Higher Education Council (HEC), echoes that view, noting that worldwide, higher education is expected not just to train graduates but to generate relevant research, spur innovation and support national development. “Our progress is encouraging,” Kadozi said, “but with nearly five million learners in the school system, Rwanda needs far stronger quality at the higher education level. The transformation has to be faster and deeper.” Over the past two decades, the sector has expanded rapidly. Gross enrolment has tripled from 3 per cent to 10 per cent. Student numbers grew by 43 per cent between 2016 and 2024, while the number of higher education institutions has quadrupled since 2000. Doctoral training has also taken off from just three PhD students in 2013 to 542 last year. Yet Kadozi admitted that universities have not fully assumed their role as drivers of research and innovation. “Internationally, it is universities that lead research,” he said. “Because of how our system has evolved, that leadership role has not been fully taken up. That is why we convened this conference—to rethink how higher education can better anchor research and innovation.” He stressed that teaching and research go hand in hand. Active researchers bring fresh knowledge into classrooms, keep curricula aligned with labour market needs and naturally deepen links with the private sector. “If universities were doing more research and innovation, engagement with industry would follow,” Kadozi said, urging institutions to be more entrepreneurial in designing programmes, projects and partnerships. This push to reposition universities formed the backdrop to a high-level conference organised by HEC, in partnership with Princeton University, held in Kigali on February 18, 2026. The meeting brought together policymakers, academics and international experts to explore how higher education can more effectively drive research and innovation for national transformation. Discussions focused on institutional models that fit Rwanda’s context, developing research talent, mobilising sustainable financing and building stronger links between academia, industry and government. From the university perspective, Ogechi Adeola, Deputy Vice-Chancellor for Research, Innovation and Enterprise at the University of Kigali, argued that institutions need to rethink how they define success. “We must move from a publication-first mindset to an impact-by-design approach,” she said. “Research matters most when it improves lives, creates jobs and supports national development.” That means asking hard questions at the start of every project: who will use the findings, how they will be tested in practice, and what real change they are meant to deliver. Adeola also called for stronger innovation infrastructure within universities, including clear intellectual property rules, technology transfer offices, incubation programmes and incentives that value patents, prototypes, start-ups and policy influence alongside academic publications. Partnerships, she added, should be institutional rather than driven by individual relationships. Industry advisory boards, jointly funded challenge-driven projects and shared innovation spaces could help speed up technology transfer and commercialisation. Adeola also raised concern about gender gaps in research and innovation leadership, despite expanded access to higher education. “Universities need deliberate action,” she said. “Structured mentorship, leadership training, grant-writing support and protected research time are essential. Gender-responsive funding, family-friendly policies and transparent promotion systems can help remove barriers and ensure fair representation.” As Rwanda works toward Vision 2050 and NST2, there is broad agreement that expanding access to higher education is not enough. The real test will be whether universities can grow into vibrant hubs of research, innovation and enterprise—institutions that not only educate, but also help shape the country’s economic and social future.
