Shortages of qualified teachers, outdated training equipment, and limited digital infrastructure are among the key challenges facing Rwanda’s Technical and Vocational Education and Training (TVET) sector, according to a new report by the Institute of Policy Analysis and Research (IPAR-Rwanda). The research, titled “Building TVET Systems for Economic Transformation,” was launched on Thursday, March 5, at the Kigali Convention Centre. It surveyed 636 participants across the sector. ALSO READ: TVET is not plan B. It’s Rwanda’s best bet Conducted in partnership with the African Center for Economic Transformation (ACET), the study is part of a six-country initiative aimed at aligning vocational training with the evolving nature of work. While Rwanda has expanded TVET enrolment and strengthened policy frameworks, the report finds that structural gaps continue to limit the sector’s effectiveness. The number of TVET institutions increased from 385 in 2017 to 470 in 2023, but much of the training equipment remains outdated. The report also notes that 91 per cent of institutions lack adequate skills forecasting systems, while 94 per cent struggle to adapt training to changing labour market demands. ALSO READ: How Rwf47bn TVET centres of excellence could change Rwanda's agric sector The study also highlights a digital divide that risks leaving rural students behind. Although digitalisation is progressing in urban centres, overall adoption stands at just 42 per cent, with many rural areas lacking reliable internet and essential digital tools. To strengthen the sector, the report recommends policies that promote gender equality and inclusivity, particularly for women, rural communities, and persons with disabilities. It also calls for curricula tailored to local and regional economic needs, with stronger focus on sectors such as agriculture, mining, tourism, and fisheries. Greater private sector involvement, corporate engagement, and social responsibility initiatives are also encouraged. ALSO READ: Govt commits to boost infrastructure for schools Targeted vocational training for vulnerable groups could help reduce labour market inequalities, while stronger collaboration with civil society organisations would improve communication, resource sharing, and programme effectiveness. Speaking at the launch, IPAR-Rwanda Executive Director Eugenia Kayitesi said the shift toward the Fourth Industrial Revolution (4IR) requires a fundamental rethink of how skills are delivered. “With increasing reliance on technology and artificial intelligence, it is important to rethink the infrastructure in our TVET schools. This calls for greater investment,” she said. Kayitesi also stressed the need to assess teachers’ skills and provide adequate training so they can deliver modern, industry-relevant education. “The curriculum must be strengthened to ensure graduates are well prepared and truly qualified for the industrial labour market,” she said, noting that bridging the gap between training and industry needs remains one of the sector’s biggest challenges. Edward Brown, Senior Director at ACET, said the six-country study aims to better understand TVET systems while engaging policymakers and stakeholders in identifying solutions. “TVET in Rwanda has a fundamentally robust structure, but challenges remain,” he said, noting that the number of institutions has grown from about 380 in 2019–2020 to over 400 today. Brown cited persistent issues including outdated equipment, limited female participation, inadequate infrastructure, and slow adoption of digital technologies. He called for stronger action from both the government and the private sector to address the gaps. He added that discussions with government institutions are already underway to help address these structural challenges. Responding to the findings, Rose Baguma, Head of the Education Policy Department at the Ministry of Education, acknowledged the need for improvements, particularly in infrastructure and technology. “Plans are already in place to increase smart classrooms, which will benefit not only TVET schools,” she said, adding that rising student numbers require further expansion of facilities, including new buildings. Baguma also highlighted a new programme set to launch in April targeting youth who did not complete secondary school or obtain certificates. “The programme will offer a variety of short courses, including TVET,” she said. She emphasised the importance of research in guiding policy and aligning TVET with Rwanda’s industrial development priorities. “It helps assess graduates’ readiness for the labour market and identifies ways to strengthen their employability,” Baguma said.
