Why TVET graduates still struggle to find jobs

Rwanda’s investment in Technical and Vocational Education and Training (TVET) is beginning to yield measurable results, marked by rising enrolment, improving employability rates, and stronger recognition from industry. Yet, despite this progress, a key question persists: why do skills not always translate seamlessly into jobs? This issue took centre stage at the State of Education Conference 2026, where education leaders, policymakers, and industry players examined what is working and what is not within Rwanda’s skills development ecosystem. ALSO READ: Where Rwanda’s education sector stands in 2026 One of the key debates focused on whether the TVET curriculum itself is part of the problem. According to Paul Umukunzi, Director General of the Rwanda TVET Board (RTB), training programmes are carefully designed in collaboration with industry and international experts. “Our curricula are strong. When industry players review them, they confirm that the content reflects what is needed in the labour market,” he said. However, he noted that a well-designed curriculum is only the starting point. “The real challenge begins when we try to implement it,” Umukunzi added. The implementation gap Unlike general education, TVET relies heavily on practical, hands-on learning. In Rwanda, about 70 per cent of training time is intended to be dedicated to practice. Delivering this at scale, however, remains a challenge. From limited equipment and costly training materials to shortages of qualified trainers, institutions often struggle to provide the level of practical exposure required. “You cannot train a welder without a welding machine, or a chef without ingredients,” Umukunzi said, stressing the cost-intensive nature of skills training. This gap between curriculum design and real-world delivery means some graduates enter the labour market without sufficient hands-on experience, affecting their job readiness. A different perspective: Is design also to blame? While implementation challenges were widely acknowledged, Sylvie Mucyo, Vice-Chancellor of Rwanda Polytechnic, offered a slightly different perspective. She argued that curriculum design itself still needs improvement, particularly in how it integrates both technical and soft skills. “It is not just about what we teach, but how we design learning to ensure students acquire critical thinking, communication, and problem-solving skills,” she said. Mucyo emphasised that these competencies are increasingly demanded by employers but are not always effectively embedded in training programmes. Another key issue raised was the role of the private sector. While employers are involved in curriculum development and provide internships, panellists agreed that their engagement during the actual training process remains limited. “There is still a gap in how industry participates in day-to-day training,” Mucyo noted. “Experiential learning should go beyond internships and be embedded throughout the learning journey.” Umukunzi echoed this concern, noting that some companies are hesitant to allow students to use their equipment due to fears of damage. This reluctance limits opportunities for students to gain real-world experience—ironically weakening the very skills employers seek. Models that are working Despite these challenges, the panel highlighted promising models that are already delivering results. These include the dual training system, where students split their time between school and the workplace, and industry-based training, where learning takes place entirely within companies. “These approaches are effective because students learn by doing, in real work environments,” Umukunzi said. He noted that graduates from such programmes tend to secure jobs faster, while companies benefit from training potential employees to meet their specific needs. Scaling remains a challenge However, expanding these successful models nationwide is not straightforward. It requires strong private sector participation, sustained financial investment, and institutional capacity, factors that are still evolving in Rwanda’s growing economy. “We are seeing positive engagement from industry, but scaling these initiatives requires more companies to come on board,” Umukunzi said. Beyond skills: The mindset question Beyond technical training, policymakers are also raising concerns about attitudes and expectations among young people. The Minister of Public Service and Labour, Christine Nkulikiyinka stressed that employability is not just about skills, but also mindset. “There is a perception that once someone has a certificate, they are ready for employment. But employers are also looking for discipline, communication, and adaptability,” she said. She called for a broader approach to education, one that shapes not only skills, but also work ethic and professional behaviour. A system in transition As Rwanda pushes to expand TVET enrolment—recently recording a rise of more than 14 per cent, the pressure to align training with labour market outcomes is intensifying. Discussions at the conference suggest that the TVET system is not fundamentally broken, but rather in transition. Bridging the gap between skills and jobs will depend on how effectively the country addresses three critical areas: investing in training resources, deepening industry collaboration, and rethinking how learning is designed and delivered.

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Why TVET graduates still struggle to find jobs