Education experts, researchers, policymakers and university leaders are calling for urgent reforms in higher education to better align graduate skills with labour market demands and the fast-evolving global economy. The discussions are taking place at the 4th International Conference on Re-shaping Education for Sustainable Development, organised by the University of Rwanda College of Education (UR-CE) and partners at the College of Business and Economics in Gikondo. The event runs until June 17. The conference brings together scholars from Rwanda and abroad to examine how education systems can stay relevant amid technological disruption, artificial intelligence (AI), climate change, and rising demand for 21st-century skills. A key concern is the persistent gap between classroom learning and industry expectations. Experts argue that universities must shift from theory-heavy instruction to competence-based, practical learning that builds employable skills. Speaking at the conference, Prof. Florien Nsanganwimana, Principal of UR-College of Education, said the theme— “Building a Sustainable Future through Pedagogical Innovation, Inclusion and Resilience”—was chosen to reflect current education challenges. “When we realise positive changes in society and technology, we must integrate them for the benefit of learners,” he said. He added that reform must go beyond curricula. “As we change what is taught, we must also change how it is taught,” he explained. Participants highlighted STEM—Science, Technology, Engineering and Mathematics—as critical for preparing students for future jobs and innovation-driven economies. They are also reviewing projects aimed at strengthening teacher capacity and improving STEM delivery in schools. Expected outcomes include recommendations on teacher development, STEM strengthening, inclusive learning, and student wellbeing across Sub-Saharan Africa. Prof. Nsanganwimana said the goal is to ensure research directly informs classroom practice and policy. “The aim is to reduce the theoretical part of education and increase practical learning. Today, industries need technical and practical knowledge more than theoretical knowledge,” he said. He added that universities must focus on producing graduates with creativity, critical thinking, and problem-solving skills, turning research into innovation and entrepreneurship. “We want students to become creative thinkers who identify problems and develop solutions. From solving problems comes innovation, and from innovation comes entrepreneurship,” he said. AI was also a major topic, with leaders stressing that it should support—not replace—teachers. Educators, he said, must embrace lifelong learning to keep up with change. “A teacher is also a learner. Once there is a positive mindset, learning new skills becomes possible,” he said. The conference has drawn partners from Finland, the United Kingdom, Uganda, Zimbabwe, Ghana, Kenya and Ethiopia, reflecting growing international collaboration in education reform. “Knowledge has no borders. We want our graduates to have skills that remain relevant wherever they go,” he said. Researchers weigh in Dr. Pascasie Nyirahabimana, Senior Lecturer at UR-College of Education, said universities are already redesigning teaching and assessment to reduce rote learning and overreliance on AI-generated responses. “We want students to demonstrate understanding and skills, not simply reproduce information,” she said. She highlighted a professional development model used at UR based on “Plan, Do, Study and Act,” inspired by Finland, where staff continuously review and improve teaching practices. “This process allows us to continuously evaluate ourselves and identify exactly where improvement is needed,” she explained. She said the approach is already improving teaching quality and student learning outcomes. The conference also covers inclusive education, education technology, mental health, languages, social sciences, and stronger collaboration between universities and industry. By the end of the event, participants are expected to produce actionable recommendations to guide future education policy and practice.
