Universities and higher learning institutions must step up efforts to triple student enrolment while maintaining education quality if Rwanda is to produce the skilled workforce needed to drive socioeconomic transformation, education experts have said.

They argue that expanding access to higher education is essential for building the human capital required to sustain economic growth, innovation and competitiveness.

The ambition is reflected in the Higher Education Council's (HEC) Strategic Plan 2025–2030, which targets raising the gross university enrolment rate from 9.4 percent to 27 percent by 2030, bringing Rwanda close to the global average of 28 percent.

Achieving that goal would significantly expand the pool of graduates needed to support industrialisation, innovation and digital transformation.

But experts caution that simply admitting more students will not be enough. Universities will need to rethink how they teach, invest in infrastructure and technology, and ensure quality keeps pace with growth.

Higher education as a driver of transformation

The enrollment target comes as Rwanda seeks to strengthen human capital as the foundation for becoming a knowledge-based, upper-middle-income economy.

According to Edward Kadozi , Director General of HEC, expanding access to higher education is now a national development priority rather than simply an education sector objective.

Over the past three decades, he said, Rwanda's higher education sector has expanded significantly. Today, more than 40 higher learning institutions serve over 130,000 students.

Even so, university enrolment remains well below the global average.

"We need to at least triple university enrolment to move closer to global benchmarks," Kazora said, stressing that expanding access must go hand in hand with improving quality.

"Higher education is not autonomous from national development. It is a strategic tool for economic transformation. Universities must become instruments of national competitiveness by producing relevant skills, strengthening research and development capacity, and supporting technology creation and adoption," he said.

HEC also aims to increase enrolment in Science, Technology, Engineering and Mathematics (STEM) programmes from 52 percent to 70 percent by 2030, while raising female participation in higher education from 45 percent to 50 percent.

Rethinking how universities operate

Education experts believe meeting the target will require fundamental changes in how universities deliver learning.

Prof. Philip Cotton, Vice Chancellor of the University of Global Health Equity (UGHE) and former Vice Chancellor of the University of Rwanda, believes the goal is achievable if institutions are willing to adapt.

"The quest to triple the number of students enrolled in universities is the right thing to do, and it is doable," Cotton told The New Times.

"But it will require universities to think differently."

He said universities must invest in both physical infrastructure and digital learning while embracing more flexible modes of study.

"Universities will have to adapt to the ways students learn. They have to use many more online resources and look at flexible modes of study," he said.

Cotton also called for stronger bachelor's programmes built around active learning and expanded micro-credentials that give students greater flexibility throughout their academic journey.

As enrolment grows, teaching methods will also have to evolve.

"Tripling the number of students will change the dynamic in the classroom, so we have to be much more creative about how we teach," he said.

He added that accommodating more students will require additional investment in lecture theatres and learning spaces.

Regulator's role

Cotton said HEC's regulatory role will be critical in ensuring quality is maintained as universities modernise.

"HEC will also pivot in its regulatory function to ensure that universities move towards electronic resources and digital access to learning resources rather than the more traditional reliance on physical textbooks," he said.

He also emphasised the need to strengthen assessment systems.

"The most important thing is assessment—to bring truth, honesty and justice into assessment—and to develop online assessment methods that are valid, reliable and credible. There is some very good software available to support assessment," he said.

Private universities see opportunity

Private universities say they are ready to support the expansion drive but argue that stronger collaboration among regulators, universities and employers will be essential.

Prof. Callixte Kabera, Vice Chancellor of East African University and president of the Association of Private Higher Learning Institutions (ARIPES), said institutions must continue strengthening programmes that balance quality, affordability and employability.

"Private universities must continue strengthening academic programmes that prioritise quality, affordability, employability and a meaningful student experience," he said.

He urged universities to regularly update curricula to reflect fast-growing sectors such as artificial intelligence, data science, cybersecurity, renewable energy, logistics, health sciences and agribusiness.

Kabera also sees online learning playing a much bigger role.

"We need to expand online learning opportunities. This will make higher education more accessible to many people who cannot attend conventional classes," he said.

He also called for stronger entrepreneurship training and closer partnerships with employers through internships and industrial attachments.

"Strong partnerships with industry, financial institutions and government are essential if we are to prepare graduates who are ready for the world of work," he said.

Pointing to East African University's own growth—from about 917 students in 2022 to nearly 7,000 today—Kabera said the national target is within reach.

"It is possible. If institutions continue evaluating their progress every year while expanding both physical and virtual learning facilities, we can achieve this target," he said.

Expand online learning

Kabera urged HEC to accelerate accreditation of online and blended learning programmes and reconsider the current limit, which allows universities to offer only up to 30 percent of courses online.

"As Rwanda continues opening up to the world, we cannot afford to be left behind. Technology allows universities to reach students wherever they are, and we must invest in digital learning infrastructure and supportive policies to make that possible," he said.

Digital learning and quality

Expanding access without overstretching existing infrastructure remains one of the sector's biggest challenges. For HEC, digital learning is part of the answer.

The council plans to strengthen national digital platforms to improve governance and performance monitoring across higher learning institutions while encouraging investment in modern learning technologies.

Kazora said expanding enrolment will also require recruiting more lecturers and strengthening institutional capacity.

"We must build institutions that are capable of supporting larger student populations while preserving quality. Faculty development and institutional capacity are fundamental to this agenda," he said.

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