When Marie Ritha Umutoni graduated with first-class honours in Embedded Computing Systems from the University of Rwanda in 2023, she expected her academic achievements to make it easier to secure a stable job. Instead, she entered a labour market where employers demanded much more than strong academic results. ALSO READ: Inside Rwanda's changing labour market “I graduated as the best performer in my Master’s class and thought I would quickly find a job, either through applications or recommendations, but reality was different,” Umutoni said. Before completing her studies, Umutoni began developing an artificial intelligence-powered security solution capable of distinguishing between people and animals without using cameras, hoping it could evolve into a business if employment opportunities did not come immediately. She soon realised that many companies working in Internet of Things (IoT) technology were start-ups offering mainly internships, making it difficult to build a career despite her qualifications. Like Umutoni, many graduates are discovering that academic excellence alone no longer guarantees an easier transition from university to employment. ALSO READ: Universities step up to bridge skills gap, boost graduate employability Academic excellence is no longer enough “There is a big gap between what we learn at university and what employers expect. At school we study emerging technologies, but in the workplace organisations want people who can solve real problems. Nobody asks you to define concepts; they want to know what value you can bring,” she said. She added that many graduates leave university without understanding how to apply their skills in specific industries, forcing them to learn from scratch once they enter the workplace. According to Umutoni, universities should expose students to industry much earlier through meaningful internships and stronger partnerships with public and private institutions. “If students begin applying what they learn while still at university and understand how their skills fit into sectors such as health, agriculture and other industries, they will graduate with the experience employers are looking for,” she said. Jean Claude Munyaneza, a teacher at Institut Technique Baptiste de Ruhengeri, echoed the call for greater workplace exposure before graduation. He said internships should be integrated into learning because they help students understand employer expectations and apply classroom knowledge in real work environments. Munyaneza also urged universities to place greater emphasis on practical learning rather than theory, saying this would encourage students to test ideas and build confidence before entering the job market. He further cautioned learners against relying too heavily on artificial intelligence. “If learners depend too much on AI, they risk losing the ability to think independently. Employers want people who understand what they are doing and can perform the work they are hired for,” he said. What employers are looking for Graduates should begin preparing for employment long before completing university by gaining practical experience, building professional networks and developing workplace skills, according to Frank Mugarura, Chief Executive Officer of Gravity Rwanda, a digital marketing firm. “One of the biggest mistakes students make is waiting until after graduation to build experience. Employers expect graduates to have practical exposure before they leave university, so students should use their time on campus to volunteer, participate in competitions and work on personal projects,” Mugarura said. He encouraged students to use academic breaks to gain hands-on experience, noting that such opportunities help them understand the workplace and demonstrate their capabilities. Mugarura said he began interning in his first year at university, allowing him to build practical skills, find mentors and establish professional connections before graduating. “The goal should not simply be to graduate with a degree. Students should leave university with a portfolio that showcases what they have done and the value they can bring to employers,” he said. He added that employers increasingly value critical thinking, creativity, problem-solving skills and adaptability, alongside a willingness to keep learning as technology evolves. Beyond qualifications, Mugarura said employers also assess character, teamwork and professionalism, as these qualities determine how well candidates collaborate and contribute within an organisation. While universities provide a solid academic foundation, he said they should strengthen collaboration with employers to expand internship opportunities and incorporate more practical projects into their programmes. Damien Hanyurwimfura, a professor at the University of Rwanda's College of Science and Technology, noted that some graduates excel academically but struggle during job interviews. “Some students are very strong academically, but they fail to express themselves during interviews. They perform well in written exams, but weak communication skills can reduce their chances of getting hired,” he said. He said universities should create more opportunities for students to engage with industry professionals, including company managers, to help them develop workplace competencies. “Students need to understand the work environment, improve their digital skills and learn the programmes that enable them to work effectively, including remotely,” he said. Hanyurwimfura also urged students to approach professional training with commitment, noting that employers often recruit those who demonstrate professionalism, initiative and a willingness to learn. He added that some companies are increasingly partnering with universities to identify talented students, with many eventually securing employment through such engagements.
