As Rwanda prepares to begin the new academic year on September 7, schools will introduce a change aimed at balancing classroom learning with practical skill development.
Under the revised school timetable, formal lessons will end at 3:30 p.m. Between then 5 p.m., learners will participate in structured co-curricular activities, including sports, clubs and practical skills programmes.
According to the Ministry of Education, the change is informed by research showing that learners’ concentration declines after 3:30 p.m., making extended classroom instruction less effective. Rather than keeping students in class, the activities will complement the usual lesson and will help strengthen competencies that are difficult to develop through traditional lessons alone.
Education officials say the initiative aligns with Rwanda's Competence-Based Curriculum, which seeks to nurture well-rounded learners by promoting creativity, leadership, teamwork, innovation and problem-solving alongside academic achievement.
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Speaking to The New Times, Flora Mutezigaju, the Deputy Director General of the Rwanda Basic Education Board (REB), outlined the co-curricular activities that will be implemented across different education levels and explained how they will complement classroom subjects.
1. Primary education
The programme will be implemented in both lower and upper primary schools.
One of the key components will be Physical Education and Sports activities, designed to complement the Physical Education and Sports subject, which is currently taught largely through theory. The practical sessions will help learners develop fundamental motor skills, athletics techniques, basic gymnastics and ball game skills.
Another component is Creative Arts activities, which will reinforce Creative Arts lessons through practical engagement. Learners will develop skills in art and crafts, music and action songs, as well as dance and drama performances.
Schools will also have Itorero and Life Skills activities to complement Social and Religious Education. These activities will focus on promoting Rwandan culture and values, health and hygiene, civic responsibility and environmental conservation.
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To strengthen language proficiency, schools will implement Languages and Reading activities, which will improve learners' listening, speaking, reading and interpersonal communication skills.
Additionally, schools will provide remedial sessions to support learners who need extra help in literacy and numeracy, Mathematics and English skills.
2. Lower secondary education
At lower secondary level, learners will participate in Physical Education and Sports activities, where they will develop athletics skills, traditional games, gymnastics, football, volleyball, basketball and handball.
Schools will also offer Basic Technical Skills activities to complement elective subjects. These activities will expose learners to practical skills in agriculture and animal husbandry, culinary arts and home science, fine arts and crafts, media production, performing arts and musical instrument mastery.
Another pillar will be Itorero, Life Skills, Guidance and Counselling activities, which will complement History, Citizenship, Religion and Ethics. Through these programmes, learners will strengthen their understanding of Rwandan values while acquiring health, hygiene, life skills and career guidance.
To further develop communication and leadership, schools will introduce Languages and Leadership activities, focusing on public speaking, communication, creative expression and leadership skills.
3. Upper secondary education
At upper secondary level, learners will continue participating in Physical Education and Sports activities, with greater emphasis on advanced athletics, gymnastics, football, volleyball, basketball and rugby.
Itorero, Life Skills, Guidance and Counselling activities will continue to reinforce History, Citizenship, Religion and Ethics while promoting Rwandan cultural values, healthy living and career planning.
Students will also participate in Languages and Leadership activities, which will strengthen public speaking, communication, creative expression and leadership competencies.
In addition, schools will have STEM and Innovation activities to complement ICT, Entrepreneurship, Science and Technical subjects. These programmes are expected to equip learners with practical digital skills, entrepreneurship competencies and hands-on scientific and technical experience.
Mutezigaju believes that the new approach will help produce graduates who are not only academically competent but also equipped with practical, social and leadership skills needed in the workplace and everyday life.
The revised timetable forms part of broader education reforms aimed at improving learning outcomes while ensuring that schools nurture learners’ talents, creativity and personal development beyond the classroom.