The Quality of Education in Rwanda Continues to Decline: Graduates Without Skills, Who Is to Blame?

In Rwanda, the term “educated” or “a graduate” has lost its value. Students are graduating from secondary schools and universities, but they lack the ability to apply what they have learned in real life or in the job market. Employers complain about the low level of skills among graduates, teachers say that the authorities do not prioritize quality teaching, students claim they are learning things they don’t understand or can’t apply, and even some school administrators admit there is a gap in the teaching process. This is a serious issue that concerns a nation aiming for knowledge-based development.

Rwanda, a country with a vision to develop a knowledge-based economy, is increasingly facing a serious challenge in the quality of education. Year after year, the number of graduates increases, but their ability to apply what they have learned remains very low. Concerns are raised by educators, students, parents, and education officials that secondary school and university graduates may have diplomas but lack the ability to solve real-life problems or succeed in the labor market.

This is a problem that affects Rwandan society as a whole and endangers the country’s future. So where does the problem come from? Why is the quality of education declining? Are teacher trainings, teaching materials, and pedagogical methods sufficient?

A study conducted by the National Institute of Statistics of Rwanda (NISR) in partnership with the Ministry of Education (MINEDUC) in 2022 revealed that 64% of secondary school graduates could not write a job application letter in either English or Kinyarwanda correctly. Among them, over 70% were unable to carry out simple projects demonstrating their skills, such as conducting research, writing a report, or speaking publicly.

Another study conducted by the Tertiary Education Council in 2023 revealed that over 57% of university graduates in Rwanda are unable to apply their knowledge in their jobs or use it to innovate. This exposes a significant gap between the curriculum taught in schools and the skills demanded by the labor market.

In higher learning institutions and universities, the problem is even more pronounced. A lecturer at the University of Rwanda, Huye campus, stated:

"Some students graduate with high marks but lack the ability to develop new ideas. You find someone who studied Communication but cannot write a proper press release or prepare a media plan."

Aline, a Communication graduate from the University of Rwanda, said the content of her courses did not match the realities of the job market:

"We studied many things, including media laws, but we never learned how to prepare interviews or create a podcast. Now I apply for jobs but I’m even afraid to speak on the phone."

Nyirampinga Claudine, who studied Accounting at a school in Nyanza District, said:

“We learned how to use Excel, but to this day, I can't create an automated spreadsheet. We treated everything like songs—just memorized them. We were supposed to master shortcuts, macros, but all that remained theoretical.”

Kwizera Patrick, who studied Languages and Literature (English, French, and Kinyarwanda), confessed:

“I studied French in secondary school, but honestly, I can’t hold a 10-minute conversation in French without being completely lost. My English is also very poor.”

Teacher Jean Claude, who teaches at a public secondary school in Rwamagana District, said the issue cuts across multiple layers:

"We teach specialized subjects, but some of us didn’t study them properly. We don’t receive training on using technology or modern teaching methods. Sometimes, a teacher stands in front of students and just reads from a book without even explaining."

A school headteacher in Karongi District added that having a good curriculum does not automatically translate into quality education:

“We have the new competency-based curriculum (CBC), but we lack the tools to implement it. If students are supposed to study practical subjects but have no equipment, what can they achieve?”

In February 2024, during the annual National Education Quality Forum, the Minister of Education, Dr. Gaspard Twagirayezu, acknowledged the problem:

“Many students graduate but lack the necessary knowledge. Our goal is to build teachers’ capacity, continue to provide training, and closely monitor the quality of education students are receiving.”

He added that a new program was launched to engage teachers in all schools and to enforce the proper implementation of the new curriculum in both public and private schools.

What Are the Root Causes Behind the Declining Quality of Education?

1. Teaching Focused on Passing Exams Instead of Gaining Knowledge

In many schools, the primary goal is for students to pass exams, not to understand deeply. Students cram to pass, instead of learning to comprehend. As a result, when they graduate, they lack critical thinking and problem-solving abilities.

2. Neglect of Practical Learning

In TVET (Technical and Vocational Education and Training) and other vocational schools, there is a severe lack of practical tools. Students studying mechanics don’t have engines to work on, those in electricity lack basic equipment, and arts students don’t get materials. They leave with certificates but no practical skills to start a business or find work.

3. Insufficient and Underqualified Teachers

Many teachers teach subjects they are not well-trained in. Short-term training programs are not enough, and most teachers lack adequate teaching resources.

4. Misunderstanding of the New Curriculum (CBC)

Although the Competency-Based Curriculum (CBC) was introduced to improve teaching, many teachers don’t understand it. A school director in Nyagatare District noted:

“The curriculum is good on paper, but in practice, it’s just words. Officials think schools are advancing, but in reality, students are learning irrelevant or incomprehensible content.”

What Are the Consequences?

• Persistent Youth Unemployment: Graduates leave school without the ability to work or create jobs. According to NISR, youth unemployment stands at 20.5%, largely due to a system that doesn’t equip students with practical skills.

  
  

• Delinquency and Enduring Poverty: A graduate with no usable skills becomes a burden to the family, constantly dependent, and may end up in crime, drug use, or prostitution.

  
  

• A Growing Gap Between Private and Public School Students: Learners in elite private schools receive superior training, resulting in marginalization of public school graduates in the job market, which fuels inequality and poverty.

  
  

Conclusion: What Needs to Be Done?

The crisis in education quality cannot be solved with statistics or flowery speeches in meetings. It requires concrete action: providing long-term teacher training, solving the shortage of teaching materials, improving school inspections, and focusing on competency-based education rather than rote memorization.

A student who completes their education should emerge with the ability to think critically, perform tasks, and create jobs. Without that, a diploma becomes nothing more than a worthless piece of paper.

Quality education is the foundation of sustainable development. When a nation produces graduates who cannot provide solutions to its challenges, then that country has lost its direction.