On July 12–13, the Ministry of Education, through the Rwanda Basic Education Board (REB), convened a high-level consultative meeting with head teachers from all secondary schools across the country. The purpose of the meeting was to build consensus and gather insights on the implementation of a new wave of educational reforms aimed at improving learning outcomes and aligning Rwanda’s education system with national development goals.
 

Key Focus: Restructuring Upper Secondary Education
At the center of the discussions was the restructuring of upper secondary education through the introduction of new academic pathways, replacing the existing subject combination model. These reforms aim to offer students broader and more relevant learning options while addressing challenges identified in a recent evaluation of the Competency-Based Curriculum (CBC).
 

Proposed New Learning Pathways
 

The revised academic structure introduces three major pathways for general education:
1. Mathematics and Sciences
Stream 1: Mathematics, Physics, Chemistry, and Biology — geared toward careers in medicine, engineering, agriculture, and technology.
Stream 2: Mathematics, Economics, Geography, and Physics — designed for students pursuing careers in business and economics, logistics and transport, finance, statistics, GIS, data science, environmental planning, urban design, and related fields.
 

2. Arts and Humanities: Includes History, Geography, Literature, and Psychology — preparing students for careers in education, law, governance, and the social sciences.
 

3. Languages: Comprises English, French, Kinyarwanda, and Kiswahili — opening pathways to careers in journalism, diplomacy, translation, tourism, and more.
Addressing Instructional Time Gaps in Lower Primary
 

A critical concern raised during the meeting was the gap between curriculum expectations and actual instructional time in lower primary schools. Currently, 52% of public and government-aided schools operate under a double-shift system, offering only five periods per day (25 periods per week), compared to the 40-period week required by the single-shift curriculum.
 

This mismatch has made it challenging for teachers to deliver the full curriculum, contributing to poor learning outcomes and high repetition rates. However, educational research indicates that 3 to 4 hours of quality instruction per day can be sufficient for young learners, highlighting the need to better align curriculum content with available teaching time.
 

The Government of Rwanda remains committed to building an inclusive, flexible, and competency-based education system. The consultative forum provided school leaders with a platform to share feedback, voice concerns, and co-develop practical solutions to support smooth implementation of the reforms.
 

“The voices of educators are essential in making these reforms work on the ground,” REB officials emphasized. “Our goal is to ensure that every learner in Rwanda receives a quality education that prepares them for the demands of the 21st century.”
 

As implementation progresses, the Ministry of Education and REB will continue engaging stakeholders, monitoring progress, offering support, and refining strategies as needed.