A quiet shift is unfolding inside Rwanda’s classrooms. While concerns about repetition and dropout rates remain part of everyday conversations among teachers and parents, new figures show that more students are now completing their education cycles without repeating classes a sign of both progress and persistent challenges within the system.
At the opening of the State of Education Conference 2026, officials from the Ministry of Education revealed that the proportion of students completing primary and secondary education without repeating has increased to 15% between 2019 and 2024. This marks a notable improvement from the 11% recorded between 2015 and 2020.
For many families, this is more than just a statistic it reflects changing realities in homes, classrooms, and communities across the country.
“We are beginning to see the results of sustained efforts,” one education official said during the conference. “But we must also acknowledge that the journey is far from over.”
A Mixed Picture Behind the Numbers
The data paints a complex story. On one hand, fewer students are repeating grades across the system. A report released in May 2025 showed that the repetition rate dropped to 4.7% in the 2023/2024 academic year, down from 6.8% the previous year.
On the other hand, completion trends at different levels of education reveal deeper structural challenges.
In primary education, the percentage of students completing all six years without repeating fell sharply—from 96% between 2015 and 2020 to just 48% in the 2023/2024 academic year.
At the secondary level, the decline is also visible. Completion without repetition averaged 54% between 2016 and 2021 but dropped to 43% in the latest academic cycle.
These figures suggest that while some progress is being made in reducing repetition overall, consistency across education levels remains uneven.
Inside the Classroom: A Teacher’s View
At a public school on the outskirts of Kigali, a primary school teacher described the reality behind the numbers.
“Children come to school with very different backgrounds,” she explained. “Some are well-prepared, while others struggle from the very beginning. When support systems are weak, repetition becomes almost unavoidable.”
She added that class sizes, resource limitations, and varying levels of parental involvement continue to influence student performance.
“Reducing repetition is not just about policies,” she said. “It’s about what happens every day in the classroom.”
The Human Angle: Families Navigating Education
For parents like Claudine Uwimana, a mother of three in Kigali, the issue goes beyond statistics.
“My first child repeated a class, and it affected his confidence,” she said. “But my younger children are doing better because schools now follow up more closely.”
She believes increased awareness among parents has played a role in improving outcomes.
“Before, many parents didn’t understand how important it was to support children at home. Now, things are changing slowly.”
In rural areas, however, the story can be different. Economic pressures, long distances to school, and limited access to learning materials still affect many students’ ability to progress smoothly through the system.
On the Ground: Students Speak
At a secondary school in Eastern Province, students shared their experiences during a break between classes.
“Sometimes students repeat because they don’t understand the lessons well,” said Eric, a senior student. “But now teachers try to give extra help.”
Another student, Aline, highlighted the role of peer support.
“We study together after school,” she said. “It helps us avoid failing.”
Their voices reflect a growing culture of collaboration among students an informal but powerful tool in improving academic outcomes.
What’s Driving the Improvement?
Education experts point to several factors behind the gradual increase in completion rates without repetition.
One is the expansion of programs aimed at reducing dropout and improving retention. Schools are increasingly tracking student performance and intervening early when challenges arise.
Another factor is policy reform. Over the past decade, Rwanda has introduced measures to strengthen basic education, including curriculum updates and teacher training initiatives.
“Progress in education is rarely linear,” an education analyst noted. “What we are seeing is the result of cumulative efforts over many years.”
Technology is also beginning to play a role, especially in urban areas where digital learning tools are becoming more accessible.
Persistent Gaps and Concerns
Despite these gains, the decline in primary and secondary completion rates without repetition raises important questions.
Why are fewer students completing primary education without repeating, even as overall repetition rates fall?
Experts suggest that while fewer students may be repeating overall, those who struggle are facing deeper challenges that require more targeted interventions.
“There is a risk of inequality widening within the system,” the analyst warned. “Some students are benefiting more than others.”
The Road Ahead
As policymakers, educators, and stakeholders gather to discuss the future of education in Rwanda, the focus is increasingly shifting toward quality, not just access.
Ensuring that students progress smoothly through the system requires more than reducing repetition it demands stronger support systems, better learning environments, and sustained investment in education.
“Every child who repeats a class has a story,” the education official said. “Understanding those stories is key to building a system that works for everyone.”
Back in the classroom, the teacher in Kigali remains cautiously optimistic.
“We have come a long way,” she said. “But we still have a long way to go.”
For students across Rwanda, the hope is simple: to move forward, one class at a time, without being left behind.
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