A Year of Remedial Learning in Rwanda
A year has passed since Rwanda launched its remedial learning programme, a groundbreaking initiative aimed at giving primary school pupils who scored below 50 per cent in their end-of-year exams a second chance to progress. Instead of being forced to repeat their current class, these students are now given the opportunity to catch up through a one-month remedial learning programme conducted during the school holidays. This approach is designed to help pupils reach the required grade-level competencies and is implemented in public and government-aided schools across the country.
To understand how this programme is working in practice, I visited Groupe Scolaire Kinyinya (GS Kinyinya) in Gasabo District. The visit was unannounced, but it was carefully planned. In the 2024-2025 academic year, GS Kinyinya enrolled over 2,500 pupils in its primary school section. Out of these, 476 failed to meet the 50 per cent threshold for promotion. As a result, they were enrolled in the holiday remedial programme. Currently, about 310 pupils are participating, while the rest have not reported. Teachers attribute this absence to parental neglect.
Observing the Programme in Action
By the time I arrived at 8:34 a.m., the school compound was buzzing with activity. Some pupils were playing games in the play yard, while others had already settled into their classrooms. I introduced myself to the school administration and was granted permission to observe one of the ongoing classes. I was directed to the Primary Five mathematics teacher, Bosco Nsengiyumva, who welcomed me to his session.
The classroom was arranged in a U-shape, with students sitting in groups of four, five, and six. According to Nsengiyumva, this layout encourages discussion and allows him to give each child the attention they need. He explained that teachers were trained on various methods to help learners before the programme began. “We were taught to group learners based on their performance. Those with the lowest marks sit together so I can focus on helping them progress step by step,” he said.
A Holistic Learning Environment
During the session, the teacher issued assignments mid-lesson and instructed learners to first work individually, then compare answers within their groupmates. They were only to call the teacher once they had reached a consensus or needed clarification. He moved around the room, engaging each group in discussion. One pupil was later invited to solve an equation on the chalkboard, sparking a class-wide discussion about the solution, with children actively participating and clearly enjoying the lesson.
At exactly 10:28 a.m., two men arrived carrying a bucket of porridge, followed by a woman with a tray of biscuits. Every child pulled a cup from their schoolbag, clearly a well-established routine, and enjoyed their breakfast before heading out for a break. Later, the pupils returned for their next lesson, Social Studies, before heading home.
Challenges and Successes
According to teachers, overcrowded classrooms are a significant barrier to performance. At GS Kinyinya, each Primary Five class has around 90 pupils, making it hard for a teacher to give enough attention to each student. Family-related issues, including conflict or the absence of parental support, also contribute to poor academic performance.
Nationwide, more than 774,900 primary school pupils who scored under 50 per cent are currently enrolled in remedial classes. These learners will sit for exams administered by the National Examination and School Inspection Authority (NESA) at the end of the programme. “The assessment is prepared by NESA and administered by schools, following the same procedures as the regular Term 3 examinations,” said Flora Mutezigaju, Deputy Director General at the Rwanda Basic Education Board (REB).
Impact and Future Outlook
Based on the previous year’s results, the programme has had a measurable impact. Out of some 418,000 students recommended for remedial learning in 2024, 86 per cent attended. 64 per cent of those who took the assessment passed and got promoted. “The government would have spent more than Rwf12 billion on repeaters if the remedial programme had not been implemented,” Mutezigaju argued. “Thanks to the initiative, that figure was reduced to less than Rwf7 billion.”
According to REB, the national repetition rate in lower primary is expected to drop from 23.4 per cent to 11 per cent thanks to the remedial. Socially, the programme helps reduce dropout rates and behavioral issues often associated with repetition. Youth volunteers have also been deployed to support the initiative, offering targeted, individualized support while promoting civic engagement among young people during their holidays.
Addressing Parental Neglect
Despite these successes, a key challenge remains: some parents fail to send their children for the programme. “Parents and the wider community should understand that children learn differently, and some simply need a little extra support and time to catch up,” Mutezigaju said. “These learners are supported through the Holiday Remedial Learning Programme, and the majority do successfully meet the grade-level competencies.”
She added that parents or guardians who neglect the programme should recognize that repeating a grade is costly for both families and the country as a whole. For learners, it can be a source of frustration. Therefore, we must all do everything possible to help learners achieve the required competencies and be promoted.