2021/22 Education Statistical Yearbook

School year ended in July 2022

MAY 2023

P. O. Box : 622, Kigali Email: info@mineduc.gov.rw Hotline: 2028

 FOREWORD

The Rwanda Education Statistical Yearbook for 2021/22 is a comprehensive report that presents
detailed information on the status of education for the school year ended in July 2022. This report
gives an informative data insight on various aspects of education, including available school
infrastructure and materials, access to education, enrolment, retention, gender parity, school staff,
ICT in education and school textbooks.

This publication is particularly significant as it comes at a time when Rwanda is undergoing a period
of significant transformation in the education sector. The main updates observed in the revised
education law include the change in the official school age, the introduction of associate nursing
program in upper secondary and the shift of accounting program from TVET level. These key
changes are also coming in addition the recent government's commitment to scale up the school
feeding program to all levels which is currently playing a major role towards improving access to
education and increasing school attendance with a focus on children from low-income families.

One of the key highlights of this year's report is the progress made in increasing access to all levels
of education. The government has made significant effort in the use of ICT for teaching and learning
by improving the student’s computer ratio. The decrease in the dropout rate is a remarkable
achievement considering the challenges faced in the past, where the dropout rate was consistently
increasing.

Despite the key achievements registered in Rwanda education during the school year 2021/2022,
one of the observed key challenges that need special attention is the high repetition rate which is
mainly resulting from a high number of overaged students and a low net enrollment rate in secondary
education. The report acknowledges this challenge and highlights the need for a continuous and
sustainable strategy to decrease this repetition rate including the implementation of school feeding
program, the introduction of remedial programs, the construction of new schools and classrooms,
the provision of learning materials and equipment, and the recruitment of additional teachers.

Therefore, the Rwanda Education Statistical Yearbook for 2021/22 is a testament to the
government's commitment to promoting education as a fundamental human right and a critical driver
of socio-economic development. It is my hope that this yearbook will serve as a valuable resource
for policymakers, educators, and other stakeholders in the education sector as they work towards
achieving the goal of providing quality education for all learners in Rwanda.

i
 TABLE OF CONTENTS

FOREWORD ............................................................................................................................. i
TABLE OF CONTENTS.............................................................................................................. ii
LIST OF FIGURES ....................................................................................................................iv
LIST OF TABLES ......................................................................................................................iv
LIST OF ANNEXES ...................................................................................................................ix
ACRONYMS AND ABBREVIATIONS............................................................................................ x
GLOSSARY .............................................................................................................................xi
INTRODUCTION AND SCHOOL CENSUS METHODOLOGY .......................................................... xiii
EXECUTIVE SUMMARY .......................................................................................................... xiv
GENERAL OVERVIEW ............................................................................................................... 1
1. SCHOOL INFRASTRUCTURE .............................................................................................. 3
1.1 Number of schools by levels of education and schools’ settings ......................................3
1.2 Number of schools by schools’ status ............................................................................6
1.3 Number of schools by owner ..........................................................................................9
1.4 Classrooms in use and classes in school ......................................................................13
1.5 Number of desks in school ...........................................................................................17
1.6 Sport facilities in school...............................................................................................20
2. LEARNERS ..................................................................................................................... 22
2.1 Number of learners per school status ...........................................................................22
2.2 Number of learners per grade .......................................................................................31
2.3 Learners by specialization ............................................................................................35
2.4 Science Technology Engineering and Mathematics students .........................................40
2.5 Learners by age ...........................................................................................................42
2.6 Gross and net enrolment rate .......................................................................................46
2.7 Gross and net intake rate .............................................................................................50
2.8 Internal efficiency.........................................................................................................53
2.9 Promotion, repetition and dropout rate .........................................................................55
2.10 Number of students completing the level ..................................................................58
2.11 Students transitioning to the next level ......................................................................65
2.12 Learners’ accommodation ........................................................................................67

ii
3. SCHOOL STAFF .............................................................................................................. 69
3.1 School staff per school status ......................................................................................69
3.2 Teaching staff per school status ..................................................................................71
3.3 Administrative staff per school status ..........................................................................76
3.4 School staff by qualification .........................................................................................78
3.5 Qualified teaching staff ................................................................................................83
3.6 Trained teaching staff ..................................................................................................87
4. ICT, SCIENCE AND TECHNOLOGY..................................................................................... 91
4.1 Use of ICT in schools ...................................................................................................91
4.2 ICT, Science, and technology facilities ..........................................................................92
4.3 ICT, Science, and technology equipment .......................................................................95
4.4 Computers ...................................................................................................................96
5. BOOKS AND TEXTBOOKS ...............................................................................................100
5.1 Books in use by learners ............................................................................................ 100
6. ENERGY, WATER AND SANITATION .................................................................................105
6.1 On grid electricity ....................................................................................................... 105
6.2 Off grid electricity ...................................................................................................... 106
6.3 Water......................................................................................................................... 108
6.4 Sanitation .................................................................................................................. 110
7. SCHOOL NUTRITION......................................................................................................112
7.1 Learners fed at school ............................................................................................... 112
7.2 School nutrition facilities and equipment .................................................................... 113
8. SPECIAL NEEDS EDUCATION..........................................................................................115
8.1 Adapted facilities for learners with special needs ....................................................... 115
8.2 Staff trained in special needs and inclusive education. ................................................ 117
8.3 Learners with disability .............................................................................................. 119
8.4 Refugee students ....................................................................................................... 122
8.5 Orphan students ........................................................................................................ 124
8.6 Students in correctional centers ................................................................................. 125
CONCLUSION AND RECOMMENDATIONS ...............................................................................126
ANNEX ................................................................................................................................127

iii
 LIST OF FIGURES

Figure 1.1: Percentage of schools by owner ..................................................................................9

Figure 2.1: Share of learners in Rwanda education system by schools’ status ..............................22
Figure 2.2: Number of children in Early Childhood Development centers.......................................23
Figure 2.3: Share of upper secondary students by specialization .................................................37

LIST OF TABLES

Overview 1: Number of schools by level of education ....................................................................1

Overview 2: Number of classrooms in use .....................................................................................1
Overview 3: Number of learners ....................................................................................................2
Overview 4: Number of teaching and administrative staff ..............................................................2

Table 1.1.1: Number of schools by level of education ................................................................. 3

Table 1.1.2: Number of preprimary, primary, secondary and TVET L1-L5 schools .......................... 4
Table 1.1.3: School settings with preprimary level ...................................................................... 5
Table 1.1.4: School settings with primary level .......................................................................... 5
Table 1.1.5: School settings with General and professional secondary......................................... 5
Table 1.1.6: School settings with TVET L1 to L5......................................................................... 6
Table 1.2.1: Number of Schools with preprimary level, by schools’ status .................................... 6
Table 1.2.2: Number of schools with primary level by school’ status............................................ 7
Table 1.2.3: Number of schools with gen. and prof. secondary level, by school’ status.................. 7
Table 1.2.4: Number of schools with TVET L1 to L5, by school’ status ......................................... 8
Table 1.2.5: Number of higher education institutions ................................................................. 8
Table 1.2.6: Number of adult literacy centers ............................................................................ 9
Table 1.3.1: Number of schools with preprimary level by owner................................................. 10
Table 1.3.2: Number of schools with primary level by owner ..................................................... 11
Table 1.3.3: Number of Gen. and prof. secondary schools by owner .......................................... 11
Table 1.3.4: Number of schools with TVET level by owner......................................................... 12
Table 1.3.5: Number of adult literacy centers by owner............................................................. 12
Table 1.4.1: Total number of classrooms in use, by schools ‘status ........................................... 13
Table 1.4.2: Number of preprimary classrooms, by schools 'status ............................................ 13
Table 1.4.3: Number of primary classrooms in use by school status .......................................... 14
Table 1.4.4: Number of primary school classes by school status............................................... 14
Table 1.4.5: Number of primary classrooms in use per grade .................................................... 15
Table 1.4.6: Number of gen. and prof. secondary classrooms in use ......................................... 15
Table 1.4.7: Number of gen. and prof. secondary classrooms per grade .................................... 16
Table 1.4.8: Number of TVET classrooms for level I to 5 ........................................................... 16
Table 1.4.9: Number of TVET’ classrooms per level .................................................................. 17

iv
Table 1.5.1: Total number of desks, by schools’ status ............................................................. 17
Table 1.5.2: Number of Preprimary desks, by schools’ status .................................................... 18
Table 1.5.3: Number of primary desks by school status ............................................................ 18
Table 1.5.4: Number of gen. and prof. secondary desks ........................................................... 19
Table 1.5.5: Number of TVET desks for level I to 5 ................................................................... 19
Table 1.5.6: Number of Adult literacy desks ............................................................................ 20
Table 1.6.1: Game and materials for Pre-Primary level in 2021/22 ............................................. 20
Table 1.6.2: Sport facilities in primary and secondary schools in 2021/22 ................................. 21
Table 2.1.1: Number of total learners in Rwanda education system ........................................... 22
Table 2.1.2: Number of children in Early Childhood Developments (ECDs) .................................. 23
Table 2.1.3: Number of preprimary pupils ................................................................................ 24
Table 2.1.4: Primary school pupils by school status ................................................................. 25
Table 2.1.5: Number of lower secondary students.................................................................... 26
Table 2.1.6: Number of general and professional upper secondary students .............................. 26
Table 2.1.7: Total TVET trainees in level I to 5 .......................................................................... 27
Table 2.1.8: Number of students in TVET schools and accounting ............................................. 28
Table 2.1.9: Higher education Institution students ................................................................... 28
Table 2.1.10: Students enrolled in Polytechnics ....................................................................... 29
Table 2.1.11: Students enrolled in General Higher Education ..................................................... 30
Table 2.1.12: Learners in adult literacy centers ........................................................................ 30
Table 2.2.1: Enrolled primary school pupils by grade ................................................................ 31
Table 2.2.2: Lower secondary school student’s enrolment ........................................................ 32
Table 2.2.3: General and professional upper secondary school student’s enrolment.................... 32
Table 2.2.4: Total number of TVET trainees ............................................................................. 33
Table 2.2.5: TVET trainee’s enrolment from level 1 to 5 ............................................................. 34
Table 2.3.1: Upper secondary students by learning area ........................................................... 35
Table 2.3.2: Upper secondary students per learning area in 2021/22 ......................................... 36
Table 2.3.3: Proportion of upper secondary students per grade in 2021/22 ................................ 37
Table 2.3.4: Higher education students enrolled by field of education. ....................................... 38
Table 2.3.5: TVET short courses trainees by type of intervention ............................................... 39
Table 2.4.1: STEM students enrolled in upper secondary .......................................................... 40
Table 2.4.2: Percentage of STEM students enrolled in upper secondary ..................................... 41
Table 2.4.3: STEM students enrolled in Higher education ......................................................... 41
Table 2.4.4: Percentage of STEM students enrolled in Higher education .................................... 42
Table 2.5.1: Number of enrolled learners in 2021/22 per age group and level of education .......... 42
Table 2.5.2: Number of over-age learners for grade .................................................................. 43
Table 2.5.3: Percentage of learners over-age for grade ............................................................. 44
Table 2.5.4: People aged 3-22 in school and out of school by official school age ........................ 44
Table 2.5.5: Participation rate for children aged 3 - 6 years ....................................................... 45
Table 2.5.6: Participation rate for people aged 6-18 ................................................................. 45
Table 2.5.7: Participation rate for people aged 3 - 23 ............................................................... 46
Table 2.6.1: National average for Gross and Net enrolment rate ................................................ 46

v
Table 2.6.2: Preprimary Gross and Net enrollment rate ............................................................. 47
Table 2.6.3: Primary Gross and Net enrollment rate ................................................................. 47
Table 2.6.4: Secondary Gross and Net enrollment rate ............................................................. 48
Table 2.6.5: Lower secondary Gross and Net enrollment rate .................................................... 48
Table 2.6.6: Upper secondary Gross and Net enrollment rate .................................................... 49
Table 2.6.7: Higher education GER and students per 100,000 inhabitants .................................. 49
Table 2.6.8: Gender parity index in enrollment ......................................................................... 50
Table 2.7.1: Primary Gross and Net intake rate ........................................................................ 50
Table 2.7.2: Gross and Net Intake rate in S1 ............................................................................ 51
Table 2.7.3: Gross and Net Intake rate in S3 ............................................................................ 52
Table 2.7.4: Gross and Net Intake rate in S6 ............................................................................ 52
Table 2.8.1: Proportion of P1 students who reach S6 within 12 years. ....................................... 53
Table 2.8.2: Proportion of P1 students who reach P6 within 6 years. ......................................... 54
Table 2.8.3: Proportion of S1 students who reach S6 within 6 years. ......................................... 54
Table 2.9.1: National average for Promotion, repetition, and dropout rate .................................. 55
Table 2.9.2: Promotion, repetition, and dropout rate in primary schools ..................................... 56
Table 2.9.3: Promotion, repetition, and dropout rate in secondary schools ................................. 56
Table 2.9.4: Promotion, repetition, and dropout rate in lower secondary schools ........................ 57
Table 2.9.5: Promotion, repetition, and dropout rate in upper secondary schools ........................ 57
Table 2.10.1: National examination results for Primary (P6) ..................................................... 58
Table 2.10.2: National examination results for lower secondary (S3) ......................................... 58
Table 2.10.3: Upper secondary national examination results ..................................................... 59
Table 2.10.4: General upper secondary national examination results (S6) .................................. 59
Table 2.10.5: National examination results in TTCs (Y3) ........................................................... 60
Table 2.10.6: National examination results in TVET(L5) ............................................................ 60
Table 2.10.7: Number of Higher education graduates ............................................................... 61
Table 2.10.8: Polytechnics graduates ..................................................................................... 61
Table 2.10.9: General Higher Education graduates ................................................................... 62
Table 2.10.10: Higher education graduates by exit award ......................................................... 62
Table 2.10.11: Higher education graduates by fields of education ............................................. 63
Table 2.10.12: STEM graduates in Higher education institutions .............................................. 63
Table 2.10.13: Percentage of STEM graduates in Higher education institutions .......................... 64
Table 2.10.14: Adult Literacy learners who received their certificates. ....................................... 64
Table 2.11.1: Primary one newly admitted pupil of which attended pre-primary .......................... 65
Table 2.11.2: Transition rate from primary to lower secondary .................................................. 65
Table 2.11.3: Transition rate from lower to upper secondary ..................................................... 66
Table 2.11.4: Percentage of students enrolled in TVET L3 after passing S3 National Exam .......... 66
Table 2.11.5: Transition rate from secondary to Higher education ............................................. 66
Table 2.12.1: Boarding and non-boarding students in secondary and TVET level ......................... 67
Table 2.12.2: Number of boarding students in Gen. and prof secondary ..................................... 68
Table 2.12.3: Number of boarding students in TVET level 1 to 5 ................................................ 68
Table 3.1.1: Number of total school staff in Rwanda education system ..................................... 69

vi
Table 3.1.2: Number of total school staff in Preprimary, Primary, Secondary and TVET L1-L5....... 70
Table 3.1.3: Number of Higher education staff ........................................................................ 70
Table 3.2.1: Teaching staff in Preprimary, primary, secondary, TVET L1-L5 ................................. 71
Table 3.2.2: Pre-primary school teaching staff by school's status .............................................. 72
Table 3.2.3: Primary school teaching staff by school status ..................................................... 72
Table 3.2.4: Number of Gen. and Prof. secondary teaching staff by school status ...................... 73
Table 3.2.5: Number of TVET L1 to L5 teaching staff by school status ....................................... 73
Table 3.2.6: Number of Higher education academic staff ......................................................... 74
Table 3.2.7: Instructors in adult literacy centers....................................................................... 74
Table 3.2.8: Pupil teacher ratio ............................................................................................... 75
Table 3.3.1: Total Number of administrative staff in education system ...................................... 76
Table 3.3.2: Administrative staff in Preprimary, primary, secondary and TVET L1 to L5 ................ 76
Table 3.3.3: Number of administrative staff in Higher education institutions .............................. 77
Table 3.4.1: Number of preprimary staff by qualification .......................................................... 78
Table 3.4.2: Number of primary staff by qualification ............................................................... 79
Table 3.4.3: Number of gen. and prof. secondary staff by qualification ...................................... 80
Table 3.4.4: Number of TVET L1_L5 staff by qualification ......................................................... 81
Table 3.4.5: Number of Higher education staff by qualification ................................................. 82
Table 3.4.6: Number of Higher education academic staff by qualification .................................. 82
Table 3.4.7: Number of Higher education administrative staff by level of education .................... 83
Table 3.5.1: Qualified teaching staff in Preprimary education .................................................... 84
Table 3.5.2: Qualified teaching staff in primary education ......................................................... 84
Table 3.5.3: Qualified teaching staff in gen. and prof. secondary education ............................... 85
Table 3.5.4: Qualified teaching staff in TVET education ............................................................ 85
Table 3.5.5: PhD holders among academic staff in Higher education ......................................... 86
Table 3.5.6: Pupil qualified teacher ratio ................................................................................. 86
Table 3.6.1: Trained teachers in Preprimary education ............................................................. 87
Table 3.6.2: Trained teaching staff in Primary education .......................................................... 88
Table 3.6.3: Trained teaching staff in Gen. and prof. Secondary education ................................. 88
Table 3.6.4: Trained teaching staff in TVET ............................................................................. 89
Table 3.6.5: Number of adult literacy instructors who received in service training. ...................... 89
Table 3.6.6: Pupil trained teacher ratio .................................................................................... 90
Table 3.6.7: Gender parity index in percentage of trained teacher .............................................. 90
Table 4.1.1: Use of ICT for teaching and learning ..................................................................... 91
Table 4.2.1: Smart classrooms in schools ............................................................................... 92
Table 4.2.2: Computer laboratories in schools ......................................................................... 92
Table 4.2.3: Number of secondary schools with science laboratories ........................................ 93
Table 4.2.4: Internet connectivity in schools ............................................................................ 94
Table 4.3.1: Science kits in schools ........................................................................................ 95
Table 4.3.2: projectors in schools ........................................................................................... 95
Table 4.3.3:smartboard in schools ......................................................................................... 96
Table 4.4.1: Total number of computers .................................................................................. 96

vii
Table 4.4.2: Computers for learners ........................................................................................ 97
Table 4.4.3: Computers for teaching/academic staff................................................................ 97
Table 4.4.4: Computers for administrative staff ....................................................................... 98
Table 4.4.5: Availability of computers to schools ..................................................................... 99
Table 5.1.1: Students books in preprimary schools by subject..................................................100
Table 5.1.2: Books in use by primary students by subject ........................................................100
Table 5.1.3: Pupil: book ratio in lower secondary students by subject .......................................101
Table 5.1.4: Students books in science combinations by Subject .............................................102
Table 5.1.5: Students books in humanities combinations by subject .........................................102
Table 5.1.6: Students books in Language’s combinations by subject ........................................103
Table 5.1.7: Students books in TTC’s combinations by subject .................................................104
Table 6.1.1: On grid electricity in schools ...............................................................................105
Table 6.2.1: Solar power in schools .......................................................................................106
Table 6.2.2: Electric power generator in schools .....................................................................107
Table 6.2.3: Biogas system in schools ...................................................................................107
Table 6.3.1: Tap water supply in schools. ...............................................................................108
Table 6.3.2: Safe drinking water in schools ............................................................................109
Table 6.3.3: Rainwater harvesting system in schools...............................................................109
Table 6.4.1: Availability of handwashing ................................................................................110
Table 6.4.2: availability of single sex toilets ...........................................................................110
Table 6.4.3: Toilets in Preprimary, Primary Secondary and TVET schools ..................................111
Table 7.1.1: Number of learners fed at schools .......................................................................112
Table 7.2.1: Number of schools providing meals to students ...................................................113
Table 7.2.2: Nutrition Garden in schools.................................................................................114
Table 7.2.3: Type of fuel used for cooking in schools in 2020/21 .............................................114
Table 8.1.1: Adapted infrastructure and materials for learners with disability ............................115
Table 8.1.2: Accessible toilets for people with disability ..........................................................116
Table 8.1.3: Availability of girls’ room ....................................................................................117
Table 8.2.1: Total schools Staff trained in special needs and inclusive education. .....................117
Table 8.2.2: Teaching staff trained in special needs and inclusive education .............................118
Table 8.3.1: Total number of learners with disability................................................................119
Table 8.3.2: School attendance rate for people aged 6-17 by disabilities status .........................120
Table 8.3.3: Total number of learners with disability by type ....................................................120
Table 8.3.4: Learners with disability in pre-primary and primary by type in 2021/22 ...................121
Table 8.3.5: Learners with disability in secondary and TVET by type in 2021/22 ........................121
Table 8.3.6: Learners with disability in Higher education and adult literacy by type in 2021/22 ...121
Table 8.4.1: Number of Refugee students by levels of education ..............................................122
Table 8.4.2: Number of Refugee students by school status ......................................................123
Table 8.5.1: Number of orphans learners by level of education.................................................124
Table 8.5.2: Number of orphan learners by schools’ status ......................................................124
Table 8.6.1: Learners in correctional centers ..........................................................................125

viii
 LIST OF ANNEXES

Annex 1: Number of schools with Preprimary level by district .................................................... 127

Annex 2: Number of schools with Primary level by district ......................................................... 128
Annex 3: Number of schools with general & professional secondary level by district .................. 129
Annex 4: Number of schools with TVET L1 to 5 by district ......................................................... 130
Annex 5: Number of Higher education campuses per districts ................................................... 131
Annex 6: Number of Adult literacy centers by district ................................................................. 132
Annex 7: Number of classrooms in use in Preprimary by district ................................................ 133
Annex 8: Number of classrooms in use in Primary by district .................................................... 134
Annex 9: Number of classrooms in use in general and professional secondary........................... 135
Annex 10: Number of classrooms in use in TVET L1 to L5 by district .......................................... 136
Annex 11: Number of Preprimary pupils per district ................................................................... 137
Annex 12: Number of enrolled Primary pupils by District ............................................................ 138
Annex 13: Number of students in general secondary schools by district..................................... 139
Annex 14: Number of TVET L1 to L5 Trainees by district ............................................................ 140
Annex 15: Number of Higher education students per districts .................................................... 141
Annex 16: Number of adult literacy learners by district .............................................................. 142
Annex 17: Promotion rate by grade ........................................................................................... 143
Annex 18:Repetition rate per grade ........................................................................................... 144
Annex 19: Dropout rate per grade.............................................................................................. 145
Annex 20: Number of Preprimary Teaching staff per district ...................................................... 146
Annex 21: Number of Primary Teaching staff by District ............................................................ 147
Annex 22: Number Teaching staff in general secondary by district ............................................. 148
Annex 23: Number of TVET L1 to L5 Teaching staff by district ................................................... 149
Annex 24: Number of Adult literacy instructors by district.......................................................... 150

ix
 ACRONYMS AND ABBREVIATIONS

ECD Early Childhood Development

ECE Early Childhood Education
ECED Early Childhood Educational Development
ESSP Education Sector Strategic Plan
GER Gross Enrollment Rate
GIR Gross Intake Rate
GPI Gender Parity Index
HEIs Higher Education Institutions
ICT Information and Communication Technology
ISCED International Standards Classification of Education
LwD Learners with Disability
MINEDUC Ministry of Education
NCDA National Child Development Agency
NER Net Enrollment Rate
NESA National Examination and School inspection Authority
NGOs Non-government Organizations
NIR Net Intake Rate
NISR National Institute of Statistics of Rwanda
NST National Strategy for Transformation
RCS Rwanda Correctional Services
RPHC5 Fifth Rwanda Population and Housing Census
RTB Rwanda TVET Board
SDGs Sustainable Development Goals
SDMS School Data Management System
SNE Special Needs Education
STEM Science Technology Engineering and Mathematics
TTCs Teacher Training Colleges
TVET Technical and Vocational Education and Training
WASH Water Sanitation Hygiene

x
 GLOSSARY

A qualified teacher is one who has the minimum Childhood Education (ECE) is a subcategory of
academic qualifications necessary to teach at a ECD.
particular level of education. In pre-primary and
primary, a qualified teacher should have at least Gender parity index: Ratio of female to male
advanced secondary certificate A2, for lower values of a given indicator.
secondary, they should possess at least
university diploma A1 while for upper secondary, Gross Enrolment Rate: Total number of students
they should have at least bachelor’s degree. enrolled in a specific level of education,
regardless of age, expressed as a percentage of
A trained teacher is one who has fulfilled at least the official school-age population
the minimum organized teacher-training corresponding to the same level of education in
requirements (pre-service or in-service) to teach a given school year.
at a specific level of education. In other words,
is a qualified teacher with pedagogical skills. Gross Intake Rate: Total number of new entrants
in the first/or last grade of a given cycle,
A Class is made up of students who follow a regardless of age, expressed as a percentage of
common course of study. This is exemplified by the population at the official school-age of being
the implementation of a double shift program in at that level.
primary education where a single classroom
accommodates two separates’ classes: one in Higher education: includes general higher
the morning and another in the afternoon. education and polytechnics.
Industrial based Training: The training entirely in
Classrooms in use: a room that accommodates the industry in support of in-company trainers.
students. At school there are also classrooms It’s also another form of workplace learning.
not in use which refer to constructed and
completed rooms ready to accommodate Massive Vocation Training: This is a school
students but not yet in use. based short-term training focusing mainly on
youth and women outside formal education
Drop-out Rate: Proportion of pupils from a system.
cohort enrolled in a given grade at a given
school year who are no longer enrolled in the National Examination pass rate is the proportion
following school year. of students passing national exam compared to
total number of students sat for the exam.
Early Childhood Development (ECD) looks at the
overall growth and progress of a child during the Net Enrolment Rate: Enrolment of the official
formative years, typically from the conception to age-group for a given cycle of education
6 years old. It includes physical, cognitive, expressed as a percentage of the corresponding
linguistic, emotional, and social development, population.
as well as the child's health and well-being. Early

xi
Net Intake Rate: The total number of new Recognition of Prior Learning: This process is
entrants in the first /or last grade of a given cycle used to evaluate or assess and certify
who are of the official school-entrance age, competencies or skills and knowledge acquired
expressed as a percentage of the population of outside formal education.
the same age.
Repetition Rate: The proportion of pupils
Number of students in Higher education per enrolled in a given grade and a given school year
100,000 inhabitants: Number of students who study in the same grade the following
enrolled in Higher education in a given academic school year.
year per 100,000 inhabitants. Upper secondary education: last three years and
includes general upper secondary for sciences,
Participation Rate: The number of people in humanities, and languages related combination;
selected age groups (regardless of the level of professional upper secondary for TTCs option,
education) participating in formal or non-formal Associate Nursing program and accounting, and
education or training expressed as a percentage TVET from L3 to L5.
of the population of the same age.
Transition Rate: The number of new entrants
Percentage of STEM students is the number of (repeaters excluded) in a given level of
students enrolled in STEM related subjects education as a percentage of the pupils who
expressed as a percentage of the total number were enrolled in the previous level of education
of students enrolled in Upper secondary or in the previous year.
Higher education.
Official school age is from 3 to 5 years old for
Promotion Rate: The number of pupils entering preprimary, from 6 to 11 years old for primary,
a given level of education as a percentage of the from 12 to 14 years old for lower secondary and
pupils who were enrolled in the previous year at from 15 to 17 years old for upper secondary.
previous level.
Over-age student for a grade is any student with
Pupil Classroom Ratio: Average number of two or more years of age above the
pupils per classroom at a specific level of corresponding age for the grade in which he or
education in a given school year. she is enrolled.

Pupil qualified/trained Teacher Ratio: The Out of school student is a student who is not
average number of pupils per qualified/trained enrolled in any form of education; it includes
teacher at a specific level of education in a given those who are no longer attending school and
school year. those who have never attended school.

Rapid Response Training: The training is Educational wastage refers to inefficiencies

designed to respond to specific skills needs and within the education system, resulting in
labor gaps in new projects. incomplete education, dropouts, grade
repetition, and unmet learning outcomes,
hindering individuals and society's potential.

xii
 INTRODUCTION AND SCHOOL CENSUS METHODOLOGY

Education is one of the fundamental pillars of society, and it plays a crucial role in shaping the future
of individuals and nations. The quality of education has a direct impact on the economic, social, and
cultural development of a country. Education is not only a right but also a tool for empowerment and
social mobility. It is, therefore, essential to have a comprehensive statistical report to understand
the state of education, progress made, and challenges faced to inform decision making.
This report draws on statistical data for 2021/22 school year from six different sources:

− School Data Management System (SDMS) for data on Pre-primary, Primary, Secondary, and
TVET L1 to 5.
− Districts for compiling data from schools on formal ECED and adult literacy.
− Higher education institutions where data was directly collected from those institutions.
− Rwanda Correctional Services (RCS) for education data on inmates
− Rwanda TVET Board (RTB) for data on TVET short courses
− National Child Development Agency (NCDA) for data on non-formal ECED
− National institute of statistics of Rwanda (NISR) for data on population where the current
result from the last population census held in 2022 were used for attendance rate with focus
on learners with disability.
Between January and March 2023, a series of data quality assessments to guide data cleaning
activities were done on SDMS while data collection period for other sources was February 2023.
Early in April 2023 a validation workshop at district level was held followed by a period of report
writing at National level completed in May 2023. It is important to note that the reference date for
the age of student is 31 March 2022.
The main changes observed in this report comes from the implementation of Law N° 010/2021 of
16/02/2021 determining the organisation of education, where the official school age was lowered by
one year, the official group age for pre-primary, primary, lower and upper secondary shifted from 4-6
years, 7-12 years, 13 -15 years and 16-18 years respectively to 3-5 years, 6-11 years, 12 -14 years and
15-17 years. To help the reader to understand what would happen without the change in the official
school age all indicators related to age where presented with both schools age range. The new law
also introduced a new program in upper secondary for associate nursing program, and Accounting
was shifted from TVET, to form a subcategory of professional upper secondary with Teacher training
colleges.

The report aims to provide policymakers, educators, and the general public with an in-depth
understanding of the education system, its strengths, weaknesses, and areas for improvement.

xiii
 EXECUTIVE SUMMARY

The 2021/22 Education Statistical Yearbook is significant as it coincides with the country's recovery
from the impacts of the COVID-19 pandemic and emphasizes the establishment of a resilient
education system. The report primarily relies on data collected through the School Data Management
System (SDMS) at the school level. However, data from other sources has also been incorporated.
Notably, this is the first time that data from Home-based Early Childhood Development (ECDs)
centers, collected by the National Child Development Agency, has been included in the report.
Additionally, data on population is from the fifth Population and Housing Census carried out in 2022.

The report offers an extensive range of education data covering eight main areas: school
infrastructure, learners, school staff, ICT, Science and Technology, books and textbooks, energy,
water and sanitation, school nutrition, and special needs education. It presents relevant data for all
education levels and includes district-level information in the annexes. The report's objective is to
provide a thorough understanding of the education system, utilizing data from diverse sources to
support informed decision-making and policy formulation in the education sector.

School infrastructure: In 2021/22 there were 4,842 overall number of schools with pre-primary,
primary, secondary and TVET L1 to L5, levels that are collected through SDMS. It is crucial to note
that schools may offer multiple levels of education, which is why it is not appropriate to simply sum
up the number of schools based on each level.

The analysis per levels of education reveals that the number of schools have increased at all levels
of education between 2020/21 and 2021/22.

Schools with primary levels increased from 3,691 to 3,831, and a growth of 86 Schools with general
and professional secondary was observed going from 1869 to 1955. 85 schools with accounting that
used to be counted among TVET now shifted to professional upper secondary, with 7 schools with
associate nursing program and 16 Teacher Training centers. At TVET Level, there has been a
significant growth in the number of schools from 344 schools in 2020/21 to 422 schools in 2021/22.
This year, the education sector has 31 General Higher Education Institutions and 5,076 adult literacy
centers.

In relation to the classroom in use, Data shows an increase of 1,496 classrooms between 2020/21
and 2021/22, from 76,133 to 77,629. At pre-primary, there are on average 41 pupils per classroom,
60 pupils per classroom at primary level and this shows that the country has not yet achieved the
recommended learner to classroom ratio (46:1), which is still being encompassed using double shift
mainly in lower primary. At secondary level, the students per classroom ratio remains at 37 while at

xiv
TVET level, the trainees per classroom ratio improved from 27 to 25, achieving the recommended
trainee’s classroom ratio (25:1).

There are different sport facilities available in Rwandan schools. This includes playgrounds,
volleyball, football, and basketball courts as well as gymnasiums. Data on sport facilities in primary
and secondary schools indicates that 55% of schools have a football playground, 43.8% of the
schools have a volleyball playground, 15.3% of the schools have basketball playground and only 0.3%
of the schools have a gymnasium playground.

Learners: The 2021/22 school year recorded a total number of 4,159,782 learners in all levels, which
represents 31.4% of 13,246,394 total Rwandan population. The proportion of female is slightly higher
(50.7%) than that of male (49.3%). Government subsidized schools have the highest number of
students, 52.2% of the total students.

At pre-primary level the number of learners increased from 293,823 in 2020/21 to 355,325 in
2021/22. The number of boys is equal to the number of girls. The enrolment of primary school
learners increased from 2,729,116 in 2020/21 to 2,742,551 in 2021/22 standing for an increase of
0.4%. The number of male learners is higher than that of Female learners at this level of education.

Students enrolled in lower secondary education in 2021/22 is 540,634 up from 521,632 in 2020/21,
standing for an increase of 3.6 percent points. Female students accounted for 54.5% compared to
their male counterparts with 45.5%. Enrolment data in TVET shows that a total of 83,458 students
were enrolled in TVET. Unlike previous years, this number does not include students who are enrolled
in accounting. As always, female enrolment remained low (41.7%) compared to male (58.3%) in TVET
institutions. Higher Education Institutions enrolled a total of 95,863 students during the 2021/22
academic year, thereby making an increase of 8.4% (7,415) from the previous academic year which
had an enrolment of 88,448 students. The enrolment of students in polytechnic institutions from
13,172 in 2020/21 to 13,393 in 2021/22 and a significant difference between males and females.
More males continued to be enrolled in polytechnic institutions (74.4%) than females (25.6%).

Regarding the Gross and Net enrolment rates, the national average data indicates a decrease in both
GER and NER. The Gross Enrolment Rate (GER) experienced a slight decline from 74.5% in 2020/21
to 72.4% in 2021/22. Similarly, the Net Enrolment Rate (NER) decreased from 53.1% in 2020/21 to
45.6% in 2021/22. The observed deviation from the normal trend can be attributed to several factors,
which include: the changes in the official school age which was lowered for one year, the use of more
recent population data, rather than relying solely on population projections, and the extended closure
of schools as a preventive measure to curb the spread of COVID-19 resulted in a one-year delay for
all students, which impacted the net enrolment rates for all levels.

xv
Data shows that at Pre-primary, primary, lower and upper secondary, there was gender disparity in
favour of Female, while in TVET and Higher Education there was gender disparity in favour of male.
On promotion, repetition and dropout rates, data indicates a decrease in promotion rate from 82.3%
to 77.0%. The repetition rate increased from 8.3% to 14.3%. The disruptions to learning and learning
loss caused by the COVID-19 pandemic could explain drops in academic achievements of students
that lead to high repetition rate and low promotion rate. The dropout rate went down from 9.4% to
8.6%. The government interventions to curb the issue of dropout, like the school feeding programs,
are bearing fruits. Transition rates from primary to lower secondary schools in Rwanda stood at an
average of 66.8% between 2019/20 and 2020/21.

School Staff: Between 2020/21 and 2021/22, the total number of school staff increased from
121,145 to 125,621, indicating a growth of 4,476. This figure includes both teaching or academic
staff and administrative staff. However, it's important to note that adult literacy have teaching staff
only, referred to as instructors in this report. The gender distribution among staff members remained
consistent, with males representing 50.7% (65,691) and females representing 49.3% (63,925) of the
total staff. The most substantial increase in total school staff was observed in public schools, while
private schools experienced a decrease in staff numbers. This decrease can be attributed to a
corresponding decrease in the number of private schools during the same period.
The data on staff per level of education shows that between 2020/21 and 2021/22 Preprimary
witnessed a slight decrease of -410 staff, dropping from 9,312 to 8,902. Primary schools saw an
increase of 2,979 staff with a rise from 63,580 to 66,559 staff. There is a growth of 1,433 staff in
General and Professional secondary schools, increasing from 30,566 to 31,999.
TVET L1_L5 showed a small increase in the number of school staff, going from 5,720 in 2020/21 to
5,828 in 2021/22, resulting in a difference of 108. In the same period Polytechnics experienced a
slight decrease of 7 staff, dropping from 1,499 to 1,492. General higher education institutions
witnessed growth of 192 staff members, with an increase from 4,566 to 4,758. The number of staff
Adult Literacy instructors increased by 181, going from 5,902 to 6,083 instructors.

ICT, Science and Technology: One of the lessons learned from the pandemic is the significance of
ICT in facilitating remote learning and teaching. This section demonstrates the government's
commitment to promoting ICT in education, as evidenced by the increase in the percentage of
schools using ICT for teaching and learning from 37.5% in 2020/21 to 47.2% in 2021/22. Additionally,
internet connectivity has also seen improvement, rising from 40.7% to 56.7% during the same period.
Notably, there has been an increase of 77,762 computers, with 72,755 computers allocated for
students. Consequently, the number of students per computer has decreased from 11 students in
2020/21 to 9 students in 2021/22.

Books and Textbooks: Both printed and digitalized books are utilized in Rwandan schools, depending
on various factors such as the level of education, learning environment, infrastructure, and

xvi
pedagogical approach. However, the focus of this publication is primarily on printed books. This
report presents detailed information on the availability of student books in schools, categorized by
level and subject, along with their corresponding ratios. These ratios range from one student per
textbook to 14 students sharing a single textbook. The government and education stakeholders have
made significant investments in providing books for primary education, where the ratio stands at 1:1
for Kinyarwanda, English, and Mathematics. Conversely, Pre-primary education exhibits the highest
ratio of 14:1, which can be attributed to the fact that children at this early age primarily learn through
play before engaging in more intensive reading activities.

Energy, water and sanitation: The total number of schools with access to on-grid electricity increased
from 3,819 to 3,916. This represents approximately 80.9% of all schools. It should be noted that 926
schools were identified as not having access to on-grid electricity. The number of schools with tap
water supply increased from 3,419 to 3,950. This means that approximately 81.6% of schools now
have access to tap water. However, it is worth mentioning that 892 schools still do not have tap water
supply. These schools rely on alternative methods for water supply, such as fetching water from
other sources or utilizing rainwater harvesting systems.
The total number of toilets in schools increased from 150,676 to 154,235. The average pupil-to-toilet
ratio stands at 26 students in pre-primary, primary, secondary and TVET levels. As for staff toilets,
the ratio remains the same for both categories, with an average of 8 staff members per toilet.

These statistics provide an overview of the progress and challenges in ensuring access to essential
services such as electricity, water supply, and sanitation facilities in schools. Efforts have been made
to increase the number of schools with on-grid electricity and tap water supply. However, there is
still a need to address the gap and ensure that the remaining schools without access to these
amenities are facilitated and to continue improving toilet facilities to meet the recommended ratios
of 25-30 students per toilet.

School nutrition: The government recognizes the effectiveness of school feeding programs in
addressing child nutrition and improving educational outcomes. These programs play a crucial role
in increasing enrolment, retention, and performance of students. The commitment to scale up the
school feeding program to all education levels has resulted in a remarkable increase, with student
feed at school rising from 23.0% in 2020/21 to 86.3% in 2021/22. The percentage of schools
providing meals to students also witnessed significant growth, increasing from 60.1% to 82.2%
during the same period. While there has been notable progress, further investment in the school
feeding program is needed to sustain and enhance its impact.

Special need education: Recognizing the significance of inclusive education, efforts have been made
to prioritize accessible infrastructure in school construction guidelines. As a result, the percentage
of schools equipped with adapted facilities for learners with disabilities has increased from 41.1%

xvii
in 2020/21 to 68.2% in 2021/22. Additionally, the number of staff members trained in special needs
education has risen from 12,501 to 16,551 during the same period.

In the 2021/22 academic year, there were 38,899 students with disabilities enrolled in schools. The
latest population census revealed a net attendance rate of 65.3% for students with disabilities,
highlighting the ongoing efforts to promote their inclusion in the education system. Furthermore, the
statistics demonstrate that there are 39,329 refugee students, 180,766 orphaned students, and
11,309 students learning in correctional centers. These groups require specialized attention and
tailored support, for physical, material, and emotional aspects.

Addressing the unique needs of students with disabilities, refugees, orphans, and those in
correctional centers remains a priority to ensure their holistic development and inclusive educational
experience.

xviii
 GENERAL OVERVIEW

Overview 1: Number of schools by level of education

Levels1 2020/21 2021/22
Schools with Preprimary level 3,741 3,808
Schools with Primary level 3,691 3,831
Schools with General and professional secondary level 1,869 1,955
Schools with TVET L1_L5 344 422
Polytechnics 8 8
General Higher education 30 31
Adult Literacy 4,953 5,076
Source: School census, Ministry of Education

Overview 2: Number of classrooms in use

Levels 2020/21 2021/22
Preprimary 7,414 8,358
Primary 46,604 46,010
Lower secondary 12,656 12,783
General and professional upper secondary 6,471 7,182
TVET L1_L2 616 536
TVET L3_L5 2,604 2,760
Total 76,365 77,629
Source: School census, Ministry of Education

1
Caution should be taken for not summing up number of schools in this table, because one school can have different
levels.

1
Overview 3: Number of learners
Levels of education 2020/21 2021/22
Preprimary 293,823 355,325
Primary 2,729,116 2,742,901
Lower Secondary 521,631 540,671
Upper secondary 244,680 259,822
General upper secondary 161,273 168,595
Sciences 92,405 99,630
Humanities 35,177 32,671
Languages 33,691 36,294
Professional upper secondary 20,508 21,065
TTC 10,721 11,565
Nursing 209
Accounting 9,787 9,291
TVET L3_L5 62,899 70,162
Higher education 88,448 95,863
Polytechnics 13,172 13,393
General higher education 75,276 82,470
TVET L1_L2 16,535 13,296
TVET short courses 8,561 35,876
Adult Literacy 127,054 116,028
Total learners in Rwanda 4,029,848 4,159,782
Source: School census, Ministry of Education

Overview 4: Number of teaching and administrative staff

Levels 2020/21 2021/22
Preprimary 9,312 8,902
Primary 63,580 66,559
General and Professional secondary 30,566 31,999
TVET L1_L5 5,720 5828
Polytechnics 1,499 1,492
General higher education 4,566 4,758
Adult Literacy 5,902 6,083
Total 121,145 125,621
Source: School census, Ministry of Education

2
1. SCHOOL INFRASTRUCTURE

There is strong evidence that quality infrastructure facilitates better instruction, improves student
outcomes, and reduces dropout rates, among other benefits. This section provides statistics on
schools' infrastructure. It shows the number of schools, the number of classrooms, desks, and
classes. Further, it indicates the number of available desks, materials, and sport facilities in schools.

1.1 Number of schools by levels of education and schools’ settings

Table 1.1.1: Number of schools by level of education

Levels of education 2017 2018 2019 2020/21 2021/22
Overall number of schools 2 4,719 4,571 4,706 5,144 4,842
Schools with Preprimary level 3,186 3,210 3,401 3,741 3,808
Schools with Primary level 2,877 2,909 2,961 3,691 3,831
Schools with General and
1,567 1,416 1,452 1,869 1,955
professional Secondary level
Schools with TVET L1-L5 level 385 350 331 344 422
Polytechnics 17 10 10 8 8
General Higher education 37 30 30 30 31
Adult literacy 5,160 4,991 5,194 4,953 5,076
Source: School census, Ministry of Education

Table 1.1.1 shows an increase between 2020/21 and 2021/22 in the number of schools for all levels,
except polytechnics that remains 8. The overall number of 4,842 schools with preprimary, primary,
secondary and TVET schools reflect the number of schools in SDMS where a school is counted once
regardless of levels within it.

Schools with pre-primary levels increased from 3,741 to 3,808. Schools with primary level increased
from 3,691 in 2020/21 to 3,831 in 2021/22. Schools with general and professional secondary levels
increased from 1,869 to 1,958. There is an increase of 78 TVET schools, which increased from 344
to 422. The increase of one General higher education was due to the reopening of Institut Supérieur
Pédagogique de Gitwe after complying with recommendations from different assessments
conducted to ensure its readiness to re-open after Covid-19 pandemic. Adult literacy increased from
4,953 to 5,076 centers.

2
Preprimary, Primary, secondary and TVET L1 to L5 schools

3
Table 1.1.2: Number of preprimary, primary, secondary and TVET L1-L5 schools
Settings 2017 2018 2019 2020/21 2021/22
Total schools 4,719 4,571 4,706 5,144 4,842
Preprimary 1,031 1,037 1,102 828 387
Preprimary + Primary 1,315 1,361 1,410 1,692 2,020
Preprimary + Lower Secondary 1
Preprimary + Primary + Lower Secondary 443 454 486 712 733
Preprimary + Primary + Gen. and Prof. Upper Secondary 1
Preprimary + Primary + TVET 2
Preprimary + Lower + Gen. and Prof. Upper Secondary 4
Preprimary + Primary + Lower Secondary + TVET 29
Preprimary + Primary + Lower + Gen. and Prof. Upper
397 358 403 509 584
Secondary
Preprimary + Primary + Lower+ Gen. and Prof. Upper
47
Secondary + TVET
Primary 470 439 434 447 243
Primary + Lower Secondary 149 161 108 196 91
Primary + TVET 1
Primary + Lower + Gen. and Prof. Upper Secondary 91 134 118 132 75
Primary + Lower Secondary + TVET 2
Primary + Lower + Gen. and Prof. Upper Secondary +
12 2 2 3 3
TVET
Lower Secondary 33 24 21 20 11
Lower + Gen. and Prof. Upper Secondary 218 225 266 240 247
Lower Secondary + TVET 14
Lower + Gen. and Prof. Upper Secondary + TVET 37 30 21 33 32
Gen. and Prof. Upper Secondary 187 28 27 24 23
Gen. and Prof. Upper Secondary + TVET 58
TVET 336 318 308 308 234
Source: School census, Ministry of Education

Table 1.1.2 focus on the information collected through School data management system (SDMS) for
preprimary, primary, secondary and TVET L1-L5. The decrease in number of schools from 5,144 in
2020/21 to 4,842 in 2021/22 is due to the fact that some Preprimary schools were operating in the
same compound together with either primary or secondary schools. But they were managed as
independent schools and therefore counted as separate schools. In the year 2021/22, many of these
preprimary schools were not counted as separate schools, they were counted together with the
primary or secondary schools they are attached to.

It is important to highlight that: (1) Gen. and Prof. Upper Secondary + TVET setting refer to TVET and
accounting, that used to be TVET when accounting was part of TVET (2) in professional upper
secondary; associate nursing program was opened in seven schools that used to have general
secondary. (3) The number of TVET level in the same premises with general education schools is
increasing.

4
Table 1.1.3: School settings with preprimary level
Indicator/Year 2017 2018 2019 2020/21 2021/22
Total number of schools with Preprimary level 3,186 3,210 3,401 3,741 3,808
Standalone preprimary 1,031 1,037 1,102 828 387
Preprimary attached to another level 2,155 2,173 2,299 2,913 3,421
% of standalone preprimary 32.4% 32.3% 32.4% 22.1% 10.2%
% of preprimary attached to another level 67.6% 67.7% 67.6% 77.9% 89.8%
Source: School census, Ministry of Education

Table 1.1.3. indicates that the number of preprimary schools that are attached to schools with higher
levels is increasing while the standalone preprimary schools are decreasing. Data shows a
considerable decrease of standalone preprimary schools from 828 schools in 2020/21 to 387
schools in 2021/22 and an increase in Preprimary schools that are attached to a higher level from
2,913 schools in 2020/21 to 3,421 schools in 2021/22. This shift could be attributed to the
government program of schools' constructions, the payment of preprimary teachers, and scaling up
of the school feeding program to preprimary and primary schools.

Table 1.1.4: School settings with primary level

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total number of schools with Primary level 2,877 2,909 2,961 3,691 3,831
Standalone primary 470 439 434 447 243
Primary attached to another level 2,407 2,470 2,527 3,244 3,588
% of standalone primary 16.3% 15.1% 14.7% 12.1% 6.3%
% of primary attached to on another level 83.7% 84.9% 85.3% 87.9% 93.7%
Source: School census, Ministry of Education

Table 1.1.4 indicates that schools with primary level increased from 3,691 in 2020/21 to 3,831 in
2021/22. Data shows a trend towards primary schools being expanded on levels rather than having
one level. The percentage of schools with only primary level decreased from 16.3% in 2017 to 6.3%
in 2021/22, while the percentage of primary schools expanded on levels increased from 83.7% in
2017 to 93.7% in 2021/22. This means that 344 schools which had only primary level introduced new
levels of education.

Table 1.1.5: School settings with General and professional secondary

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total number of schools with Gen. and prof.
1,567 1,416 1,452 1,869 1,955
secondary level
Standalone Gen. and prof. secondary 438 277 314 284 281
Gen. and prof. secondary attached to other levels 1,129 1,139 1,138 1,585 1,674
% of standalone Gen. and prof. secondary 28.0% 19.6% 21.6% 15.2% 14.4%
% of Gen. and prof. secondary attached to
72.0% 80.4% 78.4% 84.8% 85.6%
another level
Source: School census, Ministry of Education

5
The 1.1.5 indicates an increase in the number of schools with general and professional secondary
level from 1869 schools in 2020/21 to 1,955 schools in 2021/22. Data shows a trend towards
secondary schools being expanded to levels rather than having one level. The number of standalone
secondary schools decreased from 284 schools in 2020/21 to 281 in 2021/22, while the number of
secondary schools expanded on levels increased from 1,585 in 2020/21 to 1681 in 2021/22. This
means that 96 schools which had only secondary level introduced new levels of education.

Table 1.1.6: School settings with TVET L1 to L5

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total number of schools with TVET level 385 350 331 344 422
Standalone TVET 336 318 308 308 234
TVET attached to another level 49 32 23 36 188
% of standalone TVET 87.3% 90.9% 93.1% 89.5% 55.5%
% of TVET attached to another level 12.7% 9.1% 6.9% 10.5% 44.5%
Source: School census, Ministry of Education

Table 1.1.6 illustrates the number of schools with TVET L1- L5. Data shows an increase in the number
of schools with TVET Level from 344 schools to 422 schools in 2020/21. Data indicates that 234
(55.5%) of TVET L1-L5 schools have only TVET level while 188(44.5%) of TVET L1-L5 have introduced
new levels (preprimary, primary or secondary levels. TVET L1-L5 Schools that introduced new levels
increased significantly from 36 schools in 2020/21 to 188 schools in 2021/22 while those that are
standalone reduced from 308 schools in 2020/21 to 234 schools in 2021/22. Creation of TVET wings
could explain the increase in the number of TVET L1-L5 with more than one level.

1.2 Number of schools by schools’ status

Table 1.2.1: Number of Schools with preprimary level, by schools’ status

Schools ‘status 2017 2018 2019 2020/21 2021/22
Total schools 3,186 3,210 3,401 3,741 3,808
Public schools 455 455 508 1,069 1,133
Government-subsidized schools 1,484 1,632 1,555 1,646 1,746
Private schools 1,247 1,123 1,338 1,026 929
Average pupils per school 69 71 83 79 93
Public schools 71 70 81 73 95
Government-subsidized schools 66 67 80 75 97
Private schools 73 77 86 90 85
Source: School census, Ministry of Education

Table 1.2.1 shows that the number of schools with pre-primary level increased from 3,741 in 2020/21
to 3,808 in 2021/22. The number of private pre-primary schools decreased from 1,026 in 2020/21 to
929 in 2021/22 while an increase in both public and government-subsidized schools is observed
during the same period. Some private schools closed completely after COVID-19 pandemic which
could explain the decrease in the number of private schools. The average pupils per preprimary

6
schools stands at 93 in 2021/22 up from 79 pupils in 2020/21. This demonstrates the need for more
preprimary schools.

Table 1.2.2: Number of schools with primary level by school’ status

School status 2017 2018 2019 2020/21 2021/22
Total schools 2,877 2,909 2,961 3,691 3,831
Public 725 736 759 1,304 1,316
Government-subsidized 1,774 1,781 1,787 1,890 1,897
Private 378 392 415 497 618
Average Pupil per School 883 861 848 739 716
Public 1,099 1,075 1,069 815 834
Government-subsidized 929 904 891 811 795
Private 254 264 261 268 222
Source: School census, Ministry of Education

Table 1.2.2 shows that there were 3,831 registered primary schools’ country-wide in 2021/22 of
which 1,316 were primary public-owned schools, 1,897 were primary government-subsidized, and
618 were privately owned schools. There has been an increase of 3.7 percent in the number of
primary schools from 3,691 in 2021/22 to 3,831 in 2021/22. There was a slight increase in the
number of public and government-subsidized owned primary schools, but a high increase was
recorded in the number of privately owned primary schools from 497 to 618 between 2020/21 and
2020/21. On average, a primary school accommodates 716 learners with private schools
accommodating fewer learners than public and government subsidized schools.

Table 1.2.3: Number of schools with gen. and prof. secondary level, by school’ status
School year 2017 2018 2019 2020/21 2021/22
Total 1,567 1,416 1,452 1,869 1,955
Public 461 437 456 699 712
Government-subsidized 871 849 867 1,041 1,069
Private 235 130 129 129 174
Average students per school 339 409 447 371 373
Public 378 436 474 356 368
Government-subsidized 368 415 457 388 395
Private 155 279 286 314 257
Source: School census, Ministry of Education

Table 1.2.3 shows that there were 1,955 registered secondary schools’ country-wide in 2021/22 of
which 712 were public-owned schools, 1,069 were government-subsidized, and 174 were privately
owned schools. There has been an increase in the number of secondary schools from 1869 in

7
2021/22 to 1955 in 2021/22. On average, a secondary school accommodates 373 students with
private schools accommodating fewer students than public and government subsidized schools.

Table 1.2.4: Number of schools with TVET L1 to L5, by school’ status

Status 2017 2018 2019 2020/21 2021/22
Total schools 385 350 331 344 422
Public 94 95 91 99 152
Government-subsidized 40 45 45 49 88
Private 251 210 195 196 182
Average students per school 207 227 251 259 198
Public 220 227 271 245 166
Government-subsidized 305 270 276 307 185
Private 186 217 236 255 231
Source: School census, Ministry of Education

Table 1.2.4 shows an increase in the number of TVET schools, from 344 in 2020/21 to 422 in
2022/22. However, in the same period a decrease of 14 schools was recorded in the number of
privately owned TVET schools. In fact, the Ministry of Education introduced the school feeding
program and school fees harmonization in both public and government-aided schools, making them
more attractive to parents. Some private TVET schools shifted from being private to government
subsidized. The average number of TVET students per school is 166; 185; and 257 respectively for
the public, government-subsidized and private schools.

Table 1.2.5: Number of higher education institutions

DESCRIPTION/YEAR 2016/17 2017/18 2018/19 2020/21 2021/22
Total Higher education institutions 54 40 40 38 39
Public 10 3 3 3 3
Private 44 37 37 35 36
Polytechnics 17 10 10 8 8
Public 8 1 1 1 1
Private 9 9 9 7 7
General Higher Education Institutions 37 30 30 30 31
Public 2 2 2 2 2
Private 35 28 28 28 29
Source: School census, Ministry of Education

Table 1.2.5 indicates an increase in the number of higher education institutions from 38 Higher
education institutions in 2020/21 to 39 HEIs in 2021/22. One private General Higher Education
Institution reopened after meeting the requirements.

8
Table 1.2.6: Number of adult literacy centers
Indicators / Year 2017 2018 2019 2020/21 2021/22
Centers 5,160 4,991 5,194 4,953 5,076
Public 1,447 1,418 1,389 1,844 2,080
Private 1,214 815 1046 447 252
Government-subsidized 2,499 2,758 2,759 2,662 2,744
Percentage 100% 100% 100% 100% 100%
Public 28.0% 28.4% 26.7% 37.2% 41.0%
Private 23.5% 16.3% 20.1% 9.0% 5.0%
Government-subsidized 48.4% 55.3% 53.1% 53.7% 54.1%
Source: School census, Ministry of Education

Table 1.2.6 illustrates the number of adult literacy centres. Data indicates that the number of adult
literacy centers increased from 4,953 centers in 2020/21 to 5,076 centers in 2021/22. While there
has been an increase in the number of public and government subsidized adult literacy centers, a
decrease is observed in the number of private adult literacy centers.

1.3 Number of schools by owner

13.9% Government
0.7% 6.1% 32.2%
1.8% Catholic
Protestant
16.6%
Adventist
Islamic
28.8%
Parents associations/Teacher
Individuals/NGOs

Figure 1.1: Percentage of schools by owner

Figure 1.1 presents data on school ownership, showcasing the involvement of different stakeholders
within the education system. Out of a total of 4,842 schools, government-owned schools account for
32.2%, with 1,559 establishments. Catholic-affiliated schools make up 28.8%, representing 1,393
schools, while Protestant schools comprise 16.6% with 803 institutions. The dataset also includes
85 Adventist schools (1.8%), 36 Islamic schools (0.7%), and 294 schools owned by parents’
associations or teachers (6.1%). Individuals and NGOs own 672 schools, constituting 13.9% of the
total. This breakdown highlights the significant presence of government and religiously affiliated

9
schools, alongside contributions from parents’ associations, teachers, and private entities, resulting
in a diverse landscape of educational institutions.
Table 1.3.1: Number of schools with preprimary level by owner
School by Owner/Year 2017 2018 2019 2020/21 2021/22
Total number of schools 3,186 3,210 3,401 3,741 3,808
Government 468 459 506 1,069 1,136
Catholic 781 812 840 945 1,126
Protestant 685 732 799 765 665
Adventist 50 76 59 62 66
Islamic 19 28 28 21 26
Parents associations 929 838 854 470 227
Individuals/NGOs 254 265 315 409 562
Percentage of schools by owner 100% 100% 100% 100% 100%
Government 14.7% 14.3% 14.9% 28.6% 29.8%
Catholic 24.5% 25.3% 24.7% 25.3% 29.6%
Protestant 21.5% 22.8% 23.5% 20.4% 17.5%
Adventist 1.6% 2.4% 1.7% 1.7% 1.7%
Islamic 0.6% 0.9% 0.8% 0.6% 0.7%
Parents associations 29.2% 26.1% 25.1% 12.6% 6.0%
Individuals/NGOs 8.0% 8.3% 9.3% 10.9% 14.8%
Source: School census, Ministry of Education

Table 1.3.1 shows that there was an increase of the Pre-primary schools from 3,741 in 2020/21 to
3,808 in 2021/22. Government pre-primary schools constitutes 29.8 percent of all pre-primary
schools in the country, while Catholic and Protestant schools constitute 29.6 and 17.5% respectively.
Individuals/NGOs account for 14.8 % of total schools. Islamic has the least number of pre-primary
schools with 0.7%.

10
Table 1.3.2: Number of schools with primary level by owner
School by Owner 2017 2018 2019 2020/21 2021/22
Total schools 2,877 2,909 2,961 3,691 3,831
Government 726 736 759 1304 1319
Catholic 1,152 1,153 1,168 1,219 1,206
Protestant 647 648 653 716 676
Adventist 57 57 55 68 70
Islamic 19 21 20 16 20
Parents associations 137 137 137 128 147
Individuals/NGOs 139 157 169 240 393
Percentage 100% 100% 100% 100% 100%
Government 25.2% 25.3% 25.6% 35.3% 34.4%
Catholic 40.0% 39.6% 39.4% 33.0% 31.5%
Protestant 22.5% 22.3% 22.1% 19.4% 17.6%
Adventist 2.0% 2.0% 1.9% 1.8% 1.8%
Islamic 0.7% 0.7% 0.7% 0.4% 0.5%
Parents associations 4.8% 4.7% 4.6% 3.5% 3.8%
Individuals/NGOs 4.8% 5.4% 5.7% 6.5% 10.3%
Source: School census, Ministry of Education

Data on the number of primary schools by owner shows that government and the catholic church
owns 34.4% of the schools and 31.5% of the schools respectively. Protestant and NGOs own 17.5%
and 10.3% of the schools respectively.

Table 1.3.3: Number of Gen. and prof. secondary schools by owner

School by Owner 2017 2018 2019 2020/21 2021/22
Total schools 1,567 1,416 1,452 1,869 1,955
Government 461 439 456 699 716
Catholic 632 606 617 727 744
Protestant 288 260 266 320 316
7th Day Adventist 21 16 18 26 26
Islamic 15 11 12 14 17
Parents associations 102 46 40 36 57
Individuals/NGOs 48 38 43 47 79
Percentages 100% 100% 100% 100% 100%
Government 29.4% 31.0% 31.4% 37.4% 36.6%
Catholic 40.3% 42.8% 42.5% 38.9% 38.1%
Protestant 18.4% 18.4% 18.3% 17.1% 16.2%
7th Day Adventist 1.3% 1.1% 1.2% 1.4% 1.3%
Islamic 1.0% 0.8% 0.8% 0.7% 0.9%
Parents associations 6.5% 3.2% 2.8% 1.9% 2.9%
Individuals/NGOs 3.1% 2.7% 3.0% 2.5% 4.0%
Source: School census, Ministry of Education

11
Data indicates that Government and catholic church owns most of the secondary schools,
government own 36.6% of the schools while catholic church own 38.0% of the schools. Protestant
and NGOs own 16.1% and 4.2% of the schools respectively.

Table 1.3.4: Number of schools with TVET level by owner

School by Owner 2017 2018 2019 2020/21 2021/22
Total schools 385 350 331 344 422
Government 94 95 91 99 152
Catholic 74 65 60 68 93
Protestant 57 64 50 41 54
7th Day Adventist 3 3 5 3 5
Islamic 6 6 5 6 4
Parents associations 62 58 66 54 52
Individuals/NGOs 89 59 54 73 62
Percentages 100% 100% 100% 100% 100%
Government 24.4% 27.1% 27.5% 28.8% 36.0%
Catholic 19.2% 18.6% 18.1% 19.8% 22.0%
Protestant 14.8% 18.3% 15.1% 11.9% 12.8%
7th Day Adventist 0.8% 0.9% 1.5% 0.9% 1.2%
Islamic 1.6% 1.7% 1.5% 1.7% 0.9%
Parents associations 16.1% 16.6% 19.9% 15.7% 12.3%
Individuals/NGOs 23.1% 16.9% 16.3% 21.2% 14.7%
Source: School census, Ministry of Education

Data indicates that Government and catholic church owns most of TVET schools, government own
36.0 % of the schools while catholic church own 22.0% of the schools. Another considerable share
is owned by individuals/ NGOs and parents' associations, 14.7% and 12.3% respectively.

Table 1.3.5: Number of adult literacy centers by owner

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total Centers 5,160 4,991 5,194 4,953 5,076
Churches 2,745 2,899 2,949 2,682 2,493
Government 2,129 1,947 1,959 2,086 2,406
NGOs & Projects 286 145 286 185 177
Percentage 100% 100% 100% 100% 100%
Churches 53.2% 58.1% 56.8% 54.1% 49.1%
Government 41.3% 39.0% 37.7% 42.1% 47.4%
NGOs & Projects 5.5% 2.9% 5.5% 3.7% 3.5%
Source: School census, Ministry of Education

Table 1.3.5 above indicates that a considerable share of adult literacy centers is owned by churches,
owning 49.1% of the total adult literacy centers. Government owns 47.4% of the total adult literacy
centers while NGOs/ project owns the least.

12
1.4 Classrooms in use and classes in school

Table 1.4.1: Total number of classrooms in use, by schools ‘status

Schools ‘status 2017 2018 2019 2020/21 2021/22
Total classrooms 54,215 56,029 59,032 76,133 77,629
In Public schools 14,957 15,659 16,515 26,171 27,027
In Government-subsidized schools 31,057 31,877 33,097 39,425 39,948
In Private schools 8,201 8,734 9,420 10,537 10,654
National Average pupils per classroom 62 60 60 50 50
In Public schools 68 66 66 54 55
In Government-subsidized schools 67 65 64 53 53
In Private schools 33 31 33 30 29
Source: School census, Ministry of Education

Table 1.4.1 shows the total number of classrooms in use and by school status. Data shows an
increase of 1,496 classrooms between 2020/21 and 2021/22. Increase of the classrooms is seen in
all categories of the schools with the highest increase in government subsidized schools.

Table 1.4.2: Number of preprimary classrooms, by schools 'status

Schools ‘status 2017 2018 2019 2020/21 2021/22
Total classrooms 5,207 5,509 5,879 7,414 8,358
In Public schools 615 608 674 1,711 2,091
In Government-subsidized schools 1,896 2,234 2,050 2,467 3,182
In Private schools 2,696 2,667 3,155 3,236 3,085
Average pupils per classroom 42 41 48 40 41
In Public schools 52 53 62 46 50
In Government-subsidized schools 51 49 61 50 48
In Private schools 34 32 36 29 26
Source: School census, Ministry of Education

Table 1.4.2 presents the number of classrooms and pupil to classroom ratio in preprimary. The total
number of classrooms in preprimary schools recorded in 2021/22 is 8,358, an increase of 944
classrooms from 2020/21. On average, there are 41 pupils per class at the preprimary school level.
Based on this data, the country has not realized the recommended learner to classroom ratio (30:1).
There exist disparities in class sizes across school status with public schools recording a high ratio.
This shows a need to build more classrooms for preprimary education.

13
Table 1.4.3: Number of primary classrooms in use by school status
School status 2017 2018 2019 2020/21 2021/22
Total classrooms 31,927 32,548 34,468 46,604 46,010
Public 9,073 9,287 9,884 16,834 16,743
Government-subsidized 19,849 20,072 21,205 25,557 24,788
Private 3,005 3,189 3,379 4,213 4,479
Average Pupil per Classroom 80 77 73 59 60
Public 88 85 82 63 66
Government-subsidized 83 80 75 60 61
Private 32 32 32 32 31
Source: School census, Ministry of Education

Table 1.4.3 presents the number of classrooms and pupil to classroom ratio in the primary. The total
number of classrooms in primary schools recorded in 2021/22 is 46010, a decrease of 594
classrooms from 2020/21. This decrease can be attributed to the increasing number of leaners in
preprimary where primary classrooms are being used for preprimary learners. On average, there are
68 pupils per class at the primary school level and this shows that the country has not yet achieved
the recommended learner to classroom ratio (46:1) . Disparities are seen in class sizes across school
status with public schools and government subsidized schools recording a high rate of classroom
pupil ratio. This implies that more classrooms are still needed to reduce the number of classrooms
pupil ratio in primary schools.

Table 1.4.4: Number of primary school classes by school status

School status 2017 2018 2019 2020/21 2021/22
Total classes 59,572 56,683 53,364 67,166 61,109
Public 17,680 16,891 15,901 25,253 22,697
Government-subsidized 38,602 36,370 33,929 37,520 33,619
Private 3,290 3,422 3,534 4,393 4,793
Average Pupil per Class 43 44 47 41 45
Public 45 47 51 42 45
Government-subsidized 43 44 47 41 42
Private 29 30 31 30 28
Source: School census, Ministry of Education

Table 1.4.4 presents the number of primary school classes by school status. The total number of
classes in primary schools decreased from 67,166 classes in 2020/21 to 61,109 classes in 2021/21.
This shows efforts in the phasing out of the double shift system in primary education. The average
pupil per class increased from 41 in 2020/21 to 42 in 2021/22. This could be explained by the
increased number of pupils enrolled in primary schools.

14
Table 1.4.5: Number of primary classrooms in use per grade
Grade 2017 2018 2019 2020/21 2021/22
Number of classrooms 31,927 32,548 34,468 46,604 46,010
P1 5,975 5,825 5,537 10,028 8,912
P2 6,033 5,488 5,399 6,433 8,677
P3 5,646 5,373 5,051 6,128 6,519
P4 5,119 5,212 5,077 8,431 7,529
P5 4,662 4,884 7,112 8,655 7,892
P6 4,492 5,766 6,292 6,929 6,481
Average number of Pupils per classroom 80 77 73 59 60
P1 83 89 89 78 78
P2 88 84 86 70 73
P3 85 84 85 70 64
P4 82 82 83 48 53
P5 79 78 56 46 48
P6 54 45 48 42 35
Source: School census, Ministry of Education

Table 1.4.5 shows a decrease in the number of classrooms in primary one. This could be explained
by the decrease in the number of enrolment of pupils in primary one compared to the year 2020/21
when a double intake of pupils was registered in primary one. Classrooms in use have increased in
primary 2 due to the promotion of double intake of primary one. The average number of pupils per
classroom is above 46:1 in all classes expect in primary 6.

Table 1.4.6: Number of gen. and prof. secondary classrooms in use

School status 2017 2018 2019 2020/21 2021/22
Total Classrooms 14,067 15,126 15,825 18,895 19,965
Public 4,510 4,962 5,205 6,691 7,073
Government-subsidized 8,902 9,127 9,374 10,838 11,237
Private 655 1,037 1,246 1,366 1,655
Average students per Classroom 38 38 41 37 37
Public 39 38 41 37 37
Government-subsidized 36 39 42 37 38
Private 56 35 30 30 28
Source: School census, Ministry of Education

The number of classrooms has increased in public, government subsidized and private schools. On
average, the students per classroom ratio remains at 37 in 2020/21. Private schools have the lowest
ratio of 28:1; while Public stands at 37 and government subsidized at 38:1.

15
Table 1.4.7: Number of gen. and prof. secondary classrooms per grade
Grade 2017 2018 2019 2020/21 2021/22
Number of classrooms 14,067 15,367 15,825 18,895 19,965
S1 3,673 3,861 3,862 5,168 4,885
S2 3,075 3,171 3,371 4,263 4,458
S3 2,618 2,549 2,718 3,225 3,440
S4 1,639 1,974 2,003 2,264 2,735
S5 1,548 1,932 1,958 2,012 2,337
S6 1,514 1,880 1,913 1,963 2,110
Average students per Classroom 38 38 41 37 37
S1 42 48 51 42 46
S2 41 43 49 41 43
S3 38 39 44 40 36
S4 34 31 31 29 27
S5 31 27 29 27 27
S6 29 24 26 26 26
Source: School census, Ministry of Education

The student-to-classroom ratio varies across different grade levels. Generally, the ratio decreases as
students progress to higher grades. In particular, S1 (the first year of secondary education) have the
highest ratio, while S6 (the final year of secondary education) has the lowest ratio. Comparing the
ratios between the academic years 2020/21 and 2021/22, there was an increase in the ratio for S1
and S2, while the ratio decreased for the other grades.

Table 1.4.8: Number of TVET classrooms for level I to 5

Status 2017 2018 2019 2020/21 2021/22
Total classrooms 3,014 2,846 2,860 3,220 3,296
Public 759 756 752 935 1,120
Government-subsidized 410 439 468 563 741
Private 1,845 1,651 1640 1722 1,435
Trainees per Classroom 26 28 28 27 25
Public 27 29 27 25 22
Government-subsidized 30 28 27 27 22
Private 25 28 28 29 29
Source: School census, Ministry of Education

The number of classrooms has increased in TVET from 3,220 in 2020/21 to 3,841 in 2021/22, an
increase of 76 classrooms. A high increase is seen in public and government subsidized schools,
which demonstrates efforts by the government to provide equal access to TVET schools. On average,
the trainees per classroom ratio improved from 27 in 2020/21 to 22 in 2021/22, achieving the
recommended trainee’s classroom ratio (25:1). Private schools have the highest classroom trainee
ratio.

16
Table 1.4.9: Number of TVET’ classrooms per level
level 2017 2018 2019 2020/21 2021/22
Number of classrooms 3,014 2,846 2,860 3,220 3,296
Level 1 456 394 470 587 515
Level 2 101 30 17 29 21
Level 3 1,021 1,040 929 1,047 1,270
Level 4 778 728 784 796 816
Level 5 658 654 660 761 674
Trainees per Classroom 26 28 28 27 25
Level 1 25 22 24 25 25
Level 2 21 20 20 16 25
Level 3 24 28 28 29 22
Level 4 26 28 29 26 30
Level 5 33 32 28 28 27
Source: School census, Ministry of Education

General the number of trainees per classroom are below the standards of 25:1, except for level 4 and
level 5 where one classroom is accommodating 30 and 27 trainees per classroom.

1.5 Number of desks in school

Table 1.5.1: Total number of desks, by schools’ status

Schools’ status 2017 2018 2019 2020/21 2021/22
Total desks 923,141 940,824 988,676 1,468,098 1,835,956
In Public schools 257,094 263,242 271,860 513,801 669,133
In Government-subsidized schools 527,559 528,909 539,788 738,765 932,513
In Private schools 138,488 148,673 177,028 215,532 234,310
Source: School census, Ministry of Education

In general, Table 1.5.1 shows that the number of desks increased from 1,468,098 desks in 2020/21
to 1,835,956 desks in 2021/22. This indicates an increase of 367,858 school desks from 2020/21. A
high increase in school desks is observed in Government-subsidized schools from 738,765 desks in
2020/21 to 932,513 desks in 2021/22. This demonstrates an effort by the Government of Rwanda to
reduce the number of pupils per desk and improve the learning environment.

17
Table 1.5.2: Number of Preprimary desks, by schools’ status
Schools’ status 2017 2018 2019 2020/21 2021/22
Total desks 86,607 103,993 119,279 174,905 195,061
In Public schools 11,763 13,780 15,565 40,357 50,544
In Government-subsidized schools 31,513 37,802 39,551 59,304 72,136
In Private schools 43,331 52,411 64,163 75,244 72,381
Average pupils per desk 3 2 2 2 2
In Public schools 3 2 3 2 2
In Government-subsidized schools 3 3 3 2 2
In Private schools 2 2 2 1 1
Source: School census, Ministry of Education

Table 1.5.2 shows the number of desks in pre-primary schools. The total number of desks in pre-
primary schools increased from 174,905 in 2020/21 to 195,061 in 2021/22. This represents an
increase of 20,156 desks. Growth is observed in public and government subsidized schools. This
indicates government efforts in improving the learning environment for preprimary learners.
However, a decrease in the number of desks is observed in private preprimary from 75,244 in 2020/21
to 72,381 in 2021/22. Data on the average pupil per desk indicates that the average pupil per desk
has remained 2 from 2020/21 to 2021/22 in public and government subsidized schools. The average
pupil per desk has remained 1 in private preprimary schools.

Table 1.5.3: Number of primary desks by school status

School status 2017 2018 2019 2020/21 2021/22
Total desks 534,700 529,285 539,277 876,638 1,184,099
Public 156,318 153,863 155,806 332,587 461,714
Government-subsidized 332,134 322,784 326,896 466,501 632,153
Private 46,248 52,638 56,575 77,550 90,232
Average Pupil per desk 5 5 5 3 2
Public 5 5 5 3 2
Government-subsidized 5 5 5 3 2
Private 2 2 2 2 2
Source: School census, Ministry of Education

Table 1.5.3 shows the number of desks in primary schools. The total number of desks in primary
schools increased from 876,638 in 2020/21 to 1,184,099 in 2021/22. This represents an increase of
307,461 desks. An increase is observed in all categories of schools. Data on the average pupil per
desk shows an improvement from 3 pupil per desk in 2020/21 to 2 pupil per desk in 2021/22. Based
on this data, the country seems to have realized the recommended average pupil per desk in primary
schools.

18
Table 1.5.4: Number of gen. and prof. secondary desks
Status 2017 2018 2019 2020/21 2021/22
Total desks 266,651 272,285 289,342 371,751 376,958
Public 81,253 87,023 89,849 127,667 130,961
Government-subsidized 144,423 146,608 151,054 187,133 212,040
Private 40,975 38,654 48,439 56,951 33,957
Average Pupils per desk 2 2 3 2 2
Public 2 2 3 2 2
Government-subsidized 2 2 3 2 2
Private 2 2 2 2 2
Source: School census, Ministry of Education

Table 1.5.4 shows that the total number of schools desks in the general and professional secondary
was 376,958 in 2021/22. This indicates an increase of 5,207 school desks from 2020/21. There is,
however, a reduction in school desks in private schools from 56,951 in 202/21 to 33,957 desks in
2021/22. This can be explained by the improvement in public schools which attracted more students
to public schools. From 2020/21, the average number of pupils per desk have remained the same (2
pupil per desk) for both public and private general and secondary schools.

Table 1.5.5: Number of TVET desks for level I to 5

Status 2017 2018 2019 2020/21 2021/22
Total desks 44,414 43,255 47,645 56,053 79,838
Public 10,232 10,900 11,892 14,525 25,914
Government-subsidized 6,326 6,542 7,034 8,222 16,184
Private 27,856 25,813 28,719 33,306 37,740
Trainees per desks 2 2 2 2 1
Public 2 2 2 2 1
Government-subsidized 2 2 2 2 1
Private 2 2 2 1 1
Source: School census, Ministry of Education

Data on desks in TVET for level I to 5 shows an increase from 56,053 desks in 2020/21 to 79,838
desks in 2021/22. This represents an increase of 23,785 desks in TVET level I to 5. An increase in
the number of desks is observed in all categories of schools. Table 1.5.5. shows an improvement in
trainees per desk from 2 trainees per desk in 2020/21 to 1 trainee per desk in 2021/22.

19
Table 1.5.6: Number of Adult literacy desks
Indicators / Year 2017 2018 2019 2020/21 2021/22
Number of desks 35,183 35,261 40,778 44,804 44,536
Public 7,760 8,576 10,640 13,190 15,212
Government-subsidized 19,489 21,715 22,287 25,827 25,877
Private 7,934 4,970 7,851 5,787 3,447
Learners per desk 4 4 3 3 3
Public 6 4 4 4 4
Government-subsidized 4 3 3 2 2
Private 4 4 3 2 2
Source: School census, Ministry of Education

Data on desks in adult literacy centers shows a decrease in the number of desks from 44,804 desks
in 2020/21 to 44,546 desks in 2021/22. This represents a decrease of 268 desks in adult literacy
centers. A decrease in the number of desks is observed in private centers. Learners per desk
remained the same. Three learners share a desk in the adult literacy centers.

1.6 Sport facilities in school

Table 1.6.1: Game and materials for Pre-Primary level in 2021/22

Games and materials Preprimary with Preprimary without % of Pre-Primary with
Small Balls 866 2,942 22.7%
Toys 781 3,027 20.5%
Cubes shapes 596 3,212 15.7%
Swings 550 3,258 14.4%
Puzzles 509 3,299 13.4%
Ropes used in different games 512 3,296 13.4%
Bats and Balls 449 3,359 11.8%
Hand puppets 416 3,392 10.9%
Balance and fitness 362 3,446 9.5%
Ladders 324 3,484 8.5%
Rope trees and nets 253 3,555 6.6%
Big circles 296 3,512 7.8%
Climbing and gym equipment 239 3,569 6.3%
Roundabouts 248 3,560 6.5%
Toboggan: Sliding games 232 3,576 6.1%
Spring Rockers 192 3,616 5.0%
Small Bicycle 165 3,643 4.3%
Rocking 97 3,711 2.5%
Source: School census, Ministry of Education

20
Table 1.6.1 indicates the availability of games and materials in pre- primary level. Data shows that
learners in preprimary schools have access to a variety of materials. However, a large number of
schools have no materials which highlights the need to provide materials in preprimary schools.

Table 1.6.2: Sport facilities in primary and secondary schools in 2021/22

Levels of education Football Volleyball Basketball Gymnasium
Number of schools with playground 2,664 2,122 739 14
with Primary level 2,139 432 432 5
With Gen. and prof Secondary level 1,160 481 481 8
with TVET L1-L5 level 238 139 139 2
Number of schools without playground 2,178 2,720 4,103 4,828
with Primary level 1,692 3,399 3,399 3,826
With Gen. and prof Secondary level 1,032 1,711 1,711 2,184
with TVET L1-L5 level 1,720 1,819 1,819 1,956
Percentage of schools with playground 55.0% 43.8% 15.3% 0.3%
with Primary level 55.8% 11.3% 11.3% 0.1%
With Gen. and prof Secondary level 52.9% 21.9% 21.9% 0.4%
with TVET L1-L5 level 12.2% 7.1% 7.1% 0.1%
Source: School census, Ministry of Education

Data on sport facilities in primary and secondary schools indicates that 55% schools have football
playground, 43.8% of the schools have volleyball playground, 15.3% of the schools have basketball
playground and only 0.3% of the schools have gymnasium playground. Data demonstrates the need
to provide sport facilities in all schools with more focus on with TVET L1-L5 level as this category
of school lags behind.

21
2. LEARNERS

2.1 Number of learners per school status

Table 2.1.1: Number of total learners in Rwanda education system

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total learners 3,614,004 3,619,871 3,750,252 4,029,848 4,159,782
Male 1,783,151 1,786,491 1,854,214 1,975,737 2,050,664
Female 1,830,853 1,833,380 1,896,038 2,054,111 2,109,118
% of Male 49.3% 49.4% 49.4% 49.0% 49.3%
% of Female 50.7% 50.6% 50.6% 51.0% 50.7%
Public schools 1,098,480 1,110,454 1,171,768 1,506,280 1,590,690
Male 546,970 556,061 588,029 745,710 792,307
Female 551,510 554,393 583,739 760,570 798,383
Government-subsidized schools 2,149,617 2,159,576 2,189,152 2,134,012 2,169,708
Male 1,050,577 1,056,498 1,071,594 1,036,099 1,058,085
Female 1,099,040 1,103,078 1,117,558 1,097,913 1,111,623
Private schools 365,907 349,841 389,332 389,556 399,384
Male 185,604 173,932 194,591 193,928 200,272
Female 180,303 175,909 194,741 195,628 199,112
Source: School census, Ministry of Education

The 2021/22 school year recorded a total number of 4,159,782 learners enrolled in pre-primary,
primary, secondary, TVET L1-L5, higher education, TVET short courses and adult literacy, which
represents 31.4% of 13,246,394 total Rwandan population in 2022. The proportion of female is higher
(50.7%) than that of male (49.3%) and Primary education have the highest number of 2,742,901
pupils, which represent 65.9% of total number.

9.6%
38.2%
Public
Government-subsidized
52.2%
Private

Figure 2.1: Share of learners in Rwanda education system by schools’ status

Government subsidized schools have the highest number of students, 52.2% of the total students,
followed by public schools with 38.2% of the total students while Private schools accommodate 9.6%
of the total students.

22
Table 2.1.2: Number of children in Early Childhood Developments (ECDs)
Indicator/Year 2017 2018 2019 2020/21 2021/22
Total children in ECDs 225,669 233,197 289,118 297,021 1,033,011
Male 110,978 115,243 142,201 144,646 496,439
Female 114,691 117,954 146,917 152,375 536,572
% of Male 49.2% 49.4% 49.2% 48.7% 48.1%
% of Female 50.8% 50.6% 50.8% 51.3% 51.9%
Total children in ECED centers 5,234 6,491 6,690 3,198 677,686
Male 2,516 3,199 3,290 1,586 318,916
Female 2,718 3,292 3,400 1,612 358,770
ECED children in Formal centers 5,234 6,491 6,690 3,198 25,056
Male 2516 3,199 3,290 1,586 11,784
Female 2718 3,292 3,400 1,612 13,272
ECED children in non-formal centers* 652,630
Male 307,132
Female 345,498
Total pupils in Preprimary level 220,435 226,706 282,428 293,823 355,325
Male 108,462 112,044 138,911 143,060 177,523
Female 111,973 114,662 143,517 150,763 177,802
Source: School census, Ministry of Education, * ECDs census, National Child Development Agency

Table 2.1.2 illustrates that children in ECDs increased considerably from 297,021 children in 2020/21
to 1,033,011 children in 202/21, representing an increase of 735,990. Mainly because of the inclusion
of data from the ECDs census where 677,686 are registered in ECED with 652,630 in non-formal ECED
centres and 25,056 in formal ECDs. Data from the school census shows that 355,325 pupils are
enrolled in preprimary level. The following figure shows the type of ECD center where those children
are.

0.1%

Home Based
27.6%
Community Based
Center Based

58.8% School Based

3.5% Workplace & Creche
10.1%

Figure 2.2: Number of children in Early Childhood Development centers

23
 Figure 2.2 provides the proportion of children in different types of Early Childhood Development
(ECD). The majority of children, 58.8% of the total, are enrolled in home-based ECD centers, with a
total of 606,937 children. Community-based centers account for 10.1% of the children, with 104,084
enrolled. Center-based ECDs have 35,811 children (3.5%), while school-based centers have the
largest share, with 27.6% of the children and a total of 284,998 enrolled. Workplace-based centers
and creche centers have a minimal presence, with 1,1181 children, representing 0.1% of the total.

Table 2.1.3: Number of preprimary pupils

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total pupils 220,435 226,706 282,428 293,823 355,325
Male 108,462 112,044 138,911 143,060 177,523
Female 111,973 114,662 143,517 150,763 177,802
% of Male 49.2% 49.4% 49.2% 48.7% 50.0%
% of Female 50.8% 50.6% 50.8% 51.3% 50.0%
Pupils in Public schools 32,281 31,940 41,646 77,893 107,447
Male 15,765 15,978 20,531 37,600 53,184
Female 16,516 15,962 21,115 40,293 54,263
Pupils in Government-subsidized
97,226 108,750 125,658 123,351 168,846
schools
Male 47,431 53,386 61,610 59,455 83,850
Female 49,795 55,364 64,048 63,896 84,996
Pupils in Private schools 90,928 86,016 115,124 92,579 79,032
Male 45,266 42,680 56,770 46,005 40,489
Female 45,662 43,336 58,354 46,574 38,543
Source: School census, Ministry of Education

The enrollment data in table 2.1.3 shows an increase of pupils in preprimary level from 293,823 in
2020/21 to 355,325 in 2021/22. The number of male is equal to the number of Female. A high share
of pupils in preprimary is recorded in government subsidized schools, 168,846 (about 47.5%)
followed by pupils in public schools, 107,447 (about 30.2%), and the ate schools which enrolled
79,032 (about 22.2 %) of the total number of preprimary pupils. Participation in pre-primary
education shows equal access to pre-primary education for both male and Female.

24
Table 2.1.4: Primary school pupils by school status
Description/Year 2017 2018 2019 2020/21 2021/22
Total primary pupils 2,540,374 2,503,705 2,512,465 2,729,116 2,742,551
Male 1,272,842 1,259,344 1,268,996 1,370,022 1,384,332
Female 1,267,532 1,244,361 1,243,469 1,359,094 1,358,219
% Of Male 50.1% 50.3% 50.5% 50.2% 50.5%
% Of Female 49.9% 49.7% 49.5% 49.8% 49.5%
Pupils in Public schools 796,899 790,906 812,077 1,063,617 1,097,453
Male 398,902 397,253 409,920 534,244 553,802
Female 397,997 393,653 402,157 529,373 543,651
Pupils in Government-subsidized
1,647,498 1,609,471 1,592,142 1,532,460 1,507,756
schools
Male 825,558 810,129 804,421 768,918 761619
Female 821,940 799,342 787,721 763,542 746137
Pupils in Private schools 95,977 103,328 108,246 133,039 137,342
Male 48,382 51,962 54,655 66,860 68,911
Female 47,595 51,366 53,591 66,179 68,431
Source: School census, Ministry of Education

Table 2.1.4 shows an increasing trend in the enrolment of primary school pupils between 2020/21
and 2021/22. The number of pupils in primary schools has increased from 2,729,116 in 2020/21 to
2,742,551 in 2021/22 standing for an increase of 0.4%. The same table shows that the number of
male is higher than that of Female at this level of education. The Fifth Rwanda Population and
Housing Census, 2022 showed that the number of male between 6- 11 years of age is higher than
that of Female. Government subsidized and public schools continue to accommodate a high number
of pupils in primary education. Primary pupils in government subsidized schools represent 54.9%,
followed by public schools,40% and then private school pupils which recorded only 5%.

25
Table 2.1.5: Number of lower secondary students
Description/Year 2017 2018 2019 2020/21 2021/22
Total Lower secondary Students 382,661 422,093 481,138 521,631 540,634
Male 176,797 194,314 219,915 239,474 245,840
Female 205,864 227,779 261,223 282,157 294,794
% of Male 46.2% 46.0% 45.7% 45.9% 45.5%
% of Female 53.8% 54.0% 54.3% 54.1% 54.5%
Students in Public schools 125,053 138,482 160,034 190,088 199,249
Male 58,857 64,617 74,384 88,199 91,989
Female 66,196 73,865 85,650 101,889 107,260
Students in Government-
232,874 258,660 295,952 304,064 313,737
subsidized schools
Male 104,640 116,232 131,872 136,416 139144
Female 128,234 142,428 164,080 167,648 174593
Students in Private schools 24,734 24,951 25,152 27,479 27,648
Male 13,300 13,465 13,659 14,859 14,707
Female 11,434 11,486 11,493 12,620 12,941
Source: School census, Ministry of Education

Table 2.1.5 shows that the number of students enrolled in lower secondary education in 2021/22 is
540,634 from 521,632 in 2020/21, female students accounted for 54.5% compared to their male
counterparts with 45.5%. A higher number of students are recorded in government subsidized
schools, 313,737(58.0%), followed by those in public schools, 199,249(36.8%), and then private
schools that recorded 27,648 (5.11%).

Table 2.1.6: Number of general and professional upper secondary students

Description/Year 2017 2018 2019 2020/21 2021/22
Total Students 148,716 156,804 167,809 171,994 189,660
Male 66,248 70,468 75,203 76,222 79,198
Female 82,468 86,336 92,606 95,772 110,462
% of Male 44.5% 44.9% 44.8% 44.3% 41.8%
% of Female 55.5% 55.1% 55.2% 55.7% 58.2%
Students in Public schools 49,264 52,205 55,883 58,923 63,058
Male 23,292 24,948 26,566 27,250 27,992
Female 25,972 27,257 29,317 31,673 35,066
Students in Government-
87,664 93,266 100,171 100,034 108,717
subsidized schools
Male 37,541 40,136 42,941 42,851 44,711
Female 50,123 53,130 57,230 57,183 64,006
Students in Private schools 11,788 11,333 11,755 13,037 17,885
Male 5,415 5,384 5,696 6,121 6,495
Female 6,373 5,949 6,059 6,916 11,390
Source: School census, Ministry of Education

26
Table 2.1.6 shows that the total number of students enrolled in general and professional upper
secondary enrolment was 189,660 in 2021/22. There is an increase of 10.2% in enrolment between
2020/21 and 2021/22 from 171,994 to 189,660. Female students accounted for 58.2% compared to
their male counterparts with 41.8%. The government interventions aiming at ensuring female
students are progressing through education system and complete secondary education are starting
to bear fruits. The fifth Rwanda Population and Housing Census, 2022 indicated that the share of
females age between 7-18 years of age attending schools is higher than that of male. Government-
subsidized schools enrolled 103,230 standing for 57.2%, followed by public schools with an
enrolment of 60,033 students constituting 33.3% while private enrolment accounted for only 17,247
students constituting 9.6 % of total enrolment.

Table 2.1.7: Total TVET trainees in level I to 5

Description/Year 2017 2018 2019 2020/21 2021/22
Total trainees 79,595 79,388 83,157 89,221 83,458
Male 43,500 43,585 46,573 47,518 48,623
Female 36,095 35,803 36,584 41,703 34,835
% of Male 54.7% 54.9% 56.0% 53.3% 58.3%
% of Female 45.3% 45.1% 44.0% 46.7% 41.7%
Trainees in Public schools 20,634 21,563 24,671 24,261 25,191
Male 12,368 12,849 15,952 14,292 15,006
Female 8,266 8,714 8,719 9,969 10,185
Trainees in Government- 16,272
12,208 12,170 12,411 15,056
subsidized schools
Male 6,853 6,595 6,682 7,741 9253
Female 5,355 5,575 5,729 7,315 7019
Trainees in Private schools 46,753 45,655 46,075 49,904 41,995
Male 24,279 24,141 23,939 25,485 24,364
Female 22,474 21,514 22,136 24,419 17,631
Source: School census, Ministry of Education

Enrollment data in TVET level 1 to 5 shows that a total of 83,458 students were enrolled, unlike
previous years, this number does not include students who are enrolled in accounting. The
accounting trade has been moved from TVET trades to a professional course. As always, female
enrolment remained low (41.7%) compared to male (58.3%) in TVET schools. Contrarily to the other
levels of education, private schools in TVET registered the highest number of students
41,995(50.3%), followed by public schools with 23,784 students (30.1%) and government-subsidized
schools with 16,272 students (19.4%).

27
Table 2.1.8: Number of students in TVET schools and accounting
2020/21 2021/22
TVET vs Accounting
TVET Accounting Total TVET Accounting Total
Total Students 79,434 9,787 89,221 83,458 9,291 92,749
Male 45,801 1,717 47,518 48,623 1,528 47,947
Female 33,633 8,070 41,703 34,835 7,763 40,725
Students in Public schools 22,479 1,782 24,261 25,191 1,892 25,676
Male 13,857 435 14,292 15006 439 14,669
Female 8,622 1,347 9,969 10185 1485 11,007
Students in Government-
12,716 2,340 15,056 16,272 2,106 17,860
subsidized schools
Male 7,339 402 7,741 9253 401 9,389
Female 5,377 1,938 7,315 7019 1742 8,471
Students in Private schools 44,239 5,665 49,904 41,995 5,012 45,136
Male 24,605 880 25,485 24,364 688 23,889
Female 19,634 4,785 24,419 17,631 4536 21,247
Source: School census, Ministry of Education

Table 2.1.8 shows the number of students enrolled in TVET and accounting separately. Data shows
that the number of students enrolled in TVET increased by 4,024 from 79,434 students in 2020/21
to 83,458 students in 2021/22. Though private schools registered a high number of students in TVET,
an increase in the enrolment of students in TVET is seen in the public and government subsidized
schools with a decrease in private schools. Female students continue to be poorly represented in
TVET institutions. A slight decrease is seen in the enrollment of students in accounting with a
difference of 496 students enrolled between 2020/21 to 2021/22. Unlike in the TVET institutions, a
high share of female is enrolled in accounting.
Table 2.1.9: Higher education Institution students
Indicator/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total number of students 91,193 89,160 86,206 88,448 95,863
Male 49,908 51,119 49,090 48,757 53,771
Female 41,285 38,041 37,116 39,691 42,092
% of Male 54.7% 57.3% 56.9% 55.1% 56.1%
% of Female 45.3% 42.7% 43.1% 44.9% 43.9%
Students in Public HEIs 38,595 38,338 35,719 37,177 42,753
Male 25,518 26,247 24,364 24,657 27,373
Female 13,077 12,091 11,355 12,520 15,380
% of Male 66.1% 68.5% 68.2% 66.3% 64.0%
% of Female 33.9% 31.5% 31.8% 33.7% 36.0%
Students in Private HEIs 52,598 50,822 50,487 51,271 53,110
Male 24,390 24,872 24,726 24,100 26,398
Female 28,208 25,950 25,761 27,171 26,712
% of Male 46.4% 48.9% 49.0% 47.0% 49.7%
% of Female 53.6% 51.1% 51.0% 53.0% 50.3%
Source: School census, Ministry of Education

28
Table 2.1.9 displays an increase in higher education enrolments from 88,448 in 2020/21 to 95,863
in 2020/21. Public institution enrolments rose by 15.0% to 42,753, while private increased by 3.6%
to 53,110. Private universities had the highest share of 55.5% while public represents 44.6%. Male
enrolment represented 56.1% overall, with public institutions having a higher number of males
(64.0%) while Female enrolment exceeded male enrolment in private institutions with 50.3%.

Table 2.1.10: Students enrolled in Polytechnics

Indicator/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total students in Polytechnics 10,420 13,447 14,078 13,172 13,393
Male 7,881 9,661 10,135 9,582 9,961
Female 2,539 3,786 3,943 3,590 3,432
% of Male 75.6% 71.8% 72.0% 72.7% 74.4%
% of Female 24.4% 28.2% 28.0% 27.3% 25.6%
Students in Public Polytechnics 7,964 9,409 9,374 9,912 10,511
Male 6,280 7,162 7,315 7,643 7,755
Female 1,684 2,247 2,059 2,269 2,756
% of Male 78.9% 76.1% 78.0% 77.1% 73.8%
% of Female 21.1% 23.9% 22.0% 22.9% 26.2%
Students in Private Polytechnics 2,456 4,038 4,704 3,260 2,882
Male 1,601 2,499 2,820 1,939 2,206
Female 855 1,539 1,884 1,321 676
% of Male 65.2% 61.9% 59.9% 59.5% 76.5%
% of Female 34.8% 38.1% 40.1% 40.5% 23.5%
Source: School census, Ministry of Education

Table 2.1.10 shows a slight increase in the number of students in polytechnic institutions from
13,172 in 2020/21 to 13,393 in 2021/22 and a significant difference between males and females.
More males continued to be enrolled in polytechnic institutions than females. The table highlights
that only 25.6% of the students enrolled were female. The number of females in Private Polytechnic
institutions decreased from 1,321 in 2020/21 to 676 in 2021/22, thereby making a decrease of 49%
(645) from the previous academic year. This highlights the need to conduct awareness campaigns
to sensitize Female to join polytechnics. Affirmative actions aimed at increasing the number of
females in polytechnic institutions should also be taken.

29
Table 2.1.11: Students enrolled in General Higher Education
Indicator/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total students 80,773 75,713 72,128 75,276 82,470
Male 42,027 41,458 38,955 39,175 43,810
Female 38,746 34,255 33,173 36,101 38,660
% of Male 52.0% 54.8% 54.0% 52.0% 53.1%
% of Female 48.0% 45.2% 46.0% 48.0% 46.9%
Students in Public Institutions 30,631 28,929 26,345 27,265 32,242
Male 19,238 19,085 17,049 17,014 19,618
Female 11,393 9,844 9,296 10,251 12,624
% of Male 62.8% 66.0% 64.7% 62.4% 60.8%
% of Female 37.2% 34.0% 35.3% 37.6% 39.2%
Students in Private Institutions 50,142 46,784 45,783 48,011 50,228
Male 22,789 22,373 21,906 22,161 24,192
Female 27,353 24,411 23,877 25,850 26,036
% of Male 45.5% 47.8% 47.9% 46.2% 48.2%
% of Female 54.6% 52.2% 52.2% 53.8% 51.8%
Source: School census, Ministry of Education

Table 2.1.11 shows a notable increase in the number of students in General Higher Education from
75,128 in 2020/21 to 82,470. The increase is seen in both public and private institutions. On average,
the share of male students is higher than that of female students. However, there is a higher number
of female students in private institutions. This demonstrates a need to encourage female students
to be more registered in general higher public institutions.

Table 2.1.12: Learners in adult literacy centers

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total learners 152,015 132,365 127,117 127,054 116,028
Male 61,556 51,220 49,096 44,776 44,097
Female 90,459 81,145 78,021 82,278 71,931
% of Male 40.5% 38.7% 38.6% 35.2% 38.0%
% of Female 59.5% 61.3% 61.4% 64.8% 62.0%
Learners in Public centers 43,791 37,020 41,738 54,321 55,152
Male 17,431 14,169 16,312 19,468 22,593
Female 26,360 22,851 25,426 34,853 32,559
Learners in Government-subsidized centers 73,181 77,259 62,818 59,047 54,380
Male 29,226 30,020 24,068 20,718 19,508
Female 43,955 47,239 38,750 38,329 34,872
Learners in Private centers 35,043 18,086 22,561 13,686 6,496
Male 14,899 7,031 8,716 4,590 1,996
Female 20,144 11,055 13,845 9,096 4,500
Source: School census, Ministry of Education

30
Table 2.1.13 illustrates the number of learners in adult literacy centres. Data indicates a decrease in
number of learners in adult literacy centers from 127,054 in 2020/21 to116,028 in 2021/11. This
represents a decrease by 8.6%. Female leaners outnumber male learners in adult literacy centres. A
notable decrease is recorded in private centres, from 13,686 learners in 2020/21 to 6,496 learners in
2021/22. Government subsidized centre recorded a decrease of 4,667 learners. A decrease in the
number of learners in the private centres can be attributed to the shutdown of some private centres.
Some government subsidized centres have also closed, and this affected the enrollment of learners
in adult literacy centres. There is a need to collaborate with private sector and Faith Based
Organizations to ensure adult centres are reopening.

2.2 Number of learners per grade

Table 2.2.1: Enrolled primary school pupils by grade

Grade Sex 2017 2018 2019 2020/21 2021/22
Total 493,786 517,243 494,212 774,777 690,797
P1 Male 255,953 268,745 256,655 394,442 364,379
Female 237,833 248,498 237,557 380,335 326,418
Total 533,724 461,499 465,591 446,437 634,011
P2 Male 278,399 239,865 241,597 229,520 324,752
Female 255,325 221,634 223,994 216,917 309,259
Total 478,937 452,745 428,101 427,881 416,259
P3 Male 245,021 233,530 220,463 218,078 212,456
Female 233,916 219,215 207,638 209,803 203,803
Total 421,915 429,412 423,894 398,579 396,724
P4 Male 208,425 214,819 215,066 200,534 197,465
Female 213,490 214,593 208,828 198,045 199,259
Total 367,509 382,746 400,713 393,326 377,208
P5 Male 174,152 183,634 196,043 193,151 182,753
Female 193,357 199,112 204,670 200,175 194,455
Total 244,503 260,060 299,954 288,116 227,552
P6 Male 110,892 118,751 139,172 134,297 102,527
Female 133,611 141,309 160,782 153,819 125,025
Source: School census, Ministry of Education

Table 2.2.1 shows the number of pupils enrolled in primary education by grade. Data shows that
pupils enrolled in P1 decreased by 83,980 between 2020/21 and 2021/22. There has been a single
intake of P1 in 2021/22 which explains the decrease in the enrollment of P1 pupils. Data shows an
increase in the enrollment of P2 pupils from 446,437 pupils in 2020/21 to 634,011 pupils in 2021/23.
This increase is explained by the larger cohort of P1 that transitioned into P2. A decrease in the
enrollment is seen in all other grades, from P3 to P6.

31
Data on enrollment in table 2.2.1 enlightens the issue of educational loss in primary education. While
493,786 pupils started primary one in 2017, only 377,208 pupils reached Primary 5. That means
116,578 pupils (about 23.6%) withdraw before they reach primary five. A high share of those who
withdraw from the primary education system are male, about 62.6%.

Table 2.2.2: Lower secondary school student’s enrolment

Indicator/Year Sex 2017 2018 2019 2020/21 2021/22
Secondary 1 Total 155,889 184,327 197,464 217,514 222,655
Male 71,441 84,790 90,632 100,783 103,005
Female 84,448 99,537 106,832 116,731 119,650
Secondary 2 Total 126,132 137,503 164,610 174,014 192,712
Male 58,353 62,972 74,950 79,310 86,907
Female 67,779 74,531 89,660 94,704 105,805
Secondary 3 Total 100,640 100,263 119,064 130,103 125,267
Male 47,003 46,552 54,333 59,381 55,928
Female 53,637 53,711 64,731 70,722 69,339
Source: School census, Ministry of Education

Table 2.2.2 shows that the number of students enrolled in lower secondary education increased from
217,514 in 2020/21 to 222,655 in 2021/22, an increase of 5,141 students. Female students
outnumbered male students in all classes. Data shows that 72,197students (about 36.5%) who
registered in senior one in 2019 did not reach senior three. A high share of those who withdraw
before they reach senior three are Female, 37493(about 51.9%).

Table 2.2.3: General and professional upper secondary school student’s enrolment
Indicator/Year Sex 2017 2018 2019 2020/21 2021/22
Total 56,446 60,842 62,368 65,486 73,678
Secondary 4 Male 24,925 27,162 27,830 28,225 30,178
Female 31,521 33,680 34,538 37,261 43,500
Total 48,551 51,525 56,346 55,320 61,987
Secondary 5 Male 21,757 23,064 25,175 24,968 25,464
Female 26,794 28,461 31,171 30,352 36,523
Total 43,719 44,437 49,095 51,188 53,995
Secondary 6 Male 19,566 20,242 22,198 23,029 23,556
Female 24,153 24,195 26,897 28,159 30,439
Source: School census, Ministry of Education

Table 2.2.3 shows that the number of students enrolled in upper secondary education increased
from 65,486 in 2020/21 to 66,146 in 2021/22, an increase of 660 students. Female students
outnumbered male students in all classes. Data shows that 14,167 students (about 22.7%) who
registered in senior four in 2019 did not reach senior six. A high share of those who took longer in

32
the system or withdrew before they reached senior six are Female, 8,299(about 58.5%). There is a
need to ensure Female are progressing through education and completing secondary education.

Table 2.2.4: Total number of TVET trainees

Levels 2017 2018 2019 2020/21 2021/22
Total trainees 107,501 102,485 107,167 110,954 132,727
Male 65,327 57,643 63,138 63,008 75,496
Female 42,174 44,842 44,029 47,946 57,231
% of Male 60.8% 56.2% 58.9% 56.8% 56.9%
% of Female 39.2% 43.8% 41.1% 43.2% 43.1%
Trainees in TVET short courses 17,486 9,650 9,932 8,561 35,876
Male 13,946 4,397 6,430 5,908 16,912
Female 3,540 5,253 3,502 2,653 18,964
Trainees in TVET level 1 to 2 13,351 9,412 15,788 16,535 13,296
Male 6,958 4,980 9,412 7,269 6,236
Female 6,393 4,432 6,376 9,266 7,060
Trainees in TVET level 3 to 5 66,244 69,976 67,369 72,686 70,162
Male 36,542 38,605 37,161 40,249 42,387
Female 29,702 31,371 30,208 32,437 27,775
Trainees in polytechnics 10,420 13,447 14,078 13,172 13,393
Male 7,881 9,661 10,135 9,582 9,961
Female 2,539 3,786 3,943 3,590 3,432
Source: School census, Ministry of Education

Table 2.2.4 illustrates the total number of TVET trainees. Data indicates an increase in the number
of TVET trainees from 110,954 trainees in 2020/21 to 132,727 trainees in 2021/22. TVET Trainees
increased by 21,773. The peak enrollment is seen in TVET short courses. The share of male trainees
is higher than that of female trainees. The latter represents only 43.1% (a slight decrease compared
to the year before) of the total TVET trainees. This highlights the need to conduct awareness
campaigns to sensitize Female to join polytechnics. Affirmative actions aimed at increasing the
number of females in polytechnic institutions should also be taken.

33
Table 2.2.5: TVET trainee’s enrolment from level 1 to 5
Levels Sex 2017 2018 2019 2020/21 2021/22
Level 1 Total 11,274 8,810 15,464 16,075 12,780
Male 5,932 4,707 9,244 7,044 5,920
Female 5,342 4,103 6,220 9,031 6,860
Level 2 Total 2,077 602 324 460 516
Male 1,026 273 168 225 316
Female 1,051 329 156 235 200
Level 3 Total 24,603 28,732 25,885 30,692 27,410
Male 13,590 16,218 14,459 17,134 16,261
Female 11,013 12,514 11,426 13,558 11,149
Level 4 Total 19,846 20,361 22,748 20,666 24,287
Male 11,011 10,924 12,469 11,380 14,669
Female 8,835 9,437 10,279 9,286 9,618
Level 5 Total 21,795 20,883 18,736 21,328 18,465
Male 11,941 11,463 10,233 11,735 11,457
Female 9,854 9,420 8,503 9,593 7,008
Source: School census, Ministry of Education

The differences observed in levels 1 and 2 can be attributed to the nature of these levels, allowing
trainees to progress based on completed modules. In contrast, levels 3 to 5 require successful
completion of the previous level to advance. The decrease between 2020/21 and 2021/22, as shown
in Table 2.1.9, is explained by the accounting shift from TVET.

34
2.3 Learners by specialization

Table 2.3.1: Upper secondary students by learning area

Description/Year 2017 2018 2019 2020/21 2021/2022
Students in Sciences combinations 78,892 84,642 90,567 92,405 99,630
Male 35,031 38,022 40,276 40,795 42,305
Female 43,861 46,620 50,291 51,610 57,325
% of Male 44.4% 44.9% 44.5% 44.1% 42.5%
% of Female 55.6% 55.1% 55.5% 55.9% 57.5%
Students in Humanities combinations 30,562 31,900 34,981 35,177 32,671
Male 14,476 15,267 16,536 16,354 15,207
Female 16,086 16,633 18,445 18,823 17,464
% of Male 47.4% 47.9% 47.3% 46.5% 46.5%
% of Female 52.6% 52.1% 52.7% 53.5% 53.5%
Students in Languages combinations 29,865 31,076 32,941 33,691 36,294
Male 12,965 13,705 14,742 14,757 15,117
Female 16,900 17,371 18,199 18,934 21,177
% of Male 43.4% 44.1% 44.8% 43.8% 41.7%
% of Female 56.6% 55.9% 55.2% 56.2% 58.3%
Students in TTC 9,397 9,186 9,320 10,721 11,565
Male 3,776 3,474 3,649 4,316 4,924
Female 5,621 5,712 5,671 6,405 6,641
% of Male 40.2% 37.8% 39.2% 40.3% 42.6%
% of Female 59.8% 62.2% 60.8% 59.7% 57.4%
Students in TVET L3_L5 66,244 69,976 67,369 72,686 70,162
Male 36,542 38,605 37,161 40,249 42,387
Female 29,702 31,371 30,208 32,437 27,775
% of Male 55.2% 55.2% 55.2% 55.4% 60.4%
% of Female 44.8% 44.8% 44.8% 44.6% 39.6%
Students in Accounting 9,291
Male 1,528
Female 7,763
% of Male 16.4%
% of Female 83.6%
Nursing 209
Male 117
Female 92
% of Male 56.0%
% of Female 44.0%
Source: School census, Ministry of Education

Table 2.3.1 illustrates the enrollment of upper secondary students by learning areas. Overall, there
is a significant increase in all learning areas over the four years. The highest enrolment has been
recorded in science combinations (99,630 students) followed by TVET (70,162 students) while the

35
lowest enrolment is recorded in Nursing with 209 students. Gender disparities in enrolment are clear
in all learning areas. Female students outnumbered male students in sciences (57.5%), in Humanities
(53.5%), in languages (58.3%), in TTC (57.4%) and in accounting (83.6%). However, female students
have low representation in TVET (39.6%) and in nursing (44%).

Table 2.3.2: Upper secondary students per learning area in 2021/22

Grade Sex Science Humanities Languages TTC TVET Nursing Accounting Total
S4/Y1/L3 Total 40,806 11,709 13,631 4,382 27,410 209 2,941 101,088
Male 16798 5,295 5,512 1,950 16,261 117 506 46,439
Female 24008 6,414 8,119 2,432 11,149 92 2,435 54,649
S5/Y2/L4 Total 30,227 11,340 12,681 4,242 24,287 3,497 86,274
Male 12,667 5,258 5,137 1,810 14,669 592 40,133
Female 17,560 6,082 7,544 2,432 9,618 2,905 46,141
S6/Y3/L5 Total 28,597 9,622 9,982 2,941 18,465 2,853 72,460
Male 12,840 4,654 4,468 1,164 11,457 430 35,013
Female 15,757 4,968 5,514 1,777 7,008 2,423 37,447
Total Total 99,630 32,671 36,294 11,565 70,162 209 9,291 259,822
Male 42,305 15,207 15,117 4,924 42,387 117 1,528 121,585
Female 57,325 17,464 21,177 6,641 27,775 92 7,763 138,237
Source: School census, Ministry of Education

Table 2.3.2 shows the number of upper secondary students per learning area. Sciences have the
highest enrolment with 99,630 students, constituting 38.3% of the total student population. TVET is
the second major field with 70,162, about 27.0% of the total student population. The learning area
with the lowest student enrolment is Nursing with only 209 students constituting 0.1% of the total
student population. Table 2.3.1 also shows a higher share of female students' enrolment than male
students across all the learning areas except for TVET and Nursing.

36
Table 2.3.3: Proportion of upper secondary students per grade in 2021/22
Grade Sex Science Humanities Languages TTC TVET Nursing Accounting Total
S4/Y1/L3 Total 40.4% 11.6% 13.5% 4.3% 27.1% 0.2% 2.9% 100%
Male 36.2% 11.4% 11.9% 4.2% 35.0% 0.3% 1.1% 100%
Female 43.9% 11.7% 14.9% 4.5% 20.4% 0.2% 4.5% 100%
S5/Y2/L4 Total 35.0% 13.1% 14.7% 4.9% 28.2% 0.0% 4.1% 100%
Male 31.6% 13.1% 12.8% 4.5% 36.6% 0.0% 1.5% 100%
Female 38.1% 13.2% 16.3% 5.3% 20.8% 0.0% 6.3% 100%
S6/Y3/L5 Total 39.5% 13.3% 13.8% 4.1% 25.5% 0.0% 3.9% 100%
Male 36.7% 13.3% 12.8% 3.3% 32.7% 0.0% 1.2% 100%
Female 42.1% 13.3% 14.7% 4.7% 18.7% 0.0% 6.5% 100%
Total Total 38.3% 12.6% 14.0% 4.5% 27.0% 0.1% 3.6% 100%
Male 34.8% 12.5% 12.4% 4.0% 34.9% 0.1% 1.3% 100%
Female 41.5% 12.6% 15.3% 4.8% 20.1% 0.1% 5.6% 100%
Source: School census, Ministry of Education

Table 2.3.3 shows that a high proportion of students in upper secondary education are enrolled in
sciences (38.3%) and in TVET (27.0%). A high share are female students in science. However, the
trend reverses in TVET where female students are lower compared to male students. In general, there
are government interventions that aimed at having more students in sciences and TVET are bearing
fruits.

4.5% 3.6% 0.1%

Science
14.0% 38.3% TVET

12.6% Humanities
Languages
TTC
27.0%
Accounting
Nursing

Figure 2.3: Share of upper secondary students by specialization

37
Table 2.3.4: Higher education students enrolled by field of education.
Field of Education/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Education 10,906 8,938 10,875 14,021 20,276
Male 6,892 5,513 6,402 8,149 11,524
Female 4,014 3,425 4,473 5,872 8,752
Arts and Humanities 2,741 1,533 973 4,108 5,773
Male 737 924 590 2,459 3,476
Female 2,004 609 383 1,649 2,297
Social Sciences, Journalism and Information 4,309 5,001 6,258 2,907 2,129
Male 2,065 2,861 3,151 1,446 1,165
Female 2,244 2,140 3,107 1,461 964
Business, Administration and Law 30,360 29,408 25,708 21,437 22,459
Male 12,999 13,361 11,481 8,346 9,409
Female 17,361 16,047 14,227 13,091 13,050
Natural Sciences, Mathematics and Statistics 3,977 2,984 3,775 5,821 5,802
Male 2,614 2,020 2,461 3,251 3,117
Female 1,363 964 1,314 2,570 2,685
Information and Communication Technologies 9,309 7,540 9,427 9,171 10,168
Male 5,984 4,930 5,888 5,631 6,528
Female 3,325 2,610 3,539 3,540 3,640
Engineering, Manufacturing and Construction 11,228 14,241 14,220 13,020 13,105
Male 9,292 11,391 11,423 10,402 10,296
Female 1,936 2,850 2,797 2,618 2,809
Agriculture, Forestry, Fisheries and Veterinary 4,302 2,576 2,907 4,160 4,741
Male 2,597 1,725 1,909 2,514 2,771
Female 1,705 851 998 1,646 1,970
Health and Welfare 7,230 8,251 6,726 6,296 7,625
Male 3,545 4,442 3,477 3,297 3,910
Female 3,685 3,809 3,249 2,999 3,715
Services 6,831 8,688 5,337 7,507 3,785
Male 3,183 3,952 2,308 3,262 1,575
Female 3,648 4,736 3,029 4,245 2,210
Source: School census, Ministry of Education

Business, Administration and Law, and Education have had the highest student population for the
last two academic years. Specifically, during the 2020/21 academic year, 14,021 students were
enrolled in Education, and the number increased to 20,276 students in the academic year 2020/22.
In 2020/21 the Social Sciences, Journalism and Information field had the lowest student enrolment
of 2,129. During the 2021/22 academic year, the number of students enrolled in Services decreased
from 7,507 in 2020/21 to 3,785.

38
Table 2.3.5: TVET short courses trainees by type of intervention
Interventions 2016/17 2017/18 2018/19 2020/21 2021/22
Total 17,486 9,650 9,932 8,561 35,876
Male 13,946 4,397 6,540 5,908 16,912
Female 3,540 5,253 3,392 2,653 18,964
% Male 79.8% 45.6% 65.8% 69.0% 47.1%
% Female 20.2% 54.4% 34.2% 31.0% 52.9%
School based training - - - - 15,354
Male - - - - 5,315
Female - - - - 10,039
Recognition of Prior Learning 10,283 347 1,044 5,029 6,384
Male 9,868 321 1,012 4,432 5,217
Female 415 26 32 597 1,167
Industrial Based Training 1,448 386 58 769 7,580
Male 820 185 30 332 3,663
Female 628 201 28 437 3,917
Massive Vocation Training 3,973 1,942 886 662 3,063
Male 2,305 1,241 413 431 1,120
Female 1,668 701 473 231 1,943
Rapid Response Training 1,300 1,250 300 2,101 1,722
Male 624 308 99 713 696
Female 676 942 201 1,388 1,026
Other programs 482 5,725 7,644 - 1,773
Male 329 2,342 4,986 - 901
Female 153 3,383 2,658 - 872
Source: School census, Ministry of Education

As illustrated in table 2.3.5, the school-based training was the newly introduced program and the
most dominant in 2021/22 with a total of 15,354 trainees representing 45.2% of the total trainees in
short courses. The share of female trainees is higher than that of male trainees representing 52.9%
of the total trainees. Other programs include reconversion program that phases out in 2019, dual
training and specific training delivered by institutions like GIZ, Anabel or Kilimo trust.

39
2.4 Science Technology Engineering and Mathematics students

Table 2.4.1: STEM students enrolled in upper secondary

Description/Year 2017 2018 2019 2020/21 2021/22
Total STEM Students 119,092 140,056 146,317 143,950 158,809
Male 62,455 76,141 80,867 77,397 83,098
Female 56,637 63,915 65,450 66,553 75,711
% of Male 52.4% 54.4% 55.3% 53.8% 52.3%
% of Female 47.6% 45.6% 44.7% 46.2% 47.7%
Students in Public schools 36,274 44,788 48,858 42,227 51,125
Male 18,782 24,773 28,236 22,200 26,583
Female 17,492 20,015 20,622 20,027 24,542
Students in Government- 58,105 62,367 63,038 70,378
53,685
subsidized schools
Male 24,504 26,749 28,271 29,024 31,717
Female 29,181 31,356 34,096 34,014 38,661
Students in Private schools 29,133 37,163 35,092 38,685 37,306
Male 19,169 24,619 24,360 26,173 24,798
Female 9,964 12,544 10,732 12,512 12,508
Source: School census, Ministry of Education

Since 2017, the enrolment in STEM subjects in upper secondary has grown from 119,092 students
to 158,809 students in 2021/22. While this may look like a linear increase, STEM Students increased
from 143,950 in 2020/21 to 158,809 in 2021/22. In addition, the table shows that a gender gap does
exist in STEM programs. Overall, Table 2.4.2 shows that the percentage of STEM students has been
growing at a high rate of 9.2 between 2020/21 and 2021/22. Disappointingly the percentage of
female students in STEM fields has remained constantly low compared to male students. The rate
at which STEM students increased differs among the types of schools. Public schools record the
highest increase of 14.4%, from 50.8% in 2020/21 to 64.1% in 2021/22. This shows that more efforts
have been made in awareness campaigns and setting up various affirmative actions aimed at
increasing the number of students in STEM-related trades.

40
Table 2.4.2: Percentage of STEM students enrolled in upper secondary
Description/Year 2017 2018 2019 2020/21 2021/22
Percentage of STEM Students 56.8% 58.7% 58.3% 55.1% 64.1%
Male 62.7% 66.3% 66.4% 62.5% 71.7%
Female 51.4% 51.6% 50.7% 48.4% 57.4%
Percentage in Public schools 58.6% 60.0% 60.7% 50.8% 65.2%
Male 61.6% 64.9% 66.4% 53.4% 70.2%
Female 55.8% 55.0% 54.2% 48.1% 60.5%
Percentage in Government-subsidized schools 54.3% 55.1% 55.4% 54.8% 59.7%
Male 56.0% 57.2% 57.0% 57.4% 62.4%
Female 52.9% 53.4% 54.2% 52.7% 57.7%
Students in Private schools 59.3% 64.0% 60.7% 61.5% 72.4%
Male 75.4% 83.3% 82.2% 82.8% 91.2%
Female 42.0% 42.9% 38.1% 39.9% 51.5%
Source: School census, Ministry of Education

Overall, Table 2.4.2 shows that the percentage of STEM students has been growing at a high rate of
9.2 between 2020/21 and 2021/22. The percentage of female students in STEM fields has remained
constantly low compared to male students. The rate at which STEM students increased differs
among the types of schools. Public schools record the highest increase of 14.4%, from 50.8% in
2020/21 to 65.2% in 2021/22. This demonstrates the positive effect of the government initiatives
that aim at increasing the number of students in STEM-related subjects.

Table 2.4.3: STEM students enrolled in Higher education

Description/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total STEM Students 36,046 35,592 37,055 43,348 47,655
Male 24,032 24,508 25,158 28,113 30,327
Female 12,014 11,084 11,897 15,235 17,328
% of Male 66.7% 68.9% 67.9% 64.9% 63.6%
% of Female 33.3% 31.1% 32.1% 35.2% 36.4%
STEM Students in Public Institutions 21,583 21,183 21,909 26,016 30,761
Male 15,037 15,476 15,902 18,176 20,261
Female 6,546 5,707 6,007 7,840 10,500
STEM Students in Private Institutions 14,463 14,409 15,146 17,332 16,894
Male 8,995 9,032 9,256 9,937 10,066
Female 5,468 5,377 5,890 7,395 6,828
Source: School census, Ministry of Education

41
Table 2.4.3 illustrates the number of STEM students enrolled in Higher Education. Data shows an
increase of 4,307 STEM students enrolled from 2020/21 to 2021/22. However, the increase is
observed in public institutions, private institutions has recorded a decrease in the number of STEM
students from 17,332 students to 16,894 students. The share of male students is higher than that of
female students representing 63.6% of the total STEM students. This discrepancy is observed in both
public and private institutions. It clearly demonstrates the need to ensure female students are
encouraged to register in STEM subject at High Education.

Table 2.4.4: Percentage of STEM students enrolled in Higher education

Description/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total Students 39.5% 39.9% 43.0% 49.0% 49.7%
Male 48.2% 47.9% 51.2% 57.7% 69.2%
Female 29.1% 29.1% 32.1% 38.4% 44.8%
Students in Public Institutions 55.9% 55.3% 61.3% 70.0% 72.0%
Male 58.9% 59.0% 65.3% 73.7% 74.0%
Female 50.1% 47.2% 52.9% 62.6% 68.3%
Students in Private Institutions 27.5% 28.4% 30.0% 33.8% 31.8%
Male 36.9% 36.3% 37.4% 41.2% 38.1%
Female 19.4% 20.7% 22.9% 27.2% 25.6%
Source: School census, Ministry of Education

Overall, Table 2.4.4 shows that the percentage of STEM students has been growing at a low rate of
0.7 between 2020/21 and 2021/22. The percentage of female students in STEM fields has remained
constantly low in both public and private institutions. This shows that more efforts are needed to
ensure Female are encouraged to join STEM subjects.

2.5 Learners by age

Table 2.5.1: Number of enrolled learners in 2021/22 per age group and level of education
Age group <3 3-5 6-11 12-14 15-17 18-22 >22 Total
Preprimary 3,961 258,876 92,488 - - - - 355,325
Primary - 41,486 1,691,925 741,975 237,121 29,645 749 2,742,901
Lower secondary - - 1,531 121,551 304,308 111,890 1,391 540,671
Upper secondary - - - 548 39,340 137,773 11,999 189,660
TVET L3- L5 - - - 144 14,002 51,965 4,051 70,162
TVET L1- L2 - - - - 2,237 7,930 3,129 13,296
TVET short course - - - 79 3,034 18,634 14,129 35,876
Polytechnics - - - - - 4,679 8,714 13,393
General Higher education - - - - 17 19,686 62,767 82,470
Adult literacy - - - 65 478 4,952 110,533 116,028
Total 3,961 300,362 1,785,944 864,362 600,537 387,154 217,462 4,159,782

42
Source: School census, Ministry of Education
Table 2.5.1 illustrates the numbers of learners enrolled in the education system per age group and
level of education. Data indicates of 355,325 learners enrolled in pre-primary, 258,876 (72.8%) are
within the age range of 3-5 years, the right age range for pre-primary learners. Data also indicates
that of the 2,742,901 learners enrolled in primary schools, 1,691,925(61.6%) are between the age
range of 6-11 years, the right age range for primary learners. Data shows that of the 540,671 students
enrolled in Lower secondary schools, 121,551(22.4%) are between the age range of 12-14 years, the
right age range for lower secondary school students. For those enrolled in upper secondary, 39,340
representing 20.7% are between the age range of 15-17 years of age. In TVET L3 L5, the enrolled
trainees who are within the right age range represent only 7.3%. Majority of trainees in TVET are
above the correct age group.

Table 2.5.2: Number of over-age learners for grade

Description/Year 2017 2018 2019 2020/21 2021/22
Total over-age learners 818,521 660,330 650,478 866,769 1,804,465
Male 430,759 364,957 360,107 449,965 940,499
Female 387,762 295,373 290,371 416,804 863,966
Over-age pupils in preprimary 7,377 6,931 6,561 1,414 92,488
Male 3,752 3,626 3,390 577 47,089
Female 3,625 3,305 3,171 837 45,399
Over-age pupils in primary 696,818 521,992 504,287 672,523 1,209,552
Male 367,441 291,036 280,834 354,742 647,298
Female 329,377 230,956 223,453 317,781 562,254
Over-age students in lower Secondary 89,806 94,796 88,105 132,241 334,741
Male 47,532 50,330 47,298 62,926 162,828
Female 42,274 44,466 40,807 69,315 171,913
Overaged students in gen. and Prof.
15,776 20,271 36,234 40,142 121,937
upper Secondary
Male 7,268 10,790 19,073 19,167 54,176
Female 8,508 9,481 17,161 20,975 67,761
Over-age students in TVET L3-L5 8,744 16,340 15,291 20,449 45,747
Male 4,766 9,175 9,512 12,553 29,108
Female 3,978 7,165 5,779 7,896 16,639
Source: School census, Ministry of Education

Table 2.5.2 shows a notable rise in over-age students across different education levels, with the
highest number in primary education. The increase in over-age students in 2020/21 can be attributed
to delay of one year due to COVID-19 school closures, while the increase in 2021/22 may be linked
to the implementation of a new law lowering the official school age. To address this issue, it is
important to raise awareness among parents and communities to ensure that all 6-year-old learners
are starting primary education on time.

43
Table 2.5.3: Percentage of learners over-age for grade
Description/Year 2017 2018 2019 2020/21 2021/22
Overall % of over-age learners 24.4% 19.5% 18.5% 22.9% 46.3%
Male 25.9% 21.8% 20.7% 24.1% 48.7%
Female 22.8% 17.3% 16.4% 21.7% 43.9%
% of over-age pupils in preprimary 3.3% 3.1% 2.3% 0.5% 26.0%
Male 3.5% 3.2% 2.4% 0.4% 26.5%
Female 3.2% 2.9% 2.2% 0.6% 25.5%
% of over-age pupils in primary 27.4% 20.8% 20.1% 24.6% 44.1%
Male 28.9% 23.1% 22.1% 25.9% 46.8%
Female 26.0% 18.6% 18.0% 23.4% 41.4%
% of over-age students in lower Secondary 23.5% 22.5% 18.3% 25.4% 61.9%
Male 26.9% 25.9% 21.5% 26.3% 66.2%
Female 20.5% 19.5% 15.6% 24.6% 58.3%
% of over-age students in Gen. and prof.
10.6% 12.9% 21.6% 23.3% 64.3%
upper Secondary
Male 11.0% 15.3% 25.4% 25.1% 68.4%
Female 10.3% 11.0% 18.5% 21.9% 61.3%
% of over-aged students in TVET L3-L5 13.2% 23.4% 22.7% 28.1% 65.2%
Male 13.0% 23.8% 25.6% 31.2% 68.7%
Female 13.4% 22.8% 19.1% 24.3% 59.9%
Source: School census, Ministry of Education

Table 2.5.3 demonstrates a decrease in the percentage of over-age students from 2017 to 2019.
However, the subsequent increase between 2019 and 2020/21 can be attributed to a one-year delay
caused by an extended period of school closure. Furthermore, the situation worsened between
2020/21 and 2021/22 due to a reduction in the official school age by one year. As we progress to
higher levels, the percentage of over-age students tends to rise, with males being more prone to
being over-age than females.

Table 2.5.4: People aged 3-22 in school and out of school by official school age
Age group 3-5 years 6-11 years 12-14 years 15-17 years 18-22 years
Total populations** 1,071,139 1,937,762 947,107 939,789 1,352,795
Male 536,957 970,363 472,054 468,581 664,418
Female 534,182 967,399 475,053 471,208 688,377
In school * 300,362 1,785,944 864,362 600,537 387,154
Male 148,563 895,251 417,635 288,629 195,092
Female 151,799 890,693 446,727 311,908 192,062
Out of school 770,777 151,818 82,745 339,252 965,641
Male 388,394 75,112 54,419 179,952 469,326
Female 382,383 76,706 28,326 159,300 496,315
Source: *School census, Ministry of Education, **RPHC5 population census, 2022 (NISR)

44
Table 2.5.4 provides data on the number of people aged 3-22 who are in school and out of school,
categorized by official school age groups. Among those in school, the highest numbers are in the 6-
11 years age group, with 1,785,944 individuals, followed by 12-14 years with 864,362 individuals. The
lowest number in school is in the 3-5 years age group, with 300,362 individuals; some children in this
age group are still at home or are accommodated in ECDs centers.
On the other hand, the number of individuals out of school is highest in the 18-22 years age group,
with 965,641 individuals, which is linked to the fact that few individuals continue to higher education.
The lowest number out of school is in the 12-14 years age group, with 82,745 individuals.
Table 2.5.5: Participation rate for children aged 3 - 6 years
Indicator/Year 2017 2018 2019 2021 2022 2022
Preprimary age group 4-6 years 3-5 years
Overall 29.9% 31.8% 37.0% 42.3% 48.6% 28.0%
Male 29.4% 31.2% 36.3% 41.3% 48.1% 27.7%
Female 30.5% 32.4% 37.7% 43.4% 49.0% 28.4%
One year before primary 6 years 5 years
Overall 47.1% 52.6% 57.1% 72.2% 71.3% 46.8%
Male 46.8% 52.0% 56.4% 71.1% 71.0% 46.2%
Female 47.4% 53.1% 57.9% 73.3% 71.6% 47.5%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

Table 2.5.5 presents a rise in the participation rate of children within the age range for attending
preprimary education (4-6 years), increasing from 42.3% in 2021 to 48.6% in 2022. However, with the
change in official school age to 3-5 years this indicator stands at 28.0%.
The participation rate for children one year before starting preprimary experienced a decrease, from
72.2% to 71.3% for those aged 6 years. When considering the current official age of starting primary
at 6 years, this indicator shifts to those aged 5 years with 46.8% of participation rate. Notably, at this
early age, females exhibit higher enrollment rates compared to males.
Table 2.5.6: Participation rate for people aged 6-18
Indicator/Year 2017 2018 2019 2021 2022 2022
Primary age group 7-12 years 6-11 years
Overall 98.7% 98.6% 99.0% 99.3% 96.9% 92.2%
Male 98.7% 98.7% 99.3% 99.0% 96.8% 92.3%
Female 98.8% 98.5% 98.6% 99.6% 97.0% 92.1%
Secondary age group 13-18 years 12-17 years
Overall 72.1% 72.4% 69.5% 76.4% 69.1% 77.6%
Male 71.0% 71.5% 68.3% 74.5% 66.6% 75.1%
Female 73.2% 73.2% 70.6% 78.3% 71.5% 80.2%
Primary and secondary age group 7-18 years 6-17 years
Overall 86.3% 86.1% 84.2% 87.9% 83.1% 85.0%
Male 85.8% 85.8% 83.8% 86.9% 81.8% 83.8%
Female 86.8% 86.4% 84.6% 89.0% 84.3% 86.2%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

45
Table 2.5.6 illustrates a decline in the participation rate of children aged 7-12 years, from 99.3% in
2021 to 96.9% in 2022. However, with the change in the official school age for primary to 6-11 years
this rate stands at 92.2%. Similarly, a decrease is observed in the participation rate of children in the
secondary school age range, dropping from 76.4% to 69.1%, with the change in official school age,
this rate stands at 77.6%. Examining the participation rate for children in the secondary school age
range, a decrease is evident, dropping from 87.9% to 83.1%. With the new school age range there is
85.0% of people aged between 6-17 in schools.

Table 2.5.7: Participation rate for people aged 3 - 23

Indicator/Year 2017 2018 2019 2021 2022 2022
Youth age group 15-24 years
Overall 42.7% 32.3% 35.8% 38.1% 38.6%
Male 42.8% 32.6% 35.7% 37.6% 38.6%
Female 42.6% 32.0% 35.9% 38.5% 38.5%
Higher education age group 19-23 years 18-22 years
Overall 16.6% 9.8% 12.8% 17.5% 22.7% 28.6%
Male 18.0% 10.8% 13.7% 18.2% 23.9% 29.4%
Female 15.2% 8.9% 11.8% 16.8% 21.5% 27.9%
School age group 4-23 years 3-22 years
Overall 62.5% 61.3% 59.6% 65.3% 64.5% 63.0%
Male 62.5% 61.3% 59.4% 64.7% 64.1% 62.5%
Female 62.6% 61.3% 59.7% 65.9% 64.9% 63.6%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

Table 2.5.5. indicates that the participation rate of youth (15-24 years) stands at 38.6%. The
participation rate for people aged between 18-22 years old stands at 28.9%. Overall, the participation
rate for people aged 3-22 (official school age for all levels from pre-primary to higher education) is
63.0%.

2.6 Gross and net enrolment rate

Table 2.6.1: National average for Gross and Net enrolment rate
Indicator/Year 2017 2018 2019 2020/21 2021/22 2021/22
Age range 4-18 years 3-17 years
Gross Enrolment Rate (Overall) 67.1% 67.2% 70.4% 74.5% 73.6% 72.4%
GER Male 66.7% 66.8% 70.0% 73.4% 72.9% 71.6%
GER Female 67.6% 67.5% 70.8% 75.5% 74.4% 73.1%
Net Enrolment Rate (Overall) 50.9% 49.7% 49.2% 53.1% 51.3% 45.6%
NER Male 50.0% 50.2% 48.2% 51.8% 50.0% 44.4%
NER Female 51.8% 49.3% 50.1% 54.5% 52.7% 46.9%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

46
The official pre-primary, primary and secondary school age was 4-18 years but with the new law this
shifted to 3-17 years. According to Table 2.6.1, there is a decline in the national average for both
Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) in pre-primary, primary, and secondary
education. When considering same age group (4-18 years), the GER decreased from 74.5% in
2020/21 to 73.6% in 2021/22, while the NER dropped from 53.1% to 51.3%. with the change in the
official school age to 3-17 years, the GER stands at 72.4% and the NER is at 45.6%.

Table 2.6.2: Preprimary Gross and Net enrollment rate

Indicator/Year 2017 2018 2019 2020/21 2021/22
Age range 4-6 years 3-5 years
Gross Enrolment Rate (Overall) 24.1% 24.4% 29.8% 30.0% 33.3% 33.2%
GER Male 23.7% 24.0% 29.1% 29.0% 33.2% 33.1%
GER Female 24.5% 24.8% 30.6% 31.1% 33.4% 33.3%
Net Enrolment Rate (Overall) 20.6% 20.8% 24.6% 25.9% 27.9% 24.2%
NER Male 20.2% 20.4% 24.0% 25.0% 27.8% 23.9%
NER Female 20.9% 21.2% 25.1% 26.8% 28.0% 24.4%
Source: *School census, Ministry of Education, ****Population Census 2012, 2022 (NISR)

The old official pre-primary school age was between 4-6 years and with the new law this shifted to
3-5 years. Table 2.6.2 shows that Gross Enrolment Rate (for the 4-6 years) increased from 30.0% in
2020/21 to 33.3% in 2021/22. On the other hand, the pre-primary school net enrolment rate
(considering same age group 4-6) has increased from 25.9% in 2020/21 to 27.9% in 2021/22.
Referring to the current official pre-primary school age in Rwanda, the preprimary Gross enrollment
rate (for 3-5 years) is 33.2% while net enrolment rate with the same age group is 24.2%. The
proportion of female is always higher than that of male.

Table 2.6.3: Primary Gross and Net enrollment rate

Indicator/Year 2017 2018 2019 2020/21 2021/22
Age range 7-12 years 6-11 years
Gross Enrolment Rate (Overall) 139.1% 137.5% 138.8% 149.8% 144.8% 141.5%
GER Male 140.1% 139.0% 140.8% 150.5% 146.0% 142.7%
GER Female 138.2% 136.1% 136.7% 149.1% 143.5% 140.4%
Net Enrolment Rate (Overall) 98.0% 98.3% 98.5% 98.9% 95.2% 87.3%
NER Male 97.8% 98.0% 98.4% 98.7% 95.2% 87.3%
NER Female 98.1% 98.5% 98.6% 99.1% 95.3% 87.3%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

Gross Enrolment Ratio and Net Enrolment Rate at the primary school level were derived using a
population aged between 7 and 12 (old official school-going age for primary school) and 6-11 years
(current official school age for primary school) and corresponding number for primary school
enrolment. Table 2.6.3 shows an improvement in the Gross Enrolment Rate in primary (with 7 - 12

47
age group) from 149.8% in 2020/21 to 144.8 % in 2021/22. However, GER exceeds 100% due to the
over-aged and under-aged students; at this stage the number of over-age students is high. The Net
Enrolment Rate (with 7-12 age group) decreased from 98.9% in 2020/21 to 95.2% in 2021/22. Table
2.6.3 reveals that the primary GER and NER for Rwanda (using current primary school age of 6 to 11
years) in 2021/22 stands at 141.5% and 87.3%. Generally, there is no significant difference between
Male and Female for net enrolment rate.

Table 2.6.4: Secondary Gross and Net enrollment rate

Secondary NER & GER 2017 2018 2019 2020/21 2021/22
Age range 13-18 years 12-17 years
Gross Enrolment Rate (Overall) 38.2% 39.6% 42.5% 43.6% 42.9% 42.4%
GER Male 36.3% 37.5% 40.1% 40.7% 39.4% 39.1%
GER Female 40.1% 41.7% 45.0% 46.4% 46.2% 45.8%
Net Enrolment Rate (Overall) 34.1% 30.1% 24.5% 34.6% 30.8% 25.4%
NER Male 31.9% 32.1% 22.1% 31.7% 26.9% 21.8%
NER Female 36.3% 28.2% 26.7% 37.5% 34.6% 29.0%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

Before the official secondary school age was between 13-18 years and with the new law this shifted
to 12-17 years. Table 2.6.4 shows that secondary schools Gross Enrolment Rate (GER) with 13 to 18
age group decreased from 43.6% in 2020/21 to 42.9% in 2021/22. On the other hand, Net Enrolment
Rate with the same age group decreased from 34.6% to 30.8%.

When considering the current official secondary school-age which is between 12-17 years, GER and
NER stands at 42.4% and 25.4% respectively. The rate for females is higher than that of males.

Table 2.6.5: Lower secondary Gross and Net enrollment rate

Lower secondary NER & GER 2017 2018 2019 2020/21 2021/22
Age range 13-15 years 12-14 years
Gross Enrolment Rate (Overall) 44.9% 47.7% 53.0% 56.9% 56.9% 57.1%
GER Male 41.9% 44.3% 48.7% 52.5% 51.9% 52.1%
GER Female 47.9% 51.2% 57.2% 61.2% 61.9% 62.1%
Net Enrolment Rate (Overall) 24.4% 27.2% 31.5% 31.3% 22.6% 12.8%
NER Male 21.8% 24.2% 27.7% 28.9% 18.6% 10.5%
NER Female 27.0% 30.2% 35.3% 33.7% 26.6% 15.2%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

The old official school-age for lower secondary school was 13–15 years and the current official
school age is now between 12-14 years. Table 2.6.5 shows that when considering the 13-15 age
group, Gross Enrolment Rate (GER) remains stable at 56.9% in both 2020/21 and 2020/21 and the
Net Enrolment Rate (NER) decreased from 31.3% in 2021/22 to 22.6% in 2021/22. With the current

48
official school age of 12-14 years, the GER and NER stands at 57.1% and 12.8%, respectively.
Furthermore, GER and NER for female is higher than that of male students.

Table 2.6.6: Upper secondary Gross and Net enrollment rate

Upper secondary NER & GER 2017 2018 2019 2020/21 2021/22
Age range 16-18 years 15-17 years
Gross Enrolment Rate (Overall) 30.6% 30.4% 30.9% 29.7% 28.3% 27.6%
GER Male 29.9% 29.8% 30.3% 28.3% 26.6% 25.9%
GER Female 31.3% 31.0% 31.4% 31.0% 30.0% 29.3%
Net Enrolment Rate (Overall) 23.8% 21.9% 16.5% 13.7% 10.6% 5.7%
NER Male 22.9% 20.7% 15.8% 12.6% 8.9% 4.6%
NER Female 24.6% 23.2% 17.2% 14.8% 12.3% 6.7%
Source: *School census, Ministry of Education, **Population Census 2012, 2022 (NISR)

Previously, the official school age population for upper secondary school was 16–18 years with the
new education law this shifted to 15-17 years. Table 2.6.6 shows that the Gross Enrolment Rate and
Net Enrolment Rate with 16-18 years age group decreased respectively from 29.7 % in 2020/21 to
28.3% in 2021/22 and from 13.7 % in 2020/21 to 10.6% in 2021/22. With current official school age
of 15-17 years GER and NER are 27.6% and 5.7%, respectively. The GER and NER for female students
aged 15-17 is higher than that of male students.

Table 2.6.7: Higher education GER and students per 100,000 inhabitants
Indicator/Year 2016/17 2017/18 2018/19 2020/21 2021/22 2021/22
Age range 19-23 years 18-22 years
Gross enrollment rate in HEIs 8.1% 7.8% 7.4% 7.1% 7.6% 7.1%
Male 9.1% 9.1% 8.6% 8.0% 8.7% 8.1%
Female 7.2% 6.5% 6.2% 6.3% 6.5% 6.1%
Students per 100,000 inhabitants 772 737 697 683 724
Male 872 872 817 774 836
Female 678 611 583 597 617
Source: *School census, Ministry of Education, **RPHC4_population projection, 2012 (NISR)

The theoretical school-age for higher education use to be 19-23 years with the change in official
school age this shifted to 18-22. Table 2.6.7 shows that higher education gross enrolment ratio (with
the 19-23 age group) increased from 7.1% in 2021/22 to 7.6% in 2021/22. However, with the change
to 18-22 years this remains unchanged to 7.1%. Generally, the GER of males is higher than the GER
of females (8.1% against 6.1%, respectively).

On average 724 per 100,000 people in Rwanda are enrolled in higher education in 2021/22. Table
2.6.7. shows an increase from 683 in 2020/21 to 724 in 2021/22. A high number of students per

49
100,000 inhabitants indicate an important level of participation in higher education in relation to the
country’s population.
Table 2.6.8: Gender parity index in enrollment
Indicators 2017 2018 2019 2020/21 2021/22
GPI in NER at Preprimary 1.03 1.04 1.05 1.07 1.02
GPI in NER at Primary 1.00 1.01 1.00 1.00 1.00
GPI in NER at Lower Secondary 1.24 1.25 1.27 1.17 1.45
GPI in NER at Upper Secondary 1.07 1.12 1.09 1.17 1.38
GPI in TVET enrolment 0.83 0.82 0.79 0.88 0.72
GPI in GER at Higher Education 0.79 0.71 0.72 0.79 0.76
Source: School census, Ministry of Education

The Gender Parity Index (GPI) serves as an indicator of gender equality between females and males.
A GPI value below 1 suggests a higher level of disparity for females, while a GPI value above 1
indicates a higher level of disparity in favor of males. The ideal number for equality is 1

Table 2.6.8 indicates Gender Parity Index in enrollment. Data shows that at Preprimary, primary, lower
and upper secondary, there was gender disparity in favour of Female, while in TVET and Higher
Education there was gender disparity in favour of male.

2.7 Gross and net intake rate

Table 2.7.1: Primary Gross and Net intake rate

Indicator/Year 2017 2018 2019 2020/21 2021/22
Age 7 years 6 years
Gross Intake Rate in P1 (Overall) 120.7% 138.2% 138.0% 221.1% 135.4% 129.8%
GIR_P1 Male 124.2% 142.8% 142.6% 222.4% 139.7% 134.2%
GIR_P1 Female 117.1% 133.7% 133.4% 219.7% 131.0% 125.4%
Net Intake Rate in P1 (Overall) 79.5% 80.0% 80.4% 81.5% 44.0% 39.6%
NIR_P1 Male 81.7% 81.9% 82.6% 81.3% 45.1% 39.4%
NIR_P1 Female 77.3% 78.1% 78.2% 81.7% 42.8% 39.9%
Age 12 years 11 years
Gross Intake Rate in P6 (Overall) 79.3% 82.9% 95.4% 95.7% 68.4% 72.5%
GIR_P6 Male 72.3% 76.1% 89.0% 89.3% 61.5% 64.6%
GIR_P6 Female 86.2% 89.6% 101.8% 101.2% 75.3% 80.4%
Net Intake Rate in P6 (Overall) 19.6% 22.2% 27.5% 26.9% 9.9% 2.9%
NIR_P6 Male 17.1% 19.4% 24.6% 26.0% 7.9% 2.2%
NIR_P6 Female 22.0% 25.1% 30.4% 27.8% 12.0% 3.6%
Source: *School census, Ministry of Education, **Population Census, 2012, 2022 (NISR)

50
The primary Gross Intake Rate (GIR) in P1 refers to new enrolment in primary one (repeaters
excluded) regardless of age expressed as a proportion of the official school starting age population
and the primary school Net Intake Rate (NIR) refers to the total enrolment in primary one at the official
age expressed as a proportion of the population of the official school starting age.

Considering the old primary school starting age (7 years), the GIR in P1 decreased from 221.1% in
2020/21 to 135.4% in 2021/22. The Net Intake Rate in P1 for pupils aged 7 years also decreased
from 81.5% in 2020/21 to 44.0% in 2021/22. The decrease in NIR for P1 highlights the issue of late
entry to P1 for children aged 7. The NIR P1 (for pupils aged 7 years) ESSP target of 88.7% by 2021/22
was not achieved as well as the GIR P6 ESSP target of 86.9% by 2021/22.

Gross Intake Rate (GIR) in P1 for pupils aged 6 years (the current official primary entrance age) is
129.8% while the primary school Net Intake Rate (NIR) stands at 39.6%. The low intake rate indicates
a low degree of access to primary education for the official primary school entrance age children (6
years). This demonstrates a need to ensure that parents are aware of the change in the official
primary school entrance age.

The Gross Intake Rate in Primary 6 for pupils aged 12 years decreased from 95.7% in 202/21 to
68.49% in 2021/22. This means that there was a decrease in new entrants in primary 6. Few intrants
in P6 could be explained by the high repetition rate in the previous years. On the other hand, the GIR
in primary 6 for pupils aged 11 stands at 72.5%. This highlights the need to address the issue of
repetition rates and to ensure that students are progressing through the education system.

The Net intake Rate in Primary 6 for pupils aged 12 years decreased from 26.9% in 202/21 to 9.9%
in 2021/22. This indicates that only 9.9% of learners have reached P6 on time and at the right age
(12 years). On the other hand, the NIR in primary 6 for pupils aged 11 stands at only 2.9%. This
stresses the need to tackle the issues of late entry to school and grade failure.

Table 2.7.2: Gross and Net Intake rate in S1

Indicator/Year 2017 2018 2019 2020/21 2021/22
Age 13 years 12 years
Gross Intake Rate in S1 (Overall) 49.9% 57.6% 60.7% 66.4% 62.7% 62.0%
GIR_S1 Male 45.9% 53.0% 55.6% 61.6% 56.9% 56.5%
GIR_S1 Female 53.9% 62.0% 65.8% 71.2% 68.5% 67.4%
Net Intake Rate in S1 (Overall) 11.2% 14.1% 17.1% 17.9% 9.0% 2.8%
NIR_S1 Male 9.8% 12.3% 15.0% 17.5% 7.3% 2.5%
NIR_S1 Female 12.5% 15.8% 19.3% 18.4% 10.7% 3.2%
Source: *School census, Ministry of Education, **Population Census, 2012, 2022 (NISR)

51
Table 2.7.2 illustrates Gross and Net intake rate in S1. The Gross Intake Rate (GIR) in S1 for students
aged 13 years decreased from 66.4% in 2020/21 to 62.7% in 2021/22 while the Gross Intake Rate
(GIR) in S1 for students aged 12 years stands at 62.0%. This means that the share of new entrants
in S1 is low due to high repetition in the previous years.
The NIR for students aged 13 years decreased from 17.9% in 2020/21 to 9.0% in 2021/21 while the
NIR for students aged 12 years stands at 2.8%. This means that only 2.8% of S1 students aged 12
years (the right age) are enrolled in S1. Measures to ensure that students are not taking longer in the
education system need to be taken.

Table 2.7.3: Gross and Net Intake rate in S3

Indicator/Year 2017 2018 2019 2020/21 2021/22
Age 15 years 14 years
Gross Intake Rate in S3 (Overall) 36.6% 35.0% 40.1% 41.7% 37.4% 36.4%
GIR_S3 Male 34.7% 32.9% 36.9% 38.3% 32.9% 32.9%
GIR_S3 Female 38.6% 37.2% 43.3% 45.1% 42.0% 39.8%
Net Intake Rate in S3 (Overall) 8.9% 9.1% 10.5% 12.0% 5.4% 2.5%
NIR_S3 Male 8.3% 8.5% 9.2% 10.8% 3.9% 1.0%
NIR_S3 Female 9.5% 9.8% 11.8% 13.2% 6.9% 3.9%
Source: *School census, Ministry of Education, **Population Census, 2012, 2022 (NISR)

Table 2.7.3 illustrates Gross and Net intake rate in S3. The Gross Intake Rate (GIR) in S3 for students
aged 15 years decreased from 41.7% in 2020/21 to 37.4% in 2021/22 while the Gross Intake Rate
(GIR) in S3 for students aged 14 years stands at 36.4%. This means that the share of new entrants
in S3 is low due to high repetition in the previous years.
The NIR for students aged 15 years decreased from 12.0% in 2020/21 to 5.4% in 2021/21 while the
NIR for students aged 14 years stands at 2.5%. This means that only 2.5% of S3 students aged 14
years (the right age) are enrolled in S3. Addressing the issues of grade failure and late entry to
schools should be a priority.

Table 2.7.4: Gross and Net Intake rate in S6

Indicator/Year 2017 2018 2019 2020/21 2021/22
Age 18 years 17 years
Gross Intake Rate in S6 (Overall) 28.9% 25.5% 18.9% 25.3% 24.2% 23.2%
GIR_S6 Male 28.9% 25.0% 17.4% 24.5% 23.5% 22.5%
GIR_S6 Female 28.8% 26.0% 20.4% 26.1% 24.9% 23.9%
Net Intake Rate in S6 (Overall) 12.8% 9.6% 5.4% 9.6% 2.7% 0.7%
NIR_S6 Male 12.4% 8.9% 5.1% 9.3% 2.3% 0.6%
NIR_S6 Female 13.3% 10.3% 5.8% 10.0% 3.2% 0.9%
Source: *School census, Ministry of Education, **Population Census, 2012, 2022 (NISR)

52
Table 2.7.4 illustrates Gross and Net intake rate in S6. The Gross Intake Rate (GIR) in S6 for students
aged 18 years decreased from 24.2% in 2020/21 to 23.2% in 2021/22 while the Gross Intake Rate
(GIR) in S6 for students aged 17 years stands at 23.2%. This means that the share of new entrants
in S6 is low due to high repetition in the previous years.
The NIR for students aged 18 years decreased from 9.6% in 2020/21 to 2.7% in 2021/21 while the
NIR for students aged 17 years stands at 0.7%. This means that only 0.7% of S6 students aged 17
years (the right age) are enrolled in S6. Addressing the issues of grade failure and late entry to
schools should be a priority.

2.8 Internal efficiency

The goals of education systems go beyond enrollment growth. They include promoting successful
completion of each educational level without dropouts or grade repetition within the specified
timeframe. When students do not complete a level within the designated time, it leads to education
loss, requiring additional investment for each additional year needed to complete that level. This
subsection will examine the proportion of students who reach the final grade within the specified
time frame.

Table 2.8.1: Proportion of P1 students who reach S6 within 12 years.

Period 2006-2017 2007-2018 2008-2019 2009-2020/21 2010-2021/22
Entry P1 623,405 539,038 680,117 649,555 642,825
Male 307,271 270,288 341,606 327,904 324,865
Female 316,134 268,750 338,511 321,651 317,960
Exit S6 65,514 65,320 67,831 72,516 72,460
Male 31,507 31,705 32,431 34,764 35,013
Female 34,007 33,615 35,400 37,752 37,447
Proportion 10.5% 12.1% 10.0% 11.2% 11.3%
Male 10.3% 11.7% 9.5% 10.6% 10.8%
Female 10.8% 12.5% 10.5% 11.7% 11.8%
Source: School census, Ministry of Education

The proportion of P1 students who successfully reach S6 within 12 years has remained relatively
stable over the past five years. An estimated 11.3% of students achieved reaching S6 without any
delays. There is a significant education loss at this stage, with approximately 88.7% of students
experiencing delays or difficulties in completing their education within the expected timeframe. The
proportion of female students surpasses that of male students in successfully reaching S6 within
12 years.

53
Table 2.8.2: Proportion of P1 students who reach P6 within 6 years.
Period 2012-2017 2013-2018 2014-2019 2015-2020/21 2016-2021/22
Entry P1 672,955 664,161 663,113 639,656 606,712
Male 340,825 337,723 340,576 331,046 315,448
Female 332,130 326,438 322,537 308,610 291,264
Exit P6 244,503 260,060 299,954 288,116 227,552
Male 110,892 118,751 139,172 134,297 102,527
Female 133,611 141,309 160,782 153,819 125,025
Proportion 36.3% 39.2% 45.2% 45.0% 37.5%
Male 32.5% 35.2% 40.9% 40.6% 32.5%
Female 40.2% 43.3% 49.8% 49.8% 42.9%
Source: School census, Ministry of Education

The proportion of P1 students who successfully reach P6 within 6 years decreased from 45.0% in
2020/21 to 37.5% in 2021/22. An estimated 37.5% of students achieved reaching P6 without any
delays. The education loss at this stage is estimated to be 62.5% of students experiencing delays or
difficulties in completing their education within the expected timeframe. The proportion of female
students surpasses that of male students in successfully reaching P6 within 6 years.

Table 2.8.3: Proportion of S1 students who reach S6 within 6 years.

Period 2012-2017 2013-2018 2014-2019 2015-2020/21 2016-2021/22
Entry S1 144,784 147,547 138,950 130,511 135,068
Male 67,111 68,371 64,631 60,659 62,649
Female 77,673 79,176 74,319 69,852 72,419
Exit S6 65,514 65,320 67,831 72,516 72,460
Male 31,507 31,705 32,431 34,764 35,013
Female 34,007 33,615 35,400 37,752 37,447
Proportion 45.2% 44.3% 48.8% 55.6% 53.6%
Male 46.9% 46.4% 50.2% 57.3% 55.9%
Female 43.8% 42.5% 47.6% 54.0% 51.7%
Source: School census, Ministry of Education

54
The percentage of S1 students who achieve the milestone of reaching S6 within 6 years declined
from 55.6% in 2020/21 to 53.6% in 2021/22, indicating that an estimated 53.6% of students
successfully reach S6 without any delays. At this stage, it is estimated that 46.4% of students face
delays or challenges in completing their education within the expected timeframe, resulting in an
education loss. Female students outnumber male students in terms of successfully reaching S6
within the 6-year timeframe.

2.9 Promotion, repetition and dropout rate

Promotion, repetition, and dropout rate are interlinked indicators, and they are always summing up
to 100%. This means the increase of one indicator will automatically result in the respective decrease
in another. In this publication the latest data for promotion, repetition, dropout, and transition rate
refer to 2020/21 school year obtained by comparing 2020/21 total enrollment with
promoted/transition, repeated and dropout students in 2021/22.

Table 2.9.1: National average for Promotion, repetition, and dropout rate
Indicator/Year 2016/17 2017/18 2018/19 2019/20 2020/21
Promotion rate 86.3% 87.5% 86.9% 82.3% 77.0%
Male 86.1% 87.1% 86.2% 81.7% 75.5%
Female 86.5% 87.8% 87.6% 83.0% 78.5%
Repetition Rate 8.9% 8.1% 5.8% 8.3% 14.5%
Male 9.3% 8.7% 6.3% 8.6% 15.5%
Female 8.6% 7.6% 5.4% 8.0% 13.6%
Dropout Rate 4.8% 4.4% 7.3% 9.4% 8.5%
Male 4.6% 4.2% 7.6% 9.7% 9.3%
Female 4.9% 4.6% 7.1% 9.0% 7.9%
Source: School census, Ministry of Education

Table 2.9.1 indicates that on average, the promotion rate decreased from 82.3% to 77.0%. This
means that only 77% of students meet the set academic requirements for promotion. The repetition
rate increased from 8.3% to 14.5%. The disruptions to learning and learning loss caused by the
COVID-19 pandemic could explain drops in academic achievements of students that lead to high
repetition rate and low promotion rate. Strategies are needed to catch students up on learning
missed during school closures. The dropout rate went down from 9.4% to 8.5%. The government
interventions to curb the issue of dropout, like the school feeding programs, are having a positive
impact.

55
Table 2.9.2: Promotion, repetition, and dropout rate in primary schools
Indicator/Year 2016/17 2017/18 2018/19 2019/20 2020/21
Promotion rate 78.0% 80.0% 82.2% 79.6% 68.3%
Male 76.4% 78.6% 80.4% 77.2% 65.3%
Female 79.6% 81.3% 84.0% 82.1% 71.3%
Repetition Rate 16.4% 13.4% 10.0% 10.9% 24.6%
Male 17.7% 14.4% 10.9% 11.5% 26.9%
Female 15.1% 12.4% 9.2% 10.3% 22.3%
Dropout Rate 5.6% 6.7% 7.8% 9.5% 7.1%
Male 5.9% 7.0% 8.7% 11.3% 7.8%
Female 5.3% 6.3% 6.8% 7.7% 6.4%
Source: School census, Ministry of Education

In primary education, the promotion rate has decreased from 79.6% to 68.3%. More male than Female
are not achieving the set requirements for promotion. At this level, the repetition rate almost doubled
from 10.9 % to 24.6%. More male are repeating classes than Female. The high repetition rate in
primary school is partly due to the COVID-19 pandemic effect on learning. Several learners who
resumed schools after the COVID 19 pandemic found it hard to catch up. The dropout rate has
reduced from 9.5% to 6.4%. Male are dropping out at a higher level than Female.

Table 2.9.3: Promotion, repetition, and dropout rate in secondary schools

Indicator/Year 2016/17 2017/18 2018/19 2019/20 2020/21
Promotion rate 90.4% 89.2% 87.6% 81.9% 81.4%
Male 90.9% 89.4% 87.1% 81.7% 80.5%
Female 89.9% 89.1% 88.0% 82.0% 82.1%
Repetition Rate 5.2% 5.0% 4.2% 7.8% 9.4%
Male 5.0% 5.3% 4.7% 8.2% 9.7%
Female 5.4% 4.8% 3.8% 7.5% 9.2%
Dropout Rate 4.4% 5.8% 8.2% 10.3% 9.2%
Male 4.0% 5.4% 8.2% 10.1% 9.7%
Female 4.7% 6.1% 8.1% 10.5% 8.7%
Source: School census, Ministry of Education

Table 2.8.3 illustrates a slight decrease in promotion rate from 81.9% to 81.4% with female students
being promoted at a higher rate than male students. The repetition rate increased by 1.6 points
compared to the year before. Male students are failing grades than female students. The dropout
rate decreased from 10.3% to 9.2%. The dropout rate is higher for male students standing at 9.7%
Male students may drop out to look for alternative sources of income.

56
Table 2.9.4: Promotion, repetition, and dropout rate in lower secondary schools
INDICATOR/YEAR 2016/17 2017/18 2018/19 2019/20 2020/21
Promotion rate 86.4% 86.9% 85.9% 80.1% 73.5%
Male 86.3% 87.1% 85.0% 79.7% 71.6%
Female 86.4% 86.7% 86.6% 80.5% 75.1%
Repetition Rate 7.3% 6.0% 5.0% 8.9% 14.0%
Male 7.6% 6.4% 5.7% 9.5% 15.3%
Female 7.1% 5.6% 4.5% 8.5% 12.9%
Dropout Rate 6.3% 7.1% 9.1% 11.0% 12.5%
Male 6.1% 6.5% 9.3% 10.9% 13.1%
Female 6.5% 7.7% 8.9% 11.1% 11.9%
Source: School census, Ministry of Education

The promotion rate stands at 73.5% in lower secondary schools, down from 80.1%. The repetition
rate increased by 5.1% points higher than the year before. The increase in failing grades is one of the
clearest signs of how the pandemic has affected students’ education. Contrary to the other levels,
data shows an increase in the dropout rate from 11% to 12.5%. The dropout rate is higher for male
students standing at 13.1%.

Table 2.9.5: Promotion, repetition, and dropout rate in upper secondary schools
INDICATOR/YEAR 2016/17 2017/18 2018/19 2019/20 2020/21
Promotion rate 94.4% 95.5% 92.6% 87.2% 89.3%
Male 95.5% 95.7% 93.1% 88.1% 89.5%
Female 93.4% 95.3% 92.1% 86.5% 89.1%
Repetition Rate 3.1% 5.0% 2.3% 5.0% 4.8%
Male 2.5% 5.3% 2.2% 4.8% 4.2%
Female 3.6% 4.8% 2.4% 5.2% 5.5%
Dropout Rate 2.5% 1.7% 5.1% 7.8% 5.9%
Male 1.9% 1.9% 4.7% 7.1% 11.9%
Female 3.0% 1.6% 5.5% 8.3% 5.5%
Source: School census, Ministry of Education

Table 2.9.5 shows a decrease in the promotion rate from 87.2% to 89.3%. At this level, male students
are being promoted at a higher rate than female students. The repetition rate decreased by 0.2 points
compared to the year before. Female students are failing grades than male students. This indicates
that disruptions to learning have continued to negatively impact students. The dropout rate
decreased from 7.8% to 5.9%.

57
2.10 Number of students completing the level

Table 2.10.1: National examination results for Primary (P6)

Indicator/Year 2017 2018 2019 2021 2022
Sat for exams 228,048 248,047 278,456 250,453 227,401
Male 102,442 112,766 127,646 114,259 102,293
Female 125,606 135,281 150,810 136,194 125,108
Passed the exam 196,873 201,267 227,264 207,315 206,289
Male 87,544 90,045 101,710 92,428 92,040
Female 109,329 111,222 125,554 114,887 114,249
National exams pass rate 86.3% 81.1% 81.6% 82.8% 90.7%
Male 85.5% 79.9% 79.7% 80.9% 90.0%
Female 87.0% 82.2% 83.3% 84.4% 91.3%
Source: School census, Ministry of Education

Data in table 2.9.1 shows a decrease in the total number of students sitting for national exams in
primary school from 250,453 in 2021 down to 227,401 in 2022. More male than Female registered
for the Primary Leaving Examination. The primary national exam pass rate improved from 82.8% in
2021 to 90.7% in 2022 with female candidates (91.3%) outperforming male candidates (90.0%)

Table 2.10.2: National examination results for lower secondary (S3)

Indicator/Year 2017 2018 2019 2021 2022
Sat for exams 96,628 98,492 114,424 121,337 126,950
Male 45,278 46,029 52,215 55,253 56,633
Female 51,317 52,463 62,209 66,084 70,317
Passed the exam 86,837 81,998 99,120 104,871 108,568
Male 41,639 39,443 46,314 48,514 49,802
Female 45,198 42,555 52,806 56,357 58,766
National exam pass rate 89.9% 83.3% 86.6% 86.4% 85.5%
Male 92.0% 85.7% 88.7% 87.8% 87.9%
Female 88.1% 81.1% 84.9% 85.3% 83.6%
Source: School census, Ministry of Education

Table 2.9.2 shows that 126,950 candidates registered for the national examination in 2022 from
121,337 in 2021, an increase of 5.6 percent points. A total of 108,568 (85.5%) out of 126,950
students who sat for the exams passed. However, there was a slight decrease of 0.9% in the share
of candidates who passed ordinary-level national examinations, from 86.4% in 2019 to 85.5% in
2022. Males (87.9%) candidates outperformed female candidates (83.6%) in the national
examination.

58
Table 2.10.3: Upper secondary national examination results
Indicator/Year 2017 2018 2019 2021 2022
Sat for exams 66,250 68,725 70,218 72,372 71,320
Male 31,700 32,942 33,048 34,402 34,027
Female 34,163 35,783 37,170 37,970 37,293
Passed the exam 59,200 61,758 63,583 66,692 68,476
Male 29,294 30,819 31,118 32,616 33,164
Female 29,906 30,939 32,465 34,076 35,312
National exam pass rate 89.4% 89.9% 90.6% 92.2% 96.0%
Male 92.4% 93.6% 94.2% 94.8% 97.5%
Female 87.5% 86.5% 87.3% 89.7% 94.7%
Source: School census, Ministry of Education

Table 2.10.3 shows a decrease in the total number of students who sat for the national exams from
72,372 in 2021 to 71,320 in 2022. For the national exam pass rate, an increase can be observed
between 2021 and 2022 where the general pass rate was 96% in 2022 compared to 92.2 % in 2021.
At this level, male students outperformed female students.

Table 2.10.4: General upper secondary national examination results (S6)

Indicator/Year 2017 2018 2019 2021 2022
Sat for exams 41,140 42,824 46,927 46,861 47,348
Male 18,324 19,667 21,260 21,217 21,532
Female 22,429 23,157 25,667 25,644 25,816
Passed the exam 36,493 37,256 42,049 41,944 44,818
Male 17,072 18,073 19,831 19,774 20,840
Female 19,421 19,183 22,218 22,170 23,978
National exams pass rate 88.7% 87.0% 89.6% 89.5% 94.7%
Male 93.2% 91.9% 93.3% 93.2% 96.8%
Female 86.6% 82.8% 86.6% 86.5% 92.9%
Source: School census, Ministry of Education

Table 2.9.4 shows a slight increase in the total number of students who sat for national exams from
46,861 in 2021 to 47,348 in 2022. For the national exam pass rate, a high increase can be observed
between 2021 and 2022 where the general pass rate was 94.7% compared to 89.5% in 2021. At this
level, male students performed better than female.

59
Table 2.10.5: National examination results in TTCs (Y3)
Indicator/Year 2017 2018 2019 2021 2022
Sat for exams 3,009 4,054 4,060 2,988 2,893
Male 1,256 1,556 1,606 1,029 1,145
Female 1,753 2,498 2,454 1,959 1,748
Passed the exam 2,987 3,867 3,975 2,980 2,892
Male 1,249 1,506 1,589 1,026 1,144
Female 1,738 2,361 2,386 1,954 1,748
National exam pass rate 99.3% 95.4% 97.9% 99.7% 100.0%
Male 99.4% 96.8% 98.9% 99.7% 99.9%
Female 99.1% 94.5% 97.2% 99.7% 100.0%
Source: School census, Ministry of Education

Table 2.9.5 shows that the total number of students sitting for national examinations in TTCs
decreased from 2,988 students in 2021 to 2,893 students in 2022. The overall pass rate increased
from 99.7% in 2021 to 99.9% in 2022. Both male and female performed at the same rate.

Table 2.10.6: National examination results in TVET(L5)

Indicator/Year 2017 2018 2019 2021 2022
Sat for exams 22,101 21,847 19,231 22,523 21,079
Male 12,120 11,719 10,182 12,156 11,350
Female 9,981 10,128 9,049 10,367 9,729
Passed the exam 19,720 20,635 17,559 21,768 20,766
Male 10,973 11,240 9,698 11,816 11,180
Female 8,747 9,395 7,861 9,952 9,586
National exams pass rate 89.2% 94.5% 91.3% 96.6% 98.5%
Male 90.5% 95.9% 95.2% 97.2% 98.5%
Female 87.6% 92.8% 86.9% 96.0% 98.5%
Source: School census, Ministry of Education

Data in table 2.9.6 shows that 21,079 candidates registered for national examinations in 2022 from
22,523 in 2021, with a decrease of 1.4 percent points. The number of students who pass national
examinations in TVET increased from 21,768 (96.6%) in 2021 to 21,079 (98.5%) in 2022. There was
an increase of 1.9% this year. Both males and females performed similar.

60
Table 2.10.7: Number of Higher education graduates
DESCRIPTION/YEAR 2015/16 2016/17 2017/18 2019/20 2020/21
Total graduates in Higher Education 23,635 23,100 20,533 23,246 23,355
Male 12,774 12,718 11,354 13,043 12,897
Female 10,861 10,382 9,179 10,203 10,458
% Male 54.0% 55.1% 55.3% 56.1% 55.2%
% Female 46.0% 44.9% 44.7% 43.9% 44.8%
In Public institutions 10,720 11,140 9,060 12,136 9,333
Male 7,185 7,245 6,039 7,962 6,172
Female 3,535 3,895 3,021 4,174 3,161
% Male 67.0% 65.0% 66.7% 65.6% 66.1%
% Female 33.0% 35.0% 33.3% 34.4% 33.9%
In Private institutions 12,915 11,960 11,473 11,110 14,022
Male 5,589 5,473 5,315 5,081 6,725
Female 7,326 6,487 6,158 6,029 7,297
% Male 43.3% 45.8% 46.3% 45.7% 48.0%
% Female 56.7% 54.2% 53.7% 54.3% 52.0%
Source: School census, Ministry of Education

Table 2.10.7 shows that the number of Higher education graduates increased from 23,246 in
2021/22 to 23,355 in 2021/22. Among the graduated students, private institutions recorded 14,022
students (60%), while public institutions recorded 9,333 students (40%). Female students who
graduated from private institutions (52.0%) outnumber male students (48.0). In public institutions,
male students who graduated make up 66.1%.

Table 2.10.8: Polytechnics graduates

Description/year 2015/16 2016/17 2017/18 2019/20 2020/21
Total graduates in Polytechnics 2,059 2,695 2,298 4,509 4,008
Male 1,543 2,013 1,748 2,978 2,717
Female 516 682 550 1531 1,291
% Male 74.9% 74.7% 76.1% 66.0% 67.8%
% Female 25.1% 25.3% 23.9% 34.0% 32.2%
In Public institutions 1,819 2,314 1,549 3,228 2,895
Male 1,477 1,812 1,264 2,399 2,204
Female 342 502 285 829 691
In Private institutions 240 381 749 1,281 1,113
Male 66 201 484 579 513
Female 174 180 265 702 600
Source: School census, Ministry of Education

61
Table 2.10.8 indicates the number of Polytechnics graduates. Data shows a decrease in the number
of students who graduated from polytechnics. This number decreased from 4,509 graduates in
2019/20 to 4,008 graduates in 2020/21. The decrease is observed in both public and private
polytechnics. Male students are graduating at a higher rate than female students.

Table 2.10.9: General Higher Education graduates

Description/Year 2015/16 2016/17 2017/18 2019/20 2020/21
Total graduates in General Higher Education 21,576 20,405 18,235 18,737 19,347
Male 11,231 10,705 9,606 10,065 10,180
Female 10,345 9,700 8,629 8,672 9,167
% Male 52.1% 52.5% 52.7% 53.7% 52.6%
% Female 47.9% 47.5% 47.3% 46.3% 47.4%
In Public institution 8,901 8,826 7,511 8,908 6,438
Male 5,708 5,433 4,775 5,563 3,968
Female 3,193 3,393 2,736 3,345 2470
In Private institutions 12,675 11,579 10,724 9,829 12,909
Male 5,523 5,272 4,831 4,502 6212
Female 7,152 6,307 5,893 5,327 6697
Source: School census, Ministry of Education

Table 2.10.9 shows that the total number of students graduating from the general Higher Education
graduates is 19,347, which represents an increase of 610 graduates from the previous academic
year. The number indicates a higher proportion of males (52.6%) than of males (47.4%) who
graduated from General Higher Education. Private institutions accounted for 66.7% (12,909) of all
graduated students.

Table 2.10.10: Higher education graduates by exit award

Exit award 2019/20 2020/21
Male Female Total Male Female Total
Certificate 280 283 563 164 139 303
Diploma 270 612 882 260 710 970
Advanced Diploma 2,999 1,242 4,241 2,699 1,038 3,737
Bachelor's Degree 8,148 7,030 15,178 7,669 7,390 15,059
Postgraduate Certificate 63 22 85 446 332 778
Postgraduate Diploma 471 487 958 461 151 612
Masters 809 525 1,334 1,179 692 1,871
PhD 3 2 5 19 6 25
Total 13,043 10,203 23,246 12,897 10,458 23,355
Source: School census, Ministry of Education

62
When comparing the distribution of graduates by exit award, Table 2.10.10 shows that the
undergraduates form the highest share of the 2020/21 tertiary education graduates with 20,069
students (85.9%). The bachelor's degree was the highest with 15,059(64.5%), with Advanced
Diploma, Diploma, and certificates with a share of 3,737(16.0%), 970(4.2%), and 303 (1.3%) students,
respectively. The total number of postgraduates was only 3,286 students (14.1%), with Doctor of
Philosophy accounting for a significantly lower share of 25 students (0.1%).

Table 2.10.11: Higher education graduates by fields of education

Field of education 2019/20 2020/21
Male Female Total Male Female Total
Education 2,183 1,584 3,767 1943 1,235 3,178
Arts and humanities 386 372 758 618 511 1,129
Social Sciences, journalism and information 507 391 898 761 603 1,364
Business, Administration and Law 2,455 3,437 5,892 2,044 3,472 5,516
Natural Sciences, Mathematics and Statistics 879 583 1,462 668 496 1,164
Information and Communication Technologies 1,055 823 1,878 1551 1000 2,551
Engineering, Manufacturing, and construction 3,253 870 4,123 2,771 762 3,533
Agriculture, Forestry, fisheries and veterinary 596 266 862 537 281 818
Health and Welfare 960 811 1,771 917 1191 2,108
Service 769 1,066 1,835 1087 907 1,994
Total 13,043 10,203 23,246 12,897 10,458 23,355
Source: School census, Ministry of Education

Table 2.9.11 shows the distribution of graduates by field of education. During the 2020/21 academic
year, a total of 23,355 students graduated from Rwanda’s tertiary education institutions. This was an
increase of 109 graduates from the previous academic year. The highest number (5,516), of
graduates, was recorded from the field of Business, Administration, and Law this was followed by
the field of Engineering, Manufacturing, and construction with 3,533 graduates, and the field of
education with a total of 3,178 graduates. The least was agriculture, forestry, fisheries, and veterinary
with only 818 graduates.

Table 2.10.12: STEM graduates in Higher education institutions

Description/Year 2015/16 2016/17 2017/18 2019/20 2020/21
Total STEM graduates 7,915 8,615 7,585 11,408 11,642
Male 5,094 5,423 4,837 7,548 7,348
Female 2,821 3,192 2,748 3,860 4,294
% Of Male 64.40% 62.90% 63.80% 66.2% 63.1%
% Of Female 35.60% 37.10% 36.20% 33.8% 36.9%
Students in Public Institutions 5,680 6,127 4,614 8,063 6,600
Male 4,008 4,046 3,192 5,557 4,570
Female 1,672 2,081 1,422 2,506 2,030
Students in Private Institutions 2,235 2,488 2,971 3,345 5,042
Male 1,086 1,377 1,645 1,991 2,778
Female 1,149 1,111 1,326 1,354 2,264
Source: School census, Ministry of Education

63
Data on STEM graduates in Higher education institutions indicates an increase in the number of
STEM students graduating from the Higher Education Institutions. STEM graduates increase by 234
students in 2020/21. Data shows an increase in the number of STEM students graduating from
private institutions but a decrease in the number of those graduating from public institutions. There
is a considerable difference between the share of female students and male students graduating
from Higher education institutions. STEM female graduates represent only 36.9% of the total STEM
graduates. This denotes the need for improved enrollment and achievements for female students.

Table 2.10.13: Percentage of STEM graduates in Higher education institutions

Description/Year 2015/16 2016/17 2017/18 2019/20 2021/22
Total percentage 33.5% 37.3% 36.9% 49.1% 49.6%
Male 39.9% 42.6% 42.6% 57.9% 56.7%
Female 26.0% 30.7% 29.9% 37.8% 40.7%
Students in Public schools 53.0% 55.0% 50.9% 66.4% 70.7%
Male 55.8% 55.8% 52.9% 69.8% 74.0%
Female 47.3% 53.4% 47.1% 60.0% 64.2%
Students in Private schools 17.3% 20.8% 25.9% 30.1% 35.5%
Male 19.4% 25.2% 31.0% 39.2% 40.8%
Female 15.7% 17.1% 21.5% 22.5% 30.6%
Source: School census, Ministry of Education

Table 2.10.13 illustrates the percentage of STEM graduates in Higher education institutions. Data
indicates an increase of 0.7% in the number of STEM students graduating from the Higher education
institutions. The increase is observed in both public and private Higher education institutions. The
share of female STEM students graduating from the Higher education institutions is low compared
to that of male students.

Table 2.10.14: Adult Literacy learners who received their certificates.

Indicator/Year 2016 2017 2018 2019 2020/21
Total graduate 103,164 94,277 101,508 79,200 123,822
Male 43,937 38,645 40,932 29,948 45,022
Female 59,227 55,632 60,576 49,252 78,800
% of Male 42.6% 41.0% 40.3% 37.8% 36.4%
% of Female 57.4% 59.0% 59.7% 62.2% 63.6%
Source: School census, Ministry of Education

Table 2.10.14 illustrates the number of adult literacy learners who received their certificates. Data
shows an increase in the number of adult literacy learners who completed the program from 79,200
learners in 2019 to 123,822 learners in 2020/21. The percentage of female learners completing the
adult literacy program is higher than that of male learners.

64
2.11 Students transitioning to the next level

Table 2.11.1: Primary one newly admitted pupil of which attended pre-primary
Indicator 2017 2018 2019 2020/21 2021/22
Number of newly admitted pupils in P1
Total 362,706 415,921 416,163 695,697 459,681
Male 185,916 213,932 214,131 352,573 237,537
Female 176,790 201,989 202,032 343,124 222,144
Number of newly admitted pupils in P1 of which attended Pre-primary
Total 101,912 198,500 211,440 354,620 241,671
Male 51,050 101,536 107,832 188,373 129,933
Female 50,862 96,964 103,608 166,247 111,738
Percentage of newly admitted pupils in P1 of which attended preprimary
Overall 28.1% 47.7% 50.8% 51.0% 52.6%
Male 27.5% 47.5% 50.4% 53.4% 54.7%
Female 28.8% 48.0% 51.3% 48.5% 50.3%
Source: School census, Ministry of Education

Table 2.10.1 shows an increase in the share of newly admitted pupils in P1 who attended pre-primary.
Overall, 52% of newly enrolled in P1 have attended pre-primary schools. This represents an increase
of 1.6%. The ESSP target of 37.9% has been achieved.

Table 2.11.2: Transition rate from primary to lower secondary

Indicator/Year 2016/17 2017/18 2018/19 2019/20 2020/21
Transition rate (Overall) 74.5% 71.6% 72.2% 66.0% 66.8%
Male 75.4% 72.3% 72.1% 65.6% 65.1%
Female 73.7% 71.0% 72.4% 66.3% 68.4%
Source: School census, Ministry of Education

Table 2.11.2 shows that the transition rates from primary to lower secondary schools in Rwanda
stood at an average of 66.8% between 2019/20 and 2020/21. The transition rate decreased from
72.2% in 2018/2019 to 66.0% in 2019/2020, before increasing slightly to 66.8% in 2020/21. The
transition rate for males was still the same (about 65%) while it increased for females (from 66.3%
to 68.4%) between 2019/20 and 2020/21. The transition rate for females (68.4%) was 3 points higher
than their male counterparts (65.1%). This shows that we are still far behind the ESSP target of
87.1%.

65
Table 2.11.3: Transition rate from lower to upper secondary
Indicator/Year 2016/17 2017/18 2018/19 2019/20 2020/21
Transition rate (Overall) 85.1% 85.4% 86.1% 77.4% 73.8%
Male 87.2% 88.7% 88.6% 80.3% 74.6%
Female 83.4% 82.5% 83.9% 75.0% 73.1%
Source: School census, Ministry of Education

Table 2.11.3 shows that the Transition rate from lower to upper secondary rate decreased from 85.4%
in 2017/18 to 86.1% in 2018/19 and from 77.4% in 2019/20 to 73.8% in 2020/21. There is a decrease
in the Transition rate from lower to upper secondary for both males and females. However, the
transition rate of females is less than that of males across all four academic years. The ESSP target
of 89.3% by 2019/20 was not achieved.

Table 2.11.4: Percentage of students enrolled in TVET L3 after passing S3 National Exam
Indicator 2017 2018 2019 2020 2021
Students passed S3 exam in the previous year
Total 79,198 86,837 81,998 99,120 104,871
Male 37,886 41,639 39,443 46,314 48,514
Female 41,312 45,198 42,555 52,806 56,357
Accounting included Acc. excluded
Students registered in TVET L3 in year this year
Total 24,603 28,732 25,885 30,183 30,351 27,410
Male 13,590 16,218 14,459 16,858 16,767 16,261
Female 11,013 12,514 11,426 13,325 13,584 11,149
Percentage of students enrolled in TVET L3
Total 31.1% 33.1% 31.6% 30.5% 28.9% 26.1%
Male 35.9% 38.9% 36.7% 36.4% 34.6% 33.5%
Female 26.7% 27.7% 26.8% 25.2% 24.1% 19.8%
Source: School census, Ministry of Education

Table 2.11.4 indicates the increase in the number of students who passed S3 National examination
from 99,120 in 2020 to 104,871 in 2021. Of those who passed the S3 exam, only 26.1% were enrolled
in TVET Level 3. The share of female students enrolled in TVET L3 after passing the S3 exam is low
compared to that of male students.
Table 2.11.5: Transition rate from secondary to Higher education
Indicator 2017 2018 2019 2020 2021
Students passed S6 exam in the previous year 60,973 59,200 61,758 63,583 66,692
Male 30,787 29,294 30,819 31,118 32,616
Female 30,186 29,906 30,939 32,465 34,076
First-time new entrant students in Higher education in this
28,953 28,939 32,574 40,030 30,070
year
Male 14,575 15,467 17,575 22,256 16,879
Female 14,378 13,472 14,999 17,774 13,191
Transition rate from S6 to Higher education 47.5% 48.9% 52.7% 63.0% 45.1%
Male 47.3% 52.8% 57.0% 71.5% 51.8%
Female 47.6% 45.0% 48.5% 54.7% 38.7%
Source: School census, Ministry of Education

66
Table 2.11.5 indicates the increase in the number of students who passed S6 National examination
from 63,583 in 2020 to 66,692 in 2021. Of those who passed S6 exam in 2021, only 30,070
representing 45.1% immediately transitioned to higher education. The transition rate is higher for
male students than for female students.

2.12 Learners’ accommodation

Table 2.12.1: Boarding and non-boarding students in secondary and TVET level
Description/Year 2017 2018 2019 2020/21 2021/22
Total boarding Students 163,479 163,135 171,232 184,691 197,168
Male 80,236 79,673 84,882 89,833 94,686
Female 83,243 83,462 86,350 94,858 102,482
% of Male 49.1% 48.8% 49.6% 48.6% 48.0%
% of Female 50.9% 51.2% 50.4% 51.4% 52.0%
Total non-boarding Students 447,493 495,150 560,872 598,155 616,584
Male 206,309 228,694 256,809 273,381 278,975
Female 241,184 266,456 304,063 324,774 337,609
% of Male 46.1% 46.2% 45.8% 45.7% 45.2%
% of Female 53.9% 53.8% 54.2% 54.3% 54.8%
Percentage of boarding Students 26.8% 24.8% 23.4% 23.6% 24.2%
Male 28.0% 25.8% 24.8% 24.7% 25.3%
Female 25.7% 23.9% 22.1% 22.6% 23.3%
Percentage of non-boarding
73.2% 75.2% 76.6% 76.4% 75.8%
Students
Male 72.0% 74.2% 75.2% 75.3% 74.7%
Female 74.3% 76.1% 77.9% 77.4% 76.7%
Source: School census, Ministry of Education

Though the number of boarding and non-boarding students increased between 2020/21 and
2021/22, the percentage of boarding students increased from 23.6% to 24.2% while the percentage
of non-boarding students decreased from 76.4% to 75.8% in the same period. Data shows that
percentage of female boarding students is always lower than that of male, and the reverse is
observed for non-boarding students.

67
Table 2.12.2: Number of boarding students in Gen. and prof secondary
Description/Year 2017 2018 2019 2020/21 2021/22
Total boarding Students 111,033 111,850 115,080 123,290 139,724
Male 51,324 51,147 52,500 56,071 60,246
Female 59,709 60,703 62,580 67,219 79,478
% of Male 46.2% 45.7% 45.6% 45.5% 43.1%
% of Female 53.8% 54.3% 54.4% 54.5% 56.9%
Students in Public schools 31,247 31,777 32,654 36,681 40,009
Male 15,058 15,021 15,344 17,053 17,669
Female 16,189 16,756 17,310 19,628 22,340
Students in Government-subsidized 52,663 52,673 54,965 55,778 63,742
schools
Male 22,194 21,734 22,506 22,987 26,187
Female 30,469 30,939 32,459 32,791 37,555
Students in Private schools 27,123 27,400 27,461 30,831 35,973
Male 14,072 14,392 14,650 16,031 16,390
Female 13,051 13,008 12,811 14,800 19,583
Source: School census, Ministry of Education

The number of boarding students increased from 123,290 in 2020/21 to 139,724 in 2021/22. Data
shows an increase in the number of boarding students in all categories of schools. The 139,724
general and professional accommodated students represent 19.1% of all students enrolled in this
level (see table 2.1.6 and 2.1.7)

Table 2.12.3: Number of boarding students in TVET level 1 to 5

Description/Year 2017 2018 2019 2020/21 2021/22
Total Students 52,446 51,285 56,152 61,401 57,444
Male 28,912 28,526 32,382 33,762 34,440
Female 23,534 22,759 23,770 27,639 23,004
% of Male 55.1% 55.6% 57.7% 55.0% 60.0%
% of Female 44.9% 44.4% 42.3% 45.0% 40.0%
Students in Public schools 14,945 15,135 17,925 18,041 16,475
Male 8,876 8,854 11,849 10,817 10,167
Female 6,069 6,281 6,076 7,224 6,308
Students in Government-
11,100 10,777 10,705 12,807 13,021
subsidized schools
Male 5,893 5,713 5,637 6,502 7,395
Female 5,207 5,064 5,068 6,305 5,626
Students in Private schools 26,401 25,373 27,522 30,553 27,948
Male 14,143 13,959 14,896 16,443 16,878
Female 12,258 11,414 12,626 14,110 11,070
Source: School census, Ministry of Education

68
Table 2.12.3 indicates that 57,444 students were in boarding TVET schools. This number, however,
did not include students who were enrolled in accounting. This could explain the decrease in the
number compared to the year before. Male students are more in TVET boarding schools than female
students. The 57,444 accommodated TVET students represent 68.8% of all students enrolled in this
level (refer to table 2.1.8)

3. SCHOOL STAFF

Human resources remain a critical resource in the achievement of inclusive and equitable quality
education. This section provides details on the number of teachers and administrative staff in the
education sector.

3.1 School staff per school status

Table 3.1.1: Number of total school staff in Rwanda education system

Description/Year 2017 2018 2019 2020/21 2021/22
Total school staff 93,691 94,437 97,731 121,145 125,621
Male 51,422 51,403 52,435 61,545 64,414
Female 42,269 43,034 45,296 59,600 61,207
%Male 54.9% 54.4% 53.7% 50.8% 51.3%
%Female 45.1% 45.6% 46.3% 49.2% 48.7%
Staff in Public schools 27,125 27,392 28,454 42,522 45,849
Male 15,687 15,788 16,144 22,045 23,893
Female 11,438 11,604 12,310 20,477 21,956
Staff in Government-subsidized schools 47,698 48,568 49,345 58,576 61,463
Male 24,545 24,730 24,803 27,970 29,814
Female 23,153 23,838 24,542 30,606 31,649
Staff in Private schools 18,868 18,477 19,932 20,047 18,309
Male 11,190 10,885 11,488 11,530 10,707
Female 7,678 7,592 8,444 8,517 7,602
Source: School census, Ministry of Education

Between 2020/21 and 2021/22 there was an increase in the total number of school staff, rising from
121,646 to 125,621 which represents an increase of 4,476. This number include teaching or
academic staff and administrative staff; but for adult literacy they only have teaching staff called
instructors in this report. The percentage of male and female stands at 51.3% for male and 48.7%
for female. The highest increase is observed in public schools while private schools experienced a
decrease in number of staff, which is linked to observe decrease in number of private schools.

69
Table 3.1.2: Number of total school staff in Preprimary, Primary, Secondary and TVET L1-L5
Description/Year 2017 2018 2019 2020/21 2021/22
Total school staff 81,133 82,030 84,969 109,178 113,288
Male 42,764 42,823 43,710 53,356 56,181
Female 38,369 39,207 41,259 55,822 57,107
%Male 52.7% 52.2% 51.4% 48.9% 49.6%
%Female 47.3% 47.8% 48.6% 51.1% 50.4%
Staff in Public schools 22,429 22,545 23,696 37,076 40,310
Male 12,476 12,462 12,875 18,354 20,266
Female 9,953 10,083 10,821 18,722 20,044
Staff in Government-subsidized schools 44,595 45,238 46,109 55,469 58,090
Male 22,526 22,557 22,716 25,994 27,702
Female 22,069 22,681 23,393 29,475 30,388
Staff in Private schools 14,109 14,247 15,164 16,633 14,888
Male 7,762 7,804 8,119 9,008 8,213
Female 6,347 6,443 7,045 7,625 6,675
Source: School census, Ministry of Education

In 2021/22 the number of staff in pre-primary, Primary, Secondary and TVET L1-5 increased by 4,110
amounting to 113,288 staff across pre-primary, Primary, Secondary and TVET L1-5 levels. There is
no considerable difference between the number of female staff and male staff. Data indicates a
decrease of 1,745 staff in private schools which could be explained by the decrease in the number
of private schools.

Table 3.1.3: Number of Higher education staff

Indicator/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total staff 6,271 6,335 6,610 6,065 6,250
Male 4,652 4,758 4,921 4,577 4,665
Female 1,619 1,577 1,689 1,488 1,585
% of Male 74.2% 75.1% 74.4% 75.5% 74.6%
% of Female 25.8% 24.9% 25.6% 24.5% 25.4%
Staff in Public Higher education institutions 2,958 3,131 3,122 3,135 3,124
Male 2,175 2,339 2,340 2,374 2,344
Female 783 792 782 761 780
Staff in Private Higher education
3,313 3,204 3,488 2,930 3,126
institutions
Male 2,477 2,419 2,581 2,203 2,321
Female 836 785 907 727 805
Source: School census, Ministry of Education

Table 3.1.2 illustrates the number of staff in higher education. Data shows an increase in the number
of staff in higher education from 6,065 staff in 2020/22 to 6,250 staff in 2021/22. There is a slight

70
decrease in the number of staff in public higher education institutions and a considerable increase
of 196 staff in private higher education institutions. There is a considerable difference in the number
of female staff and Male staff. Male staff dominated female staff in higher education.

3.2 Teaching staff per school status

Table 3.2.1: Teaching staff in Preprimary, primary, secondary, TVET L1-L5

Description/Year 2017 2018 2019 2020/21 2021/22
Total school teaching staff 71,041 71,657 74,394 97,278 100,016
Male 36,822 36,744 37,496 46,317 48,252
Female 34,219 34,913 36,898 50,961 51,764
% Male 51.8% 51.3% 50.4% 47.6% 48.2%
% Female 48.2% 48.7% 49.6% 52.4% 51.8%
Staff in Public schools 19,994 20,014 21,139 33,709 36,246
Male 10,983 10,910 11,306 16,211 17,627
Female 9,011 9,104 9,833 17,498 18,619
Staff in Government-subsidized schools 40,129 40,589 41,548 50,752 52,724
Male 19,841 19,769 19,976 23,141 24,402
Female 20,288 20,820 21,572 27,611 28,322
Staff in Private schools 10,918 11,054 11,707 12,817 11,046
Male 5,998 6,065 6,214 6,965 6,223
Female 4,920 4,989 5,493 5,852 4,823
Source: School census, Ministry of Education

Table 3.2.1 indicates the total number of teaching staff in pre-primary, primary, secondary, and
TVETL1-L5. Data shows an increase of teaching staff in public and government subsidized schools,
but a decrease in number of teaching staff in private schools. In general, the teaching staff increased
by 738 staff. Female staff outnumbered male staff.

71
Table 3.2.2: Pre-primary school teaching staff by school's status
Description/Year 2017 2018 2019 2020/21 2021/22
Total school teaching staff 6,039 6,280 6,931 8,034 7,351
Male 956 994 1,059 1,154 1,555
Female 5,083 5,286 5,872 6,880 5,796
% Male 15.8% 15.8% 15.3% 14.4% 21.2%
% Female 84.2% 84.2% 84.7% 85.6% 78.8%
Staff in Public schools 706 633 734 1,721 1,903
Male 117 92 104 242 541
Female 589 541 630 1,479 1,362
Staff in Government-subsidized schools 2,103 2,384 2,397 2,542 2,747
Male 362 370 351 284 661
Female 1,741 2,014 2,046 2,258 2,086
Staff in Private schools 3,230 3,263 3,800 3,771 2,701
Male 477 532 604 628 353
Female 2,753 2,731 3,196 3,143 2,348
Source: School census, Ministry of Education

Table 3.2.2 shows that the number of teaching staff at pre-primary decreased from 8,034 in
2020/2021 to 7,351 in 2021/22. The decrease is observed in private schools.

Table 3.2.3: Primary school teaching staff by school status

Description/Year 2017 2018 2019 2020/21 2021/22
Total school teaching staff 41,573 42,073 43,878 60,666 63,046
Male 18,898 18,990 19,534 25,667 26,833
Female 22,675 23,083 24,344 34,999 36,213
% Male 45.5% 45.1% 44.5% 42.3% 42.6%
% Female 54.5% 54.9% 55.5% 57.7% 57.4%
Teaching staff in public schools 11,895 12,030 12,855 21,959 23,589
Male 5,603 5,589 5,839 9,209 10,007
Female 6,292 6,441 7,016 12,750 13,582
Teaching staff in Government-subsidized
schools 25,897 26,038 26,771 33,509 34,523
Male 10,916 10,869 10,979 13,093 13,625
Female 14,981 15,169 15,792 20,416 20,898
Teaching staff in Private schools 3,781 4,005 4,252 5,198 4,934
Male 2,379 2,532 2,716 3,365 3,201
Female 1,402 1,473 1,536 1,833 1,733
Source: School census, Ministry of Education
Table 3.2.3 shows that the number of teaching staff at primary level increased from 60,666 in
2020/2021 to 63,046 in 2021/22. However, a decrease in teaching staff is observed in private
schools.

72
Table 3.2.4: Number of Gen. and Prof. secondary teaching staff by school status
Description/Year 2017 2018 2019 2020/21 2021/22
Total teaching staff 19,268 19,563 19,793 24,403 25,468
Male 13,772 13,883 14,007 16,422 16,937
Female 5,496 5,680 5,786 7,981 8,531
% Male 71.5% 71.0% 70.8% 67.3% 66.5%
% Female 28.5% 29.0% 29.2% 32.7% 33.5%
teaching Staff in Public schools 6,219 6,251 6,370 8,725 9,085
Male 4,413 4,387 4,472 5,821 5,972
Female 1,806 1,864 1,898 2,904 3,113
teaching Staff in Government-subsidized schools 11,578 11,586 11,723 13,913 14,437
Male 8,139 8,088 8,144 9,185 9,387
Female 3,439 3,498 3,579 4,728 5,050
teaching Staff in Private schools 1,471 1,726 1,700 1,765 1,946
Male 1,220 1,408 1,391 1,416 1,578
Female 251 318 309 349 368
Source: School census, Ministry of Education

According to Table 3.2.4, teaching staff at the general and professional secondary level increased
from 24,403 in 2020/2021 to 25,468 in 2021/22. Although there is a continuous increase in the
percentage of female teachers, males still outnumber females. This tables do not include technical
secondary schools as presented in the previous publications.
Table 3.2.5: Number of TVET L1 to L5 teaching staff by school status
Description/Year 2017 2018 2019 2020/21 2021/22
Total teaching staff in TVET 4,161 3,741 3,792 4,175 4,151
Male 3,196 2,877 2,896 3,074 2,927
Female 965 864 896 1,101 1,224
% Male 76.8% 76.9% 76.4% 73.6% 70.5%
% Female 23.2% 23.1% 23.6% 26.4% 29.5%
Teaching Staff in Public schools 1,174 1,100 1,180 1,304 1,669
Male 850 842 891 939 1,107
Female 324 258 289 365 562
Teaching Staff in Government-subsidized 551 581 657 788 1,017
schools
Male 424 442 502 579 729
Female 127 139 155 209 288
Teaching Staff in Private schools 2,436 2,060 1,955 2,083 1,465
Male 1,922 1,593 1,503 1,556 1,091
Female 514 467 452 527 374
Source: School census, Ministry of Education

73
Table 3.2.5 shows that between 2020/21 and 2021/22 there was an increase of 365 staff in public
schools and 229 staff in government subsidized schools. However, there was a decrease of 618 staff
in private schools, resulting in an overall decrease of 24 staff.

Table 3.2.6: Number of Higher education academic staff

Indicator/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total academic staff 4,094 4,086 4,322 4,301 4,302
Male 3,294 3,324 3,500 3,492 3,479
Female 800 762 822 809 823
% of Male 80.5% 81.4% 81.0% 81.2% 80.9%
% of Female 19.5% 18.6% 19.0% 18.8% 19.1%
Academic staff in public institutions 1,977 2,066 2,158 2,180 2,169
Male 1,556 1,665 1,734 1,764 1,735
Female 421 401 424 416 434
% of Male 78.7% 80.6% 80.4% 80.9% 80.0%
% of Female 21.3% 19.4% 19.7% 19.1% 20.0%
Academic staff in Private institutions 2,117 2,020 2,164 2,121 2,133
Male 1,738 1,659 1,766 1,728 1,744
Female 379 361 398 393 389
% of Male 82.1% 82.1% 81.6% 81.5% 81.8%
% of Female 17.9% 17.9% 18.4% 18.5% 18.2%
Source: School census, Ministry of Education

Table 3.2.6 indicates that the number of academic staff at Higher Education Institutions slightly
increased from 4,301 in 2020/2021 to 4,302 in 2021/22. The decrease of 11 academic staff is only
observed in public institutions. There is a notable difference between the number of female
academic staff and male academic staff. The latter dominate the former. Efforts are needed to
ensure female are more represented among the academic staff of the Higher Education Institutions.

Table 3.2.7: Instructors in adult literacy centers

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total instructors 6,287 6,072 6,152 5,902 6,083
Male 4,006 3,822 3,804 3,612 3,568
Female 2,281 2,250 2,348 2,290 2,515
% of Male 63.7% 62.9% 61.8% 61.2% 58.7%
% of Female 36.3% 37.1% 38.2% 38.8% 41.3%
Instructors in public centers 1,738 1,716 1,636 2,311 2,415
Male 1,036 987 929 1,317 1,283
Female 702 729 707 994 1132
Instructors in Government-subsidized centers 3,103 3,330 3,236 3,107 3,373
Male 2,019 2,173 2,087 1,976 2,112
Female 1,084 1,157 1,149 1,131 1,261
Instructors in private centers 1,446 1,026 1,280 484 295
Male 951 662 788 319 173
Female 495 364 492 165 122
Source: School census, Ministry of Education

74
Data on the number of instructors in adult literacy centers indicates an increase in the number of
instructors from 5,902 instructors to 6,083 instructors. Increase in the number of instructors is
recorded in public centers and Government subsidized centers. The number of Instructors in private
centers reduced from 484 in 2020/21 to 295 in 2021/22. This can be attributed to the reduction of
private centers in general.

Table 3.2.8: Pupil teacher ratio

Indicator/Year 2017 2018 2019 2020/21 2021/22
In Preprimary 37 36 41 37 48
In Primary 61 60 57 45 44
In General, and professional secondary 28 30 33 28 29
In TVET L1-L5 19 20 21 21 20
In adult literacy 24 22 21 22 19
Source: School census, Ministry of Education

Pupil teacher ratio shows the average number of pupils per teacher, administrative staff who also
spend some time teaching are not included in the calculation of the pupil-teacher ratio.

The pupil teacher ratio in preprimary still relatively high when compared to the standard of 30:1. The
observed increase from 37:1 in 2020/21 to 48:1 in 2021/22 indicates a significant imbalance
between the number of students and teaching staff. This suggests that there has been a
disproportionate increase in the number of students compared to the number of available teachers.
Such an increase can have implications for the quality of education and individualized attention that
students receive.

The decrease in the pupil-teacher ratio in primary education over the past five years, from 61:1 in
2017 to 44:1 in 2021/22, indicates that there have been efforts to address overcrowding and provide
a more favorable learning environment for students. The progress made in reducing the pupil-teacher
ratio can be attributed to various factors, including the removal of double shift programs, the
construction of additional classrooms, and the provision of relevant teaching and learning materials.

The pupil-teacher ratios in secondary education and Technical and Vocational Education and
Training (TVET) being below the standards of 46:1 and 25:1 respectively indicates that the growth in
the number of students has been relatively slower compared to the increase in the number of
teachers. Learners per instructors in adult literacy stands at 19:1.

75
3.3 Administrative staff per school status

Table 3.3.1: Total Number of administrative staff in education system

Description/Year 2017 2018 2019 202/21 2021/22
Total school administrative staff 12,269 12,622 12,863 13,664 14,265
Male 7,300 7,513 7,635 8,124 8,506
Female 4,969 5,109 5,228 5,540 5,759
% Male 59.5% 59.5% 59.4% 59.5% 59.6%
% Female 40.5% 40.5% 40.6% 40.5% 40.4%
Staff in Public schools 3,416 3,596 3,521 4,322 4,064
Male 2,112 2,226 2,175 2,753 2,639
Female 1,304 1,370 1,346 1,569 1,425
Staff in Government-subsidized schools 4,466 4,649 4,561 4,717 5,366
Male 2,685 2,788 2,740 2,853 3,300
Female 1,781 1,861 1,821 1,864 2,066
Staff in Private schools 4,387 4,377 4,781 4,625 4,835
Male 2,503 2,499 2,720 2,518 2,567
Female 1,884 1,878 2,061 2,107 2,268
Source: School census, Ministry of Education

Between 2020/21 and 2021/22, there was an increase of 601 administrative staff members, with a
higher number of males compared to females. The distribution of administrative staff across
different types of schools shows that government-subsidized schools have the highest proportion,
accounting for 37.6% of the total administrative staff. Private schools follow closely with a
proportion of 33.9%, while public schools have the lowest proportion at 28.5%.
Table 3.3.2: Administrative staff in Preprimary, primary, secondary and TVET L1 to L5
Description/Year 2017 2018 2019 202/21 2021/22
Total school administrative staff 10,092 10,373 10,575 11,900 13,272
Male 5,942 6,079 6,214 7,039 7,929
Female 4,150 4,294 4,361 4,861 5,343
% Male 58.9% 58.6% 58.8% 59.2% 59.7%
% Female 41.1% 41.4% 41.2% 40.8% 40.3%
Staff in Public schools 2,435 2,531 2,557 3,367 4,064
Male 1,493 1,552 1,569 2,143 2639
Female 942 979 988 1,224 1,425
Staff in Government-subsidized schools 4,466 4,649 4,561 4,717 5,366
Male 2,685 2,788 2,740 2,853 3300
Female 1,781 1,861 1,821 1,864 2,066
Staff in Private schools 3,191 3,193 3,457 3,816 3,842
Male 1,764 1,739 1,905 2,043 1,990
Female 1,427 1,454 1,552 1,773 1,852
Source: School census, Ministry of Education

76
In 2021/22, the number of administrative staff in pre-primary, primary, secondary and TVET L1-L5
increased from 11,900 in 2020/21 to 13,929 in 2021/22, representing an increase of 2,029 staff. The
increase of administrative staff is seen in the entire education system. A high share of administrative
staff is male demonstrating a need for more female in leadership position at the school level.

Table 3.3.3: Number of administrative staff in Higher education institutions

Indicator/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total administrative staff 2,177 2,249 2,288 1,764 1,948
Male 1,358 1,434 1,421 1,085 1,186
Female 819 815 867 679 762
% of Male 62.4% 63.8% 62.1% 61.5% 60.9%
% of Female 37.6% 36.2% 37.9% 38.5% 39.1%
Staff in Public Higher education
981 1,065 964 955 955
institutions
Male 619 674 606 610 609
Female 362 391 358 345 346
Staff in Private Higher education
1,196 1,184 1,324 809 993
institutions
Male 739 760 815 475 577
Female 457 424 509 334 416
Source: School census, Ministry of Education

Table 3.3.3 indicates that the number of administrative staff at Higher Education Institutions
increased from 1,764 in 2020/2021 to 1,948 in 2021/22. The increase is seen in private institutions.
There is a notable difference between the number of female staff and male staff in the administration
of higher education institutions. The share of male in the administration of higher education
institutions is higher than that of female.

77
3.4 School staff by qualification

Table 3.4.1: Number of preprimary staff by qualification

Description/Year 2017 2018 2019 2020/21 2021/22
Total preprimary staff 6,812 7,178 7,865 9,312 8,902
PhD 3 3 5 7 7
Male 1 1 3 6 6
Female 2 2 2 1 1
Masters 14 21 26 37 48
Male 8 14 16 23 32
Female 6 7 10 14 16
Bachelors 313 362 436 739 788
Male 124 139 148 306 310
Female 189 223 288 433 478
Diploma (A1) 172 178 215 310 492
Male 48 52 79 109 168
Female 124 126 136 201 324
Advanced secondary certificate (A2) 5,304 5,692 6,376 7,568 7,448
Male 965 1,034 1,157 1,239 1,797
Female 4,339 4,658 5,219 6,329 5,651
Others 1,006 922 807 651 119
Male 221 217 150 145 30
Female 785 705 657 506 89
Source: School census, Ministry of education

In 2021/22, the qualification distribution of preprimary staff indicates that the majority, 83.7%, hold
the advanced secondary certificate, which is the minimum requirement for this level. Additionally,
15% possess a higher degree, while 1.3% have a degree below the minimum requirement. Notably,
there has been a decreasing trend in the number of staff with a degree below the minimum
requirement, reducing from 1006 in 2017 to 119 in 2021/22. This highlights a positive improvement
in the qualifications of preprimary staff over the years.

78
Table 3.4.2: Number of primary staff by qualification
Description/Year 2017 2018 2019 2020/21 2021/22
Total primary staff 43,906 44,544 46,325 63,580 66,559
PhD 2 3 2 1 3
Male - 1 1 - 1
Female 2 2 1 1 2
Masters 24 27 35 61 85
Male 13 14 16 37 50
Female 11 13 19 24 35
Bachelors 598 754 792 1,047 2,956
Male 351 441 463 618 1,582
Female 247 313 329 429 1,374
Diploma (A1) 350 298 380 383 1,316
Male 224 204 254 244 804
Female 126 94 126 139 512
Advanced secondary certificate (A2) 42,155 42,859 44,505 61,421 62,070
Male 19,310 19,501 19,953 26,201 26,494
Female 22,845 23,358 24,552 35,220 35,576
Others 777 603 611 667 129
Male 476 378 379 375 60
Female 301 225 232 292 69
Source: School census, Ministry of education

During the 2021/22 school year, the qualification distribution of primary staff reveals that the
majority, 93.3%, possess the advanced secondary certificate, meeting the minimum requirement for
this level. Additionally, 6.6% hold a higher degree, while 0.2% have a degree below the minimum
requirement. Remarkably, there has been a significant increase of 16,916 staff in 2020/21, indicating
the recruitment of new teachers to address overcrowding in classrooms, as well as to accommodate
the newly constructed classrooms. This increase demonstrates a proactive response to reduce
classroom overcrowding and ensure a conducive learning environment for students.

79
Table 3.4.3: Number of gen. and prof. secondary staff by qualification
Description/Year 2017 2018 2019 2020/21 2021/22
Total Gen. and Prof. secondary staff 24,561 25,143 25,498 30,566 31,999
PhD 14 14 16 10 13
Male 13 13 14 8 10
Female 1 1 2 2 3
Masters 143 131 129 98 234
Male 119 102 92 78 190
Female 24 29 37 20 44
Bachelors 13,138 13,338 13,800 17,868 17,504
Male 9,428 9,398 9,729 12,199 11,818
Female 3,710 3,940 4,071 5,669 5,686
Diploma (A1) 6,514 6,650 6,694 9,614 11,401
Male 4,631 4,677 4,671 6,225 7,435
Female 1,883 1,973 2,023 3,389 3,966
Secondary diploma (A2) 4,701 4,960 4,793 2,816 2,760
Male 2,639 2,919 2,800 1,467 1,396
Female 2,062 2,041 1,993 1,349 1,364
Others 51 50 66 160 87
Male 29 34 40 92 41
Female 22 16 26 68 46
Source: School census, Ministry of education

In the school year 2021/22, among the general and professional secondary staff, 54.7% hold
bachelor's degrees, which is the minimum requirement for teaching in upper secondary. Meanwhile,
35.6% have diplomas, which meet the minimum requirement for teaching in lower secondary.
Additionally, 0.8% possess higher degrees, while 8.9% have degrees below the minimum
requirement.

It is essential to investigate the reasons for the presence of staff with lower degrees in secondary
education and staff with higher degrees in primary education. This examination is necessary to
determine if there is potential for these staff members to switch positions and meet the minimum
qualification criteria for their respective teaching levels.

80
Table 3.4.4: Number of TVET L1_L5 staff by qualification
Description/Year 2017 2018 2019 2020/21 2021/22
Total TVET staff 5,854 5,165 5,281 5,720 5,828
PhD 1 4 3 3 3
Male 1 3 2 3 3
Female - 1 1 - -
Masters 43 57 66 62 84
Male 36 44 57 51 72
Female 7 13 9 11 12
Bachelors 2,194 2,287 2,399 2,587 2,524
Male 1,525 1,687 1,777 1,881 1,750
Female 669 600 622 706 774
Diploma (A1) 1,338 1,254 1,240 1,621 1,775
Male 1,084 1,023 1,014 1,323 1,404
Female 254 231 226 298 371
Advanced secondary certificate (A2) 1,921 1,226 1,225 1,145 1,300
Male 1,338 744 681 589 661
Female 583 482 544 556 639
Others 357 337 348 302 142
Male 180 183 214 137 67
Female 177 154 134 165 75
Source: School census, Ministry of Education

In the 2021/22 school year, the distribution of staff in TVET L1_5 shows that 1.5% hold master's and
PhD degrees. Furthermore, 43.3% possess a bachelor's degree, which is the minimum requirement
for teaching in TVET L3_5. Additionally, 30.5% hold a diploma, 22.3% hold the advanced secondary
certificate, and 2.4% have a degree below the advanced secondary certificate.

81
Table 3.4.5: Number of Higher education staff by qualification
Qualification/Year 2016/17 2017/18 2018/19 2020/21 2020/21
Total staff in HE 6,271 6,335 6,610 6,065 6,250
PhDs 736 857 951 1,027 1,169
Male 631 753 836 881 994
Female 105 104 115 146 175
Masters 2,704 2,545 2,584 2,507 2,515
Male 2,058 1,958 1,961 1,909 1901
Female 646 587 623 598 614
Bachelors 1,851 1,977 2,128 1,818 1,891
Male 1,239 1,345 1,455 1,240 1262
Female 612 632 673 578 629
Below Bachelors 980 956 947 713 675
Male 724 702 669 547 508
Female 256 254 278 166 167
Source: School census, Ministry of Education

Table 3.5.5 shows that the total number of academic staff in HEIs increased from 6,065 in 2020/21
to 6,583 in 2021/22. A decrease in academic staff has been observed among staff with less than a
bachelor's degree which decreased from 713 in 2020/21 to 675 staff in 2021/22. Most of the
academic staff (2848) have master’s degrees representing 43.3%. The number of academic staff
with Ph.D. increased from 1,027 in 2020/21 to 1,169 in 2021/22 representing an increase of 13.8%.
The trend is to upgrade to the higher qualification so that more PhDs are teaching at higher
education.

Table 3.4.6: Number of Higher education academic staff by qualification

Qualification/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total Academic staff in HE 4,094 4,086 4,322 4,301 4,302
PhDs 690 776 877 976 1,083
Male 594 683 771 835 921
Female 96 93 106 141 162
Masters 2,249 2,104 2,171 2,113 2,107
Male 1,783 1,670 1,693 1,660 1642
Female 466 434 478 453 465
Bachelors 842 951 968 871 820
Male 649 742 769 697 658
Female 193 209 199 174 162
Below Bachelors 313 255 306 341 292
Male 268 229 267 300 258
Female 45 26 39 41 34
Source: School census, Ministry of Education

82
Table 3.5.6 shows that the number of academic staff in higher education decreased for all
qualifications except for Ph.D. holders. Which shows that more academic staff are upgrading to PhD.
The number of academic staff with Ph.D. increased from 976 in 2020/21 to 1,083 in 2021/22
representing a considerable increase of 11%. Academic Staff with master’s degrees are still
predominant with a percentage of 49.0% of all academic staff in 2020/21 while PhDs academic staff
holders represent 25.2%.

Table 3.4.7: Number of Higher education administrative staff by level of education

Qualification/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Total Administrative staff in HE 2,177 2,249 2,288 1,764 1,948
PhDs 46 81 74 51 86
Male 37 70 65 46 73
Female 9 11 9 5 13
Masters 455 441 413 394 408
Male 275 288 268 249 259
Female 180 153 145 145 149
Bachelors 1,009 1,026 1,160 947 1,071
Male 590 603 686 543 604
Female 419 423 474 404 467
Below Bachelors 667 701 641 372 383
Male 456 473 402 247 250
Female 211 228 239 125 133
Source: School census, Ministry of Education

Table 3.5.8 shows the number of Higher education administrative staff by level of education.
Bachelor’s degree had a total of 1,071 staff constituting 55.0% and was the highest among all the
levels. Master’s was the second highest with 741 (20.9%) staff. A total of 383 (19.7%) administrative
staff with Below Bachelor and only 86 (4.4%) staff with a Doctor of Philosophy. Females tend to be
under-represented in the number of administrative staff at all levels of education.

3.5 Qualified teaching staff

A qualified teacher is an educator who has met specific educational requirements and possesses
the necessary qualifications to teach in a specific subject or grade level. The Ministerial Order Nº
001/MINEDUC/2021 outlines the standards for education in Rwanda. In pre-primary and primary
schools, staff members are required to hold at least an advanced secondary certificate in a related
field of teaching. In secondary education, teachers should have a diploma for ordinary level and a
bachelor's degree for advanced level. For TVET, trainers must have at least a relevant TVET

83
certificate, or a degree aligned with the Rwanda Qualifications Framework. In universities and
polytechnics, it is recommended that at least 30% of academic staff hold a PhD degree.

Table 3.5.1: Qualified teaching staff in Preprimary education

Indicator/Year 2017 2018 2019 2020/21 2021/22
Qualified teaching staff 5,116 5,414 6,183 7,444 7,259
Qualified Male teaching staff 778 813 943 1,047 1,542
Qualified Female teaching staff 4,338 4,601 5,240 6,397 5,717
% of Qualified teaching staff 84.7% 86.2% 89.2% 92.7% 98.7%
% of Qualified Male teaching staff 81.4% 81.8% 89.0% 90.7% 99.2%
% Qualified Female teaching staff 85.3% 87.0% 89.2% 93.0% 98.6%
Unqualified teaching staff 923 866 748 590 92
Unqualified Male teaching staff 178 181 116 107 13
Unqualified Female teaching staff 745 685 632 483 79
% of unqualified teaching staff 15.3% 13.8% 10.8% 7.3% 1.3%
% of unqualified Male teaching staff 18.6% 18.2% 11.0% 9.3% 0.8%
% unqualified Female teaching staff 14.7% 13.0% 10.8% 7.0% 1.4%
Source: School census, Ministry of Education

Table 3.5.1 indicates that 98.7% of Preprimary teachers meet the minimum requirement of having at
least an advanced secondary certificate. Qualified Male teachers represent 99.2% compared to
98.6% of qualified female teachers. The number of unqualified teaching staff is decreasing, with 92
unqualified teaching staff in 2021/22. This reduction reflects efforts to improve the qualifications
and expertise of teachers, aiming to enhance the quality of preprimary education.

Table 3.5.2: Qualified teaching staff in primary education

Indicator/Year 2017 2018 2019 2020/21 2021/22
Qualified teaching staff 40,905 41,568 43,348 60,055 62,937
Qualified Male teaching staff 18,488 18,670 19,208 25,327 26,779
Qualified Female teaching staff 22,417 22,898 24,140 34,728 36,158
% of Qualified teaching staff 98.4% 98.8% 98.8% 99.0% 99.8%
% of Qualified Male teaching staff 97.8% 98.3% 98.3% 98.7% 99.8%
% Qualified Female teaching staff 98.9% 99.2% 99.2% 99.2% 99.8%
Unqualified teaching staff 668 505 530 611 109
Unqualified Male teaching staff 410 320 326 340 54
Unqualified Female teaching staff 258 185 204 271 55
% of unqualified teaching staff 1.6% 1.2% 1.2% 1.0% 0.2%
% of unqualified Male teaching staff 2.2% 1.7% 1.7% 1.3% 0.2%
% of unqualified Female teaching staff 1.1% 0.8% 0.8% 0.8% 0.2%
Source: School census, Ministry of Education

Data on qualified staff in primary schools indicates that 99.8% of staff are qualified to teach in
primary schools. This means that they have the minimum qualifications required to teach at primary
level. The number of unqualified teaching staff decreased from 668 in 2017 to 109 in 2021/22.

84
Table 3.5.3: Qualified teaching staff in gen. and prof. secondary education
Indicator/Year 2017 2018 2019 2020/21 2021/22
Qualified teaching staff 16,117 16,139 16,566 23,051 23,968
Qualified Male teaching staff 11,644 11,549 11,805 15,491 16,021
Qualified Female teaching staff 4,473 4,590 4,761 7,560 7,947
% of Qualified teaching staff 83.6% 82.5% 83.7% 94.5% 94.1%
% of Qualified Male teaching staff 84.5% 83.2% 84.3% 94.3% 94.6%
% Qualified Female teaching staff 81.4% 80.8% 82.3% 94.7% 93.2%
Unqualified teaching staff 3,151 3,424 3,227 1,352 1,500
Unqualified Male teaching staff 2,128 2,334 2,202 931 916
Unqualified Female teaching staff 1,023 1,090 1,025 421 584
% of unqualified teaching staff 16.4% 17.5% 16.3% 5.5% 5.9%
% of unqualified Male teaching staff 15.5% 16.8% 15.7% 5.7% 5.4%
% unqualified Female teaching staff 18.6% 19.2% 17.7% 5.3% 6.8%
Source: School census, Ministry of Education

The minimum qualification required to teach at general and secondary education is to have diploma
for lower secondary and bachelor’s degree for upper secondary. The percentage of qualified teaching
teacher at this level stands at 94.1%.

Table 3.5.4: Qualified teaching staff in TVET education

Indicator/Year 2017 2018 2019 2020/21 2021/22
Qualified teaching staff 2,450 1,959 2,741 3,281 3,190
Qualified Male teaching staff 1,980 1,535 2,215 2,593 2,412
Qualified Female teaching staff 470 424 526 688 778
% of Qualified teaching staff 58.9% 52.4% 72.3% 78.6% 76.8%
% of Qualified Male teaching staff 62.0% 53.4% 76.5% 84.4% 82.4%
% Qualified Female teaching staff 48.7% 49.1% 58.7% 62.5% 63.6%
Unqualified teaching staff 1,711 1,782 1,051 894 961
Unqualified Male teaching staff 1,216 1,342 681 481 515
Unqualified Female teaching staff 495 440 370 413 446
% of unqualified teaching staff 41.1% 47.6% 27.7% 21.4% 23.2%
% of unqualified Male teaching staff 38.0% 46.6% 23.5% 15.6% 17.6%
% unqualified Female teaching staff 51.3% 50.9% 41.3% 37.5% 36.4%
Source: School census, Ministry of Education

The percentage of qualified teaching staff has steadily increased over the years, reaching 76.8% in
2021/22. The proportion of qualified male teaching staff has consistently been higher than that of
qualified female teaching staff. In 2021/22, 82.4% of male teaching staff were qualified, compared
to 63.6% of female teaching staff. The percentage of unqualified teaching staff has decreased from

85
41.1% in 2017 to 23.2% in 2021/22. Overall, there has been a positive trend in the qualifications of
teaching staff in TVET education, with an increasing percentage of qualified staff and a decreasing
percentage of unqualified staff.

Table 3.5.5: PhD holders among academic staff in Higher education

Qualification/Year 2016/17 2017/18 2018/19 2020/21 2021/22
Academic staff with PhD 690 776 877 976 1083
Male 594 683 771 835 921
Female 96 93 106 141 162
% Male 86.1% 88.0% 87.9% 86.0% 85.0%
% Female 13.9% 12.0% 12.1% 14.0% 15.0%
% of PhD holders among Academic staff 16.9% 19.0% 20.3% 22.7% 25.2%
Male 18.0% 20.5% 22.0% 23.9% 26.5%
Female 12.0% 12.2% 12.9% 17.4% 19.7%
Source: School census, Ministry of Education

The number of academic staff holding a PhD degree in higher education has experienced a notable
increase, rising from 16.9% in 2017 to 25.2% in 2021/22. However, the target set by the Education
Sector Strategic Plan (ESSP) to reach 25.9% by 2021/22 was not fully met. Further efforts are
necessary to achieve the upcoming target of 27.7% by 2023/24. It is worth noting that the proportion
of male PhD holders (26.5%) exceeds that of female PhD holders (19.7%). Additional measures and
initiatives should be implemented to reach the desired benchmark of at least 30% of academic staff
holding a PhD degree.

Table 3.5.6: Pupil qualified teacher ratio

Education level/Year 2017 2018 2019 2020/21 2021/22
In Preprimary 43 42 46 39 49
In Primary 62 60 58 45 44
In General, and professional secondary 33 36 39 30 30
In TVET L1-L5 32 38 29 27 26
Source: School census, Ministry of Education

These ratios indicate the average number of students per qualified teacher in each education level.
Data shows a peak increase in the pupil qualified teacher ratio from 39 in 2020/21 to 49 in 2021/22.
This means that more qualified teachers are needed in Preprimary. The decreasing ratios in Primary
education suggest efforts to improve the student-teacher ratio for better educational outcomes. The
ratio for secondary and TVET remain relatively stable.

86
3.6 Trained teaching staff

A trained teacher is someone who has undergone training or professional development to enhance
their teaching skills and knowledge. This training can be obtained through pre-service or in-service
programs offered by recognized educational institutions. While qualified teachers meet the required
educational qualifications to teach, trained teachers have pursued additional training to improve their
teaching practices or acquire new instructional techniques. In essence, trained teachers possess the
minimum required qualifications in education and have sought further professional development to
enhance their teaching abilities.

Table 3.6.1: Trained teachers in Preprimary education

Indicator/Year 2017 2018 2019 2020/21 2021/22
Trained teaching staff 2,512 2,865 3,432 3,497 3,854
Trained Male teaching staff 395 447 551 561 773
Trained Female teaching staff 2,117 2,418 2,881 2,936 3,081
% of Trained teaching staff 41.6% 45.6% 49.5% 43.5% 52.4%
% of Trained Male teaching staff 41.3% 45.0% 52.0% 48.6% 49.7%
% Trained Female teaching staff 41.6% 45.7% 49.1% 42.7% 53.2%
Untrained teaching staff 3,527 3,415 3,499 4,537 3,497
Untrained Male teaching staff 561 547 508 593 782
Untrained Female teaching staff 2,966 2,868 2,991 3,944 2,715
% of untrained teaching staff 58.4% 54.4% 50.5% 56.5% 47.6%
% of untrained Male teaching staff 58.7% 55.0% 48.0% 51.4% 50.3%
% untrained Female teaching staff 58.4% 54.3% 50.9% 57.3% 46.8%
Source: School census, Ministry of Education

n 2021/22, there was a notable increase in the number of trained teachers in preprimary schools,
with the figure rising from 3,498 in the previous year to 3,854. This represents a gain of 357 trained
teachers. Furthermore, the proportion of trained teachers in preprimary schools saw an increase
from 43.5% to 52.4% in 2021/22. Despite this positive trend, there remains a need for additional
teacher training to provide pedagogical skills to the 3,497 untrained teachers in preprimary
education.

87
Table 3.6.2: Trained teaching staff in Primary education
Indicator/year 2017 2018 2019 2020/21 2021/22
Trained teaching staff 38,788 39,717 41,711 46,193 47,947
Trained Male teaching staff 17,386 17,722 18,373 19,229 20,089
Trained Female teaching staff 21,402 21,995 23,338 26,964 27,858
% of Trained teaching staff 93.3% 94.4% 95.1% 76.1% 76.1%
% of Trained Male teaching staff 92.0% 93.3% 94.1% 74.9% 74.9%
% Trained Female teaching staff 94.4% 95.3% 95.9% 77.0% 76.9%
Untrained teaching staff 2,785 2,356 2,167 14,473 15,099
Untrained Male teaching staff 1,512 1,268 1,161 6,438 6,744
Untrained Female teaching staff 1,273 1,088 1,006 8,035 8,355
% of untrained teaching staff 6.7% 5.6% 4.9% 23.9% 23.9%
% of untrained Male teaching staff 8.0% 6.7% 5.9% 25.1% 25.1%
% untrained Female teaching staff 5.6% 4.7% 4.1% 23.0% 23.1%
Source: School census, Ministry of Education

In 2021/22, there was a significant increase in the number of trained teachers in primary schools,
with the count rising from 46,193 in the previous year to 47,947. This represents a gain of 1,754
trained teachers. The proportion of trained teachers in primary schools currently stands at 76.1%.

However, there is still a considerable challenge in terms of equipping the 15,099 untrained staff
members with the necessary pedagogical skills. The process of training such a large number of
untrained teachers will require a significant amount of time and resources. In 2020, due to the
shortage of trained teachers, new teachers with the required qualifications but without educational
qualifications were employed to fill the newly constructed classrooms.

Table 3.6.3: Trained teaching staff in Gen. and prof. Secondary education
Indicator/year 2017 2018 2019 2020/21 2021/22
Trained teaching staff 12,432 13,241 14,311 21,252 21,751
Trained Male teaching staff 8,869 9,369 10,107 14,178 14,389
Trained Female teaching staff 3,563 3,872 4,204 7,074 7,362
% of Trained teaching staff 64.5% 67.7% 72.3% 87.1% 85.4%
% of Trained Male teaching staff 64.4% 67.5% 72.2% 86.3% 85.0%
% Trained Female teaching staff 64.8% 68.2% 72.7% 88.6% 86.3%
Untrained teaching staff 6,836 6,322 5,482 3,151 3,717
Untrained Male teaching staff 4,903 4,514 3,900 2,244 2,548
Untrained Female teaching staff 1,933 1,808 1,582 907 1,169
% of untrained teaching staff 35.5% 32.3% 27.7% 12.9% 14.6%
% of untrained Male teaching staff 35.6% 32.5% 27.8% 13.7% 15.0%
% untrained Female teaching staff 35.2% 31.8% 27.3% 11.4% 13.7%
Source: School census, Ministry of Education

88
In 2021/22, there was an increase of 499 trained teaching staff in general and professional
secondary education, bringing the total count from 21,252 in the previous year to 21,751. Currently,
85.4% of the teaching staff in general and professional secondary education are trained teachers,
while the remaining 14.6% are untrained. To further enhance the quality of education, it is important
to provide in-service training to 3,717 teaching staff. This training will equip them with the necessary
pedagogical skills and help improve their teaching practices.

Table 3.6.4: Trained teaching staff in TVET

Indicator/year 2017 2018 2019 2020/21 2021/22
Trained teaching staff 1,313 1,085 1,283 1,243 1,291
Trained Male teaching staff 977 817 961 923 948
Trained Female teaching staff 336 268 322 320 343
% of Trained teaching staff 31.6% 29.0% 33.8% 29.8% 31.1%
% of Trained Male teaching staff 30.6% 28.4% 33.2% 30.0% 32.4%
% Trained Female teaching staff 34.8% 31.0% 35.9% 29.1% 28.0%
Untrained teaching staff 2,848 2,656 2,509 2,932 2,860
Untrained Male teaching staff 2,219 2,060 1,935 2,151 1,979
Untrained Female teaching staff 629 596 574 781 881
% of untrained teaching staff 68.4% 71.0% 66.2% 70.2% 68.9%
% of untrained Male teaching staff 69.4% 71.6% 66.8% 70.0% 67.6%
% untrained Female teaching staff 65.2% 69.0% 64.1% 70.9% 72.0%
Source: School census, Ministry of Education

Obtaining trained teachers in TVET is challenging mainly because of limited availability of trained
candidates and competing job opportunities. There is a shortage of individuals with the necessary
qualifications and skills to become TVET teachers. As illustrated in table 3.6.4, the percentage of
trained teachers stands at 31.1%. There is a need to provide in-service training for 2,860 untrained
teacher in TVET.

Table 3.6.5: Number of adult literacy instructors who received in service training.
Indicator/Year 2017 2018 2019 2020/21 2021/22
Instructors receiving in service training 3,804 3,525 3,685 3,399 4,829
Trained Male Instructors 2,386 2,173 2,286 2,006 2,889
Trained Female Instructors 1,418 1,352 1,399 1,393 1,940
% of Trained Instructors 60.5% 58.1% 59.9% 57.6% 79.4%
% of Trained Male Instructors 59.6% 56.9% 60.1% 55.5% 81.0%
% Trained Female Instructors 62.2% 60.1% 59.6% 60.8% 77.1%
Untrained Instructors 2,483 2,547 2,467 2,503 1,254
Untrained Male Instructors 1,620 1,649 1,518 1,606 679
Untrained Female Instructors 863 898 949 897 575
% of untrained Instructors 39.5% 41.9% 40.1% 42.4% 20.6%
% of untrained Male Instructors 40.4% 43.1% 39.9% 44.5% 19.0%
% untrained Female Instructors 37.8% 39.9% 40.4% 39.2% 22.9%
Source: School census, Ministry of Education

89
Table 3.6.5 shows that there is an increase in the number of adult literacy instructors who received
in-service training from 3,399 in 2020/21 to 4,829 in 2021/22. This is linked to the increase in the
number of adult literacy centres and the reopening of training centres after the COVID-19 pandemic
crisis.

Table 3.6.6: Pupil trained teacher ratio

Education level/Year 2017 2018 2019 2020/21 2021/22
In Preprimary 88 79 82 84 92
In Primary 65 63 60 59 57
In General, and professional secondary 43 44 45 33 34
In TVET L1-L5 61 68 61 71 65
In adult literacy 27 38 34 37 24
Source: School census, Ministry of Education

Table 3.6.7 provides data on the pupil trained teacher ratio across different education levels. It
highlights a shortage of trained teachers in pre-primary and TVET. The pupil trained teacher ratio in
primary education remains relatively high, indicating a need for more trained teachers. However,
there is a promising trend of a constant decrease in this ratio, which suggests efforts are being made
to reduce the pupil trained teacher ratio and improve the situation in primary education.

Table 3.6.7: Gender parity index in percentage of trained teacher

Indicators 2017 2018 2019 2020/21 2021/22
GPI in % of preprimary trained teacher 1.0 1.0 0.9 0.9 1.1
GPI in % of Primary trained teacher 1.0 1.0 1.0 1.0 1.0
GPI in % of Gen. and Prof. Secondary trained teacher 1.0 1.0 1.0 1.0 1.0
GPI in % of TVET trained teacher 1.1 1.1 1.1 1.0 0.9
GPI in % of PhD holders in Higher education 0.7 0.6 0.6 0.7 0.7
GPI in % of trained adult literacy instructors 1.0 1.1 1.0 1.1 1.0
Source: School census, Ministry of Education

The data presented in Table 3.6.7 shows the Gender Parity Index (GPI) for trained teachers in various
education levels. The GPI for pre-primary and primary trained teachers remains constant at 1.0,
indicating equal representation of males and females. Similarly, the GPI for general and professional
secondary trained teachers is also 1.0. However, there is a slight decline in the GPI for TVET trained
teachers from 1.1 to 0.9. The GPI for PhD holders in higher education and trained adult literacy
instructors remains relatively stable.

90
4. ICT, SCIENCE AND TECHNOLOGY

4.1 Use of ICT in schools

Table 4.1.1: Use of ICT for teaching and learning

Level of education 2017 2018 2019 2020/21 2021/22
Overall number of schools using ICT for teaching
1,649 1,796 1,852 1,929 2,286
and learning
Schools with Preprimary level 160 228 278 426 1,677
Schools with Primary level 1,267 1,612 1,718 1,710 1,790
Schools with Gen. and prof. Secondary level 854 886 951 1,116 1,201
Schools with TVET L1-L5 levels 90 232 236 240 250
Overall number of schools not using ICT for
3,070 2,776 2,854 3,215 2,556
teaching and learning
Schools with Preprimary level 3,026 2,982 3,123 3,315 2,131
Schools with Primary level 1,610 1,297 1,243 1,981 2,041
Schools with Gen. and prof. Secondary level 713 530 501 753 754
Schools with TVET L1-L5 levels 295 118 95 104 172
Percentage of schools using ICT for teaching and
34.9% 39.3% 39.3% 37.5% 47.2%
learning
Schools with Preprimary level 5.0% 7.1% 8.2% 11.4% 44.0%
Schools with Primary level 44.0% 55.4% 58.0% 46.3% 46.7%
Schools with Gen. and prof. Secondary level 54.5% 62.6% 65.5% 59.7% 60.5%
Schools with TVET L1-L5 levels 23.4% 66.3% 71.3% 69.8% 59.2%
Source: School census, Ministry of Education

The table 4.1.1 indicates that the use of ICT in teaching and learning increased from 11.4% in
2020/21 to 44% in 2021/22 in the schools with pre-primary level. A slight increase is seen in the
schools with primary level from 46.3% in 202/21 to 46.7% in 2021/22. An improvement in the use of
ICT in teaching and learning is seen in the schools with secondary level with an increase of 0.8%.
The provision of ICT equipment to schools and the teacher training in the use ICT could explain the
increase.

A decrease of 10.6% in the use of ICT in teaching and learning is observed in the schools with TVET
level. This decrease can be attributed to the fact that newly constructed schools with TVET level
were yet to be equipped with computers or to be connected to the internet. Some teachers could
also have limited skills in the use of ICT for teaching and learning.

91
4.2 ICT, Science, and technology facilities

Table 4.2.1: Smart classrooms in schools

Level of education 2020/21 2021/22
Overall number of schools with smart classroom 957 1,120
Schools with Primary level 373 777
Schools with Gen. and prof. Secondary level 831 885
Schools with TVET L1-L5 levels 123 152
Overall number of schools without smart classroom 3,359 3,722
Schools with Primary level 3,318 3,054
Schools with Gen. and prof. Secondary level 1,038 1,070
Schools with TVET L1-L5 levels 221 270
Percentage of schools with smart classroom 22.2% 23.1%
% of Schools with Primary level 10.1% 20.3%
% Schools with Gen. and prof. Secondary level 44.5% 45.3%
% Schools with TVET L1-L5 levels 35.8% 36.0%
Source: School census, Ministry of Education

The percentage of schools with smart classrooms stands at 23.1%. In the schools with primary
level, secondary level and TVET level, the percentage stands at 20.3%, 45.3% and 36.0% respectively.
This is still below the 2021/22 ESSP target of 66.2% for primary, 64.8% for secondary and 54.2% for
TVET. This is partly due to the fact that new schools which were constructed have not yet been
equipped with ICT devices or connected to the internet.

Table 4.2.2: Computer laboratories in schools

Level of education 2020/21 2021/22
Overall number of schools with Computer laboratories 1,004 1,302
Schools with Primary level 337 824
Schools with Gen. and prof. Secondary level 433 778
Schools with TVET L1-L5 levels 239 297
Overall number of schools without Computer laboratories 3,312 3,540
Schools with Primary level 3,354 3,007
Schools with Gen. and prof. Secondary level 1,436 1,177
Schools with TVET L1-L5 levels 105 125
Percentage of schools with Computer laboratories 23.3% 26.9%
% of Schools with Primary level 9.1% 21.5%
% Schools with Gen. and prof. Secondary level 23.2% 39.8%
% Schools with TVET L1-L5 levels 69.5% 70.4%
Source: School census, Ministry of Education

92
Table 4.2.2. illustrates the number of schools with computer laboratories. Data indicates an increase
in number of schools with computer laboratories from 1,004 schools in 2020/21 to 1,302 schools in
2021/22. Overall, 26.9% of schools have computer laboratories. Computer laboratories increased
greatly from 9.1% in 2020/21 to 21.5% in 2021/22 in schools with primary level. An increase in the
number of computer laboratories is also seen in schools with secondary and TVET levels.

Table 4.2.3: Number of secondary schools with science laboratories

INDICATOR/YEAR 2017 2018 2019 2020/21 2021/22
Number of secondary schools with sciences 338 338 455 329 189
laboratory
% of school with sciences laboratory 21.6% 21.6% 25.5% 14.9% 8.6%
Number of secondary schools without sciences 1,229 1,390 1,328 1,884 2003
laboratory
% of school without sciences laboratory 78.4% 80.4% 74.5% 85.1% 91.4%
Source: School census, Ministry of Education

Table 4.2.3 displays data indicating a noteworthy decline in the number of secondary schools
equipped with science laboratories. The percentage of schools with such facilities decreased from
14.9% in 2020/21 to 8.6% in 2021/22.

This reduction can be attributed to the conversion of classrooms into temporary science laboratories
due to resource constraints. As the student population increased, the need for additional classrooms
took precedence over dedicated laboratory spaces. Consequently, the temporary science labs have
now been reverted back to classrooms to accommodate the growing number of students.

To address this issue, it is important to prioritize the establishment of permanent science

laboratories in secondary schools. Alternatively, utilizing science kits can serve as a temporary
solution when dedicated laboratory spaces are not available.

93
Table 4.2.4: Internet connectivity in schools
Level of education 2017 2018 2019 2020/21 2021/22
Total number of schools with Internet connectivity 1,009 1,702 2,019 2,093 2,743
Schools with Preprimary level 135 276 302 471 1,997
Schools with Primary level 723 873 1,029 1,173 2,071
Schools with Gen. and prof. Secondary level 571 701 862 947 1,432
Schools with TVET L1-L5 levels 76 213 227 233 328
Total number of schools without Internet connectivity 3,710 2,869 2,687 3,051 2,099
Schools with Preprimary level 3,051 2,934 3,099 3,270 1,811
Schools with Primary level 2,154 2,036 1,932 2,518 1,760
Schools with Gen. and prof. Secondary level 996 715 590 922 523
Schools with TVET L1-L5 levels 309 137 104 111 94
Percentage of schools with Internet connectivity 21.4% 37.2% 42.9% 40.7% 56.7%
% Schools with Preprimary level 4.2% 8.6% 8.9% 12.6% 52.4%
% Schools with Primary level 25.1% 30.0% 34.8% 31.8% 54.1%
% Schools with Gen. and prof. Secondary level 36.4% 49.5% 59.4% 50.7% 73.2%
% Schools with TVET L1-L5 levels 19.7% 60.9% 68.6% 67.7% 77.7%
Source: School census, Ministry of Education

The table 4.2.4 shows that the number of schools with internet connectivity has increased from
2,093 in 2020/21 to 2,743 in 2021/22, which is an increase of 31%. In schools with pre-primary level
internet connectivity increased from 12.6% in 2020/21 to 52.4% in 2021/22. In the schools with
primary level from 31.8% in 2020/21 to 54.1% in 2021/22, which is below the target of 64.3% as set
in the ESSP for 2021/22. Similarly, for schools with general and professional secondary, internet
connectivity increased from 50.7% in 2020/21 to 73.3% in 2021/22, which is above the ESSP target
of 69.4% by 2021/22. For schools with TVET L1-L5 level, internet connectivity increased from 67.7%
in 2020/21 to 77.7% in 2021/22. This is below the ESSP target of 82.0% in 2021/22

94
4.3 ICT, Science, and technology equipment

Table 4.3.1: Science kits in schools

Level of education 2017 2018 2019 2020/21 2021/22
Overall number of schools with science kits 1,504 1,710 2,024 1,820 3,224
Schools with Preprimary level 648 652 664 674 2,582
Schools with Primary level 1,065 1,065 1,147 1,634 2,683
Schools with Gen. and prof. Secondary level 1,018 1,034 1,358 1,046 1,571
Schools with TVET L1-L5 levels 20 69 67 80 219
Overall number of schools without science kits 3,215 2,861 2,682 3,324 1,618
Schools with Preprimary level 2,538 2,558 2,737 3,067 1,226
Schools with Primary level 1,812 1,844 1,814 2,057 1,148
Schools with Gen. and prof. Secondary level 549 382 94 823 384
Schools with TVET L1-L5 levels 365 281 264 264 203
Percentage of schools with science kits 31.9% 37.4% 43.0% 35.4% 66.6%
Schools with Preprimary level 20.3% 20.3% 19.5% 18.0% 67.8%
Schools with Primary level 37.0% 36.6% 38.7% 44.3% 70.0%
Schools with Gen. and prof. Secondary level 65.0% 73.0% 93.5% 56.0% 80.4%
Schools with TVET L1-L5 levels 5.2% 19.7% 20.2% 23.3% 51.9%
Source: School census, Ministry of Education

Table 4.3.2 indicates that on average 66.6% of the total schools have Science kits. Schools with
Science kits increased from 1,820 schools to 3,224 schools, indicating an increase of 1,404 schools
receiving projectors in 2021/22. Data shows that 80.4% of schools with Gen. and prof. secondary
level has Science kits, 51.9% of the schools with TVET L1-5 have Science kits, 70.0% of the schools
with primary level have Science kits, and only 67.8% of the schools with preprimary level have Science
kits
Table 4.3.2: projectors in schools
Level of education 2020/21 2021/22
Number of schools with projectors 1,034 1,088
Schools with Primary level 612 754
Schools with Gen. and prof. Secondary level 1,029 1,042
Schools with TVET L1-L5 levels 246 252
Number of schools without projectors 4,110 3,754
Schools with Primary level 3,079 3,077
Schools with Gen. and prof. Secondary level 840 916
Schools with TVET L1-L5 levels 98 170
Percentage of schools with projectors 20.1% 22.5%
% of Schools with Primary level 16.6% 19.7%
% Schools with Gen. and prof. Secondary level 55.1% 53.2%
% Schools with TVET L1-L5 levels 71.5% 59.7%
Source: School census, Ministry of Education

95
Table 4.3.2 indicates that on average 22.5% of the total schools have projectors. Schools with
projectors increased from 1,034 schools to 1,088 schools, indicating an increase of 54 schools
receiving projectors in 2021/22. Data shows that 53.2% of schools with Gen. and prof. secondary
level have projectors, 59.7% of the schools with TVET L1-5 have projectors and only 19.7% of the
schools with primary level have projectors.

Table 4.3.3:smartboard in schools

Level of education 2020/21 2021/22
Number of schools with smartboard 416 472
Schools with Primary level 203 279
Schools with Gen. and prof. Secondary level 245 335
Schools with TVET L1-L5 levels 105 106
Number of schools without smartboard 3,900 4,370
Schools with Primary level 3,488 3,552
Schools with Gen. and prof. Secondary level 1,624 1,620
Schools with TVET L1-L5 levels 239 316
Percentage of schools with smartboard 9.6% 9.7%
% of Schools with Primary level 5.5% 7.3%
% Schools with Gen. and prof. Secondary level 13.1% 17.1%
% Schools with TVET L1-L5 levels 30.5% 25.1%
Source: School census, Ministry of Education

Table 4.3.3 indicates that on average 9.7% of the total schools have smartboard. The number of
schools with smartboard increased from 416 schools to 472 schools, indicating an increase of 56
schools getting smartboard in 2021/22. Data shows that 17.1% of schools with Gen. and prof.
secondary level have smartboard, 25.1% of the schools with TVET L1-5 have smartboard and only
7.3% of the schools with primary level have smartboard.

4.4 Computers

Table 4.4.1: Total number of computers

Description/Year 2017 2018 2019 2020/21 2021/22
Number of computers 347,506 369,266 399,148 366,253 444,015
Computers for learners 324,985 346,327 372,483 334,021 406,776
Computers for administration 9,172 10,032 10,832 10,157 12,648
Computers for teachers 13,349 12,907 15,833 22,075 24,591
Source: School census, Ministry of Education
Between 2020/21 and 2021/22 the number of computers increased by 77,762 where 72,755 is the
increase for students' computers, 2,491 is for administrative staff computers and 2,516 for
teaching staff computers.

96
Table 4.4.2: Computers for learners
Levels of education 2017 2018 2019 2020/21 2021/22
Total computers for learners 324,985 346,327 372,483 334,021 406,776
In Primary 234,409 243,494 247,756 217,362 276,832
In General, and Prof. secondary 58,282 71,587 79,649 72,862 87,367
In TVET L1_L5 8,851 8,930 9,795 9,270 11,162
In Polytechnics 3,726 3,374 6,014 3,700 2,632
In General, Higher education 19,717 18,942 29,269 30,827 27,065
Ratio: students per computer 10 9 9 11 9
In Primary 11 10 10 13 10
In General, and Prof. secondary 9 8 8 10 8
In TVET L1_L5 9 9 8 9 7
In Polytechnics 3 4 2 4 5
In General, Higher education 4 4 2 2 3
Source: School census, Ministry of Education

Table 4.4.2 indicates that a total number of 406,776 computers was recorded in schools which
increased from 334,021 in 2020/21. This increase also improved the ratio of users sharing one
computer. There were 10 pupils in primary education (10:1) on average sharing a computer compared
to 8 pupils in general and professional secondary (8:1). The student-per-computer ratio also
improved in TVET L1_L5 schools from 9 students to one computer (9:1) to seven students sharing
one computer (7:1). However, in polytechnics and in general, Higher education’s computer ratio is
one computer per five students (5:1) and one computer per three students (3:1), respectively. At the
last two levels, Students can access computers in the library or departmental or faculty computer
labs, when free.

Table 4.4.3: Computers for teaching/academic staff

Levels 2017 2018 2019 2020/21 2021/22
Total computers for teaching staff 13,349 12,907 15,833 22,075 24,591
Primary 4,823 2,850 3,084 4,604 4,476
General secondary 3,174 4,347 5,429 8,500 10,923
TVET L1_L5 228 759 881 2,040 2,925
Polytechnics 505 442 637 882 305
General Higher education 4,619 4,509 5,802 6,049 5,962
Ratio: Teachers per Computer 5 6 5 4 4
Primary 9 15 14 13 14
General secondary 7 5 4 3 2
TVET L1_L5 6 5 4 2 1
Polytechnics 1 7 5 1 5
General Higher education 1 1 1 1 1
Source: School census, Ministry of Education

97
Table 4.4.3 above shows that in 2021/22, the number of computers for teaching/academic staff
increased from 22,075 in 2020/21 to 24,591 in 2021/22. A decrease in the number of computers for
teaching/academic staff was recorded in primary, polytechnics, and in general Higher education. The
TVET L1_L5 and in general higher education’s computer ratio is one computer per staff (1:1). On
average 14 staff in the primary level share a single computer (14:1) compared to 2 in general
secondary (2:1) and 5 in polytechnics (5:1). The table highlights the need to train and sensitize
school managers at primary school level on the proper way to store, maintain and repair computers
and to have a strong replacement plan based on computer lifespan. There is also a need to increase
the number of computers used by teaching staff at the primary level to enhance teachers' teaching
quality and students' learning achievement.

Table 4.4.4: Computers for administrative staff

Levels 2017 2018 2019 2020/21 2021/22
Total computers for teaching staff 9,172 10,032 10,832 10,157 12,648
Primary 3,175 3,694 3,762 3,214 3,882
General secondary 3,320 3,227 3,546 3,943 5,100
TVET L1_L5 463 1,013 1036 855 1,039
Polytechnics 347 438 517 314 561
General Higher education 1,867 1,660 1,971 1,831 2,066
Ratio: administrative staff per Computer 1 1 1 1 1
Primary 1 1 1 1 1
General secondary 2 2 2 2 1
TVET L1_L5 1 1 1 2 2
Polytechnics 1 1 1 1 1
General Higher education 1 1 1 1 1
Source: School census, Ministry of Education

Table 4.4.4 shows that the number of computers for teaching staff increased from 10,157 in 2020/21
to 12,648 in 2021/22 and the number of computers has increased in all levels of education. The ratio
of teaching staff to computers across all levels of education is 1 computer per teaching (1:1) staff
except for TVET L1_L5 where two staff had to share 1 computer (2:1).

98
Table 4.4.5: Availability of computers to schools
Level of education 2017 2018 2019 2020/21 2021/22
Overall number of schools with computer 2,256 2,774 3,121 3,339 4,682
Schools with Preprimary level 303 351 454 622 3,660
Schools with Primary level 1,991 2,195 2,468 2,768 3,749
Schools with Gen. and prof. Secondary level 1,185 1,207 1,250 1,549 1,951
Schools with TVET L1-L5 levels 142 249 273 293 420
Overall number of schools without any computer 2,463 1,797 1,585 1,805 160
Schools with Preprimary level 2,883 2,859 2,947 3,119 148
Schools with Primary level 886 714 493 923 82
Schools with Gen. and prof. Secondary level 382 209 202 320 7
Schools with TVET L1-L5 levels 243 101 58 51 2
Percentage of schools with computer 47.8% 60.7% 66.3% 64.9% 96.7%
Schools with Preprimary level 9.5% 10.9% 13.3% 16.6% 96.1%
Schools with Primary level 69.2% 75.5% 83.4% 75.0% 97.9%
Schools with Gen. and prof. Secondary level 75.6% 85.2% 86.1% 82.9% 99.6%
Schools with TVET L1-L5 levels 36.9% 71.1% 82.5% 85.2% 99.5%
Source: School census, Ministry of Education

Table 4.4.5 indicates that on average 96.7% of the total schools have at least one computer. This
means that 160 schools have no access to at least one computer. Schools with access to at least
one computer increased from 3,339 schools to 4,682 schools, indicating an increase of 1,343
schools receiving computers in 2021/22. Data shows that 99.6.2% of schools with Gen. and prof.
secondary level have at least one computer, 99.5% of the schools with TVET L1-5 have at least one
computer19.7% of the schools with primary level have projectors.

99
5. BOOKS AND TEXTBOOKS

5.1 Books in use by learners

Table 5.1.1: Students books in preprimary schools by subject

Subjects 2018 2019 2020/21 2021/22
Number of books
Discovery of the World 19,245 22,887 23,629 28,101
Numeracy 26,359 27,974 27,173 28,838
Physical and Health development 13,785 15,966 17,071 19,772
Creative arts and Culture 16,324 18,035 17,507 19,342
Language and literacy: Kinyarwanda 36,879 37,472 35,291 35,858
Language and literacy: English 29,196 27,876 27,862 29,122
Average ratio per level 11 12 13 14
Discovery of the World 12 12 12 13
Numeracy 9 10 11 12
Physical and Health development 16 18 17 18
Creative arts and Culture 14 16 17 18
Language and literacy: Kinyarwanda 6 8 8 10
Language and literacy: English 8 10 11 12
Source: School census, Ministry of Education

Table 5.1.1 shows that there is a shortage of student books in preprimary schools. Pre-primary
education shows the highest ratio of 14:1, which can be attributed to the fact that children at this
early age primarily learn through play before engaging in more intensive reading activities.

Table 5.1.2: Books in use by primary students by subject

Subject 2018 2019 2020/21 2021/22
Number of books
Kinyarwanda 1,794,444 1,614,643 1,894,875 2,223,743
English 2,039,752 1,778,664 2,302,863 2,981,551
Mathematics 1,318,615 1,152,290 1,691,881 2,484,150
Social and Religious Studies 993,068 886,472 796,930 877,427
Elementary Science and Technology 635,757 601,190 594,340 601,112
Average ratio per level 2 2 2 2
Kinyarwanda 1 2 1 1
English 1 1 1 1
Mathematics 2 2 2 1
Social and Religious Studies 3 3 3 3
Elementary Science and Technology 4 4 5 5
Source: School census, Ministry of Education

Table 5.1.2 shows that there is an increase in students’ books for all subjects. A considerable
increase is seen for Mathematic books from 1,691,881 in 2020/21 to 2,484,150 in 2021/22 which

100
presents an increase of 46.8% and reduced the Pupil-book ratio from 1 book to two students (2:1) to
one book per student (1:1).

Table 5.1.3: Pupil: book ratio in lower secondary students by subject

Subjects 2018 2019 2020/21 2021/22
Number of books
Mathematics 255,498 254,984 233,758 243,723
Chemistry 235,334 226,974 214,614 224,269
Geography 223,978 217,380 195,869 203,548
Biology 218,546 205,667 206,759 212,302
English 212,542 212,715 215,289 216,679
Physics 215,343 214,499 187,976 195,643
Kinyarwanda 134,390 128,401 124,012 128,895
Entrepreneurship 135,585 136,050 130,919 133,163
History and Citizenship 121,279 126,542 116,734 118,725
French 91,123 90,292 91,548 92,702
ICT & Computer Science 158,392 151,556 139,892 143,144
Average ratio per level 3 3 4 3
Mathematics 2 2 2 2
Chemistry 2 2 3 2
Geography 2 2 3 3
Biology 2 3 3 3
English 2 2 3 2
Physics 2 2 3 3
Kinyarwanda 3 4 4 4
Entrepreneurship 3 3 4 4
History and Citizenship 4 4 5 5
French 5 5 6 6
ICT & Computer Science 3 3 4 4
Source: School census, Ministry of Education

Table 5.1.3 shows the number of textbooks distributed in lower secondary schools. Data indicates
an increase in the number of students textbooks for all subjects. The 1:1 Pupil book Ratio for lower
secondary education has not been achieved. Distribution of Kinyarwanda, Entrepreneurship, French
and ICT textbooks should be prioritized.

101
Table 5.1.4: Students books in science combinations by Subject
Subjects 2018 2019 2020/21 2021/22
Number of books
Chemistry 50,127 50,806 49,109 49,774
Physics 35,744 38,867 36,653 39,855
Biology 29,543 29,599 31,257 32,162
Mathematics 24,773 27,002 27,254 29,706
Entrepreneurship 29,716 28,614 29,289 30,375
Economics 21,402 21,786 17,988 18,311
Geography 22,589 22,841 20,450 20,678
Computer Science 17,690 21,078 17,706 17,985
Average ratio in science combination 3 3 4 4
Chemistry 2 2 2 2
Physics 3 3 3 2
Biology 3 3 3 3
Mathematics 3 3 3 3
Entrepreneurship 3 3 3 3
Economics 4 4 5 5
Geography 4 4 5 5
Computer Science 5 5 5 6
Source: School census, Ministry of Education

Table 5.1.4 shows a gap in the textbook for science combinations compared to the national
standards, (1:1). Chemistry and physics have a ratio of 2 textbooks per student while the ratio for
Economics, Geography, and Kinyarwanda, computer science, English, and French is greater than 4:1.
Subjects with the pupils-book ratio which is greater than 3:1 are considered high and need to be
improved specifically on core subject.
Table 5.1.5: Students books in humanities combinations by subject
Subjects 2018 2019 2020/21 2021/22
Number of books
Geography 24,702 26,178 26,459 28,040
Economics 20,668 21,861 23,399 24,750
Entrepreneurship 18,908 18,695 20,004 20,592
History and Citizenship 13,335 15,464 17,688 20,512
General Studies and Communication 6,276 5,890 9,092 9,651
Kinyarwanda 5,042 5,788 6,016 6,906
English 3,334 4,233 5,181 6,578
Average ratio in Humanities 4 4 3 4
Geography 1 1 1 2
Economics 2 2 1 2
Entrepreneurship 2 2 2 2
History and Citizenship 2 2 2 2
General Studies and Communication 5 6 4 5
Kinyarwanda 6 6 6 7
English 9 8 7 7
Source: School census, Ministry of Education

102
Table 5.1.5 shows an increase in the number of students textbooks in humanities combinations.
Increase is seen in all subjects with a considerable increase in geography and history and citizenship
textbooks. The same table shows that the 1:1 Pupil book Ratio for secondary education has not been
achieved. Despite the increase in the number of textbooks, the pupil book ratio decreased for all
subjects. This could be due to the high enrollment of students in humanities courses.

Table 5.1.6: Students books in Language’s combinations by subject

Subjects 2018 2019 2020/21 2021/22
Number of books
Kinyarwanda 23,978 26,151 22,434 24,467
English 19,436 19,458 21,517 22,668
Kiswahili 14,091 15,702 13,720 15,289
French 6,407 6,324 8,038 9,075
Literature in English 9,843 10,898 11,952 13,232
Entrepreneurship 3,323 3,805 4,357
General Studies and Communication 2,880 3,808 5,035
Average ratio in languages 3 5 4 2
Kinyarwanda 1 1 1 1
English 2 2 1 1
Kiswahili 2 2 2 1
French 5 5 4 2
Literature in English 4 1 3 2
Entrepreneurship 10 9 5
General Studies and Communication 11 8 4
Source: School census, Ministry of Education

Table 5.1.6 indicates an increase in the number of students textbooks in languages’ combinations.
A notable increase is observed in the number of Kinyarwanda textbooks and general studies and
communication textbooks. Data shows that pupil book ratio 1:1 has been achieved for Kinyarwanda,
English and Kiswahili subjects. There is a high pupil book ratio for entrepreneurship and general
studies and communication subjects. Distribution of textbooks in languages combinations should
prioritize on two subjects.

103
Table 5.1.7: Students books in TTC’s combinations by subject
Subjects 2018 2019 2020/21 2021/22
Number of books
French 4,832 2,964 4,162 5,844
English 3,694 3,451 3,426 3,451
Kinyarwanda 3,057 2,012 2,767 3,805
Geography 2,737 2,406 2,138 2,376
Physics 1,305 1,055 1,315 1,639
Biology 1,669 1,648 1,853 2,084
Foundation of Education 2,438 1,486 2,119 1,939
Mathematics 2,188 1,408 2,006 2,363
Average ratio in TTCs 4 5 5 5
French 2 3 3 2
English 2 3 3 3
Kinyarwanda 3 5 4 3
Geography 4 4 6 5
Physics 7 9 9 7
Biology 6 6 6 6
Foundation of Education 4 6 5 6
Mathematics 4 7 5 5
Source: School census, Ministry of Education

Table 5.1.7 shows that there is an increase in the number of students’ books in TTC’s combinations
for all subjects. Geography, Mathematics, Foundation of Education, Biology and Physics subjects
have a pupil-book ratio greater than 3:1 which shows that the is a need to increase the number of
books in all subjects. The ratio for physics book subjects decreased from 9 students to 7 students
sharing one book.

104
6. ENERGY, WATER AND SANITATION

6.1 On grid electricity

Section six concentrates on the availability of electricity: on grid and off grid; water: water supply,
rainwater, and drinking water; toilets in schools at various levels of education.

Table 6.1.1: On grid electricity in schools

ON GRID ELECTRICITY 2017 2018 2019 2020/21 2021/22
Overall number of schools with 2,284 2,784 3,074 3,819 3,916
Schools with Preprimary level 1,030 1,277 1,356 2,147 3,016
Schools with Primary level 1,606 1,693 1,800 2,460 2,995
Schools with Gen. and prof. Secondary level 940 1,027 1,078 1,456 1,715
Schools with TVET L1-L5 levels 175 256 286 327 407
Overall number of schools without 2,435 1,787 1,632 1,325 926
Schools with Preprimary level 2,156 1,933 2,045 1,594 792
Schools with Primary level 1,271 1,216 1,161 1,231 836
Schools with Gen. and prof. Secondary level 627 389 374 413 240
Schools with TVET L1-L5 levels 210 94 45 17 15
Percentage of schools with 48.4% 60.9% 65.3% 74.3% 80.9%
Schools with Preprimary level 32.3% 39.8% 39.9% 57.4% 79.2%
Schools with Primary level 55.8% 58.2% 60.8% 66.6% 78.2%
Schools with Gen. and prof. Secondary level 60.0% 72.5% 74.2% 77.9% 80.9%
Schools with TVET L1-L5 levels 45.5% 73.1% 86.4% 95.1% 88.8%
Source: School census, Ministry of Education

Table 6.1.1 shows that the number of schools connected to the electrical grid increased from 3,819
in 2020/21 to 3,916 in 2021/22, registering a 2.5% increase in schools connected to the electrical
grid. The number of schools with pre-primary levels with on-grid electricity supply increased from
2,147(57.4%) in 2020/21 to 3,016(79.2%) in 2021/22. A total of 2,460(66.6%) schools with the
primary level in 2020/21 were connected to the electrical grid and have increased to 2,995(78.2%) in
2021/22. However, a decrease of 6.3 was recorded in the number of schools with TVET L1-L5 levels
connected to the electrical grid between 2020/21 and 2021/22. This can be explained by the fact
that new schools with TVET L1-L5 levels which were constructed have not yet been connected to the
electrical grid.

105
6.2 Off grid electricity

Table 6.2.1: Solar power in schools

SOLAR POWER 2017 2018 2019 2020/21 2021/22
Overall number of schools with 638 664 626 758 1,589
Schools with Preprimary level 177 191 201 356 1,299
Schools with Primary level 709 605 562 694 1,365
Schools with Gen. and prof. Secondary level 281 274 267 349 752
Schools with TVET L1-L5 levels 23 42 33 41 115
Overall number of schools without 4,081 3,907 4,080 4,386 3,253
Schools with Preprimary level 3,009 3,019 3,200 3,385 2,509
Schools with Primary level 2,168 2,304 2,399 2,997 2,466
Schools with Gen. and prof. Secondary level 1,286 1,142 1,185 1,520 1,203
Schools with TVET L1-L5 levels 362 308 298 303 307
Percentage of schools with 13.5% 14.5% 13.3% 14.7% 32.8%
Schools with Preprimary level 5.6% 6.0% 5.9% 9.5% 34.1%
Schools with Primary level 24.6% 20.8% 19.0% 18.8% 35.6%
Schools with Gen. and prof. Secondary level 17.9% 19.4% 18.4% 18.7% 38.5%
Schools with TVET L1-L5 levels 6.0% 12.0% 10.0% 11.9% 27.3%
Source: School census, Ministry of Education

Table 6.1.2 shows that the number of schools with solar power doubled from 758 in 2020/21 to
1,589 in 2021/22, which is an increase of 110%. The proportion of schools with pre-primary level that
have solar power increased from 9.5% in 2020/21 to 34.1% in 2021/22. In the schools with primary-
level solar power increased from 18.8% in 2020/21 to 35.6% in 2021/22. Similarly, for schools with
general and professional secondary, solar power increased from 18.7% in 2020/21 to 38.5% in
2021/22. For schools with TVET L1-L5 level, solar power increased from 11.9% in 2020/21 to 27.3%
in 2021/22.

106
Table 6.2.2: Electric power generator in schools
ELECTRIC POWER GENERATOR 2017 2018 2019 2020/21 2021/22
Overall number of schools with 545 842 885 762 1,282
Schools with Preprimary level 78 120 124 144 832
Schools with Primary level 138 159 169 144 850
Schools with Gen. and prof. Secondary level 281 274 281 240 647
Schools with TVET L1-L5 levels 81 158 154 133 187
Overall number of schools without 4,174 3,729 3,821 4,382 3,560
Schools with Preprimary level 3,108 3,090 3,277 3,597 2,976
Schools with Primary level 2,739 2,750 2,792 3,547 2,981
Schools with Gen. and prof. Secondary level 1,286 1,142 1,171 1,629 1,308
Schools with TVET L1-L5 levels 304 192 177 211 235
Percentage of schools with 11.6% 18.4% 18.8% 14.8% 26.5%
Schools with Preprimary level 2.4% 3.7% 3.6% 3.8% 21.8%
Schools with Primary level 4.8% 5.5% 5.7% 3.9% 22.2%
Schools with Gen. and prof. Secondary level 17.9% 19.4% 19.4% 12.8% 33.1%
Schools with TVET L1-L5 levels 21.0% 45.1% 46.5% 38.7% 44.3%
Source: School census, Ministry of Education

Table 6.2.2 shows that the number of schools with electric power generators increased from 762 in
2020/21 to 1,282 in 2021/22, registering a 68.2% increase. Both schools with pre-primary levels and
those with the primary level which have electric power generators almost sextuple in numbers.
Schools with general and professional secondary levels having electric power generators doubled
from 240 in 2020/21 to 502 in 2021/22. The higher percentage of schools having electric power
generators are those with TVET L1-L5 levels (44.3%). Schools use electric power generators
temporally during on-grid electricity cut-offs.

Table 6.2.3: Biogas system in schools

BIOGAS SYSTEM 2017 2018 2019 2020/21 2021/22
Overall number of schools with 66 65 75 51 63
Schools with Preprimary level 4 11 11 5 9
Schools with Primary level 8 11 5 6 7
Schools with Gen. and prof. Secondary level 61 42 41 30 38
Schools with TVET L1-L5 levels 5 7 10 7 8
Overall number of schools without 4,653 4,506 4,631 5,093 4,779
Schools with Preprimary level 3,182 3,199 3,390 3,736 3,799
Schools with Primary level 2,869 2,898 2,956 3,685 3,824
Schools with Gen. and prof. Secondary level 1,506 1,374 1,411 1,839 937
Schools with TVET L1-L5 levels 380 343 321 337 414
Percentage of schools with 1.4% 1.4% 1.6% 1.0% 1.3%
Schools with Preprimary level 0.1% 0.3% 0.3% 0.1% 0.2%
Schools with Primary level 0.3% 0.4% 0.2% 0.2% 0.2%
Schools with Gen. and prof. Secondary level 3.9% 3.0% 2.8% 1.6% 3.9%
Schools with TVET L1-L5 levels 1.3% 2.0% 3.0% 2.0% 1.9%
Source: School census, Ministry of Education

107
Table 6.2.3 shows that a few schools use a biogas system as an alternative source of energy but the
main source of energy in schools remains on grid electricity. Overall, there are only 63 schools with
a biogas system. The percentage of schools with biogas systems has increased from 1.0% in
2020/21 to 1.3% in 2021/22. Schools with general and professional secondary levels which have
biogas systems present 3.9%.

6.3 Water

Table 6.3.1: Tap water supply in schools.

TAP WATER SUPPLY 2017 2018 2019 2020/21 2021/22
Overall number of schools3 with 1,925 2,477 2,724 3,419 3,950
Schools with Preprimary level 766 942 991 1,733 3,058
Schools with Primary level 1,525 1,617 1,603 2,227 3,068
Schools with Gen. and prof. Secondary level 743 807 872 1,297 1,681
Schools with TVET L1-L5 levels 149 262 292 309 375
Overall number of schools without 2,794 2,094 1,982 1,725 892
Schools with Preprimary level 2,420 2,268 2,410 2,008 750
Schools with Primary level 1,352 1,292 1,358 1,464 763
Schools with Gen. and prof. Secondary level 824 609 580 572 277
Schools with TVET L1-L5 levels 236 88 39 35 47
Percentage of schools with 40.8% 54.2% 57.9% 66.5% 81.6%
Schools with Preprimary level 24.0% 29.3% 29.1% 46.3% 80.3%
Schools with Primary level 53.0% 55.6% 54.1% 60.3% 80.1%
Schools with Gen. and prof. Secondary level 47.4% 57.0% 60.1% 69.4% 85.9%
Schools with TVET L1-L5 levels 38.7% 74.9% 88.2% 89.8% 88.9%
Source: School census, Ministry of Education

Table 6.1.1 shows that the number of schools with a tap water supply increased from 3,419 in
2020/21 to 3,950 in 2021/22. The share of schools with Preprimary levels that have access to tap
water stands at 80.3%, which is equivalent to a 34% increase compared to 2020/21. Tap water supply
in schools with a primary level increased by 19.8% between 2020/21 and 2021/22 and currently
stands at 80.1%. The number of schools with general and professional secondary levels that have
tap water supply increased from 69.4% in 2020/21 to 85.9% in 2021/22. A slight decrease of 0.9 was
recorded in the number of schools with TVET L1-L5 levels that have tap water supply between
2020/21 and 2021/22. All decreases observed in some schools with distinct levels can be explained
by the fact that new schools which were constructed have not yet been connected to the tap water
supply.

3
Preprimary, primary, secondary and TVET L1 to L5 schools

108
Table 6.3.2: Safe drinking water in schools
Safe drinking water 2017 2018 2019 2020/21 2021/22
Overall number of schools with safe drinking water 1,717 2,578 2,730 2,511 2,859
Schools with Preprimary level 612 883 921 1,176 2,164
Schools with Primary level 1,310 1,559 1,535 1,543 2,130
Schools with Gen. and prof. Secondary level 802 978 1,013 836 1,233
Schools with TVET L1-L5 levels 114 264 276 266 310
Overall number of schools without safe drinking water 3,002 1,993 1,976 2,633 1,983
Schools with Preprimary level 2,574 2,327 2,480 2,565 1,644
Schools with Primary level 1,567 1,350 1,426 2,148 1,701
Schools with Gen. and prof. Secondary level 765 438 439 1,033 725
Schools with TVET L1-L5 levels 271 86 55 78 112
Percentage of schools with safe drinking water 36.4% 56.4% 58.0% 48.8% 59.0%
Schools with Preprimary level 19.2% 27.5% 27.1% 31.4% 56.8%
Schools with Primary level 45.5% 53.6% 51.8% 41.8% 55.6%
Schools with Gen. and prof. Secondary level 51.2% 69.1% 69.8% 44.7% 63.0%
Schools with TVET L1-L5 levels 29.6% 75.4% 83.4% 77.3% 73.5%
Source: School census, Ministry of Education

In relation to overall number of schools with pre-primary, primary, secondary and TVET level, there is
an increase in the percentage of schools with access to safe drinking water from 48.8% in 2020/21
to 59.0% in 2021/22. Schools with TVET levels have the highest percentage of 73.5%.

Table 6.3.3: Rainwater harvesting system in schools.

Rainwater harvesting system 2017 2018 2019 2020/21 2021/22
Overall number of schools with 2,326 2,929 3,191 3,894 4,332
Schools with Preprimary level 806 949 1,104 1,906 3,374
Schools with Primary level 2,051 2,224 2,296 2,942 3,467
Schools with Gen. and prof. Secondary level 937 1,032 1,086 1,549 1,865
Schools with TVET L1-L5 levels 157 271 286 307 397
Overall number of schools without 2,393 1,642 1,515 1,250 510
Schools with Preprimary level 2,380 2,261 2,297 1,835 434
Schools with Primary level 826 685 665 749 364
Schools with Gen. and prof. Secondary level 630 384 366 320 93
Schools with TVET L1-L5 levels 228 79 45 37 25
Percentage of school with 49.3% 64.1% 67.8% 75.7% 89.5%
Schools with Preprimary level 25.3% 29.6% 32.5% 50.9% 88.6%
Schools with Primary level 71.3% 76.5% 77.5% 79.7% 90.5%
Schools with Gen. and prof. Secondary level 59.8% 72.9% 74.8% 82.9% 95.3%
Schools with TVET L1-L5 levels 40.8% 77.4% 86.4% 89.2% 94.1%
Source: School census, Ministry of Education

109
Table 6.3.3 illustrates the number of schools with rainwater harvesting system, in general, schools
with pre-primary, primary, secondary and TVET level recorded an increase from 75.7.% in 2020/21 to
89.5% in 2021/22. School with General and professional secondary levels have the highest
percentage of 95.3%
6.4 Sanitation

Table 6.4.1: Availability of handwashing

handwashing facilities 2017 2018 2019 2020/21 2021/22
Overall number of schools with 2,149 2,776 3,015 5,144 4,795
Schools with Preprimary level 754 919 995 3,741 3,768
Schools with Primary level 1,863 1,919 1,998 3,691 3,803
Schools with Gen. and prof. Secondary level 989 1,077 1,115 1,869 1,948
Schools with TVET L1-L5 levels 118 253 274 344 419
Overall number of schools without 2,570 1,795 1,691 - 47
Schools with Preprimary level 2,432 2,291 2,406 - 40
Schools with Primary level 1,014 990 963 - 28
Schools with Gen. and prof. Secondary level 578 339 337 - 10
Schools with TVET L1-L5 levels 267 97 57 - 3
Percentage of schools with 45.5% 60.7% 64.1% 100.0% 99.0%
Schools with Preprimary level 23.7% 28.6% 29.3% 100.0% 98.9%
Schools with Primary level 64.8% 66.0% 67.5% 100.0% 99.3%
Schools with Gen. and prof. Secondary level 63.1% 76.1% 76.8% 100.0% 99.5%
Schools with TVET L1-L5 levels 30.6% 72.3% 82.8% 100.0% 99.3%
Source: School census, Ministry of Education

According to the 2021/22 statistics, it has been observed that 99.0% of schools have handwashing
facilities, with only 47 schools without it. In the previous year, all schools were required to have
handwashing facilities to mitigate the spread of COVID-19. However, it is imperative to ensure that
these existing handwashing facilities are being regularly utilized for proper hand sanitation.

Table 6.4.2: availability of single sex toilets

single sex toilets 2019 2020/21 2021/22
Overall number of schools with single sex toilets 4,625
Schools with Preprimary level 1,321 1,957 3,623
Schools with Primary level 2,115 2,588 3,685
Schools with Gen. and prof. Secondary level 1,030 1,303 1,909
Schools with TVET L1-L5 levels 257 275 411
Overall number of schools without single sex toilets 217
Schools with Preprimary level 2,080 1,784 185
Schools with Primary level 846 1,103 146
Schools with Gen. and prof. Secondary level 422 566 49
Schools with TVET L1-L5 levels 74 69 11
Percentage of schools with single sex toilets 95.5%
Schools with Preprimary level 38.8% 52.3% 95.1%
Schools with Primary level 71.4% 70.1% 96.2%
Schools with Gen. and prof. Secondary level 70.9% 69.7% 97.5%
Schools with TVET L1-L5 levels 77.6% 79.9% 97.4%
Source: School census, Ministry of Education

110
According to Table 6.4.2, the data shows that 95.5% of schools have separate toilets for males and
females, while 217 schools do not provide this separation. It is worth mentioning that out of these,
28 schools are exclusively for females and 11 schools are exclusively for males. If we exclude these
39 schools, there are still 178 schools that lack single-sex toilets.

Table 6.4.3: Toilets in Preprimary, Primary Secondary and TVET schools

Indicator/Year 2017 2018 2019 2020/21 2021/22
Number of toilets in the school 92,958 98,015 103,690 150,676 154,235
For female 47,464 49,745 52,885 76,012 77,828
For Male 45,494 48,270 50,805 74,664 76,407
For pupils 85,157 89,638 94,545 137,257 140,509
For Female pupils 43,502 45,542 48,330 69,315 70,982
For Male pupils 41,655 44,096 46,215 67,942 69,527
For staff 7,801 8,377 9,145 13,419 13,726
For female staff 3,962 4,203 4,555 6,697 6,846
For Male staff 3,839 4,174 4,590 6,722 6,880
Users per toilet 37 35 35 26 26
Female 36 35 34 25 26
Male 38 36 36 27 27
Students per toilet 39 38 37 28 28
Female pupils 38 37 36 27 27
Male pupils 41 39 38 28 28
Staff per toilets 10 10 9 8 8
Female staff 10 10 10 8 8
Male staff 10 9 9 8 8
Source: School census, Ministry of Education

Table 6.4.3 illustrates the number of toilets in Preprimary, Primary Secondary and TVET schools.
Number of toilets increase from 150,678 in 2020/21 to 154,235 in 2021/22. The students’ toilet ratio
and staff toilet ratio remained the same. It is worth noting that the recommended student's toilet
ratio of 25 has not been achieved.

111
7. SCHOOL NUTRITION

School feeding is an effective mechanism to address food insecurity among school-going children,
especially those from low-income families. It contributes to the eradication of child malnutrition,
increases educational enrolment, retention, and performance. It extends learning time and improves
learners' concentration, thereby enhancing learning achievement, reducing class repetition, and
mitigating school dropout, ultimately resulting in improved learning outcomes.

7.1 Learners fed at school

Table 7.1.1: Number of learners fed at schools

Levels of education 2017 2018 2019 2020/21 2021/22
Total number of students fed at school 610,630 724,059 796,256 874,244 3,375,454
Preprimary 33,944 49,401 52,509 52,787 250,306
Primary 183,310 183,857 182,678 309,419 2,421,231
Gen. and prof. Secondary level 357,329 444,578 520,480 468,493 653,185
TVET 36,047 46,223 40,589 43,545 50,732
Percentage of students fed at school 18.2% 21.4% 22.6% 23.0% 86.3%
Preprimary 15.4% 21.8% 18.6% 18.0% 70.4%
Primary 7.2% 7.3% 7.3% 11.3% 88.3%
Gen. and prof. Secondary level 69.7% 76.8% 80.2% 67.5% 89.4%
TVET 45.3% 58.2% 51.4% 49.5% 60.8%
Source: School census, Ministry of Education

Table 7.1.1 shows that the number of learners receiving meals at school increased from 874,244 in
2020/21 to 3,375,454 students in 2021/22. Overall, 86.3% of the learners are benefitting from school
feeding program. 70.4 % of children in pre-primary, 88.3% of learners in primary, 89.4% of learners in
secondary and 60.8% of students in TVET get meals at schools. Though there is a considerable
improvement in providing meals to students, there is a need to invest more in school feeding
program.

112
7.2 School nutrition facilities and equipment

Table 7.2.1: Number of schools providing meals to students

Levels of education 2017 2018 2019 2020/21 2021/22
Number of schools providing meals to students 1,648 1,808 2,189 3,093 3,978
Schools with Preprimary level 379 625 1,277 1,300 3,108
Schools with Primary level 357 372 504 1,443 3,385
Schools with Gen. and prof. Secondary level 1,181 1,196 1,236 1,740 1,828
Schools with TVET L1-L5 levels 154 145 154 253 299
Number of schools not providing meals to students 3,071 2,763 2,517 2,051 864
Schools with Preprimary level 2,807 2,585 2,124 2,441 700
Schools with Primary level 2,520 2,537 2,457 2,248 446
Schools with Gen. and prof. Secondary level 386 220 216 129 130
Schools with TVET L1-L5 levels 231 205 177 91 123
Percentage of schools providing meals to students 34.9% 39.6% 46.5% 60.1% 82.2%
Schools with Preprimary level 11.9% 19.5% 37.5% 34.8% 81.6%
Schools with Primary level 12.4% 12.8% 17.0% 39.1% 88.4%
Schools with Gen. and prof. Secondary level 75.4% 84.5% 85.1% 93.1% 93.4%
Schools with TVET L1-L5 levels 40.0% 41.4% 46.5% 73.5% 70.9%
Source: School census, Ministry of Education

Table 7.2.1 illustrates the number of schools providing meals to students. Data shows that of the
total 4,842 schools in Rwanda, 3,978(82.2%) schools provide meals for students while 864 schools
are not providing meals for students. There is a notable increase in the number of schools providing
meals to students from 3,093 schools in 2020/21 to 3,978 schools in 2021/22 due to the scale up of
school feeding program to pre-primary and primary schools. Data shows that 81.6% of preprimary
schools provide meals to pupils, 88.4% of primary schools provide meals to pupils, 93.4% of the
secondary schools provide meals to students and 70.9% of TVET L1-L5 provide meals to students.
There is a need to ensure TVET schools are providing meals for the students.

113
Table 7.2.2: Nutrition Garden in schools
Indicator/Year 2017 2018 2019 2020/21 20221/22
Overall number of schools with Nutrition Garden 1,777 2,057 2,262 3,048 3,317
Schools with Preprimary level 314 440 528 1,815 2,548
Schools with Primary level 1,173 1,173 1,223 1,696 2,686
Schools with Gen. and prof. Secondary level 852 975 997 1,317 1,599
Schools with TVET L1-L5 levels 175 200 221 248 322
Overall number of schools without Nutrition Garden 2,942 2,514 2,444 2,096 1,525
Schools with Preprimary level 2,872 2,770 2,873 1,926 1,260
Schools with Primary level 1,704 1,736 1,738 1,995 1,145
Schools with Gen. and prof. Secondary level 715 441 455 552 359
Schools with TVET L1-L5 levels 210 150 110 96 100
Percentage of schools with Nutrition Garden 37.7% 45.0% 48.1% 59.3% 68.5%
%Schools with Preprimary level 9.9% 13.7% 15.5% 48.5% 66.91%
%Schools with Primary level 40.8% 40.3% 41.3% 45.9% 70.11%
%Schools with Gen. and prof. Secondary level 54.4% 68.9% 68.7% 70.5% 81.66%
%Schools with TVET L1-L5 levels 45.5% 57.1% 66.8% 72.1% 76.30%
Source: School census, Ministry of Education

Table7.2.2 indicates that 68.5% of schools have nutrition garden. At pre-primary school level, the
number of schools with nutrition garden increased, from 1815 schools in 2020/21 to 2548 schools
in 2021/22. Primary schools with nutrition garden increased from 1696 schools in 2020/21 to 2686
schools in 2021/22. At secondary school level, the number of schools with nutrition garden
increased from 1317 schools in 2020/21 to 1599 schools in 2021/22. TVET schools with nutrition
garden increased from 248 schools in 2020/21 to 322 schools in 2021/22.
Table 7.2.3: Type of fuel used for cooking in schools in 2020/21
Type of fuel firewood Gas biogas Electricity peat_and_kerosene
Overall number of schools using 3,850 44 18 15 15
Schools with Preprimary level 2,993 20 2 11 12
Schools with Primary level 3,246 27 2 11 13
Schools with Gen. and prof. Secondary level 1,785 24 11 9 2
Schools with TVET L1-L5 levels 245 10 4 1 -
Total Number of schools not using 128 3,934 3,960 3,963 3,963
Schools with Preprimary level 115 3,088 3,106 3,097 3,096
Schools with Primary level 139 3,358 3,383 3,374 3,372
Schools with Gen. and prof. Secondary level 43 1,804 1,817 1,819 1,826
Schools with TVET L1-L5 levels 54 289 295 298 299
Percentage 96.8% 1.1% 0.5% 0.4% 0.4%
Schools with Preprimary level 96.3% 0.6% 0.1% 0.4% 0.4%
Schools with Primary level 95.9% 0.8% 0.1% 0.3% 0.4%
Schools with Gen. and prof. Secondary level 97.6% 1.3% 0.6% 0.5% 0.1%
Schools with TVET L1-L5 levels 81.9% 3.3% 1.3% 0.3% 0.0%
Source: School census, Ministry of education

114
Table 7.2.3 indicates that of the 3,978 schools that provide meals to students, 3,850(96.8%) use
firewood for cooking. 44 schools representing 1.1% of the schools use liquefied petroleum gas for
cooking, 18 schools use biogas, 15 schools use electricity, and 15 schools use peat and kerosene.

8. SPECIAL NEEDS EDUCATION

Ensuring equal opportunities for every child, regardless of their challenges, is a fundamental
principle. Special education plays a crucial role in providing students with disabilities and Special
Education Needs (SEN) the chance to receive a high-quality education tailored to their unique
requirements.

This section focusses on the number of learners with disabilities by categories of disabilities, and
learners with Special Educational Needs (refugees, orphans, learners in correctional centers). The
section provides information on the availability of adapted infrastructure and materials and the staff
capability to teach students with disabilities/ Special Educational Needs

8.1 Adapted facilities for learners with special needs

Table 8.1.1: Adapted infrastructure and materials for learners with disability
Levels of education 2017 2018 2019 2020/21 2021/22
Overall number of schools with 764 1,010 1,434 2,115 3,301
Schools with Preprimary level 183 264 356 580 2,563
Schools with Primary level 522 684 686 1,390 2,666
Schools with Gen. and prof. Secondary level 280 393 443 815 1,428
Schools with TVET L1-L5 levels 89 101 191 233 300
Overall number of schools without 3,955 3,561 3,272 3,029 1,541
Schools with Preprimary level 3,003 2,946 3,045 3,161 1,245
Schools with Primary level 2,355 2,225 2,275 2,301 1,165
Schools with Gen. and prof. Secondary level 1,287 1,023 1,009 1,054 530
Schools with TVET L1-L5 levels 296 249 140 111 122
Percentage of schools with 16.2% 22.1% 30.5% 41.1% 68.2%
Schools with Preprimary level 5.7% 8.2% 10.5% 15.5% 67.3%
Schools with Primary level 18.1% 23.5% 23.2% 37.7% 69.6%
Schools with Gen. and prof. Secondary level 17.9% 27.8% 30.5% 43.6% 72.9%
Schools with TVET L1-L5 levels 23.1% 28.9% 57.7% 67.7% 71.1%
Source: School census, Ministry of Education

Tables 8.1.1 illustrates the number of schools with adapted infrastructure and materials for learners
with Disabilities. Data shows that 3,301(68.1%) schools meet accessibility standards for learners
with disabilities. To ensure access to education for children with disabilities, there is a need to ensure
all schools meet accessibility standards.

115
In the schools with pre-primary level, the percentage of schools that meet accessibility standards
for learners with disabilities increased from 15.5% in 2020/21 to 67.3% in 2021/22. The ESSP target
of 27.3% has been met.

In the schools with primary level, the percentage of schools that meet accessibility standards for
learners with disabilities increased from 37.7% in 2020 to 69.6% in 202 which means that the ESSP
target of 31.8% has been met.

At Secondary level, the percentage of schools that meet accessibility standards for students with
disabilities increased from 43.6% in 2020/21 to 72.9% in 2021/22. The ESSP target (34.4%) has thus
been achieved. In TVET L1-L5, the percentage of schools that meet accessibility standards for
students with disabilities increased from 67.7% in 2020/21 to 71.1% in 2021/22, meeting the ESSP
target of 45%.

Table 8.1.2: Accessible toilets for people with disability

Government
Levels of education Public Private Total
subsidized
Overall number of schools with 850 1,032 262 2,144
Schools with Preprimary level 645 901 200 1,746
Schools with Primary level 758 984 157 1,899
Schools with Gen. and prof. Secondary level 372 530 37 939
Schools with TVET L1-L5 levels 65 31 40 136
Overall number of schools without 706 1,045 947 2,698
Schools with Preprimary level 488 845 729 2,062
Schools with Primary level 558 913 461 1,932
Schools with Gen. and prof. Secondary level 340 539 140 1,019
Schools with TVET L1-L5 levels 87 57 142 286
Percentage of schools with 54.6% 49.7% 21.7% 44.3%
Schools with Preprimary level 56.9% 51.6% 21.5% 45.9%
Schools with Primary level 57.6% 51.9% 25.4% 49.6%
Schools with Gen. and prof. Secondary level 52.2% 49.6% 20.9% 48.0%
Schools with TVET L1-L5 levels 42.8% 35.2% 22.0% 32.2%
Source: School census, Ministry of Education

Table 8.1.2 illustrates the number of schools with accessible toilets for learners with disabilities.
Data indicates that 2,144 schools, representing 44.3% have accessible toilets for learners with
disabilities. Data shows that 54% of the public schools have accessible toilets for learners with
disabilities, 49.7% of government subsidized schools have accessible toilets for learners with
disabilities while 21.7% of private schools have accessible toilets for learners with disabilities.

116
Table 8.1.3: Availability of girls’ room
Indicator/Year 2017 2018 2019 2020/21 2021/22
Overall, Schools with girls’ rooms 2,497 2,622 2,753 2,998 3,035
Schools with Primary level 1,576 1,664 1,691 2,046 2,189
Schools with Gen. and prof. Secondary level 1,197 1,126 1,189 1,505 1,594
Schools with TVET L1-L5 levels 92 195 220 262 342
Schools with girls ‘rooms 2,222 1,949 1,953 2,146 1,807
Schools with Primary level 1,301 1,245 1,270 1,645 1,642
Schools with Gen. and prof. Secondary level 370 290 263 364 361
Schools with TVET L1-L5 levels 293 155 111 82 80
Percentage of schools with girl’s rooms 52.9% 57.4% 58.5% 58.3% 62.7%
Schools with Primary level 54.8% 57.2% 57.1% 55.4% 57.1%
Schools with Gen. and prof. Secondary level 76.4% 79.5% 81.9% 80.5% 81.5%
Schools with TVET L1-L5 levels 23.9% 55.7% 66.5% 76.2% 81.0%
Source: School census, Ministry of Education

In 2020/21, 58.3% of schools had dedicated girls' rooms, which increased to 62.7% in 2021/22. Specifically,
schools offering Secondary and TVET education were better equipped, with 81.5% and 80% of them having
girls' rooms, respectively.

8.2 Staff trained in special needs and inclusive education.

Table 8.2.1: Total schools Staff trained in special needs and inclusive education.
Indicator/Year 2017 2018 2019 2020/21 2021/22
Total staff trained in SNE 3,398 6,734 7,730 12,243 15,569
Male 1,976 3,496 4,060 6,106 8,056
Female 1,422 3,238 3,670 6,137 7,513
% of Male 58.2% 51.9% 52.5% 49.9% 51.7%
% of Female 41.8% 48.1% 47.5% 50.1% 48.3%
Teaching staff trained in SNE 2,862 5,876 6,758 10,699 13,879
Male 1,589 2,906 3,414 5,040 6,911
Female 1,273 2,970 3,344 5,659 6,968
Administrative staff trained in SNE 536 858 972 1,544 1,690
Male 387 590 646 1,066 1,145
Female 149 268 326 478 545
Source: School census, Ministry of Education

117
For Inclusive Education to be implemented successfully, teachers and school leaders need to be trained in
Inclusive Education. Table 8.2.1 shows that the number of staff trained in special needs and Inclusive
Education increased by 27.2% from 12,243 in 2020/21 to 15,569 staff in 2021/22. This means that only 14.6%
of the 113,288total staff in pre-primary, primary, secondary and TVET are trained in inclusive education. This
highlights the need for more training in Inclusive Education.

Table 8.2.2: Teaching staff trained in special needs and inclusive education
Indicator/Year 2017 2018 2019 2020/21 2021/22
Total teaching staff trained in SNE 2,862 5,876 6,758 10,699 13,879
Male 1,589 2,906 3,414 5,040 6,911
Female 1,273 2,970 3,344 5,659 6,968
% of Male 55.5% 49.5% 50.5% 47.1% 49.8%
% of Female 44.5% 50.5% 49.5% 52.9% 50.2%
Preprimary teaching staff 268 438 585 666 751
Male 41 68 89 108 128
Female 227 370 496 558 623
Primary teaching staff 1,414 3,818 4,181 7,047 8,707
Male 708 1,728 1,953 2,845 3,676
Female 706 2,090 2,228 4,202 5,031
Gen. and Prof. Secondary 1,180 1,620 1,992 2,986 4,421
Male 840 1,110 1,372 2,087 3,107
Female 340 510 620 899 1,314
Source: School census, Ministry of Education

The data regarding teacher training in special needs and inclusive education demonstrates a notable
increase of 29.7% in the number of trained teachers, rising from 10,699 in 2020 to 13,879 in 2021.
Specifically, within pre-primary education, the number of trained teachers rose from 666 in 2020 to
751 in 2021, accounting for 10.2% of the total pre-primary teachers (7,351). In primary education,
the number of trained teachers increased from 7,047 in 2020 to 8,707 in 2021, representing 13.8%
of all primary school teachers. As for secondary education, the number of trained teachers grew
from 2,986 in 2020 to 4,421 in 2021, indicating that only 14.9% of secondary school teachers possess
training in special needs and inclusive education.

118
8.3 Learners with disability

Table 8.3.1: Total number of learners with disability

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total learners with disability 31,770 23,244 23,441 30,729 38,937
Male 16,807 12,955 12,780 16,978 21,615
Female 14,963 10,289 10,661 13,751 17,322
% of Male 52.9% 55.7% 54.5% 55.3% 55.5%
% of Female 47.1% 44.3% 45.5% 44.7% 44.5%
In Preprimary 1,362 1,253 1,931 2,220 2,786
Male 829 743 1,077 1,297 1,634
Female 533 510 854 923 1,152
In Primary 24,980 17,133 16,021 23,427 29,994
Male 13,317 9,669 8,953 13,027 16,848
Female 11,663 7,464 7,068 10,400 13,146
Gen and prof. secondary 4,557 4,202 4,267 3,973 4,849
Male 2,253 2,194 2,206 2,088 2,538
Female 2,304 2,008 2,061 1,885 2,311
In TVET L1 to L5 717 483 366 478 611
Male 318 251 212 281 350
Female 399 232 154 197 261
In Higher education 154 173 109 119 234
Male 90 98 68 80 146
Female 64 75 41 39 88
In Adult literacy - - 747 512 343
Male - - 264 205 102
Female - - 483 307 241
Source: School census, Ministry of Education

Table 8.3.1 presents data on learners with disabilities in the education system for 2021/22. Out of a
total of 4,159,782 learners, 38,937 (0.9%) are identified as having disabilities. In primary education,
the number of learners with disabilities increased by 21.8% from 23,427 in 2020/21 to 29,994 in
2021/22, representing 1.1% of the total primary learners (2,742,551). In secondary education, the
number of students with disabilities increased from 3,973 to 4,849, comprising 0.6% of the total
secondary school students. For TVET L1-L5, there was an increase from 478 to 611 students with
disabilities (0.7% of total TVET students). Higher education saw an increase from 119 to 234
students with disabilities (0.2% of total higher education students), while adult literacy witnessed a
decrease from 512 to 343 learners with disabilities.

119
Table 8.3.2: School attendance rate for people aged 6-17 by disabilities status
Has disability Does not have disability
Province/Area of residence
Male Female Both sexes Male Female Both sexes
Rwanda 63.7% 67.3% 65.3% 80.1% 83.2% 81.7%
City of Kigali 64.4% 70.2% 67.1% 85.6% 84.2% 84.8%
Southern Province 63.3% 68.3% 65.5% 79.9% 84.7% 82.3%
Western Province 65.9% 67.0% 66.4% 79.6% 82.4% 81.0%
Northern Province 63.6% 68.4% 65.7% 80.9% 84.5% 82.7%
Eastern Province 62.1% 65.4% 63.6% 78.4% 81.4% 79.9%
Source: Fifth Rwanda Population and Housing Census, 2022 (NISR)

Table 8.3.7 illustrates the percentage of people aged 6-17 with disabilities who attend schools
compared to those without disabilities. Data indicates that attendance rate of people with disabilities
aged 6-17 is lower than those without disabilities. While the attendance rate of people without
disabilities is 81.7%, the attendance rate for people with disabilities is at 65.3%. This denotes the
issue of disability gap in education. Measures should be taken to make schooling disability inclusive.

Table 8.3.3: Total number of learners with disability by type

Type of disability Male Female Total
Physical and Motor Challenges 7,262 5,549 12,811
Specific Learning Difficulties 4,338 3,518 7,856
Visual impairment 2,709 2,334 5,043
Hearing Impairment 1,355 1,248 2,603
Developmental challenges 906 847 1,753
Speech, language, and communication difficulties 2,120 1,525 3,645
Multiple disabilities/Difficulties 2,387 1,924 4,311
Intellectual disabilities/ challenges 537 372 909
Autism spectrum disorder 0 1 1
Emotional and behavioral disorder 1 4 5
Total 21,615 17,322 38,937
Source: School census, Ministry of Education

Table 8.3.2 indicates the number of students with disabilities by types of disabilities. Physical disabilities
have the largest number with 12,811 learners. There should be adequate infrastructures and transportation
facilities to enable students with physical disabilities to have access to schools. Students with Specific
Learning Difficulties came second with 7856 students having some forms of learning difficulties. This
demonstrates the need to train teachers in differentiated pedagogy. The same trend is observed with data
per education levels in Table 8.3.4 to table 8.3.6.

120
Table 8.3.4: Learners with disability in pre-primary and primary by type in 2021/22
Type of disability Preprimary Primary
Male Female Total Male Female Total
Physical and Motor Challenges 483 358 841 5,329 3,936 9,265
Specific Learning Difficulties 202 203 405 3,863 3,058 6,921
Visual impairment 198 89 287 1,946 1,601 3,547
Hearing Impairment 102 59 161 1,007 953 1,960
Developmental challenges 57 54 111 758 718 1,476
Speech, language, and communication difficulties 370 245 615 1,551 1,134 2,685
Multiple disabilities/Difficulties 198 129 327 1,899 1,527 3,426
Intellectual disabilities/ challenges 23 12 35 495 348 843
Total 1,633 1,149 2,782 16,848 13,275 30,123
Source: School census, Ministry of Education

Table 8.3.5: Learners with disability in secondary and TVET by type in 2021/22
Type of disability Secondary TVET
Male Female Total Male Female Total
Physical and Motor Challenges 1,121 981 2,102 169 94 263
Specific Learning Difficulties 256 240 496 17 17 34
Visual impairment 477 521 998 33 32 65
Hearing Impairment 185 170 355 46 41 87
Developmental challenges 90 70 160 1 5 6
Speech, language, and communication difficulties 165 104 269 29 29 58
Multiple disabilities/Difficulties 227 214 441 54 40 94
Intellectual disabilities/ challenges 15 9 24 1 2 3
Total 2,536 2,309 4,845 350 260 610
Source: School census, Ministry of Education

Table 8.3.6: Learners with disability in Higher education and adult literacy by type in 2021/22
Type of disability Higher education Adult literacy
Male Female Total Male Female Total
Physical and Motor Challenges 100 61 161 60 119 179
Specific Learning Difficulties 0 0 0 0 0 0
Visual impairment 33 18 51 22 73 95
Hearing Impairment 5 2 7 10 23 33
Developmental challenges 0 0 0 0 0 0
Speech, language, and communication difficulties 1 0 1 4 13 17
Multiple disabilities/Difficulties 3 1 4 6 13 19
Intellectual disabilities/ challenges 3 1 4 0 0 0
Autism spectrum disorder 0 1 1 0 0 0
Emotional and behavioral disorder 1 4 5 0 0 0
Total 146 88 234 102 241 343
Source: School census, Ministry of Education

121
8.4 Refugee students

Table 8.4.1: Number of Refugee students by levels of education

Indicator/Year 2018 2019 2020/21 2021/22
Total teaching staff trained in SNE 39,579 40,151 41,684 39,329
Male 20,628 20,579 20,932 20,297
Female 18,951 19,572 20,752 19,032
% of Male 52.1% 51.3% 50.2% 51.6%
% of Female 47.9% 48.7% 49.8% 48.4%
In Preprimary 1,982 1,730 2,657 3,575
Male 998 859 1,340 1,801
Female 984 871 1,317 1,774
In Primary 27,119 26,514 26,818 23,052
Male 13,883 13,437 13,370 11,584
Female 13,236 13,077 13,448 11,468
Gen and prof. secondary 10,015 11,551 11,794 12,168
Male 5,486 6,078 6,001 6,570
Female 4,529 5,473 5,793 5,598
In TVET L1 to L5 463 356 415 534
Male 261 205 221 342
Female 202 151 194 192
Source: School census, Ministry of Education

Refugee children are among students with special educational needs. They may not have any
disability, but they will need special consideration and attention for them to be able to enjoy their
rights to quality education. Table 8.4.1 shows that the number of refugee children in pre-primary
schools increased from 2,657 in 2020/21 to 3,575 in 2021/22, which presents an increase of 34.6%.
The number of refugee learners in primary schools decreased by 16.3% between 2020/21 and
2021/22 from 26,818 to 23,052. Data also shows a slight increase in the number of refugee students
in general secondary education from 11,794 in 2020/21 to 12,168 in 2021/22, an increase of 3.2%.
There is a considerable increase in the number of refugee students in TVET education from 415 in
2020/21 to 534 in 2021/22, an increase of 28.7%

122
Table 8.4.2: Number of Refugee students by school status
Indicator/Year 2018 2019 2020/21 2021/22
Total Refugee Students 39,579 40,151 41,684 39,329
Male 20,628 20,579 20,932 20,297
Female 18,951 19,572 20,752 19,032
% of Male 52.1% 51.3% 50.2% 51.6%
% of Female 47.9% 48.7% 49.8% 48.4%
Refugee Students in Public schools 24,188 25,236 24,226 24,285
Male 12,946 13,193 12,472 12,759
Female 11,242 12,043 11,754 11,526
Refugee Students in Government-subsidized schools 11,245 12,009 8,773 7,039
Male 5,659 5,959 4,291 3,593
Female 5,586 6,050 4,482 3,446
Refugee Students in Private schools 4,146 2,906 8,685 8,005
Male 2,023 1,427 4,169 3,945
Female 2,123 1,479 4,516 4,060
Source: School census, Ministry of Education

Table 8.4.2 shows that public schools constituted 61.7% of the total enrolment of refugee students
(with 24,285 refugee students) countrywide followed by private schools at 20.4% with 8,005 refugee
students while government-subsidized schools on the other hand, recorded the lowest number of
refugee students as compared to other schools constituting 17.9% of the total enrolment (with 7,039
refugee students). Overall male enrolment is slightly higher than that of their female counterparts
(51.6% against 48.4%, respectively). Female refugee students are slightly more than their male
counterparts in private schools.

123
8.5 Orphan students

Table 8.5.1: Number of orphans learners by level of education

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total number of orphans students 258,839 229,659 212,977 191,417 180,680
Male 129,545 115,491 107,348 96,297 89,678
Female 129,294 114,168 105,629 95,120 91,002
% of Male 50.0% 50.3% 50.4% 50.3% 49.6%
% of Female 50.0% 49.7% 49.6% 49.7% 50.4%
In Preprimary 5,904 5,314 10,298 7,323 5,222
Male 2,874 2,644 5,158 3,603 2,540
Female 3,030 2,670 5,140 3,720 2,682
In Primary 166,024 148,770 130,053 123,056 116,438
Male 83,773 75,580 66,543 62,689 59,058
Female 82,251 73,190 63,510 60,367 57,380
Gen and prof. secondary 81,352 64,526 62,462 51,085 51,747
Male 39,935 31,216 30,126 24,765 23,984
Female 41,417 33,310 32,336 26,320 27,763
In TVET L1 to L5 5,559 11,049 10,164 9,953 7,273
Male 2,963 6,051 5,521 5,240 4,096
Female 2,596 4,998 4,643 4,713 3,177
Source: School census, Ministry of Education

Table 8.5.1 indicates a decrease in number of learners with disability from 191,417 in 2020/21 to
180,680 in 2021/22.

Table 8.5.2: Number of orphan learners by schools’ status

Indicator/Year 2017 2018 2019 2020/21 2021/22
Total number of orphan students 258,839 229,659 212,977 191,417 180,680
Male 129,545 115,491 107,348 96,297 89,678
Female 129,294 114,168 105,629 95,120 91,002
% of Male 50.0% 50.3% 50.4% 50.3% 49.6%
% of Female 50.0% 49.7% 49.6% 49.7% 50.4%
Mother deceased 74,841 70,686 67,313 63,252 55,622
Male 37,566 35,703 33,755 31,569 27,740
Female 37,275 34,983 33,558 31,683 27,882
Father deceased 149,524 130,312 120,976 100,340 100,955
Male 74,416 65,188 60,841 50,548 49,646
Female 75,108 65,124 60,135 49,792 51,309
Both parents deceased 34,474 28,661 24,688 27,825 24,103
Male 17,563 14,600 12,752 14,180 12,292
Female 16,911 14,061 11,936 13,645 11,811
Source: School census, Ministry of Education

124
According to Table 8.5.2, there is a total enrolment of 180,680 orphan students, consisting of 89,678
males and 91,002 females. This represents a decline from 191,417 in the previous academic year.
Among the orphan students, the majority are paternal orphans, accounting for 100,955 (55.9%),
followed by 55,622 (30.8%) maternal orphans, and lastly, 24,103 (13.3%) who have lost both parents.

Given the unique circumstances faced by orphan students, it is crucial to develop specific
interventions and support systems to cater to their needs. These interventions should address the
challenges faced by orphan learners in order to ensure their academic success and overall well-
being.

8.6 Students in correctional centers

Table 8.6.1: Learners in correctional centers

Sex 2019 2020/21 2021/22
Total 8,957 8,848 11,073
Male 7,798 7,305 9,242
Female 1,159 1,543 1,831
% of Male 87.1% 82.6% 83.5%
% of Female 12.9% 17.4% 16.5%
Pupils in primary 1,081 260 350
Male 900 251 332
Female 181 9 18
Students in secondary 105 24 37
Male 62 22 36
Female 43 2 1
Trainees in TVET 4,261 5,344 5,646
Male 3,796 4,287 4,599
Female 465 1,057 1,047
Learners in Adult literacy 3,510 3,220 5,040
Male 3,040 2,745 4,275
Female 470 475 765
Source: School census, Ministry of Education

Education is a fundamental human right, which should be provided to every child regardless of where
they are or the condition, they are in. Students in correctional centers are in the category of students
with Special Educational Needs. Table 8.6.1 shows that the number of students in correctional
centers increased from 8,848 in 2020/21 to 11,073 in 2021/22. The proportion of male students in
correctional centers is bigger than females with 83.5% and 16.5% respectively. In addition, the
highest proportion of students in correctional centers is in TVET (5646) with 51.0%, followed by
learners in adult literacy (5,040) at 44.6%.

125
 CONCLUSION AND RECOMMENDATIONS

The yearbook highlights the country's recovery from the impacts of the COVID-19 pandemic and
emphasizes the establishment of a resilient education system. The data presented in the report
provides a valuable resource for informed decision-making and policy formulation in the education
sector.

The report primarily relies on data collected through the School Data Management System (SDMS)
at the school level. However, data from other sources, such as Home-based Early Childhood
Development (ECDs) centers and the fifth Population and Housing Census, has also been
incorporated for a comprehensive analysis.

The number of schools has increased at all levels of education, including pre-primary, primary,
secondary, and TVET. There has been a significant growth in the number of schools offering TVET
education. However, the country has not yet achieved the standard learner to classroom ratio,
especially in pre-primary and primary levels. The total number of learners in all levels of education
has increased, with a higher proportion of female students. There is a gender disparity in favor of
female in pre-primary, primary, lower and upper secondary levels, while male have higher enrollment
in TVET and higher education institutions.

The total number of school staff has increased, with a growth in teaching and administrative staff.
The gender distribution among staff members remained consistent. There is a notable increase in
the percentage of schools using ICT for teaching and learning. Internet connectivity has improved,
and the number of computers allocated for students has increased, resulting in a lower student-to-
computer ratio.

Investments have been made to provide books for primary education, achieving a ratio of 1:1 for
Kinyarwanda, English, and Mathematics. However, there is a higher ratio of students per textbook in
Pre-primary education. The majority of schools have access to on-grid electricity and tap water
supply, but there is still a need to address the remaining schools without these amenities. Efforts
have been made to improve toilet facilities, but there is room for further improvement to meet
recommended ratios.

The school feeding program has been scaled up, resulting in a significant increase in student feed
at school and the percentage of schools providing meals to students. Further investment is needed
to sustain and enhance the impact of the program. Efforts have been made to prioritize inclusive
education, including accessible infrastructure and specialized training for staff. The percentage of
schools equipped with adapted facilities for learners with disabilities has increased. There are
specific groups of students, such as those with disabilities, refugees, orphans, and those in
correctional centers, that require tailored support and attention.

126
 ANNEX
Annex 1: Number of schools with Preprimary level by district
District/Province 2020/21 2021/22
Gisagara 81 91
Huye 99 107
Kamonyi 133 149
Muhanga 161 149
Nyamagabe 97 109
Nyanza 104 103
Nyaruguru 97 102
Ruhango 97 96
South 869 906
Karongi 129 151
Ngororero 113 115
Nyabihu 86 98
Nyamasheke 134 142
Rubavu 101 132
Rusizi 137 142
Rutsiro 112 106
West 812 886
Bugesera 115 132
Gatsibo 170 175
Kayonza 71 62
Kirehe 106 114
Ngoma 102 96
Nyagatare 180 211
Rwamagana 184 101
East 928 891
Burera 121 124
Gakenke 144 131
Gicumbi 182 131
Musanze 160 142
Rulindo 105 109
North 712 637
Gasabo 188 248
Kicukiro 135 143
Nyarugenge 97 97
Kigali City 420 488
Rwanda 3,741 3,808
Source: School census, Ministry of Education
Annex 2: Number of schools with Primary level by district

District/Province 2020/21 2021/22

Gisagara 95 95
Huye 109 111
Kamonyi 130 142
Muhanga 137 138
Nyamagabe 134 134
Nyanza 100 99
Nyaruguru 101 102
Ruhango 94 97
South 900 918
Karongi 150 153
Ngororero 116 116
Nyabihu 100 100
Nyamasheke 158 160
Rubavu 112 123
Rusizi 147 148
Rutsiro 112 112
West 895 912
Bugesera 151 153
Gatsibo 145 147
Kayonza 114 130
Kirehe 119 121
Ngoma 102 102
Nyagatare 227 249
Rwamagana 105 107
East 963 1,009
Burera 124 124
Gakenke 131 131
Gicumbi 129 129
Musanze 118 124
Rulindo 108 107
North 610 615
Gasabo 165 204
Kicukiro 97 111
Nyarugenge 61 62
Kigali city 323 377
Rwanda 3,691 3,831
Source: School census, Ministry of Education
Annex 3: Number of schools with general & professional secondary level by district
District/Province 2020/21 2021/22
Gisagara 51 53
Huye 47 51
Kamonyi 70 70
Muhanga 59 65
Nyamagabe 60 60
Nyanza 57 60
Nyaruguru 50 51
Ruhango 56 57
South 450 467
Karongi 90 93
Ngororero 51 53
Nyabihu 42 45
Nyamasheke 74 78
Rubavu 57 64
Rusizi 79 83
Rutsiro 63 64
West 456 480
Bugesera 71 73
Gatsibo 96 99
Kayonza 51 56
Kirehe 63 64
Ngoma 61 62
Nyagatare 93 97
Rwamagana 69 72
East 504 523
Burera 53 54
Gakenke 62 64
Gicumbi 84 87
Musanze 62 65
Rulindo 73 81
North 334 351
Gasabo 61 65
Kicukiro 37 39
Nyarugenge 27 30
Kigali city 125 134
Rwanda 1,869 1,955
Source: School census, Ministry of Education
Annex 4: Number of schools with TVET L1 to 5 by district

District/Province 2020/21 2021/22

Gisagara 8 14
Huye 10 12
Kamonyi 10 15
Muhanga 21 20
Nyamagabe 8 10
Nyanza 13 13
Nyaruguru 6 10
Ruhango 15 10
South 91 104
Karongi 12 18
Ngororero 9 11
Nyabihu 8 12
Nyamasheke 9 18
Rubavu 16 14
Rusizi 13 18
Rutsiro 8 11
West 75 102
Bugesera 8 14
Gatsibo 12 14
Kayonza 6 11
Kirehe 6 10
Ngoma 12 15
Nyagatare 10 15
Rwamagana 15 12
East 69 91
Burera 6 23
Gakenke 10 13
Gicumbi 16 17
Musanze 12 12
Rulindo 11 12
North 55 77
Gasabo 16 15
Kicukiro 23 13
Nyarugenge 15 20
Kigali City 54 48
Rwanda 344 422
Source: School census, Ministry of Education
Annex 5: Number of Higher education campuses per districts
District/Provinces 2020/21 2021/22
Gisagara 1 1
Huye 6 7
Kamonyi - -
Muhanga 2 2
Nyamagabe 1 1
Nyanza 3 3
Nyaruguru - -
Ruhango - 1
South 13 15
Karongi 2 3
Ngororero - -
Nyabihu - -
Nyamasheke 1 2
Rubavu 2 2
Rusizi 1 1
Rutsiro - -
West 6 8
Bugesera 2 3
Gatsibo - 1
Kayonza 1 1
Kirehe - -
Ngoma 1 2
Nyagatare 1 2
Rwamagana 3 3
East 8 12
Burera 1 1
Gakenke 1 1
Gicumbi 1 1
Musanze 7 7
Rulindo 2 2
Northern 12 12
Gasabo 10 11
Kicukiro 8 7
Nyarugenge 6 6
Kigali City 24 24
Total 63 71
Source: School census, Ministry of Education
Annex 6: Number of Adult literacy centers by district

District/Province 2020/21 2021/22

Gisagara 97 98
Huye 93 101
Kamonyi 143 157
Muhanga 142 149
Nyamagabe 259 261
Nyanza 115 130
Nyaruguru 104 103
Ruhango 114 129
South 1,067 1,128
Karongi 257 242
Ngororero 192 200
Nyabihu 138 156
Nyamasheke 306 310
Rubavu 262 218
Rusizi 172 190
Rutsiro 257 283
West 1,584 1,599
Bugesera 173 193
Gatsibo 222 207
Kayonza 63 77
Kirehe 109 110
Ngoma 135 104
Nyagatare 201 216
Rwamagana 164 167
East 1,067 1,074
Burera 202 203
Gakenke 297 312
Gicumbi 299 306
Musanze 126 137
Rulindo 155 168
North 1,079 1,126
Gasabo 61 57
Kicukiro 49 45
Nyarugenge 46 47
Kigali city 156 149
Rwanda 4,953 5,076
Source: School census, Ministry of Education
Annex 7: Number of classrooms in use in Preprimary by district
District/Province 2020/21 2021/22
Gisagara 127 185
Huye 211 245
Kamonyi 273 349
Muhanga 300 296
Nyamagabe 171 196
Nyanza 163 188
Nyaruguru 130 154
Ruhango 222 185
South 1,597 1,798
Karongi 184 359
Ngororero 161 188
Nyabihu 135 167
Nyamasheke 169 198
Rubavu 229 323
Rusizi 224 251
Rutsiro 138 155
West 1,240 1,641
Bugesera 311 331
Gatsibo 309 356
Kayonza 129 151
Kirehe 186 240
Ngoma 169 192
Nyagatare 490 571
Rwamagana 353 231
East 1,947 2,072
Burera 167 213
Gakenke 190 191
Gicumbi 242 255
Musanze 357 362
Rulindo 184 229
North 1140 1,250
Gasabo 709 820
Kicukiro 450 459
Nyarugenge 331 318
Kigali city 1,490 1,597
Rwanda 7,414 8,358
Source: School census, Ministry of Education
Annex 8: Number of classrooms in use in Primary by district

District/Province 2020/21 2021/22

Gisagara 1,453 1,440
Huye 1,322 1,319
Kamonyi 1,590 1,612
Muhanga 1,367 1,339
Nyamagabe 1,595 1,562
Nyanza 1,353 1,273
Nyaruguru 1,239 1,231
Ruhango 1,371 1,339
South 11,290 11,115
Karongi 1,535 1,488
Ngororero 1,459 1,283
Nyabihu 1,296 1,254
Nyamasheke 1,708 1,670
Rubavu 1,694 1,667
Rusizi 1,749 1,772
Rutsiro 1,398 1,363
West 10,839 10,497
Bugesera 1,884 1,864
Gatsibo 2,118 2,012
Kayonza 1,588 1,573
Kirehe 1,622 1,632
Ngoma 1,505 1,486
Nyagatare 2,399 2,394
Rwamagana 1,501 1,540
East 12,617 12,501
Burera 1,532 1,499
Gakenke 1,406 1,389
Gicumbi 1,647 1,567
Musanze 1,654 1,702
Rulindo 1,242 1,219
North 7,481 7,376
Gasabo 2,249 2,267
Kicukiro 1,122 1,223
Nyarugenge 1,006 1,031
Kigali city 4,377 4,521
Rwanda 46,604 46,010
Source: School census, Ministry of Education
Annex 9: Number of classrooms in use in general and professional secondary
District/Province 2020/21 2021/22
Gisagara 568 599
Huye 602 631
Kamonyi 691 723
Muhanga 660 722
Nyamagabe 693 712
Nyanza 602 630
Nyaruguru 535 574
Ruhango 624 670
South 4,975 5,261
Karongi 689 742
Ngororero 470 458
Nyabihu 516 549
Nyamasheke 754 769
Rubavu 627 663
Rusizi 709 748
Rutsiro 563 582
West 4,328 4,511
Bugesera 666 723
Gatsibo 858 896
Kayonza 632 682
Kirehe 628 623
Ngoma 560 591
Nyagatare 793 933
Rwamagana 663 729
East 4,800 5,177
Burera 589 612
Gakenke 571 594
Gicumbi 802 843
Musanze 648 669
Rulindo 605 611
North 3,215 3,329
Gasabo 643 717
Kicukiro 483 522
Nyarugenge 451 448
Kigali city 1,577 1,687
Rwanda 18,895 19,965
Source: School census, Ministry of Education
Annex 10: Number of classrooms in use in TVET L1 to L5 by district
District/Province 2020/21 2021/22
Gisagara 72 75
Huye 87 89
Kamonyi 70 71
Muhanga 217 185
Nyamagabe 81 99
Nyanza 171 183
Nyaruguru 57 72
Ruhango 216 219
South 971 993
Karongi 81 101
Ngororero 90 87
Nyabihu 82 81
Nyamasheke 71 80
Rubavu 126 131
Rusizi 109 105
Rutsiro 67 59
West 626 644
Bugesera 69 85
Gatsibo 121 126
Kayonza 56 99
Kirehe 79 87
Ngoma 96 109
Nyagatare 76 72
Rwamagana 117 99
East 614 677
Burera 72 90
Gakenke 76 98
Gicumbi 109 110
Musanze 147 141
Rulindo 86 131
North 490 570
Gasabo 160 113
Kicukiro 237 186
Nyarugenge 122 113
Kigali city 519 412
Rwanda 3,220 3,296
Source: School census, Ministry of Education
Annex 11: Number of Preprimary pupils per district
District/Province 2020/21 2021/2022
Male Female Total Male Female Total
Gisagara 3,061 3,395 6,456 4,458 4,713 9,171
Huye 4,802 4,978 9,780 6,141 6,180 12,321
Kamonyi 5,792 5,936 11,728 8,308 8,197 16,505
Muhanga 5,956 6,112 12,068 6,779 6,645 13,424
Nyamagabe 3,509 3,776 7,285 4,457 4,593 9,050
Nyanza 3,956 4,213 8,169 6,088 6,202 12,290
Nyaruguru 3,343 3,772 7,115 4,645 5,210 9,855
Ruhango 3,591 3,700 7,291 4,404 4,341 8,745
South 34,010 35,882 69,892 45,280 46,081 91,361
Karongi 3,491 3,663 7,154 6,464 6,603 13,067
Ngororero 5,033 5,334 10,367 6,135 6,328 12,463
Nyabihu 3,145 3,503 6,648 3,974 4,092 8,066
Nyamasheke 3,956 4,341 8,297 5,711 5,723 11,434
Rubavu 3,424 3,715 7,139 5,165 5,184 10,349
Rusizi 4,879 4,967 9,846 6,323 6,365 12,688
Rutsiro 2,794 3,126 5,920 3,930 3,953 7,883
West 26,722 28,649 55,371 37,702 38,248 75,950
Bugesera 5,621 5,819 11,440 6,525 6,632 13,157
Gatsibo 6,378 6,759 13,137 8,155 8,419 16,574
Kayonza 2,244 2,591 4,835 2,933 3,116 6,049
Kirehe 4,054 4,285 8,339 5,242 5,370 10,612
Ngoma 3,949 4,222 8,171 4,755 4,874 9,629
Nyagatare 7,701 8,301 16,002 8,804 8,530 17,334
Rwamagana 6,147 6,553 12,700 4,977 4,785 9,762
East 36,094 38,530 74,624 41,391 41,726 83,117
Burera 3,793 4,417 8,210 4,886 5,139 10,025
Gakenke 5,296 5,380 10,676 5,104 4,983 10,087
Gicumbi 5,300 5,743 11,043 7,154 7,104 14,258
Musanze 6,561 6,795 13,356 7,602 7,229 14,831
Rulindo 4,948 5,280 10,228 6,282 6,166 12,448
North 25,898 27,615 53,513 31,028 30,621 61,649
Gasabo 9,715 9,352 19,067 11,666 10,853 22,519
Kicukiro 6,101 6,267 12,368 6,208 6,014 12,222
Nyarugenge 4,520 4,468 8,988 4,248 4,259 8,507
Kigali City 20,336 20,087 40,423 22,122 21,126 43,248
Rwanda 143,060 150,763 293,823 177,523 177,802 355,325
Source: School census, Ministry of Education
Annex 12: Number of enrolled Primary pupils by District
District/Province 2020/21 2021/2022
Male Female Total Male Female Total
Gisagara 46,017 45,826 91,843 43,436 42,959 86,395
Huye 36,112 36,223 72,335 38,069 37,080 75,149
Kamonyi 47,398 45,966 93,364 49,069 47,260 96,329
Muhanga 36,033 34,106 70,139 35,768 34,219 69,987
Nyamagabe 45,146 43,851 88,997 43,288 41,682 84,970
Nyanza 38,251 38,125 76,376 39,478 39,722 79,200
Nyaruguru 37,935 37,865 75,800 39,124 38,605 77,729
Ruhango 42,740 40,596 83,336 40,702 38,153 78,855
South 329,632 322,558 652,190 328,934 319,680 648,614
Karongi 43,884 41,878 85,762 43,811 41,149 84,960
Ngororero 42,167 42,006 84,173 42,818 42,587 85,405
Nyabihu 35,008 36,128 71,136 35,981 36,684 72,665
Nyamasheke 53,192 51,871 105,063 52,565 51,176 103,741
Rubavu 52,410 54,250 106,660 54,065 54,453 108,518
Rusizi 54,066 52,613 106,679 54,129 52,071 106,200
Rutsiro 41,615 41,607 83,222 41,982 40,986 82,968
West 322,342 320,353 642,695 325,351 319,106 644,457
Bugesera 58,511 58,072 116,583 60,705 59,496 120,201
Gatsibo 59,270 60,328 119,598 61,185 61,937 123,122
Kayonza 48,701 49,545 98,246 52,823 52,020 104,843
Kirehe 59,492 58,490 117,982 55,390 53,519 108,909
Ngoma 43,895 43,213 87,108 44,390 43,403 87,793
Nyagatare 72,153 71,414 143,567 66,808 66,363 133,171
Rwamagana 46,120 45,381 91,501 48,886 48,119 97,005
East 388,142 386,443 774,585 390,187 384,857 775,044
Burera 43,539 45,413 88,952 44,073 45,118 89,191
Gakenke 38,212 37,734 75,946 38,101 36,845 74,946
Gicumbi 46,099 46,406 92,505 46,727 45,889 92,616
Musanze 45,225 45,742 90,967 46,347 46,071 92,418
Rulindo 32,934 33,064 65,998 35,071 34,395 69,466
North 206,009 208,359 414,368 210,319 208,318 418,637
Gasabo 64,567 62,979 127,546 68,091 66,646 134,737
Kicukiro 30,025 29,676 59,701 32,404 31,341 63,745
Nyarugenge 29,060 28,721 57,781 29,046 28,271 57,317
Kigali city 123,652 121,376 245,028 129,541 126,258 255,799
Rwanda 1,369,777 1,359,089 2,728,866 1,384,332 1,358,219 2,742,551
Source: School census, Ministry of Education
Annex 13: Number of students in general secondary schools by district
District/Province 2020/21 2021/2022
Male Female Total Male Female Total
Gisagara 8,896 11,276 20,172 9,661 12,097 21,758
Huye 9,911 11,510 21,421 10,398 12,790 23,188
Kamonyi 11,694 15,553 27,247 12,232 16,569 28,801
Muhanga 10,973 14,231 25,204 11,677 15,644 27,321
Nyamagabe 11,031 13,148 24,179 11,290 13,916 25,206
Nyanza 11,389 13,257 24,646 12,345 14,927 27,272
Nyaruguru 9,025 11,579 20,604 9,383 12,605 21,988
Ruhango 10,450 12,971 23,421 10,963 13,972 24,935
South 83,369 103,525 186,894 87,949 112,520 200,469
Karongi 11,206 13,628 24,834 11,302 14,536 25,838
Ngororero 7,015 10,085 17,100 7,627 11,495 19,122
Nyabihu 8,578 10,756 19,334 8,521 11,310 19,831
Nyamasheke 12,635 16,258 28,893 12,588 17,027 29,615
Rubavu 12,148 12,248 24,396 12,781 12,916 25,697
Rusizi 12,347 13,884 26,231 12,062 14,539 26,601
Rutsiro 9,454 11,120 20,574 9,302 11,387 20,689
West 73,383 87,979 161,362 74,183 93,210 167,393
Bugesera 10,252 12,197 22,449 10,866 13,771 24,637
Gatsibo 13,618 15,017 28,635 14,645 16,636 31,281
Kayonza 11,263 13,077 24,340 11,108 13,431 24,539
Kirehe 13,266 13,558 26,824 12,578 13,354 25,932
Ngoma 9,146 9,750 18,896 8,562 10,140 18,702
Nyagatare 14,097 15,304 29,401 14,422 15,887 30,305
Rwamagana 10,292 13,809 24,101 11,259 15,644 26,903
East 81,934 92,712 174,646 83,440 98,863 182,299
Burera 9,540 11,051 20,591 10,210 12,260 22,470
Gakenke 7,890 9,904 17,794 8,680 11,394 20,074
Gicumbi 11,437 15,502 26,939 11,443 16,308 27,751
Musanze 10,589 14,096 24,685 10,490 14,540 25,030
Rulindo 8,428 11,905 20,333 8,560 13,008 21,568
North 47,884 62,458 110,342 49,383 67,510 116,893
Gasabo 12,127 14,143 26,270 12,802 15,283 28,085
Kicukiro 8,667 8,692 17,359 8,898 9,291 18,189
Nyarugenge 8,310 8,418 16,728 8,386 8,580 16,966
Kigali City 29,104 31,253 60,357 30,086 33,154 63,240
Rwanda 315,674 377,927 693,601 325,041 405,257 730,294
Source: School census, Ministry of Education
Annex 14: Number of TVET L1 to L5 Trainees by district
District/Province 2020/21 2021/2022
Male Female Total Male Female Total
Gisagara 805 606 1,411 913 531 1444
Huye 952 910 1,862 1108 1199 2307
Kamonyi 675 955 1,630 942 978 1920
Muhanga 4,056 2,577 6,633 3945 2162 6107
Nyamagabe 1,160 1,016 2,176 1030 777 1807
Nyanza 3,046 1,909 4,955 3481 1608 5089
Nyaruguru 816 624 1,440 937 545 1482
Ruhango 3,400 2,494 5,894 3793 2272 6065
South 14,910 11,091 26,001 16149 10072 26221
Karongi 926 1,242 2,168 1073 1246 2319
Ngororero 1,323 1,041 2,364 1249 702 1951
Nyabihu 1,041 1,082 2,123 1094 902 1996
Nyamasheke 863 915 1,778 901 651 1552
Rubavu 1,939 1,492 3,431 1971 1225 3196
Rusizi 1,809 1,152 2,961 2052 887 2939
Rutsiro 1,617 694 2,311 641 529 1170
West 9,518 7,618 17,136 8981 6142 15123
Bugesera 1,243 895 2,138 1357 897 2254
Gatsibo 1,330 1,799 3,129 1367 1425 2792
Kayonza 855 920 1,775 945 1293 2238
Kirehe 879 614 1,493 940 559 1499
Ngoma 1,284 979 2,263 1232 883 2115
Nyagatare 820 1,234 2,054 834 856 1690
Rwamagana 1,479 2,045 3,524 1249 1203 2452
East 7,890 8,486 16,376 7,924 7,116 15,040
Burera 1,209 650 1,859 1,593 835 2,428
Gakenke 783 1,172 1,955 733 666 1,399
Gicumbi 1,276 1,538 2,814 1,669 1,113 2,782
Musanze 2,569 2,594 5,163 3,204 2,270 5,474
Rulindo 1,770 1,564 3,334 1,764 1,363 3,127
North 7,607 7,518 15,125 8,963 6,247 15,210
Gasabo 1,634 1,707 3,341 1,246 1,285 2,531
Kicukiro 3,808 3,179 6,987 3,762 2,313 6,075
Nyarugenge 1,408 1,630 3,038 1,599 1,660 3,259
Kigali City 6,850 6,516 13,366 6,607 5,258 11,865
Rwanda 46,775 41,229 88,004 48,624 34,835 83,459
Source: School census, Ministry of Education
Annex 15: Number of Higher education students per districts
District/Provinces 2020/21 2021/2022
Male Female Total Male Female Total
Gisagara 872 1,519 2,391 245 336 581
Huye 5,559 3,714 9,273 6,241 4,160 10,401
Kamonyi - - - - - -
Muhanga 762 861 1,623 699 700 1,399
Nyamagabe 252 153 405 288 144 432
Nyanza 572 725 1,297 832 965 1,797
Nyaruguru - - - - - -
Ruhango - - - 353 398 751
South 8,017 6,972 14,989 8,658 6,703 15,361
Karongi 989 528 1,517 805 512 1,317
Ngororero - - - - - -
Nyabihu - - - - - -
Nyamasheke 937 954 1,891 2,063 1,714 3,777
Rubavu 1,240 1,345 2,585 195 212 407
Rusizi 141 124 265 223 159 382
Rutsiro - - - - - -
West 3,307 2,951 6,258 3,286 2,597 5,883
Bugesera 56 51 107 211 95 306
Gatsibo - - - 392 322 714
Kayonza 2,778 1,790 4,568 2,380 1,759 4,139
Kirehe - - - - - -
Ngoma 760 294 1,054 922 348 1,270
Nyagatare 3,118 2,377 5,495 3,828 2,674 6,502
Rwamagana 1,702 1,165 2,867 1,606 922 2,528
East 8,414 5,677 14,091 9,339 6,120 15,459
Burera 44 73 117 55 102 157
Gakenke 110 311 421 82 237 319
Gicumbi 2,018 1,695 3,713 3,711 3,194 6,905
Musanze 4,932 3,545 8,477 5,702 4,192 9,894
Rulindo 557 158 715 557 169 726
Northern 7,661 5,782 13,443 10,107 7,894 18,001
Gasabo 9,466 9,460 18,926 11,328 10,985 22,313
Kicukiro 7,360 6,346 13,706 6,759 5,751 12,510
Nyarugenge 4,532 2,503 7,035 4,294 2,042 6,336
Kigali City 21,358 18,309 39,667 22,381 18,778 41,159
Total 48,757 39,691 88,448 53,771 42,092 95,863
Source: School census, Ministry of Education
Annex 16: Number of adult literacy learners by district
District/Province 2020/2021 2021/2022
Male Female Total Male Female Total
Gisagara 1,362 2,163 3,525 1,469 2,602 4,071
Huye 896 2,128 3,024 628 1,907 2,535
Kamonyi 1,481 2,725 4,206 1,268 2,378 3,646
Muhanga 1,408 2,169 3,577 1,314 2,381 3,695
Nyamagabe 1,796 3,052 4,848 1,872 3,196 5,068
Nyanza 1,631 2,513 4,144 1,397 2,595 3,992
Nyaruguru 821 1,737 2,558 716 1,888 2,604
Ruhango 1,654 2,201 3,855 1,705 1,989 3,694
South 11,049 18,688 29,737 10,369 18,936 29,305
Karongi 1,778 3,300 5,078 1,213 2,770 3,983
Ngororero 1,423 2,400 3,823 1,198 2,062 3,260
Nyabihu 1,161 4,301 5,462 1,176 4,226 5,402
Nyamasheke 2,710 3,506 6,216 1,770 2,502 4,272
Rubavu 2,242 7,066 9,308 1,464 4,169 5,633
Rusizi 926 1,767 2,693 1,346 1,983 3,329
Rutsiro 2,256 4,506 6,762 3,304 4,196 7,500
West 12,496 26,846 39,342 11,471 21,908 33,379
Bugesera 1,321 3,739 5,060 1,158 2,273 3,431
Gatsibo 1,446 2,227 3,673 1,495 2,137 3,632
Kayonza 596 2,750 3,346 818 2,523 3,341
Kirehe 917 1,213 2,130 785 1,201 1,986
Ngoma 1,365 1,929 3,294 806 1,303 2,109
Nyagatare 2,082 3,133 5,215 2,905 2,543 5,448
Rwamagana 1,407 2,742 4,149 1,189 2,444 3,633
East 9,134 17,733 26,867 9,156 14,424 23,580
Burera 1,929 4,138 6,067 1,922 3,545 5,467
Gakenke 2,662 3,283 5,945 2,072 2,644 4,716
Gicumbi 1,261 2,030 3,291 1,477 2,172 3,649
Musanze 1,235 4,512 5,747 1,173 2,875 4,048
Rulindo 884 1,779 2,663 1,247 2,224 3,471
North 7,971 15,742 23,713 7,891 13,460 21,351
Gasabo 697 1,171 1,868 450 1,064 1,514
Kicukiro 280 585 865 180 711 891
Nyarugenge 404 1,038 1,442 305 663 968
Kigali City 1,381 2,794 4,175 935 2,438 3,373
Rwanda 42,031 81,803 123,834 39,822 71,166 110,988
Source: School census, Ministry of Education
Annex 17: Promotion rate by grade
Grade Sex 2016/17 2017/18 2018/19 2019/20 2020/21
Total 76.9% 78.7% 80.6% 79.3% 68.6%
P2 Male 76.5% 77.9% 79.9% 78.0% 67.5%
Female 77.3% 79.5% 81.5% 80.7% 69.8%
Total 79.0% 79.7% 83.7% 82.2% 74.0%
P3 Male 77.5% 78.3% 82.1% 80.1% 71.2%
Female 80.5% 81.2% 85.4% 84.5% 76.9%
Total 81.3% 82.1% 84.8% 83.0% 73.2%
P4 Male 79.0% 80.4% 82.7% 80.3% 69.2%
Female 83.6% 83.8% 87.0% 85.7% 77.2%
Total 80.7% 81.6% 83.8% 81.8% 70.3%
P5 Male 78.3% 79.6% 81.3% 78.6% 65.7%
Female 83.1% 83.6% 86.2% 85.1% 74.9%
Total 72.1% 77.4% 77.6% 71.0% 54.1%
P6 Male 70.9% 76.4% 75.0% 67.6% 49.3%
Female 73.3% 78.3% 79.9% 74.2% 58.7%
Total 88.3% 87.2% 85.7% 81.7% 77.2%
S2 Male 88.2% 87.1% 84.5% 80.7% 74.4%
Female 88.3% 87.2% 86.8% 82.5% 79.6%
Total 84.2% 86.5% 86.1% 78.2% 68.9%
S3 Male 84.4% 87.0% 85.8% 78.4% 68.0%
Female 84.5% 86.1% 86.3% 78.0% 69.6%
Total 93.0% 94.3% 90.9% 84.8% 86.3%
S5 Male 94.0% 94.7% 91.0% 85.9% 85.7%
Female 91.9% 94.0% 90.7% 83.9% 86.9%
Total 96.0% 96.8% 94.6% 89.9% 93.0%
S6 Male 97.0% 96.8% 95.6% 90.5% 94.3%
Female 94.9% 96.8% 93.7% 89.4% 91.9%
Source: School census, Ministry of Education
Annex 18:Repetition rate per grade
Grade Sex 2016/17 2017/18 2018/19 2019/20 2020/21
Total 21.6% 20.5% 15.0% 16.0% 29.8%
P1 Male 22.2% 21.4% 15.7% 16.3% 32.2%
Female 21.0% 19.6% 14.3% 15.7% 27.4%
Total 16.1% 13.7% 10.4% 11.7% 23.0%
P2 Male 17.2% 14.6% 11.2% 12.2% 25.6%
Female 14.9% 12.7% 9.7% 11.2% 20.2%
Total 12.8% 12.3% 9.2% 10.6% 20.1%
P3 Male 15.0% 13.3% 10.0% 11.2% 22.5%
Female 10.7% 11.2% 8.3% 10.0% 17.7%
Total 13.1% 12.3% 9.3% 10.3% 21.0%
P4 Male 15.2% 13.3% 10.2% 10.9% 23.2%
Female 11.0% 11.3% 8.4% 9.6% 18.8%
Total 18.2% 14.0% 10.7% 11.6% 24.7%
P5 Male 18.5% 14.8% 11.6% 12.3% 26.5%
Female 18.0% 13.3% 9.9% 11.0% 23.0%
Total 10.1% 1.5% 1.1% 1.2% 5.2%
P6 Male 14.5% 1.5% 1.1% 1.2% 5.5%
Female 5.7% 1.5% 1.1% 1.2% 4.9%
Total 7.7% 6.0% 5.2% 9.9% 13.9%
S1 Male 8.0% 6.4% 5.9% 10.5% 15.5%
Female 7.5% 5.6% 4.6% 9.4% 12.4%
Total 7.0% 6.0% 4.8% 7.7% 14.3%
S2 Male 7.3% 6.4% 5.3% 8.2% 15.1%
Female 6.8% 5.7% 4.3% 7.3% 13.6%
Total 1.2% 0.6% 0.7% 1.2% 4.2%
S3 Male 1.0% 0.6% 0.6% 1.2% 3.4%
Female 1.3% 0.7% 0.8% 1.2% 4.9%
Total 3.1% 3.0% 2.5% 5.6% 5.3%
S4 Male 2.7% 2.8% 2.4% 5.3% 4.7%
Female 3.5% 3.2% 2.6% 5.8% 5.8%
Total 3.1% 2.7% 2.1% 4.3% 4.3%
S5 Male 2.6% 2.1% 2.0% 4.2% 3.4%
Female 3.7% 3.1% 2.2% 4.4% 5.0%
Total 1.2% 1.0% 0.8% 1.1% 2.4%
S6 Male 0.9% 0.9% 0.7% 1.1% 2.1%
Female 1.5% 1.1% 1.0% 1.1% 2.7%
Source: School census, Ministry of Education
Annex 19: Dropout rate per grade
Grade Sex 2016/17 2017/18 2018/19 2019/20 2020/21
Total 1.5% 0.8% 4.4% 4.7% 1.6%
P1 Male 1.3% 0.7% 4.5% 5.7% 0.4%
Female 1.7% 0.9% 4.2% 3.6% 2.8%
Total 5.0% 6.6% 5.8% 6.0% 3.0%
P2 Male 5.3% 7.1% 6.7% 7.7% 3.2%
Female 4.6% 6.0% 4.9% 4.3% 2.9%
Total 5.9% 5.6% 6.1% 6.5% 6.7%
P3 Male 6.1% 6.3% 7.4% 8.5% 8.3%
Female 5.7% 5.0% 4.6% 4.3% 5.1%
Total 6.2% 6.1% 6.9% 7.9% 8.7%
P4 Male 6.4% 7.1% 8.5% 10.5% 11.1%
Female 5.9% 5.2% 5.4% 5.3% 6.3%
Total 9.6% 8.6% 11.7% 17.4% 21.2%
P5 Male 10.6% 8.8% 13.3% 20.0% 24.3%
Female 8.7% 8.4% 10.2% 14.8% 18.3%
Total 4.1% 6.9% 9.0% 8.4% 9.0%
S1 Male 3.9% 6.4% 9.6% 8.8% 10.1%
Female 4.3% 7.2% 8.6% 8.0% 8.0%
Total 8.6% 7.5% 9.2% 14.1% 16.9%
S2 Male 8.4% 6.6% 8.9% 13.4% 17.0%
Female 8.8% 8.2% 9.4% 14.6% 16.8%
Total 3.8% 2.7% 6.6% 9.6% 8.4%
S4 Male 3.3% 2.5% 6.6% 8.8% 9.6%
Female 4.3% 2.8% 6.7% 10.3% 7.3%
Total 1.1% 0.5% 3.4% 5.8% 2.7%
S5 Male 0.5% 1.1% 2.4% 5.3% 2.3%
Female 1.8% 0.1% 4.1% 6.2% 3.1%
Source: School census, Ministry of Education
Annex 20: Number of Preprimary Teaching staff per district
2020/21 2021/2022
District/Province Male Female Total Male Female Total
Gisagara 8 109 117 20 103 123
Huye 14 217 231 19 175 194
Kamonyi 24 284 308 32 251 283
Muhanga 27 294 321 34 216 250
Nyamagabe 32 165 197 39 117 156
Nyanza 17 156 173 62 150 212
Nyaruguru 12 98 110 9 55 64
Ruhango 16 174 190 21 114 135
South 150 1,497 1,647 236 1,181 1,417
Karongi 25 168 193 66 269 335
Ngororero 14 164 178 17 113 130
Nyabihu 31 101 132 35 100 135
Nyamasheke 20 149 169 35 121 156
Rubavu 43 209 252 53 196 249
Rusizi 38 210 248 30 155 185
Rutsiro 21 102 123 23 57 80
West 192 1,103 1,295 259 1,011 1,270
Bugesera 72 264 336 55 179 234
Gatsibo 84 230 314 77 190 267
Kayonza 17 112 129 18 54 72
Kirehe 41 143 184 36 111 147
Ngoma 30 135 165 37 91 128
Nyagatare 111 395 506 55 209 264
Rwamagana 53 333 386 59 149 208
East 408 1,612 2,020 337 983 1,320
Burera 30 152 182 32 74 106
Gakenke 34 192 226 25 102 127
Gicumbi 42 238 280 50 132 182
Musanze 55 312 367 49 252 301
Rulindo 14 180 194 22 132 154
North 175 1,074 1,249 178 692 870
Gasabo 111 736 847 88 586 674
Kicukiro 61 485 546 68 387 455
Nyarugenge 57 373 430 42 299 341
Kigali City 229 1,594 1,823 198 1,272 1,470
Rwanda 1,154 6,880 8,034 1,208 5,139 6,347
Source: School census, Ministry of Education
Annex 21: Number of Primary Teaching staff by District
2020/21 2021/2022
District/Province Male Female Total Male Female Total
Gisagara 772 1,256 2,028 820 1,276 2,096
Huye 579 1,070 1,649 614 1,094 1,708
Kamonyi 535 1,387 1,922 598 1,516 2,114
Muhanga 505 1,175 1,680 518 1,251 1,769
Nyamagabe 751 1,259 2,010 771 1,299 2,070
Nyanza 686 1,171 1,857 744 1,210 1,954
Nyaruguru 702 1,040 1,742 726 1,043 1,769
Ruhango 566 1,116 1,682 571 1,164 1,735
South 5,096 9,474 14,570 5,362 9,853 15,215
Karongi 806 1,186 1,992 893 1,307 2,200
Ngororero 788 1,137 1,925 813 1,160 1,973
Nyabihu 940 866 1,806 946 870 1,816
Nyamasheke 820 1,507 2,327 836 1,497 2,333
Rubavu 1,146 1,050 2,196 1,184 1,136 2,320
Rusizi 806 1,340 2,146 936 1,464 2,400
Rutsiro 849 1,026 1,875 924 1,035 1,959
West 6,155 8,112 14,267 6,532 8,469 15,001
Bugesera 1,074 1,365 2,439 1,082 1,379 2,461
Gatsibo 1,329 1,537 2,866 1,345 1,534 2,879
Kayonza 939 1,181 2,120 951 1,109 2,060
Kirehe 1,155 1,140 2,295 1,214 1,182 2,396
Ngoma 744 1,183 1,927 764 1,184 1,948
Nyagatare 1,652 1,211 2,863 1,742 1,342 3,084
Rwamagana 771 1,102 1,873 841 1,212 2,053
East 7,664 8,719 16,383 7,939 8,942 16,881
Burera 939 895 1,834 976 927 1,903
Gakenke 785 1,099 1,884 809 1,131 1,940
Gicumbi 918 1,121 2,039 982 1,179 2,161
Musanze 949 1,166 2,115 1,002 1,239 2,241
Rulindo 588 1,034 1,622 610 1,049 1,659
North 4,179 5,315 9,494 4,379 5,525 9,904
Gasabo 1,355 1,730 3,085 1,341 1,737 3,078
Kicukiro 680 756 1,436 756 857 1,613
Nyarugenge 523 889 1,412 524 830 1,354
Kigali city 2,558 3,375 5,933 2,621 3,424 6,045
Rwanda 25,652 34,995 60,647 26,833 36,213 63,046
Source: School census, Ministry of Education
Annex 22: Number Teaching staff in general secondary by district
2020/21 2021/2022
District/Province Male Female Total Male Female Total
Gisagara 508 222 730 528 252 780
Huye 527 258 785 511 271 782
Kamonyi 482 390 872 538 432 970
Muhanga 527 290 817 594 339 933
Nyamagabe 536 319 855 560 332 892
Nyanza 559 239 798 578 266 844
Nyaruguru 505 208 713 499 230 729
Ruhango 464 311 775 498 324 822
South 4,108 2,237 6,345 4,306 2,446 6,752
Karongi 603 318 921 660 320 980
Ngororero 386 220 606 401 233 634
Nyabihu 499 203 702 510 217 727
Nyamasheke 625 358 983 608 374 982
Rubavu 597 278 875 601 294 895
Rusizi 540 298 838 616 355 971
Rutsiro 486 223 709 500 224 724
West 3,736 1,898 5,634 3,896 2,017 5,913
Bugesera 609 267 876 644 309 953
Gatsibo 798 340 1,138 773 349 1,122
Kayonza 591 211 802 575 208 783
Kirehe 532 204 736 602 244 846
Ngoma 501 189 690 485 198 683
Nyagatare 767 299 1,066 817 315 1,132
Rwamagana 578 284 862 624 314 938
East 4,376 1,794 6,170 4,520 1,937 6,457
Burera 522 176 698 523 200 723
Gakenke 550 264 814 535 269 804
Gicumbi 685 313 998 689 314 1,003
Musanze 541 315 856 558 326 884
Rulindo 537 256 793 538 281 819
North 2,835 1,324 4,159 2,843 1,390 4,233
Gasabo 559 300 859 585 336 921
Kicukiro 425 178 603 441 194 635
Nyarugenge 367 250 617 346 211 557
Kigali city 1,351 728 2,079 1,372 741 2,113
Rwanda 16,406 7,981 24,387 16,937 8,531 25,468
Source: School census, Ministry of Education
Annex 23: Number of TVET L1 to L5 Teaching staff by district
2020/21 2021/2022
District/Province Male Female Total Male Female Total
Gisagara 81 27 108 82 40 122
Huye 68 41 109 97 46 143
Kamonyi 54 37 91 72 48 120
Muhanga 174 78 252 168 76 244
Nyamagabe 74 40 114 89 48 137
Nyanza 214 44 258 160 47 207
Nyaruguru 52 21 73 61 33 94
Ruhango 189 87 276 172 82 254
South 906 375 1,281 901 420 1,321
Karongi 69 29 98 86 41 127
Ngororero 83 36 119 76 34 110
Nyabihu 102 22 124 108 33 141
Nyamasheke 74 33 107 82 50 132
Rubavu 112 41 153 110 35 145
Rusizi 85 36 121 127 55 182
Rutsiro 74 18 92 52 20 72
West 599 215 814 641 268 909
Bugesera 67 26 93 89 27 116
Gatsibo 120 46 166 123 59 182
Kayonza 62 13 75 52 11 63
Kirehe 86 16 102 83 26 109
Ngoma 80 35 115 61 28 89
Nyagatare 66 23 89 71 30 101
Rwamagana 117 36 153 96 32 128
East 598 195 793 575 213 788
Burera 66 18 84 59 25 84
Gakenke 73 36 109 62 30 92
Gicumbi 92 38 130 113 55 168
Musanze 152 52 204 149 57 206
Rulindo 108 34 142 94 50 144
North 491 178 669 477 217 694
Gasabo 149 47 196 74 35 109
Kicukiro 227 51 278 165 38 203
Nyarugenge 104 40 144 94 33 127
Kigali City 480 138 618 333 106 439
Rwanda 3,074 1,101 4,175 2,927 1,224 4,151
Source: School census, Ministry of Education
Annex 24: Number of Adult literacy instructors by district
2020/2021 2021/2022
District/Province Male Female Total Male Female Total
Gisagara 90 35 125 77 51 128
Huye 77 50 127 51 84 135
Kamonyi 77 91 168 70 112 182
Muhanga 90 112 202 110 106 216
Nyamagabe 148 159 307 148 171 319
Nyanza 70 55 125 78 76 154
Nyaruguru 58 69 127 67 70 137
Ruhango 67 81 148 86 91 177
South 677 652 1,329 687 761 1,448
Karongi 214 218 432 193 196 389
Ngororero 152 75 227 145 93 238
Nyabihu 81 57 138 99 61 160
Nyamasheke 254 137 391 267 121 388
Rubavu 176 86 262 139 78 217
Rusizi 174 55 229 179 70 249
Rutsiro 197 62 259 213 70 283
West 1,248 690 1,938 1,235 689 1,924
Bugesera 114 69 183 120 80 200
Gatsibo 138 84 222 134 98 232
Kayonza 34 29 63 38 39 77
Kirehe 78 32 110 78 33 111
Ngoma 93 46 139 43 58 101
Nyagatare 125 76 201 127 89 216
Rwamagana 96 70 166 87 82 169
East 678 406 1,084 627 479 1,106
Burera 166 39 205 287 49 336
Gakenke 228 128 356 219 148 367
Gicumbi 259 103 362 252 84 336
Musanze 74 59 133 83 102 185
Rulindo 91 63 154 90 82 172
North 818 392 1,210 931 465 1,396
Gasabo 33 35 68 30 41 71
Kicukiro 38 30 68 32 34 66
Nyarugenge 26 45 71 26 46 72
Kigali City 97 110 207 88 121 209
Rwanda 3,518 2,250 5,768 3,568 2,515 6,083
Source: School census, Ministry of Education
 CONNECT WITH US

MINISTRY OF EDUCATION

Hotline: 2028

www.mineduc.gov.rw

info@mineduc.gov.rw

https://bit.ly/3IZgIK7

https://bit.ly/3hNH9GV

https://bit.ly/3vRrPkS

https://bit.ly/3tHxNlt