A quiet but significant transformation is taking place in schools across Rwanda. Through school visits that combine monitoring, mentorship, and hands-on support, education stakeholders are helping schools become more responsive, inclusive, and better equipped to ensure that no child is left behind.
In classrooms across Rwanda, a quiet transformation is unfolding through regular school visits, honest conversations, and practical support.
Across the country, the teams monitored the implementation of School Improvement Plans, supported teachers in using the Karame system to track student attendance, and ensured that children received uniforms, learning materials, and psychosocial support services. They also assessed accessibility and the learning environment for children with disabilities to ensure schools are inclusive and responsive to diverse needs.
By April 2026, the visits had reached more than 86 percent of public and government aided primary schools nationwide. The mission teams consistently observed that these visits helped strengthen accountability, build the capacity of school staff, and foster a shared sense of responsibility between schools and education authorities. As the initiative continues, it is expected to contribute to creating schools that are better equipped, more responsive, and more inclusive environments where children feel supported to attend, learn, and thrive.
Behind the statistics and performance indicators are dedicated school leaders working every day to improve learning outcomes for their students. For many of them, the visits provided not only oversight but also encouragement, guidance, and practical solutions to everyday challenges.
“We are truly grateful for these visits. They are not just supervisory exercises; they also remind us of our responsibilities as educators and help us identify areas where additional effort is needed. The field visits also provide a deeper understanding of the challenges we face every day,” said Françoise K. Nyiramwiza, Head Teacher at GS Cyahafi TSS.
“Before, we barely used the Karame system. With continuous guidance, we increased our usage of the system from 40 percent in January, to the current 90 percent. Step by step, we are getting there,” she further added in April, in reference to the adoption of the Karame System introduced in December 2024 in 3 provinces and the City of Kigali.
By April 2026, the school visits had reached more than 86 percent of schools across the country. The mission team observed that these visits strengthened accountability, enhanced the capacity of school staff, and fostered a shared commitment between schools and education authorities to improve learning outcomes. As the initiative continues, it is expected to help create schools that are better equipped, more responsive to local contexts and more inclusive where every child feels supported to attend, learn, and thrive.
