Rwanda’s first participation in the Programme for International Student Assessment (PISA) has highlighted significant challenges in the country’s education system, despite relatively high use of digital devices among students.
The PISA 2025 results, released in Kigali on September 8, 2026, show that Rwandan students reported spending an average of 3.2 hours a day using digital devices at school for learning activities—one of the highest levels among participating countries.
However, their performance in mathematics, science and reading was significantly below the OECD average, raising questions about whether technology is being effectively used to improve learning outcomes.
The assessment was conducted by the Organisation for Economic Co-operation and Development (OECD) and measures how well 15-year-old students can apply knowledge and skills to real-life problems rather than simply recalling information.
More than 760,000 students from 91 countries and economies participated in PISA 2025. Rwanda took part in the assessment for the first time, with more than 6,000 students from 213 schools representing public and private institutions, as well as schools in rural and urban areas.
Rwandan students recorded an average score of 317 in science, 312 in mathematics and 301 in reading, compared with OECD averages of 482, 463 and 461 respectively.
The results also showed that 86.5 percent of assessed Rwandan students performed below the basic proficiency level across the three subjects, while no student reached the highest proficiency category.
The findings suggest that increasing access to computers, internet and other digital technologies alone may not be enough. The key challenge is ensuring that such tools are used effectively to strengthen students’ understanding and ability to apply what they learn.
Poor backgrounds do not necessarily determine performance
One of the more positive findings was the relatively strong performance of students from disadvantaged backgrounds.
The assessment found a notable level of academic resilience among Rwandan students—those who face socioeconomic disadvantages but still manage to perform relatively well academically.
Rwanda recorded a share of academically resilient students that was nearly twice the OECD average of 11.9 percent, placing it among only four countries—including Cambodia, Kenya and Uzbekistan—that reached at least 22 percent on this indicator.
The finding suggests that socioeconomic disadvantage does not necessarily prevent Rwandan students from competing academically.
However, the overall performance indicates that more needs to be done to ensure that students, regardless of their background, achieve stronger learning outcomes.
Boys outperform girls in all three subjects
The PISA results also revealed a gender gap that education authorities will need to address.
In Rwanda, boys outperformed girls in science, mathematics and reading.
In science, boys scored an average of 332 points, compared with 306 for girls, a 26-point gap.
In mathematics, boys scored 325, while girls scored 302.
The gap was also observed in reading, where boys scored 304 points, compared with 298 for girls.
The OECD report indicates that Rwanda and Kenya recorded some of the largest science performance gaps favouring boys.
The results raise questions about whether progress in increasing girls’ access to education is translating into equal learning outcomes once they are in school.
English remains a major challenge
Reading and understanding English emerged as another major area of concern.
Of the three assessed areas, Rwandan students performed lowest in reading, with an average score of 301.
The result is particularly significant because the assessment was administered in English, one of the languages used in Rwanda’s education system.
While overall reading performance was weak, girls performed slightly better than boys in the higher-performing categories. The report shows that 3.9 percent of girls were in the relevant higher proficiency category, compared with 0.4 percent of boys.
Rwanda’s education authorities have said efforts are already underway to address challenges related to English proficiency, including teacher training programmes aimed at improving teachers’ ability to teach in the language.
The PISA results could provide an opportunity to assess whether these interventions are producing the desired improvements and whether additional approaches are needed.
Education authorities say results will guide reforms
Speaking during the launch of the PISA 2025 results in Kigali on September 8, Education Minister Justin Nsengimana acknowledged that Rwanda’s performance was below the level the country wants to achieve.
“When we look at Rwanda’s performance, we are not where we want to be. These assessment results are what we are going to study in order to understand them better.”
He said education authorities would examine how students responded to the different questions and how the participating schools performed in order to identify the actions needed to improve learning outcomes.
Nsengimana said Rwanda’s decision to participate in PISA was also aimed at strengthening evidence-based decision-making in the education sector.
Rather than relying only on conventional examinations, the assessment provides information on whether students can apply what they have learned to practical problems.
Rwanda to host regional PISA dialogue
Rwanda is also expected to host the PISA Regional Dialogue on September 17, bringing together five African countries that participated in PISA 2025.
The meeting will provide an opportunity for participating countries to examine the results, identify areas requiring improvement and share lessons from one another.
Other countries from outside Africa that performed strongly or introduced notable reforms following PISA 2025 are also expected to participate and share experiences.
For Rwanda, the first PISA results provide both a warning and an opportunity: despite relatively high use of digital technology and encouraging levels of academic resilience among disadvantaged students, the country still faces a significant challenge in turning access to education and technology into stronger learning outcomes.
KIGALI TIMES