University of Rwanda Reverts to Four-Year Degree Programs

The University of Rwanda (UR) has reverted to a four-year structure for its undergraduate degree programs after a five-year trial with a condensed three-year model. This decision marks a significant shift in the university’s approach to higher education, driven by feedback from graduates, employers, and faculty.

In 2017, UR shortened several social science and science programs from four years to three, believing that only fields like architecture, engineering, and medicine required longer study periods. However, this change sparked debate about whether a shorter program could adequately prepare graduates for the workforce.

Acting UR Vice-Chancellor Didas Muganga Kayihura explained that the return to the four-year system aims to improve educational quality and address concerns raised by stakeholders. “Graduates and employers consistently told us that the compressed three-year curriculum left students missing crucial knowledge and skills,” Kayihura stated. He acknowledged that while the initial decision was influenced by trends in neighboring countries like Uganda and Kenya, internal evaluations revealed that the three-year approach did not achieve the desired outcomes.

A key factor in the decision was the realization that the three-year programs resulted in Rwandan students having only 15 years of formal education (six years of primary school, six years of secondary school, and three years of university), falling short of the global standard of 16 years for a bachelor’s degree.

Following the first three-year program graduates in 2020, UR conducted extensive reviews involving employers, faculty, and students. These reviews revealed several challenges associated with the condensed curriculum:

• Insufficient Depth: Professors felt pressured to cover material too quickly, and students reported gaps in foundational knowledge.
• Employer Concerns: Employers found that three-year graduates lacked the depth of skills required for their roles and that the shorter internship period impacted their performance.
• Inadequate Preparation: Assessments confirmed that the curriculum, while effective to a degree, did not adequately prepare students for employment or further studies.

The four-year structure is expected to provide students with more time for in-depth exploration of their fields, fostering critical thinking, research skills, and professional readiness. This, the university believes, will give graduates a competitive edge in both local and international job markets.

Telesphore Ngarambe, representing public universities and higher learning institutions, emphasized the importance of standardized degree program durations aligned with national higher education policy and international standards. He noted that compressing a program into three years puts immense pressure on students, potentially compromising practical experience crucial for competence. He also pointed out the typical requirement of 480 credits for an honors bachelor’s degree, which is more realistically achieved over four years (100 credits per year) than three.

Annet Mukayuhi, a lecturer at UR’s College of Education, highlighted the difficulty of incorporating essential cross-cutting courses (like English for specific purposes, entrepreneurship, and civic education) alongside specialized subjects within a three-year timeframe. She explained that while three-year graduates met academic requirements, they often required additional training to effectively transition into professional roles.

The consensus among stakeholders is that “there is no shortcut to knowledge.” A degree earned in less time cannot provide the same depth of understanding or professional competence. The reinstatement of the four-year system reflects UR’s commitment to providing a high-quality education that thoroughly prepares students for their future careers.