ProFuturo in Rwanda: Assessing the Impact of Digital Education in the Classroom

In Rwanda, more than half of its 13.3 million inhabitants are under 20 years old. According to UNICEF, the country is one of the most advanced in sub-Saharan Africa in terms of access to education. However, it still faces significant challenges regarding retention, gender equality, infrastructure, and teacher training, among other issues.

For instance, only 71% of students who start primary school complete it; classes are overcrowded, with an average of 62 students per teacher. Although the country has invested in infrastructure and made efforts to promote digitalisation in education, the lack of trained teachers remains one of the most significant obstacles to its educational system.

Five Years of ProFuturo in Rwanda

The ProFuturo Programme has been working in Rwanda since 2019, in partnership with the Ministry of Education and organisations such as World Vision, UNHCR, and the Salesians of Don Bosco. By 2020, the initiative had expanded to 180 schools across 17 districts, and in 2021, it reached 15 schools in refugee camps.

Currently, ProFuturo operates in 151 schools in 17 districts: 109 managed by World Vision Rwanda and 42 coordinated by the Salesians of Don Bosco. The organisation works to integrate educational technology into classrooms by providing devices, digital platforms, and educational resources, as well as training teachers to enhance their skills in using digital tools and integrating them into teaching and learning processes.

What are the results of this programme? Is digital education making a tangible impact in Rwandan classrooms? A recent independent study, conducted by Education Development Consult and supported by the aforementioned organisations, analysed the footprint of this initiative. The research combined surveys, performance tests, and interviews with teachers, students, and school leaders.

In this post, we will present the main findings of the evaluation, review the progress made, and examine the challenges that influence the adoption of digital tools in a context of structural shortages. We will also offer reflections on the strategies that could consolidate and expand these achievements in the future.

The Impact of Technology in Rwandan Classrooms

As mentioned earlier, the introduction of technology in 151 Rwandan schools was seen as a strategy to improve academic performance and the quality of education. The goal of the evaluation, developed by Education Development Consult in collaboration with World Vision Rwanda and the Salesians of Don Bosco, was to assess the progress towards achieving this goal.

The methodology combined various data collection techniques: standardised tests for students in participating and comparison schools, individual interviews with teachers and school leaders, and focus groups with students. This mixed approach provided a comprehensive view of the programme’s implementation, not only from test results but also from the experiences and perceptions of those directly involved in digital education.

The evaluation results, as detailed below, show promising improvements in student performance in key subjects such as Mathematics, English, and Science and Technology (SET) in the schools participating in the ProFuturo project. However, persistent challenges were also identified, complicating the equitable and effective implementation of technology in all schools, such as insufficient devices and connectivity issues in certain regions. These findings provide insights into the conditions that favour the use of digital tools in classrooms and how to optimise their integration into Rwanda’s education system.

Improved Academic Performance

The tests revealed differences in the academic performance of students in ProFuturo schools compared to those in reference schools in Mathematics, English, and Science and Technology (SET).

• Mathematics: In Grade 4 (equivalent to Year 4 in primary school), 55% of students in ProFuturo schools reached the level expected by national standards, compared to 44.3% in comparison schools. In Grade 5, the gap remained, with 56.2% in ProFuturo schools and 47.9% in non-participating schools.
• English: In Grade 4, 61.1% of ProFuturo students achieved the established goal, compared to 53.9% in comparison schools. In Grade 5, the results were 63.8% in ProFuturo schools and 54.4% in non-participating schools.
• SET (Science and Technology): In Grade 4, 60.3% of ProFuturo students reached the expected level, compared to 51.6% in other schools. In Grade 5, the difference persisted, with 60.9% in ProFuturo schools versus 52.3% in reference schools.

Although the data suggests better performance in schools with digital technology, we should be cautious in interpreting these results, as the study does not confirm that the programme is the sole cause of these differences. Factors such as infrastructure, teacher qualification, and socio-economic context could also influence the outcomes.

Demographic Factors and Type of School

The study also highlighted variations by gender and type of institution:

• Private vs. public schools: In all subjects and grades, students from private schools had higher average scores than those in public schools.
• Gender differences: In English, girls slightly outperformed boys, while boys showed better results in Mathematics, especially in Grade 5. In SET, boys outperformed girls in both grades.
• Age and performance: Older students tended to score lower in English and Mathematics. One hypothesis suggests this may be linked to difficulties adapting to the curriculum, though further research would be needed to clarify this.

Technology Accounts, According to Students, Teachers, and School Leaders

The study considered not only exams and statistics but also the perspectives of school leaders, teachers, and students. Most participants agreed that digital tools have brought new energy to classrooms, with interactive content and audiovisual resources stimulating student interest.

Student Participation

According to 93% of the school leaders surveyed, the use of digital tools fosters a more participatory attitude in the classroom. In subjects like Science and Technology (SET), audiovisual content and simulations have made it easier to understand topics that used to be abstract. In this regard, a headteacher in the Gicumbi district, in the north of the country, noted that “students’ interest grows when they can interact with digital content, moving away from exclusive reliance on textbooks.”

The students interviewed reported similar experiences, highlighting that interactive resources reinforce their understanding of difficult concepts. Although they mentioned that sharing devices in environments with a shortage of tablets or computers is still a problem, they recognise the usefulness of technology in their daily academic life.

Teacher Training

Teacher training is seen as one of the pillars of the project. Around 85% of the teachers surveyed stated that they feel more confident incorporating digital content, thanks to the courses offered. A teacher in Kigali mentioned that he used to see technology as something complex, but now he incorporates it naturally into his lessons.

Persistent Challenges

Although the ProFuturo programme suggests a promising outlook, there are still gaps that impact the sustainability and equity of the initiative.

Inequality in Access to Resources

One of the recurring complaints from teachers is the limited availability of tablets or computers. According to the report, 75% of those who participated in the survey consider that the number of devices is insufficient for the daily needs of the classroom. This leads to large groups of students sharing devices, which reduces direct interaction with technology and limits the personalisation of exercises.

Internet connectivity also presents challenges in areas far from urban centres. Some schools only have intermittent service, making it difficult to access online content consistently. The lack of stable electricity in some districts also disrupts digital-based teaching practices.

Need for Continuous Training

Although teachers value the initial training, 65% believe that the project should focus on more regular follow-up. Some teachers wish to deepen their understanding of methodologies that would allow them to address students with different digital competencies and to handle technical problems with ease on a daily basis.

In addition, several headteachers warn that teacher turnover (with some moving to other schools) can hinder the consolidation of what has been learned.

Partly, this explains the suggestions to establish support networks, in which staff who are more proficient with digital resources can serve as references for their colleagues. In this regard, a headteacher from a school in the Nyamagabe district, in the south of the country, mentioned the importance of having working groups that exchange experiences, both in managing materials and in finding solutions to the lack of connectivity.

Lessons Learned and Recommendations

The evaluation highlights significant achievements in schools where technological resources have been introduced, suggesting that digitalisation can play an important role in improving learning. However, in a context with multiple factors influencing educational outcomes, it cannot be stated with certainty to what extent these advances are exclusively due to the ProFuturo programme.

What is clear is that the implementation of technology in environments with structural deficiencies presents both opportunities and challenges, allowing for valuable lessons to be drawn for future interventions.

Based on these findings, it is possible to identify strategies that could enhance the impact of the programme and ensure that educational technology becomes an effective and sustainable tool over time. Below are some of the main lessons learned and recommendations derived from the evaluation, aimed at optimising the integration of technology in education and maximising its benefits in vulnerable contexts.

Strategies to Improve Impact

• Technological Resources: Investing in acquiring more devices is essential. Many students are forced to share computers or tablets, which limits the learning experience and reduces motivation.
• Sustainable Connectivity: Bringing the internet to rural areas remains a pending challenge. The use of downloadable content, local servers, or hybrid solutions could mitigate the inconveniences of inconsistent connectivity.
• Continuous Teacher Training: Beyond initial instruction, there is a need for regular update and advisory spaces. Regular training sessions or programmes where technologically proficient teachers support their peers could help maintain interest and professional confidence.
• Long-term Monitoring: It would be useful to establish a systematic follow-up to assess the evolution of academic performance and the factors that could influence improvements. This would allow for the identification of patterns, difficulties, and opportunities for intervention.

Sustainability and Partnerships

• Multi-sector Partnerships: Collaborating with authorities, companies, and international institutions would contribute to the continuity of the project. This collaboration would facilitate obtaining funds for equipment and connectivity, as well as managing the technical infrastructure.
• Community Involvement: The support of headteachers, families, and teachers is essential for digital education to function permanently. Raising awareness about the benefits of technology and encouraging active participation of local communities are key points for extending the achievements to more schools.
• Diverse Financial Resources: Securing both public and private support, in addition to cooperation funds, can ensure the sustainability and growth of the initiative in the long term.

The trajectory of ProFuturo over these five years offers a detailed insight into the factors that promote learning with technology and those that require more attention. The experience of the participating schools demonstrates that digital resources can elevate the quality of education in contexts with limited infrastructure, as long as they are supported by a coherent strategy of teacher training, adequate funding, and constant commitment from teachers, families, and collaborating organisations.
With a focus centred on the specific needs of each school, digitalisation can become a tangible way to optimise teaching and strengthen students’ skills.