How Rwanda’s TVET schools are bridging the skills gap

Rwanda is making significant strides in Technical and Vocational Education and Training (TVET), with the ambitious goal of increasing the number of students in TVET schools from 31% to 60% by 2024. This move is seen as a vital step in fighting poverty and closing the skills gap in the country, according to statements made by the Prime Minister. The emphasis on practical skills acquisition is viewed as a powerful tool in empowering individuals and transforming communities. To shed light on the transformative impact of acquiring a practical skill, Gilbert Nkunziza, a former shoemaker turned successful entrepreneur, shared his journey during an exclusive interview with CNBC Africa. Nkunziza's story exemplifies the power of vocational training in driving economic growth and individual prosperity. Gilbert Nkunziza, a self-made entrepreneur with a flourishing shoe brand, shared insights into his journey in acquiring practical skills and transitioning into entrepreneurship. His passion for industrial design led him to delve into shoemaking, a field that resonated with his creative inclinations. Despite initial challenges in outsourcing shoe production, Nkunziza's decision to establish his own workshop revolutionized his business approach. By mastering the art of sourcing raw materials, identifying skilled workers, and honing his craft, Nkunziza achieved self-reliance in his entrepreneurial venture. His firsthand experience underscores the value of hands-on expertise in streamlining business operations and propelling growth. One key aspect raised during the interview was the importance of enhancing the appeal of TVET to young people in a digital era. Nkunziza highlighted the need for extended training periods to allow individuals to fully explore and evaluate different trades. He emphasized the significance of hands-on experience, especially in mastering machine operations and maintenance. By immersing oneself in practical learning, aspiring artisans can develop a comprehensive skill set that aligns with industry demands and technological advancements. Nkunziza's insights underscore the intrinsic link between practical education and sustainable career development in a rapidly evolving job market. Furthermore, Nkunziza shed light on gender disparities in TVET participation, particularly the underrepresentation of women in vocational training programs. He emphasized the pivotal role of family support and societal recognition in encouraging women to pursue technical skills. Nkunziza's personal initiatives in collaborating with TVET institutions to sponsor female students' extended training exemplify his commitment to fostering gender inclusivity in skill development. By providing financial assistance and cultivating a supportive environment, more women can access opportunities in traditionally male-dominated industries like shoemaking. Nkunziza's advocacy for gender equity in TVET aligns with Rwanda's broader agenda of promoting inclusive economic growth and empowering marginalized communities. In conclusion, Gilbert Nkunziza's testimonial offers a compelling narrative on the transformative power of vocational education and entrepreneurship. His journey from a shoemaker to a successful business owner mirrors Rwanda's overarching vision of harnessing practical skills to drive economic empowerment and social progress. Through strategic investments in TVET and targeted initiatives to support aspiring artisans, Rwanda is paving the way for a sustainable future built on innovation and inclusivity. Nkunziza's story serves as a testament to the profound impact of acquiring practical skills in unlocking opportunities, transforming livelihoods, and bridging the socio-economic divide.