The reinstatement of four-year undergraduate degree programmes at the University of Rwanda (UR) has triggered mixed reactions among students across various universities in the country. Many students have welcomed the decision, highlighting the benefits of extended academic time for deeper research, practical learning, and better preparation for the job market. The move comes after UR’s assessment that the compressed three-year curriculum, implemented since 2017, fell short of equipping graduates with the foundational knowledge and skills needed to meet academic and professional standards. ALSO READ: Why University of Rwanda has reverted back to four-year degree programmes While some students argue that an additional year will allow for more hands-on learning, critical thinking, and internship opportunities, others believe the three-year structure sufficiently prepared them for the job market. Theophile Uwase, a student of Entrepreneurship Leadership at the African Leadership University (ALU), emphasized the importance of an extended programme for research and practical experience. “A lot of our studies are conducted online, so we don’t engage much with teachers in physical classes. Extending the programme to four years would give us more time for in-depth research and practical learning,” Uwase said. “In my field, entrepreneurship leadership, it’s crucial to go into communities, engage directly with people, and understand real challenges. Four weeks for research in the three-year programme was not enough to gather meaningful insights, identify root causes, and develop practical solutions. A longer academic timeline would also extend internship periods, equipping students to make a real impact through sustainable, applied learning.” ALSO READ: Industry pushes for 'tech transfer strategy' as UR reverts to 4-year degree programmes However, Angel Uwase, a graduate in Crop Production from the Rwanda Institute for Conservation Agriculture (RICA), holds a different view. She believes the three-year programme remains sufficient for fields that emphasize practical skills and community-based learning. “Some universities are already very expensive, so adding one more year means additional financial strain for students and their families,” Angel said. “In my case, three years were enough to acquire the necessary skills and experience. Through intensive research and community engagement, we addressed real-world agricultural problems effectively. Extending the degree programme might delay students from implementing solutions and contributing to society.” She added that affordability, practical training, and timely societal impact should be key considerations when evaluating degree structures. Modeste Ukwishaka, a journalism and communication graduate from UR, acknowledged challenges faced by graduates of the three-year system when applying for master’s programmes abroad. “One issue with the three-year programme is that many international institutions require candidates to have completed a four-year bachelor’s degree. This forces us to study an additional year to meet their standards,” Ukwishaka noted. “However, for us, three years were enough, and I gained all the necessary skills. On the job market, I sometimes perform better than those who completed four-year programmes, so the idea that we lacked essential skills is not entirely accurate.” Ukwishaka adds that extending the degree structure could add value, particularly by increasing internship durations. “With a one-month internship period, students barely have time to adapt to a new work environment. Extending this to two or three months would allow students to contribute meaningfully and gain practical experience,” he said. Emmanuel Karimba, a first-year student at UR’s Musanze Campus, shared a balanced perspective. While acknowledging the benefits of aligning degree programmes with international standards, he questioned whether the additional year is truly necessary. “I think meeting international standards ensures we get the best education possible, but if those before us managed to acquire the needed skills in three years, do we really need an extra year?” Karimba wondered. He added that while the extended programme offers more time for in-depth learning, it is important to assess whether the additional year will genuinely enhance students’ academic and professional readiness.
