Digital Media Literacy – Preparing the Next Generation of Journalists for Today’s Information Environment, the lecture brought together journalism students, media practitioners and members of the academic community to discuss the opportunities and risks of a rapidly changing digital information environment. The speakers were Dr. Uwe Wissenbach, Deputy Head of the European Union Delegation to Rwanda; Mr Jean Paul Ibambe, a speaker on freedom of expression in the digital age; and Ms. Nadine Umuhoza, a news anchor at Rwanda Broadcasting Agency (RBA).

Dr. Wissenbach opened with Foreign Information Manipulation and Interference (FIMI) and the growing challenge of misinformation and disinformation online. He explained that information becomes especially harmful when it is deliberately manipulated, intentionally spread and coordinated to influence people or public discussions, and he showed students how to spot some of the common tactics behind it.

Fighting information manipulation in Africa, he stressed, takes more than simply identifying false information. Public awareness, strong civil society engagement, fact-checking initiatives, and media and information literacy all matter, and he noted that the European Union is increasingly supporting civil society in strengthening societies’ ability to respond.

Mr Ibambe then turned to one of the most important principles in journalism: freedom of expression, which protects people’s ability to hold opinions, seek and receive information, and take part in public debate. The digital age, he said, is a space of “more freedom, more risk,” where technology has widened opportunities to express oneself while creating new challenges. He touched on Rwanda’s cybercrime law and the relationship between false information and freedom of expression under Article 39, as well as the decriminalisation of defamation and what it means for the legal environment around expression and journalism.

Privacy was another key concern. Mr Ibambe urged the audience to think before publishing anything about other people, starting with a simple question: “Can I post it because I have it?” He encouraged them to go further and ask whether the information is true, whether the person has given consent, and what harm publishing it could cause. His parting message to aspiring journalists was:“Think critically, speak freely and share responsibly.”

Ms Umuhoza brought the discussion from theory into the newsroom. Drawing on her experience as a news anchor, she said fact-checking is a must for journalists, especially when covering breaking news. Information can spread within seconds, and the pressure to publish first is real, but speed, she stressed, should never come at the expense of accuracy. She also spoke about handling social media pressure and misinformation during breaking news, and the responsibility journalists carry to verify information before it reaches the public. For the students, the lecture was a reminder that being a journalist today involves far more than gathering and publishing information. It means questioning what you read, verifying facts, understanding the law, protecting people’s rights and recognising attempts to manipulate public opinion.

Usra Abdalwaheb, one of the students in attendance, found the session eye-opening about the legal side of the profession. “The lecture was so interesting. I didn’t actually know that there are lots of laws that guide journalists.” — Usra Abdalwaheb. For Belle Amie, the biggest lesson was verification. She said the lecture taught her that journalists must first clarify and verify information before sharing it with the public, so that false information is not published. Her takeaway echoed the heart of the whole session: in an environment where information moves instantly, accuracy has to come first.

As these future journalists prepare to enter an increasingly digital newsroom, the lecture left them with a reminder that journalism is not simply about being the first to publish. It is about being accurate, responsible and conscious of the impact information can have on society.

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The training kicked off with a foundational reality check, a simple, uncompromising newsroom rule that forced students to never confuse a broad topic with a specific, actionable story. Instructors pushed participants to abandon vague, unmanageable concepts like “youth unemployment,” “public transport,” or “inflation,” and instead isolate specific, verifiable angles. 

To achieve this, the   student journalists were split into small editorial teams and instructed to trace a strict, logical story path: Observation → Question → Hypothesis → Evidence → Story. By filtering their initial ideas through seven core news value questions, examining exactly who is affected, how many people are impacted, what has changed, and what the consequences are if nothing changes. The groups spent their first days narrowing down a massive list of community observations into distinct, high-impact news pitches. 

A major pillar of the course focused heavily on investigative techniques, specifically instructing students on how to “follow the money” to uncover stories that are not already neatly packaged for publication. Working late into the evening, students learned to map complex networks and analyze public records, local procurement data, institutional budgets, and contracts to back up their interviews with hard, indisputable documentation. 

During the program, students engaged in a transparent, highly candid panel discussion exploring whether modern journalism departments and traditional media houses can truly remain profitable in a digital-first era. Industry veterans on the panel offered a grounding piece of career advice, warning the room: “If you come to this field looking strictly for money, you won’t get it right away; but if you are looking for skills and societal impact, you will find them.” 

The financial realities of the profession sparked deep reflection among the participants. Denish, a final-year journalism student reflecting on the structural hurdles facing young media professionals, highlighted a critical gap within the wider academic environment. ’’In the media landscape, there is a strong need for structural career guidance, especially for journalism students who are frequently told by outsiders that the field lacks financial stability, we need deliberate guidance from the university to help us navigate all these’’  

The intensive week culminated in a demanding, high-stakes final session on Day 5, where each student group was required to present their finished multimedia projects, spanning text, audio, and video formats and actively defend their reporting choices before a critical editorial board.

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Speaking during a public lecture at the university at 10 a.m., Philbert Girinema, Chief Editor at IGIHE, discussed the growing role of AI in journalism and how future journalists can prepare for its increasing presence in newsrooms. 

Philbert highlighted several ways journalists and journalism students can use AI, including summarizing information, helping users understand complex topics, developing interview questions and saving time during different stages of news production. 

However  he cautioned students against relying entirely on AI, stressing that journalists must remain responsible for the information they publish.“Knowing AI is not a journalism skill by itself,” Philbert said emphasizing that journalists need broader reporting and professional skills alongside their ability to use AI tools. 

He also pointed out that AI does not always perform accurately particularly when translating information into some African languages. This he said, shows the importance of journalists checking AI-generated information before using it in their work. 

Philbert encouraged students to see AI as a tool that can help them become better journalists rather than as a replacement for journalism itself. 

Students attending the lecture also reflected on the importance of verification when using AI. 

Queen Kaluaki, one of the students, said AI could help journalists create drafts but should not be relied upon to produce the final story.“We can use AI to help us create a draft of an article, but we cannot rely on it to produce the final article for us,” Queen said. 

She also added that information generated by AI must be independently checked, including names, facts and other details. 

Queen also noted that while AI is likely to become part of journalists’ everyday professional lives, journalists still need to conduct field reporting and interact directly with people. 

Another student, Abijuru Vanitha, said journalists should remain the final decision-makers when working with AI.“I am the one who tells AI what to do; AI does not tell me what to do,” Vanitha said, stressing that at the end of the day journalists should determine what information is accurate and what ultimately appears in a story. 

The lecture highlighted the need for journalism students to prepare for newsrooms where AI is increasingly being used while maintaining the traditional foundations of journalism, including reporting, verification, critical thinking and human judgment. 

Phibert concluded by emphasizing that a good journalist should know how to use AI effectively without becoming dependent on it 

By Tumalo Noel 

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From September, learners will spend the final 90 minutes of each school day doing sports, arts, debates, leadership activities, practical experiments and other structured activities designed to complement what they learn in class.

Under the new arrangement, regular academic lessons will end at 3:30 p.m., with the period from 3:30 p.m. to 5 p.m. dedicated to co-curricular activities.

The school day will remain unchanged, running from 8 a.m. to 5 p.m., and the reform will not affect the curriculum or number of school days.

Flora Mutezigaju, Deputy Director General at the Rwanda Education Board (REB), said the move is intended to make learning more practical and ensure learners can apply knowledge acquired in the classroom.

“Co-curricular activities are not new to our education system. They have always been part of the school curriculum,” Mutezigaju told The New Times.

“What is changing is how they are organised and implemented.”

Currently, lower primary has one period for co-curricular activities, while upper primary has four. Lower and upper secondary each have two periods.

Mutezigaju said, however, that the activities have often been conducted without a clear structure or connection to classroom learning, making them closer to extracurricular activities.

“Extra-curricular is optional and does not have to complement the curriculum. Co-curricular activities have a direct link to the formal curriculum,” she said.

For example, if Primary Three learners are studying health, cleaning the school environment can become a co-curricular activity. Teachers will not simply ask learners to clean but will use the exercise to reinforce lessons on hygiene and health.

From theory to practice

The changes are part of efforts to strengthen the implementation of the Competency-Based Curriculum, which places emphasis on practical skills and the application of knowledge.

Mutezigaju said subjects such as Physical Education and Sport and Creative Arts will continue to be taught, but learners will have more opportunities to put lessons into practice.

A learner studying colours in art, for instance, could mix different colours and create artwork rather than spending the entire lesson learning the theory.

“We want the delivery of the curriculum to be more practical and engaging, but with that direct link to the formal curriculum,” she said.

The Rwanda Education Board has also reviewed the primary and secondary school curricula and conducted a survey to gather teachers’ views on workload.

Mutezigaju said most of the feedback indicated that the curriculum was no longer overloaded, although concerns remained in some subjects, particularly mathematics, science and elementary technology.

She said the new approach could help teachers cover some content more effectively because learners will have more opportunities to apply concepts rather than relying mainly on classroom theory.

What learners will do

The activities will vary depending on the level of education.

In primary schools, learners will take part in physical education and sports, creative arts, Itorero and life skills, as well as language and reading activities.

Reading clubs, debates and writing competitions, for example, will complement lessons in Kinyarwanda, English and French while helping learners develop communication skills.

Remedial activities will also be organised for learners who require additional academic support.

At lower secondary level, activities will include physical education and sports, technical and survival skills, Itorero and life skills, as well as language and leadership activities.

Technical and survival skills will complement elective subjects such as farming, home science, music, dance and drama, and fine arts and crafts.

At upper secondary level, the programme will include physical education and sports, pre-technical and survival skills, Itorero and life skills, language and leadership, as well as STEM and innovation.

Learners taking science and mathematics, for instance, will have opportunities to conduct practical experiments and work on innovation projects. Digital skills will also receive greater attention.

Schools to design programmes

While REB will provide guidelines and sample timetables, individual schools will determine how the activities are organised.

At the beginning of each term, schools will be expected to identify competencies in the curriculum and link them to appropriate co-curricular activities.

These may include competitions, indoor and outdoor activities, guest speakers, clubs and practical projects.

Each activity will have a designated teacher. The teacher does not necessarily have to be the learner’s regular classroom teacher, with schools encouraged to assign teachers according to their interests, knowledge and skills.

Schools will also track the programme using indicators such as sports competitions held, reading clubs, debates, public-speaking events, guest speakers and innovation projects completed.

Mutezigaju said schools should not wait for perfect facilities before implementing the programme.

“Start with what is available, not with what we wish we had,” she said.

Where additional resources are required, she said partners would be mobilised to support schools.

Learning beyond the classroom

The shift is part of a broader global emphasis on holistic education, where schools seek to develop not only academic knowledge but also creativity, teamwork, leadership, communication and practical skills.

Countries such as Finland, Singapore and Japan have long incorporated sports, arts, clubs and practical activities into school life. Schools in the United Kingdom, United States and South Africa also commonly offer programmes covering sports, music, debate, leadership, community service and cultural activities.

Rwanda already has sports, debate clubs, scouting, arts and other activities in schools. The new framework seeks to give such activities a clearer structure and stronger connection to classroom learning.

For Mutezigaju, the ultimate goal is to ensure that learners have opportunities to discover and develop their different abilities.

“Every child is unique and every child has a potential,” she said.

While some learners may excel academically, others may show stronger abilities in sport, arts, communication, leadership or other areas.

The new approach, she said, is intended to give all learners more opportunities to discover where their strengths lie—and turn classroom knowledge into practical skills.

The post Why schools are giving co-curriculars more time appeared first on Mount Kigali University E-Magazine.

With the President’s assent, the amendments take immediate effect as part of Zimbabwe’s Constitution.

Under the new provisions, the President will now be elected by Parliament and not by direct public vote while the presidential and parliament terms increase from five to seven years.

The post Zimbabwe’s Mnangagwa signs law extending presidential term appeared first on Mount Kigali University E-Magazine.

As preparations gather pace, the National Electoral Commission (NEC) is rolling out training programmes, implementing a new electoral law, and awaiting additional regulations to guide the polls.

The New Times highlights the key issues ahead of the elections.

The post What to know as Rwanda prepares for local govt elections appeared first on Mount Kigali University E-Magazine.

An expert in public policy analysis and international relations, Ishungure replaces Brave Olivier Ngabo, who moved to the Ministry of Sports to serve in a similar position. Ishungure joins the ministry led by Minister Jean Nepo Abdallah Utumatwishima and Minister of State Sandrine Umutoni.

The post Who is Parfait Ishungure, the new PS for Ministry of Youth and Arts? appeared first on Mount Kigali University E-Magazine.

The event brought together different generations of Rwandans, including pioneers of the RPF community in the UK and younger members raised in Britain.

Participants reflected on the country’s liberation journey and its transformation under the RPF. They also explored how the diaspora can continue contributing to nation-building.

The programme featured a presentation on Rwanda’s current opportunities and challenges, with participants reflecting on how Rwandans living abroad can contribute through their knowledge, skills and experience.

The post RPF members in UK reflect on Rwanda’s progress, diaspora’s role in development appeared first on Mount Kigali University E-Magazine.

RDB announced that, effective July 27, all its services will be provided from its new office located along KN 69 Street, opposite St. Michel Cathedral in Kigali.

“All RDB services will be provided from this location,” a public statement reads in part.

The RDB One Stop Centre will operate from the ground floor of the new office building, providing services to the public, investors, development partners and the business community.

The post Rwanda Development Board relocates to Kiyovu appeared first on Mount Kigali University E-Magazine.

The Government of Rwanda, through the Ministry of Finance and Economic Planning (MINECOFIN), and the European Union have signed a EUR 40 million (approximately Rwf 67 billion) Financing Agreement to support Rwanda’s efforts to transform the agriculture sector into a modern, inclusive, and climate-resilient sector.

The Agreement, titled “HANGARIBIHE: Transformational Climate-Smart and Inclusive Agriculture in Rwanda,” is a five-year programme that will provide EUR 36 million in budget support to strengthen national agriculture and environment sector priorities, alongside EUR 4 million in complementary support for technical assistance, capacity building, and studies.

The programme is part of the Team Europe Initiative on “Investing in Sustainable and Inclusive Agricultural Transformation,” bringing together the European Union and partners.

The support will contribute to the implementation of Rwanda’s National Strategy for Transformation (NST-2), the Fifth Strategic Plan for Agriculture Transformation (PSTA-5), and environment sector priorities.

It will focus on increasing investment in agriculture, expanding irrigation and sustainable land management practices, strengthening climate resilience, restoring degraded ecosystems, and improving climate information systems to support evidence-based decision-making.

Speaking at the signing ceremony, Minister Yusuf Murangwa, Minister of Finance and Economic Planning, welcomed the financing agreement as a strategic partnership for Rwanda’s agricultural transformation.

“It will build a modern, productive, and climate-resilient sector by driving inclusive productivity gains for smallholders, cooperatives, women, youth, and SMEs, while mandating climate-smart and sustainable production practices,” he noted.

Belén Calvo Uyarra, the EU Ambassador to Rwanda highlighted that the programme marks another important milestone in the long-standing partnership between the European Union and Rwanda.

“By building on our previous cooperation, it will help turn Rwanda’s climate-smart agriculture ambitions into tangible results for farmers, rural communities and future generations,” she stated.

Minister of Agriculture and Animal Resources, Dr. Telesphore Ndabamenye, said the funding will complement the country’s existing programmes, including irrigation, increasing production in food basket sites, and soil conservation agrculture.

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