By Ephrem Murindabigwi
Shyogwe Sector alone in Muhanga District, Rwanda’s South, has hosted more than 500 children in the context of the National Civic Education Program (Itorero), uncovering artistic, athletic, and leadership talents that might otherwise have gone unnoticed. Over 25,000 students have participated in the program across 60 sites in Muhanga. Imagine if every young child in Rwanda—and indeed across Africa—were given the space, resources, and guidance necessary to discover and cultivate their innate abilities from the earliest age. The possibilities would be staggering: a generation equipped not only with skills and confidence but also with the creativity, discipline, and resilience required to transform communities and nations.
Artistic talents—such as painting, singing, composing songs and poems, and traditional dancing known as guhamiriza—have been discovered among students in Shyogwe, aged 4 to 14, who have also demonstrated skills in public reading. SIS (Singapore Intercultural School) insights highlight the global importance of early talent recognition. From Singapore to Jakarta, international schools show that spotting abilities early enables tailored learning, nurtures a growth mindset, and develops resilience, confidence, and creativity.
Children encouraged to pursue their passions acquire emotional intelligence, leadership skills, time management, and problem-solving abilities—tools essential for thriving in a fast-changing world. The early identification of talents in music, arts, sports, and science education alike enhance cognitive development, social engagement, and self-esteem, while creating opportunities for scholarships, mentorship, and recognition.
Rwanda and African nations stand at a pivotal moment. With over 60% of the population under 25, a rich cultural heritage, abundant natural resources, expanding access to education, and emerging technology hubs, the continent holds immense untapped potential. Programs like Itorero illustrate how structured talent development—aligned with family, school, and community support—can disclose hidden abilities, preserve cultural traditions, and equip youth to solve local challenges, drive innovation, and participate in global development.
Formalizing early talent development in Rwanda and across Africa is not just desirable—it is urgent. By institutionalizing early detection, providing mentorship, and connecting gifted children to opportunities; nations can ensure that young talents continue to grow, excel, and contribute meaningfully to society. Integrating lessons from global leaders, such as China’s focus on nurturing young intellectual, moral, and physical competencies; Africa can craft strategies that recognize and cultivate all forms of talent, unleashing the full potential of its youthful population.
Talent detection in Shyogwe
Artistic talents—such as painting, singing, composing songs and poems, and traditional dancing known as guhamiriza—were discovered among the student graduates of the National Civic Education Program (Itorero) during the recently concluded annual holiday. The students, aged 4 to 14, also demonstrated skills in public reading. During the program, they received civic education that emphasized cultural values through proverbs, folktales, lessons on secrecy, trial analysis, and behavior appropriate for children in a family. In addition, the children participated in football competition designed to foster a competitive spirit and a victory mindset.
Those who perform this traditional dance are called “Intore” literally meaning “the chosen”. Historically, Intore were the elite warriors of the Rwandan royal court, chosen for their bravery, discipline, and loyalty to the king. They were trained not only in warfare but also in traditional dance, moral values, and patriotism. Every Intore troupe was affiliated with a royal militia.“The dancers are arranged in lines representing the ranks of warriors on a battlefield. Through their movements, they mimic a battle with an invisible adversary, leaping and wielding their spears and shields to the rhythm of the traditional drums and horns.
They are supported by songs and poems of triumph and strength. Intore dancers were traditionally chosen by their leaders to undergo training in an institution known as Itorero, where they learned cultural values, governance principles, public speaking skills, traditional games and other performing arts,” explains UNESCO Intangible Cultural Heritage.
It adds “Today, the practice is widespread [in Rwanda]. Alongside the national ballet, which is a practice on a nationwide scale, other dance troupes are dispersed across the country. Training sessions are regularly organized by schools and universities. The practice is also transmitted within families and communities. An expression of victory and power, the Intore dance is at the centre of community events and festivities, including weddings, the reception of distinguished guests, and the harvest festival.”
Intore dancers usually perform in synchronized lines or formations, wearing traditional attire. The dance is highly rhythmic, driven by drums and other traditional instruments, with dancers moving in precise, sharp steps, often punctuated by jumps, leaps, and swift turns. Their arms are positioned elegantly or swung in patterns that complement the footwork, creating harmonious and visually striking movements.
Epiphanie Tuganemaliya—who has trained the children to dance (guhamiriza) and drum—says that most of them joined the program, without knowledge on how Intore dancers move. Intore move with precise and graceful control, their bodies performing rhythmic, expressive, and harmonious movements that captivate the eye; which renders it so difficult to learn. She however highlights that despite their age, only one month after, the children had already accumulated a lot of knowledge and skills in the Intore dance—guhamiriza. She is confident that if they continue refining these skills at school, they will develop top-notch abilities to entertain the public.
She says “The children came without knowing how to pleasantly and elegantly position their arms while dancing or lift their feet off the ground. Coaching them and helping them to realize harmony was not easy. But today, you can see that even the youngest, aged four, now know how to move with the others—they have danced beautifully.”
A mother who has taught the children to read and memorize texts and narratives explains that as a child memorizes a narrative, it contributes for their mind to develop, enabling them to learn to critically analyze and express themselves figuratively at early age. “A children who knows to correctly read and write what they say, it’s only remaining to deepen it and add what the society needs through correcting the society with testimonies of people who have been affected by wrongdoings. So, this child learns to jokingly correct the society, to talk or analyze things.”
Those who have learned to play drama say that this subject has taught them to collect ideas, in effort to transmit a message— reflecting the reality— which provides guidelines, criticizes and appreciates achievements. They affirm that all this is geared to creating changes on a topic about which they have played.
Those who have excelled in decorative works of artistic painting say that developing one’s gift of painting starts early while the child still possesses an open and flexible mind, uncorrupted by external influences. They contend that from this foundation, s/she continuously improves their art, as they grow.
Oswlad Nsengimana, the Executive Secretary of Shogwe Sector, says that the children’s innate abilities won’t be discarded. He explains that the most performing students have been selected and that a report which has been produced will allow them to follow them up at school. “We will monitor them even at school since they study in this sector, so that they will be linked with any opportunities which present themselves. As hidden talents are being identified, we will then know where they are.”
Early talent recognition: lifelong success
Established in 1996, SIS (Singapore Intercultural School) offers a curriculum inspired by Singapore’s education system, complemented by international programs such as Cambridge IGCSE and the International Baccalaureate (IB) Diploma. The flagship campus in South Jakarta is particularly noted for its academic rigor and modern facilities. The school bears a history of preparing students for admission to top universities worldwide. This school highlights that it has been chosen by Cambridge as the world’s example of affordable excellence. This school published a story headlined “Spot Out Your Children’s Talents as Early as Possible” on 24 December 2024.
SIS recommends to conduct the early detection of children’s innate abilities, so that they can be cultivated from the early age. “Early talents among children need to be recognized to maximize much potential and give them a fertile ground for exploding. International schools, especially those within global education hubs in Singapore and Jakarta, Indonesia, are at the forefront of developing innovative methods aimed at spotting and nurturing talent from an early age.
Parents and teachers play an important part in choosing the pedagogies and courses that benefit learners. In reality, starting from pre-school to primary, secondary, and junior college-aged students, the kinds of talents sought range from academic subjects like math and science to life experience programs.”
In today’s competitive educational landscape, international schools are increasingly focusing on identifying and nurturing individual talents from an early age. SIS exemplifies this approach and justifies why early talent development is so crucial. “There are various methods and courses in international schools in developing and identifying talents. These facilities include specially designed academic tests, customized curricula, and comprehensive study programs to let the identified talent achieve high ranks in schools and get admission into prestigious colleges.
Clearly, therefore, having put an emphasis on very early talent identification gives an opportunity for a pupil or student to be admitted into programs suitably tailored for their unique ability, making it easy for growth and success in their academic journeys. From Singapore to Jakarta, these international schools aim to set a benchmark of excellence in education—empowering students with accomplished methodologies of learning and talent development to excel in a highly competitive global environment.”
SIS emphasizes the importance of early recognition of each student’s unique potential. “Every child has certain strengths and abilities which when recognized and encouraged will develop a more personalized approach towards learning. Such a tailored approach would not only boost the child’s confidence and self-esteem but will also start to develop strength in identity and a sense of purpose. According to one of the forefront psychologists, Gardner there are eight types of different intelligences that one person can develop.”
“The parents would be better able to provide the facilities and support required for these talents when both themselves, like educators, can identify a child’s potential within specific areas. For example, a child who has an interest in music at a very young age can be introduced to all forms of musical instruments and classes, which would help him develop an interest in music all his life and lead him into an art-related field. Further, it is also claimed that music education enhances cognitive skills such as memory and higher problem-solving capabilities, very helpful in the success of overall academics.”
SIS maintains that children who are encouraged to discover and advance their talents suddenly exhibit a greater level of emotional intelligence. “The children can understand and manage their emotions better, hence leading to improved social interactions and relationships. For instance, the child who is good at sports will learn skills on teamwork and leadership, which eventually are very relevant in personal and professional life.”
This school underlines “Furthermore, early talent identification allows for the provision of a conducive environment that fosters the growth of a child. Parents and educators can work together to offer adequate resources and opportunities that will favor the growth of the child. This can be achieved through enrolment in specialized programs, mentorship from pertinent experts, or even the provision of advanced learning materials. Such support systems are quite important in guiding children through their developmental journey towards reaching their potential.
Besides customized support, early identification and development of children’s talents can also foster a sense of responsibility and discipline. With the realization of their strengths, they shoulder greater responsibility in learning processes and self-development. Children are more responsible, influencing their time management and organization skills in balancing academic responsibilities with interest and hobby development. For example, if a child is proud of being a painter, it may set aside some painting time but still be able to do its schoolwork.”
Recognizing and nurturing a child’s talents from an early age lays the foundation for both personal and academic growth. As SIS highlights, early talent identification not only fosters a growth mindset but also arms children with resilience, confidence, and the tools to thrive in a rapidly changing world. “Early talent identification enhances a growth mindset, meaning that one holds the belief that abilities and intelligence are harnessed through dedication and hard work. Children with a growth mindset embrace challenging situations full-heartedly, endlessly persevering where they are often deterred and looking upon efforts as a means to master skills. A growth mindset helps children develop resilience and adaptiveness for long-term success in a changing world.
Early spotting of the talents of your child will propagate holistic development by addressing his or her unique strengths and needs. With a certain focus on support and infusion of resources, you can help him build self-identity, increase confidence, and experience better growth. In this all-rounded development, he is being prepared to face the challenges and opportunities that lie ahead and create this base for development throughout his life.”
You are admonished to (a) detect your children’s talents as early as possible, and then (b) assist them to cultivate the talents. Pexels/Yan Krukau.
According to SIS, early detection of children’s talents will maximize their potential and opportunities. “Identifying children’s abilities early realizes the reason for maximizing their potential and creating opportunities commensurate with their strengths. The result of recognizing children’s talents early is that they can start receiving training and experiences that set them up to succeed. This head start will, ordinarily, result in advanced skills and knowledge built up in their areas of interest, hence positioning them at a vantage point in many aspects of life. Stimulation and Requirement for Specialized Training and Resources: in case the parents or educators rightly identify any talents in children early enough, they will nurture them with means and resources that best suit their development.
For example, a child gifted in mathematics can be enrolled in advanced maths programs that provide a good foundation for further academic and professional achievement. Most of these programs have curricula with a higher level of challenge that would enable a child to acquire critical thinking and problem-solving techniques in many areas of activities. It means that, with the aid of early talent identification, huge opportunities could be open to one that otherwise go unseen. A child who excels in some particular area can take part in a number of competitions, workshops, and other events, by dint of which he or she is able to present his or her talents and seek recognition.”
SIS underscores “A number of such experiences boost the confidence of the child but also allow him or her great networking opportunities with peers and professionals working in areas of interest. For example, scholarships and career prospects can become available for allowing the possibility of having a young artist’s work showcased in local art galleries or taking part in an art fair thereafter.
Early identification of children’s talents maximizes their potential, opening a myriad of opportunities for growth and success. The special training, resources, and experiences that can be provided to them by their parents or teachers will help them develop very advanced skills and knowledge in such areas of interest. This head start on learning is extremely useful not only to get ahead of the competition, but also to prepare and furnish learners in advance to meet all future challenges and opportunities on the pathway to a successful and accomplished life.”
SIS explains that early discovery of natural gifts among children equally boosts their motivation and engagement. “Children usually stay more motivated and interested in what they are good at and like to do. Parents and teachers will, therefore, by identifying such talents early enough in the children in their care, keep them doing that which gives them joy and fulfillment, hence maintaining a positive attitude towards learning and personal growth. When children are engaged in areas of their passion, focus tends to arrive and commitment follows to execute these activities.
With increased motivation, boosted academic performance and an active approach towards rising above various adversities is seen. For instance, if a child takes an interest early in science or any other area, he is given science kits and asked to participate in many science fairs; such a child will be very involved in school. Such practical learning strengthens their grasp of scientific knowledge and allows them to develop an interest in the subject throughout life. Early identification may also lead to a far more enjoyable, individual way of learning during which pupils are able to discover and develop their talents. Whenever kids can train and cultivate their talents, they are much more likely to consider learning as a joy, not as a burden.”
Nurturing a child’s talents early does more than uncover hidden abilities—it builds the foundation for confidence, self-esteem, and essential life skills. When children are urged to pursue what they are passionate about, they not only excel in those areas but also gain the resilience, organization, and social skills that carry over into all aspects of life.
That’s what SIS emphasizes. “As is often the case, a child who has the motivation to follow his talents reflects an enhanced amount of self-confidence and self-esteem. These feelings of accomplishment from being great in activities that they do foster their general confidence. This acquired rise in self-esteem would then help in other aspects of the child’s life, both regarding social interactions and relations. For instance, once a young learner excels in public speaking, he will surely have developed a way of communication. This is very vital in building good relationships and obtaining success in most workplace environments.
Early identification and following up of talents can make them keep them in a growth mindset and develop better time management and organizational skills. When children are passionate about what they do, they will learn how to allocate wisdom in the available time between their academic responsibility and hobbies, interests, or other co-curricular activities. This is an important life skill necessary for success. For example, the painting-loving child will set time to practice the skill of painting as an art taking care that schoolwork and other personal creative interests are accommodated and managed.”
Thus, China’s Jinping advocates for talent development
Early identification and nurturing of children’s talents, as already highlighted, constitutes the foundation for holistic growth, fostering confidence, resilience, and essential life skills. International schools like SIS contend that tailored programs, mentorship, and specialized resources assist children to maximize their potential while maintaining a growth mindset. By engaging in activities aligned with their passions, children develop time management, organizational skills, and social abilities, grooming them for both academic and personal success.
Recognizing the strategic importance of such early talent development, even world leaders have emphasized its value—most notably, China’s President Xi Jinping advocates for nurturing children’s talents from an early age.
Jinping has stressed the critical role of education in supporting talent development, scientific advancement, and the needs of modernization, even within a country that already boasts an advanced education system. Through initiatives aimed at equipping capable young people with intellectual, moral, and physical competencies; China seeks to cultivate a steady stream of highly skilled talent for the future. Innovative programs in schools, such as personalized learning, project-based instruction, and creativity-focused summer camps, highlight China’s commitment to tailoring education to each student’s unique strengths.
Efforts extend to mental health support and fostering social-emotional skills, ensuring children develop holistically while pursuing their talents. Experts like Dr. Yong Zhao have observed China’s growing appetite for educational innovation and the willingness of parents, teachers, and schools to embrace change. African nations, with a youthful population and abundant potential, can learn from these strategies by prioritizing early talent identification and development.
By integrating specialized programs, mentorship, and practical learning opportunities, children in Africa can maximize their abilities and thrive both academically and personally. Talent development does not necessarily require massive funding but a strategic alignment of policies, educational approaches, and community support. Recognizing and nurturing all forms of talent—including seemingly small or unconventional gifts—can generate profound societal impact and drive sustainable growth. For readers seeking the full details of this discussion on China’s approach and its implications for Africa, the original article can be accessed here.
Formalizing early talent development not only in Rwanda
To fully harness the potential of young generations, Rwanda must formalize early talent detection and development, ensuring that schools, families, and communities work in harmony to support children’s growth. The National Civic Education Program (Itorero) in Shyogwe Sector, Muhanga District, provides a striking example: over 25,000 students have participated across 60 sites, revealing artistic talents in painting, singing, composing, poetry, traditional dance, and public reading. These programs demonstrate that structured exposure to cultural, athletic, and creative activities sharpens skills, confidence, and a sense of discipline from a young age.
Historically, Rwandan Intore dancers—once elite warriors of the royal court—exemplify the power of deliberate, structured talent cultivation. Today, through programs like Itorero, children as young as four are learning these dances, developing precision, harmony, and expressive abilities that would otherwise take years to acquire. Teachers and mentors, supported by parents and relevant authorities can play a crucial role in recognizing nascent talents and providing targeted guidance to nurture them.
By formalizing talent development within national programs, Rwanda can institutionalize follow-ups, ensuring that gifted children are continually nurtured, connected to opportunities, and supported in their schools and communities. This approach mirrors global best practices, where early detection is coupled with structured pathways for growth, allowing every child’s unique abilities to flourish. In doing so, Rwanda and other nations especially those in Africa can unlock the full potential of their youth, cultivating a generation capable of driving innovation, cultural preservation, and sustainable development.
Rwanda and African nations boast a disproportionately young population, with over 60% of people under 25, which represents a vast pool of human potential. This demographic can drive innovation, entrepreneurship, and societal transformation if their talents are identified and nurtured early. Additionally, Africa holds rich natural resources, growing access to education, and emerging technology hubs, offering the tools to translate talent into economic, social, and cultural development.
By investing in structured talent development, these nations can empower youth to solve local challenges, preserve cultural heritage, and contribute to sustainable development, rather than letting untapped potential go to waste. Besides, Africa is expected to produce a global workforce, as illustrated in these articles: What is required, for Africa to actually provide a global workforce and Teacher shortage in the world and why Africa’s education system needs urgent global attention.