Background: Quality education produces substantial values for money, as people are educated, earnings grow, so do savings, so does investment, and in turn, so does the well-being of all. As such, human capital consists of the knowledge, skills, and health that people accumulate over their lives, enabling them to realize their potential as productive members of society. It has large payoffs for individuals, societies, and countries. These facts mark the contribution of quality education to the production of effective human capital as a cornerstone of knowledge-based economy. Materials and methods: The purpose of this study was to scrutinise what is currently known about Rwandan quality education, its remaining challenges and to suggest solutions upon the identified obstructions for the country to achieve its predetermined long-term goals. External Desk research method was used to collect relevant information already published online, published reports and policies, Government and related International education based organisations' published data, from different Rwandan government & ministerial websites, United Nations (UN) Agencies websites, World Bank (WB) website to enhance the overall effectiveness of this current research in light of education quality indicators in Rwanda namely: government spending in education, internal efficiency, access, equity, relevance, literacy and teachers' motivation. Results: The study established that expenditure on education as % of total government GNI & public expenditure remains insufficient. Internal efficiency discloses a weak cohort survival, low transition and completion rates. Access to education was revealed inadequate when it comes to proximity of schools, preschool education, health & nutrition services, language of instruction as it has been changing overtime, and inadequate access to current educational technology-high speed internet connection, adequate hardware & software, digital and online learning opportunities. The study also established an inadequate equity in distributing available scarce resources like professionally trained and qualified teachers, classrooms, desks, textbooks, computers, toilets, particularly in rural areas. Relevance of education was also revealed poor, for education to respond to the societal needs and labour market demands like provision of competent human resources on either national or international market as evidenced by Human Capital Index (HCI) of 0.36/1. As such, literacy rate keeps growing slowly i.e., 0.96% within 10years. At last, teachers' motivation was found insufficient enough to cover teachers' basic daily expenses since their pay falls far less than country' GDP/capital & purchasing power party. Conclusion: A conclusion upon such findings was therefore drawn that the expected long-term goals-transformation of Rwandan citizens into skilled human capital for social economic development of the country, achievement of access to quality, equitable and effective education for all and provision of human resource useful for the socioeconomic development through the education system, remain unfinished business by the year 2020. To this end, in regard to this conclusion, suggested solutions for the main identified obstructions were asserted in line of achieving the expected quality education for all.