The Rwanda National Strategy for Transformation (NST1) recognises the role of a gender equality approach in the socio-economic transformation of Rwandan society, and in positioning the country as a global model in promoting gender equality. Rwanda has made significant efforts to advance gender equality and women’s empowerment in different sectors of society. Women currently hold 61 per cent of positions in the Parliament and 50 per cent or more ministerial positions. Recently, Rwanda launched the National Gender Standards which guide and present best practices for organisations to embrace and implement gender-sensitive policies as well as practices in their workplaces. The initiative seeks to promote inclusivity and equity across all sectors while creating more opportunities for every parent, child, and family to thrive.
Despite this progress, challenges remain, especially regarding the realisation of socio-economic equality and cultural change.
VVOB’s Jocelyne Cyiza Kirezi, Strategic Education Advisor – for Monitoring, Evaluation and Research, shares her insights and experience regarding gender equality. She also reflects on the crucial role of gender-transformative pedagogy and role modelling in addressing traditional gender norms and empowering individuals to critically assess and deconstruct these norms towards a more inclusive and respectful environment.
1. Do you think women face obstacles in pursuing their careers in Rwanda that men don’t face?
I started my career as a research intern at the Institute of Policy Analysis and Research in Rwanda and later was offered a contract as a research assistant. In 2020 I transitioned to VVOB, where I currently oversee monitoring, evaluation, and research activities.
Embarking on my career path as a researcher did require sacrifices, although I wouldn't label them as insurmountable. It primarily involved navigating the challenge of balancing work and social /family life, especially given the demanding nature of research. There were moments when I had to prioritise work commitments over personal ones, but it's been a necessary part of the journey.
2. Did pursuing your career require making any sacrifices?
Certainly, as women, we encounter different challenges in our professional journeys. I must acknowledge that in the past decade or two, Rwanda has witnessed significant improvements in women's access to the job market. Despite this progress, societal norms and stereotypes persistently contribute to disparities in career progression. Moreover, societal expectations often dictate that women should allocate more time to family responsibilities, requiring us to justify our choices if they do not align with these expectations. However, I firmly believe that these obstacles can be surmounted through positive role models and by fostering a more equitable and understanding work environment.
For example, at the start of my career, a field predominantly populated by older male researchers presented significant challenges. The struggle to have my voice heard and the apprehension about establishing myself in the field were daunting. It required substantial time and effort, often involving extended working hours, to earn recognition from my supervisors. Eventually, through perseverance and dedication, I gained increased exposure, built my confidence, and solidified my belief that this career path was indeed the right fit for me. From this experience, I strongly believe in the importance of mentorship, role modelling and acknowledgment in paving the way for women to flourish in their chosen professions.
3. Now, looking at education, what do you think are the most common challenges for learners in school?
In Rwanda, the government has made substantial strides in ensuring universal access to free basic education. However, the accessibility to quality education still presents challenges, particularly in rural areas where limited infrastructure and resources are prevalent. Over the past couple of years, efforts have been made to construct more schools and classrooms, aiming to reduce the distance to schools and alleviate issues associated with overcrowded classrooms. However, the issue of overcrowding remains. For instance, the statistics from 2021/22 school year show that the student-teacher ratio was 44 students for 1 teacher which can result in a lack of individualised attention from teachers and hinder effective learning for all students.
Gender disparities continue to influence access to education, particularly impacting girls due to cultural norms, early marriages, and household responsibilities. The underrepresentation of female teachers and role models in specific fields further compounds these challenges, affecting the aspirations and self-esteem of female learners, especially in traditionally male-dominated areas like STEM (Science, Technology, Engineering and Mathematics) and TVET (Technical and Vocational Education and Training). Additionally, a concerning trend highlighted in the same report reveals an increasing dropout and repetition rate among boys, mostly at the secondary school level. This trend is attributed to boys' exposure to alternative sources of income, further emphasising the need for a comprehensive approach to address educational disparities in Rwanda. Indeed, a strengthened holistic gender-transformative education that dismantles gender stereotypes is needed to pave specific pathways for boys as well as girls.
4. What are the most common challenges for teachers and school leaders in Rwanda? Do male and female teachers face different challenges?
In recent years, the Rwandan government has taken significant steps to improve teachers' well-being by implementing salary increases and additional benefits. Despite these enhancements, the education sector still grapples with several challenges. As I already mentioned, one of the notable issues is overcrowded classrooms, hindering effective teaching. Inadequate access to teaching materials and limited resources further obstructs the learning process. Insufficient availability of professional development opportunities also remains a concern.
Regarding specific challenges, gender norms have a meaningful impact on the number of teachers and school leaders within the education workforce. From the statistics, it seems early childhood care and education is still largely seen as women's work. Pre-primary is also some of the lowest-paid teaching work. Inclusion in Early Childhood Education and Care is mostly discussed in regard to inclusion of children but gender diversity in teaching staff should also be considered. Female teachers, on the other hand, are characterized as a drop in female teachers at the secondary level and females in school leadership positions. Which limits their career growth and decision-making opportunities within the education system.
5. Do you think it’s important for female students to have female teachers and female school leaders?
Having female teachers and leaders is crucial for female students as it provides role models and mentors, particularly in traditionally male-dominated fields such as STEM and TVET education. Female educators can inspire and empower girls, breaking down gender stereotypes and fostering a supportive environment. It helps girls envision diverse career paths and promotes gender equality in education.
5. Did you have any female teachers or female role models when you were a child? How did they impact you?
Growing up, I had the immense privilege of being surrounded by remarkable female figures who served as influential role models in my life. These guiding lights, particularly my mother, imparted invaluable qualities such as confidence and a profound passion for continuous learning. Their influence was deeply impactful, instilling in me not just a sense of determination but also the significance of questioning societal norms. Witnessing their resilience and their fearlessness in challenging norms left an indelible mark on me, emphasising the pivotal role that female role models play in shaping one's worldview and ambitions. It is through the mentorship and guidance of these remarkable women that I came to recognise the transformative power of female role models, understanding that they not only shape our perspectives and aspirations but also serve as powerful catalysts for personal and societal growth.
7. When you hear the term gender equality, what do you think it means or what words come to mind?
For me, gender equality means access to equal opportunities, rights, and access to resources for all individuals regardless of their gender.
8. What steps, in your opinion, can organisations like VVOB take to contribute to advancing gender equality?
I see this contribution from a dual perspective. Firstly, from the programme side, it involves advocacy to emphasise the significance of gender equality in education and the implementation of initiatives promoting inclusivity, such as gender-transformative pedagogy. Secondly, it pertains to efforts directed at ensuring equal access to opportunities within the organisation and establishing a work environment that embraces inclusivity.
9. What do you mean by gender-transformative pedagogy?
I would say that gender-transformative pedagogy is an approach that provides a holistic way of addressing gender norms and stereotypes. For instance, in the classroom the teacher ensures representation of men doing household chores, ensuring the inclusion of both sexes in all activities, and being mindful in creating a safe and inclusive school environment.
Gender-transformative pedagogy is crucial. It not only challenges traditional gender norms but also empowers individuals to critically assess and deconstruct these norms, fostering a more inclusive and respectful environment. This approach is pivotal in breaking the cycle of gender-based violence and discrimination.
10. Whose responsibility is it to ensure equitable education for all?
This is a collective responsibility. I always believe that it starts from an individual perspective where we question the existing equity gaps, then from there how we work together to change policies, practices and eventually communities. An equal world for me would be a world characterised by a culture of respect for all individuals, embraces diversity, and fosters mutual support among people of every gender.
To address the diverse challenges in education systems in Africa and to ignite the potential of school leadership to improve quality of education, the government of Rwanda, VVOB and partners established the African Centre for School Leadership (ACSL). The Centre works with governments and governmental agencies in the education sector to build school leadership systems that strengthen teaching and improve learning outcomes and wellbeing and reduce gender equity and equity gaps.
Learn more about the African Centre for School Leadership.
