A Symposium on Education and Employment in Rwanda:

Applied Gendered Perspectives

Gender Knowledge Gaps in High Education Sector of Rwanda: the Case of Center for Gender, Culture and Development, Kigali Institute of Education

Dr. VeneraZakirova, PhD, Senior Lecturer in Gender Studies, Centre for Gender, Culture and Development, Kigali Institute of Education

10-11 September 2011 Kigali, Rwanda

Abstract Since seizing power in 1994, the Rwandan Government has taken many steps to prioritize gender equality policy and translate it into practice. This is evidenced by the highest number of womens seats in Parliament (56%), creating the Ministry of Gender and Family Promotion and providing strong support in the higher education sector by establishing the Center for Gender, Culture and Development (CGCD) at the Kigali Institute of Education (KIE) in 2009. The CGCD is engaged in teaching and learning undergraduate and postgraduate degrees in Gender and Development study. At the same time there is a recognition that along with a dramatic increase of womens public participation there is still a lack of womens ability to influence decision making at all levels of governance. In this light CGCD plays a crucial role in educating gender professionals who are able to promote changes at the grass roots level. The first 45 Masters degree students (82% female, 18% men), who are in the majority gender practitioners, through class activities of the course module 606 Gender and Development: Policy and Practice,identified gaps in skills and knowledge which once covered, would increase their ability to strengthen gender equality at all levels of governance. Some of the students identified challenges in performing contradictory roles, being a gender practitioner whose role is to promote gender equality and a community member where traditional patriarchal norms frame gender subordination and inequality. For female students who are married and have a husband and children, the challenge becomes even more complicated as they perform a role of wife and mother with the expectation to comply with community norms and traditions. The other students acknowledge the need for skills and knowledge on policy analyses that would address the gender unequal practices in society. The article explores the gaps in knowledge identified by the Masters students of the first intake at CGCD and the curricula development that would address the knowledge needs for teaching the gender personnel at all governmental levels.

Introduction Immediately after the genocide, Rwandan legislation improved social status of women in regard to marriage, divorce and child custody1. Consequently, the Constitution of Rwanda (2003) recognized gender equality as the countrys priority and prohibits gender based discrimination2. Since then, women have achieved a more important role in the family and the communities. Increasingly, women and men make joint decisions about their children and general household matters3. Nevertheless women in Rwanda continue to face gender discrimination. Below are some examples of research findings on gender inequality in Rwanda. The studies on womens position in Rwanda argue the fact that women are discriminated against in the family and community environment. The discrimination happens due to patriarchal traditions, norm and culture4. Early marriage has decreased in recent years, however still as many as 7% of girls between 15 and 19 years old are married, divorced or widowed5. Cases of polygamy can be found in different areas of the country. In most families, parental authority is held by the husband, who traditionally is considered as a head of the family. The 1999 Inheritance and Marital Property Law guarantees equal rights for men and
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Gender Equality and Social Institutions in Rwanda SIGI.http://genderindex.org/country/rwanda. Accessed on 9.10.11 2 See ibid 3 Christine Tuyisenge. Gender inequality in access to land and its consequences for rural populations in Rwanda - . ftp://ftp.fao.org/docrep/fao/011/ak159e/ak159e31.pdf, accessed on 9.10.2011 4 Gender Equality and Social Institutions in Rwanda. SIGI.http://genderindex.org/country/rwanda. Accessed on 9.10.11 5 See Ibid

women, but in practice, social and cultural obstacles prevent women from inheriting6. The failure to implement these laws in practice often results from resistance to change by people who remain attached to customs and tradition, despite the existence of written laws on the subject7. Christine Tuyisenge notes that not only are the majority of women ignorant of laws and human rights but also authorities who are responsible for handling the populations problems. Statistics in this research show that 8,993 women did not have access to property and 5,636 did not have access to an in-heritance8. Dowry in Rwanda is paid by a family of the man to his prospective bride's family. Many women see it as an indication of their value to society and could influence a resistance to changing the wedding culture tradition. A high rate of girls drop out from school, and boys higher rate of school attainment is noted by the researchers and international organizations like FAWE. The gaps in knowledge identified by the Masters students of Center for Gender, Culture and Development, Kigali Institute of Education The first 45 Masters degree students (82% female, 18% men), who are in the majority gender practitioners through class activities identified a set of gender inequality issues in Rwanda, named Gender Inequality Map of Rwanda (see appendix 3), then through small group work, gaps in skills and knowledge that once covered, would increase their ability to strengthen gender equality at all levels of governance were identified. These gaps also help support curricula development to address knowledge needs for teaching gender personnel at all governmental levels. Through class discussion, some of the students identified challenges in performing contradictory roles being a gender practitioner promoting gender equality and a community member where traditional patriarchal norms frame gender subordination and inequality. For female students who are married and have a husband and children, the challenge becomes even more complicated as they perform a role of wife and mother with the expectation to comply with community norms and traditions. The other students acknowledge the need for skills and knowledge on policy analyses that would address the gender unequal practices in society. The students were asked the following questions: 1)Expectations from the course 2)Secret Wish -What I always wanted to do but couldnt because I am a women/man. What would I do differently if I were a women/man. Among the answers to the first question on the expectations, the following responses were most frequently identified (for more details see appendix 1):
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To acquire analytical skills on gender based analyses Gender based monitoring and evaluation Project development and management To become gender practitioner Gender mainstreaming skills

See ibid Christine Tuyisenge. Gender inequality in access to land and its consequences for rural populations in Rwanda- .ftp://ftp.fao.org/docrep/fao/011/ak159e/ak159e31.pdf, accessed on 9.10.2011 8 see ibid

Gender problem and project analyses

Most of the identified expectations were addressed through the class activities, but time limit did not permit further elaboration. Among the answers on the second question, the most common answers received were (for more details see appendix 1):

To be a family role model, life wife, not drinking beer and smoking To create a club for men fighting against gender based violence Sensitization of men on gender issues Liberate men and have a man Minister of Gender and Family Promotion and a woman President of Rwanda I am comfortable to be a women To start own business To become a scientist

Gender Inequality Map of Rwanda (GIMR) The students identified gender inequality for women and men in Rwanda. The map as a result of students exercise could play an example for further development Gender inequality map on district or community levels that in turn would help identify policy priority.The map was developed in five domains: Work/Economy, Health, Community, Education and Household (see appendix 2). The Map shows that both women and men face a set of inequalities. Through prioritisation in each domain, the following inequalities for women were identified: Work/Economy o 1) Lower pay in informal sector (agriculture), rural women contribute to 86% of food production but receive less income o 2) Working day is much longer than that of men o 3) Men use technology more than women Health o 1) HIV/AIDS rate is higher among women o 2) Women are victims of GBV o 3) High maternal mortality rate o 4) Less women doctors o 5) Contraception is regarded as a womens issue Community o 1) Women have no voice in community events o 2) Less access to recourse (credit, information, land) o 3) Men have greater recognition for their work Education o 1) Low womens enrolment in science and technology education sectors 2) Higher illiteracy rate of women o 3) Girls drop out ratefrom school is higher than that of boys o 4) Family preference is to keep boys not girls in school Household
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o 1) Women are more responsible in domestic roles o 2)Tiresome duties at home o 3) Low participation of women in family decision making The students identified inequality issues for men. For men in Rwanda the following inequalities in the above mentioned domain were indicated: Work/Economy o 1)More men than women are involved in crime such as theft and thuggery o 2) More men in risky works (construction, building, army, mines) o 3) Men are expected to be a breadwinner and head of the family, it brings about stress and frustration once the men are unable to perform the expected roles. Health suicide rate is high among men GIMR identified issues of inequality pertaining to both female and male. The tendency to focus on womens issues prevails in recent gender policies and practices. In the case of this class exercise the focus was on both genders, therefore challenges of inequalities for both genders were identified, which left students equipped with the knowledge and focus to addressthe needs of both. The class exercise will help students to apply the knowledge and skills of developing a GIMR at the workplace as a foundation to advance strategy and programming on gender equality. Conclusion The Center for Gender, Culture and Development, at the Kigali Institute of Education is teaching the last semester before graduation of the first cohort of Masters students. The first 45 Masters degree students (82% female, 18% men) will complete their dissertation in April 2012. Class exercises on students expectations, gender roles, and development of a gender inequality map of Rwanda helped reveal contradictions posed by the cultural norms and stereotypesthat students face as future and current gender practitioners. Rwanda is still a patriarchal society which brings about strong challenges that gender practitioners will need to overcome. In spite of the Rwandan governments commitment to gender equality, society itself faces gender inequalities as a result of embedded cultural and traditional norms and stereotypes; this is vivid in Rwanda, most particularly in rural areas. Women are still discriminated against; with lower pay in the informal sector (agriculture), longer working hours, no voice at community events, high rate of HIV, to name a few, were identified by the students through the mapping of gender inequality of Rwanda. The major challenge still is that of performing contradictory roles being a gender practitioner and a community member where traditional patriarchal norms remain strong and rule the male-female dynamic communication. For married female students the challenge becomes even more complicated as they perform a role of wife and mother with the expectation of complying with community norms and traditions. The other students acknowledge the need for skills and knowledge on policy analyses that would address the gender unequal practices in society. Therefore students expectations from the study are apprehension of strong analytical skills which would enable them to becomequalified gender
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professionals, to conduct gender based and policy analyses, to develop project and perform project management and to advance strategy and programming to overcome gender barriers. These expectations were,in the majority implemented into curricula, but due to time restriction the whole set of identified needs were impossible to include into the educational process, and remains an agenda to be included into syllabi for the next cohort of students.

Appendix.1

STUDENTS EXPECTATIONS SUMMARY

Expectation from the course Secret Wish What I always wanted to do but couldnt because I am a woman/man. Or what would I do differently If I were a man/Woman -To be a family role model -To live in Heaven To create a club for men fighting against gender based violence -No need of being a man -I would marry many women -To be empowered in project management -Create my own business Sensitization of men for gender issues -No need to be man -I would promote gender sensitivity I would liberate men and I would like to have a man Minister of Gender and a women President of Rwanda

Gender practitioner How to solve inequality gender issue -Acquiring knowledge about policy that shows equality in development -Elaborate a good research How to elaborate and implement a gender sensitive project -Project development which addressed gender issues -How to find donors -Development, management, monitoring, and evaluation Project for rural women -How to find donors -How to plan an innovative intervention in gender, development and policy -How to develop a project in gender and development -Gender analysis in development program -Impact of gender inequality on development programs -How to evaluate a program in gender and development -More skills in addressing gender inequality issues -knowledge in developing projects that attract funders attention Knowledge and aptitudes in Monitoring and Evaluation projects Knowledge and ability to do gender analysis and advocate for gender issues in policy dialogue -Understand the meaning of gender mainstreaming -how a project/program can be evaluated in terms of gender sensitivity( not only number of girls/boys) -Strategies to involve men in gender issues -How to develop tools gender analysis in different sectors policies and program -How to develop a gender monitoring and evaluation framework -How to change peoples mindset in terms of making differences between gender and women affairs How to design correct interventions that address problems and attract support funders -Acquire tools to analyze the problems and design correct interventions

-No need to be a man -To be my own boss Nothing

Convincing men of the importance of gender mainstreaming for sustainable development of Rwanda

To be able to convince people to invest in girls education

Knowledge and skills in gender mainstreaming policies in development Strong practitioner skills in project planning, management, especially in gender and development Learn how effectively, efficiently and through appropriate policies, the implementation of gender equality in different sectors of our government can be put into practice mainly with the aim of doing away with the patriarchal culture that is so deep rooted Relationship between gender and development -How to elaborate and implement policies that respond to the needs of the population Learn theory about gender and development: policy and practice, the guidelines to elaborate a good project to be acceptable by donors Skills and knowledge concerning writing and managing projects which are gender sensitive To help the population to overcome the problems related to gender and development -This course will help me in my research proposal To learn more about gender policies in different community vis a vis different cultures -How to organize work with the community so that GBV should be eradicate -How to change the mentality perception of the community towards the gender related issue How to design project which will bring gender equality in my country and any other change -How to elaborate a project and defend it to donors -How to do advocacy and become gender expert -Get knowledge and skills in gender and development -Elaborate and analyze gender policies How gender policy is made and implemented How to develop a project and how to get donors -Definition of development, gender, interconnection between gender and development -How development reduce gender inequality Well understand gender and development, how policy and practice are made -Knowledge and practice in business area Educated woman in development, gender and economy, gender and leadership, developing project -To gain practical skills and tools to help me effectively mainstream gender in CAFOD program -Gain strategies on how to disaggregate gender data in

-To be a gender expert practitioner -I would become a feminist I would advise my husband to be in good relations with all persons and not take beer and smoking To be a scientist but I have been told that sciences are for boys. -I would ditch the common idea that women are weaker and treat women as equals I would apply to the international job

I would like to be gender specialist -To change feminization of poverty I would love my wife so much, we would manage the family activities together None because the limitations I have are not due to the fact that I am a woman I would sensitize all men to be gender sensitive especially men in rural area I would bring all men to protect women rather than to produce violence/ GBV

I would have more emotion control I would help other men to change their mindset and be in love with their wife I have never been oppressed or refused anything because I am a woman, I am proud of who/what I am. I would love my wife and be gender sensitive To create my own NGO I would imitate Jesus Mother Mary

I am proud of being a woman

I always wanted to be a pilot of airplane, but during menstruation I would have to sit down for a long time None, I am comfortable and proud of who/what I am 8

program cycle -Funding gender related program -Monitoring and evaluating in development program bearing in gender aspects

-How to market myself as a gender expert -Get practical lectures on gender budgeting and gender auditing of gender interventions -Analysis of gender gaps as an in-depth analysis not only number of women or of men/girls or boys

Know project cycles from the conception to the closure in a practical way

-Be able to analyze development policies in a gender perspective, how to formulate recommendations to appropriate authorities -How to market a project proposal to donors Gain knowledge and practice on how to do gender more in development/education

I would have done a Masters program outside Rwanda but I could not leave my children -I would be allowed to take some quick decisions too - Initiate my own projects especially investment projects but get challenges because loan I wanted to teach at university, give public presentations/lectures and do some consultancies -No change if I were a man I would have become a Priest of my church or community leader but I felt discouraged along my development No interest to be a man!!but I wish the society (my family, parents) would accept me the way I am (as a woman )and freely to what I want to do in life I would consider and consult other people view in decision making without gender bias I would not be selfish

Acquire technical skills and knowledge on how to design a project with clear gender monitoring indicators both qualitative and quantitative -Enhance my knowledge and skills (as a community worker)on practical management of gender issues(inequality, violence)with the community -Enhance project writing skills -Get skills to develop intervention on gender equality in the community -Get skills on analysis of a community problem with gender Project preparation, all the phases; project management, identification of priorities, project risk management, donor mobilization strategy, project advocacy strategy, project partnership strategy and communication

I would have been the head of my family and share my views

I am comfortable and confident of who I am and the challenges I face to are not related to being woman.

Appendix 2

WORK/ ECONOMY -Lower pay for women than men in informal sector,e.g :agriculture women have less access to resources (credit, inform. land) rural women contribute to 86% of food production but receive less income -women are more engaged in non paid labor than men -men benefit most from technology -work hours: -womens work day is longer than of men -responsibility for the family -unpaid/unvalued domestic work by women -higher percentage of women in sub-sistence agriculture which is low paid -more men are implicated in theft and thuggery -more men in risky works(construction, army, mine) Men are ascribed and are expected to be a breadwinner and head of the family, it brings about stress and frustration once the men are unable to perform the expected role.

Gender Inequality Map of Rwanda HEALTH COMMUNITY -Women rate in --women perceives as HIV/AIDS infection is higher household keeper than in men -leadership role is still -low participation of mens role men in reproductive health -women have no voice compare to women in traditional(customary contraceptive use is ceremonies) still low in Rwanda -men are community -less women doctors leaders by default -more women nurses -women: no voice, home sphere only -suicide cases more for men -high rate of -men are more maternal mortality implicated in community work -reproductive rights -men get greater controlled by men recognition for their work -contraception being -men have voice not regarded as womens issue the women alone -men have more -more women are respect than women victim of GBV -community rape and -high maternal GBV mortality rate(750/100000)

EDUCATION Low participation of women in sciences and technology field -women are more illiterate than men -drop out of girls from school compared to male students (especially in secondary school) -girls: gender roles studies, no school when economy low Boys: gender roles studies, priority to school -less women in higher level of education (masters and phd) -low enrolment of girls in science and technology -low enrolment rate of girls in high education -

HOUSEHOLD -Women taking more responsibility in domestic roles -tiresome duties and uneconomical work done by women -resources (econ) controlled by men -women are more vulnerable to SGBV than men (domestic violence) -men sexual satisfaction comes 1st -women low participation in decision making

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