Asemota, Olukemi

Randell, Shirley

English

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 Annual IPAR Research Conference 2011 
Improving the Lives of Ordinary Rwandans: Evidence for Policy 
Have Child Friendly Schools improved Girls’ 
Education in Rwanda? A Case Study Approach 
Presented by  
Dr Olukemi Asemota & Prof. Shirley Randell AO, PhD 
Centre for Gender, Culture and Development 
Kigali Institute of Education 
Outline of the Presentation 
• Background to the study 
• Problem statement 
• Conceptual framework   
• Research methods 
•    Main findings  
•    Implications for policy and action 
 
 
Children hold the Future of Rwanda and Africa – Ordinary Rwandan 
Children in Child Friendly Schools have a Right to Quality Education 
 
Background of the Study 
 
• GoR’s commitment to gender equality, 
women’s empowerment, and the 
education of girls 
• MIGEPROF’s National Gender Policy  
• MINEDUC’s Girls’ Education Policy  and 
its Implementation Strategy 
• UNICEF/GoR’s Child Friendly Schools 
Program focused on making a difference 
to girls’ education 
Problem Statement 
• Girls and boys have equal enrolment 
in Rwanda at primary and lower 
secondary levels, but the retention 
and achievement of girls and their 
transition rates to upper secondary 
and tertiary education are lower 
than boys  
(UNICEF, 2010, MINEDUC, 2010) 
 
Conceptual Framework 
Gender-responsive, human rights based approach 
Four case studies of CFSs to examine four critical issues 
in girls’ success    
Enrolment 
Retention 
Achievement 
School 
Management & 
Community 
Involvement 
Conceptual Framework (Cont) 
• Enrolment-related activities – accessible 
schools and friendly infrastructure 
• Retention activities - friendly and encouraging 
environment for students 
  School feeding programs 
   Separate toilets for girls 
  Clean drinking water 
  Social amenities 
  Airy classrooms 
  Attractive playgrounds  
 
Conceptual Framework (Cont) 
• Achievement-related strategies 
  - appropriate pedagogy 
  - improved child-teacher ratios 
  - adequate curriculum and materials  
• School management and community 
involvement   
  - functioning Parents Teachers Associations  
  - trained district education officers,    
headteachers, principals and staff 
 
 
Research Methods 
• Methodology - mixed methods - qualitative 
and quantitative research, observation, 
triangulation of results 
• Population: Four CFSs - two considered 
successful and two considered unsuccessful, 
two in urban and two in rural areas. 
• Area of Study: Three Provinces - Northern, 
Western and Eastern (no CFSs in Southern)      
    Four Districts – Gakenke, 
Rubavu, Rutsiro and Nyagatare 

Research Methods (cont)  
in line with stakeholder theory, a cross-mix of respondents  
Research Instruments 
• Questionnaires  - students, teachers 
• Interviews with key informants - district 
education officers, headteachers and 
deputies 
• Focus Group Discussions - parent and 
teacher committees 
• Documentary Survey - government 
reports, policy documents and global CFS 
reports (MINEDUC, UNICEF, MIGEPROF etc)  
 
 FAWE/KIE/CGCD Research Team Interviewing District Education Officer 
District Gakenke Rubavu Rutsiro Nyagatare Total 
School School A School B School C School D 
Data 
Format 
M F M F M F M F M F All 
Questionnaires 
Students 39 31 18 23 40 37 40 39 137 130 
Total 
Students 
70 41 77 79 267 
Teachers 13 8 7 9 10 10 13 11 43 38 81 
Grand 
Total  
52 39 25 32 50 47 53 50 180 168 348 
Questionnaires/ Interviews 
DEOs 1 1 1 1 4 0 4 
HTs 1 1 1 1 3 1 4 
DHTs 1 1 2 0 2 
Total 
Administ
rators 
3 1 1 2 1 3 9 1 10 
Focus Groups 
PTC 
member 
1 1 2 2 2 6 2 8 
CFS Teachers Answering Questionnaires 
Main Findings  
Enrolments 
• Waiving of tuition fees led to increased enrolment 
rates in primary schools - from 73.3% in 2001 to 
over 99% in 2011 with almost every child in school. 
Each school in the survey had a greater enrolment 
of girls than boys 
• Mandatory 9-YBE from 2009 led to automatic 
transition to secondary – 22% girls 24% boys, - and 
has reduced girls’ dropout rates – Each CFS school in 
the survey had a greater enrolment of girls than boys 
in most secondary classes.  
Enrolment by sex per CFS, 2011  
School Boys  Girls Total  
A  458 569 1027 
B  485 518 1003 
C 1010 1027 2037 
D 605 661 1266 
Grand Total 2558 2775 5333 
Stakeholders attributed the higher number of 
girls to demography - having more girls than 
boys in the general population.  
Main Findings  
Enrolments 
• Double-shift classes have eased overcrowding and 
improved student -teacher ratios in classrooms. 
More friendly for students but challenging for 
teachers. 
• Scaling up classroom construction, and building 
separate girls and boys toilets has encouraged 
children to enrol at both primary and secondary 
levels 
• Changing cultural attitudes to early marriage,  and 
reduced preferencing of boys education over girls 
has led to increased enrolments 
Improved classrooms 
Separate toilets for girls and boys 
Main Findings 
Challenges for Girls’ Retention 
• Improving the learning school 
environment – absenteeism 
• Poverty – inability to pay for books, 
pens, uniforms  
• Persisting cultural and patriarchal 
attitudes affecting both parents and 
communities – considerable change but 
still preference for boys’ education if 
poor, preference for girls in household 
responsibilities, & some early marriages  
 
 
Main Findings 
Challenges for Girls’ Retention 
• Geographical location of schools – long 
distances to walk to school – 36% of students 
took more than 1 hr 
• Health and nutrition – students going 
without food and water find learning difficult  
• Menstruation – improved support, but still 
some problems with access to sanitary pads 
• Extra-curricula activities – insufficient clubs 
to attract students 
• Sexual harassment in and on way to school  
 
Main Findings 
Challenges affecting Girls’ Achievement 
• Girls have little time for homework and 
revision - domestic and farm activities 
• School organization – poor administration  
leads to poor morale and less support for girls 
• Language barrier –  if girls are absent more 
than boys it is more difficult for them to 
master English 
• Unqualified teachers - inadequate preservice 
and inservice training for teachers –lack of 
competence 
 
Main Findings 
Challenges affecting Girls’ Achievement 
• Inadequate pay for teachers - low morale 
• Lack /inadequate role models – very low 
numbers of female teachers at secondary 
level  
• Insufficient/inadequate caregivers - 
disabilities 
• Infrastructure - Absence of electricity, 
laboratories, computer technologies, 
libraries, and limited resource materials 
overall 
 
Main Findings 
School Management & Community Involvement 
 
• Limited management and asset control 
training – for HTs and District Education 
Officers (DEOs) 
• Limited involvement in management – PTCs 
and DHTs assist, but teachers generally were 
not involved and there were more men than 
women. 
• Illiteracy - some members of PTCs are still 
illiterate 
 
Explaining Questionnaires to Students at a CFS 
Policy Recommendations  
Increasing Retention of Ordinary Rwandan Girls 
 
• Sensitisation and awareness programs for all 
stakeholders to educate them on the value of 
girls’ attendance and retention  (UNICEF, 
FAWE, NGOs, school leaders ) 
• Poverty – address economic development in 
rural areas (GoR) - establish school feeding 
programs for poor children and develop 
school gardens (MINEDUC, UNICEF, FAWE, 
school leaders ) 
Policy Recommendations  
Increasing Retention of Ordinary Rwandan Girls 
 • Terms and conditions of teachers – 
increase pay and housing, provide 
adequate preservice and inservice 
training (GoR, MINEDUC) 
• School organization – early abolition of 
double shifts (MINEDUC) 
• Location of schools – closer to 
communities they service (MINEDUC) 
 
 
Policy Recommendations  
Increasing Retention of Ordinary Rwandan Girls 
 • Facilities and equipment - electricity, science 
and computer laboratories. libraries,  and 
other facilities to all CFSs (MINEDUC ) 
• Extra-curricula activities –  including more 
clubs TUSEME, GBV (FAWE)  
• Handing  Menstruation  - counseling, 
restroom, sanitary pads, separate toilets, 
clean water (MINEDUC, UNICEF, FAWE) 
• Rewarding outstanding girls – (Imbuto 
Foundation and school recognition) 
 
Policy Recommendations (cont) 
Maximizing Achievement of Ordinary Rwandan Girls 
 
• Quality of teachers – critical factors are limited 
education and training, inadequate pay and 
conditions.  
• Gender balance of teachers and school 
management – more women trained in 
science and technology subjects (KIE) 
• School organization - MINEDUC should hasten 
the abolition of double shifts, but this 
depends on increasing the  number of 
teachers in training (KIE)  
 
Policy Recommendations (cont) 
Maximizing Achievement of Ordinary Rwandan Girls 
 
• Infrastructure, facilities and equipment – provide 
electricity, science and computer laboratories. 
libraries,  and facilities, separate toilets for boys 
and girls to all CFSs 
• Materials (e.g. Text books, sanitary pads and 
facilities should be provided for girls in all 
schools) 
• Students with disabilities should be catered for 
with learning materials, and teachers should be 
trained about how to take care of these 
categories of learners. 
 
Policy Recommendations (cont) 
Enhancing School Management and Community Involvement 
 
• Training DEOs, HTs, DHTs and PTCs in good 
governance and school management (MINEDUC, 
UNICEF, FAWE) 
• Sensitisation and awareness programs for PTCs,  
parents and community leaders on the special 
needs of girls (MINEDUC, UNICEF, FAWE, NGOs) 
• Gender balance of school managers and PTCs – 
increasing target from 30% to 50% (MINEDUC, 
schools) 
• Literacy programs for parents and community 
 
With only Female Headteacher  following interview 
Conclusions  
• Child friendly schools are an important 
intervention strategy for improving 
educational outcomes for girls 
• Retention, achievement and transition of girls 
are still issues that need to be addressed, 
especially in rural schools 
• This research provides evidence for policy 
recommendations that will improve the lives 
of ordinary Rwandans, especially girls 
 
 
Children hold the Future of Rwanda and Africa – Ordinary Rwandan 
Children in Child Friendly Schools have a Right to Quality Education 
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Have child friendly schools improved girls education in Rwanda: a case study approach

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Have child friendly schools improved girls education in Rwanda: a case study approach

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