During meetings of the Bubazi and Aspeka clubs, girls and boys exchange opinions about traditional gender roles and reproductive rights. Members of the club are offered a platform for self-development through a mini-enterprise that introduces them to saving systems, problem solving, entrepreneurship and leadership. Through collaboration they learn to share ideas, trust each other and how to be confident, which is beneficial for their self-esteem. 

You want to find out more?

Watch the below video and meet Mujawayezu Madalina (teacher), Bijyiyobyenda Ildephonse (parent representative), Uwera Naomi and other members of the Bubazi Saving Club (Rwanda). In the second video, you discover how Uwineza Gentille, president of the Aspeka club, together with other members and under the supervision of Bahizi Vedaste, their teacher, start a mini enterprise.
 

Rwanda, Primary education, Secondary education, Gender
back to overview

Related articles

GRP4ECE25 Mar 2019

GRP4ECE toolkit: teachers challenge gender stereotypes

VVOB, Forum for African Women Educationalists (FAWE) and public education partners in Rwanda, South Africa and Zambia have joined forces to develop a practical approach to gender-responsive pedagogy for early childhood education (GRP4ECE). The GRP4ECE toolkit empowers preschool teachers and school leaders to challenge gender stereotypes where they can do the most harm, but where they can also be challenged most effectively: the classroom. An environment free of stereotypes lays a firm foundation for young children to grow up freely exploring and developing their unique interests and talents.

Zimbabwe, equity in education, rural areas08 Feb 2017

Teaching in the city: an asset or a challenge?

Teachers in Zimbabwe unanimously agree: there is no question of equity in education. The economic situation is too bad, often there are no qualified teachers and teachers are not motivated due to low wages. In rural areas, the challenges are even bigger due to the teacher shortage and poorer infrastructure than the schools in the city. The challenges and assets in rural areas can be compared with the educational challenges that Belgium faces in the (major) cities. What competencies does a teacher need in order to teach in the countryside of Zambia and a city in Belgium? How can a teacher training prepare for teaching in these specific contexts?