Active Civil Society for Gender Responsive and Inclusive Quality Education In Rwanda
In Rwanda, despite the existing modalities and opportunities to promote policy influencing and advocacy, very few civil society actors are able to draw attention to a wide range of education policy topics and to influence decisions on education policies.
The Civil Society Organizations (CSO)’s participation in education policy processes is challenged, among other things, by CSOs’ limited
- knowledge on inclusive and gender responsive education policy frameworks,
- capacity (technical & financial) to engage in education policy influencing;
- capacity (technical, knowledge) of monitoring and accountability mechanisms and institutions (Government Institutions/ representation groups),
- involvement of boys and girls with disabilities in inclusive and gender responsive policy dialogue, implementation and monitoring; and
- inadequate implementation of existing inclusive and gender responsive education policies by both CSOs and Government actors.
This is why, built on the work and lessons learnt from REFAC’s interventions in the first phase of EOL’s OC1 (2020-2021), this project seeks to contribute to improved civil society’s engagement in gender responsive education planning, policy development and monitoring in Rwanda.
Through this project, REFAC members and selected CSO stakeholders shall have the relevant skills and experience to ensure that national plans and policies developed and implemented are responsive to the needs of Rwandan boys and girls, especially those with disabilities.
Through various implementation strategies and on the basis of the activities, strategies and interventions of the previous project (EOL-OC1-Phase 1), the project seeks to achieve one main goal “CSO’s contribution to better, inclusive and gender responsive education policy frameworks, especially for boys and girls with disabilities” and two interconnected and complementary outcomes including
- CSOs contribute to improved policy implementation & practice leading to enhanced education, especially for boys and girls with disabilities; and
- CSOs contribute to increased participation of boys and girls with disabilities in policy development and implementation, leading to user-friendly, inclusive and gender responsive policy frameworks.
Building on the gains and filling the gaps in the previous project (EOL-OC1 Phase 1), this project shall utilize diversified learning approaches and strategies including tailored research/surveys on emerging issues in inclusive and gender responsive education, leveraging on learning and sharing events/forums; using media and private sector engagement.
Through the project, learning products (position papers, advocacy briefs, etc.) and IEC materials shall be developed and disseminated to both Government and non-government actors in education sector as a means to ensure regular monitoring of data to track and enhance education sector efforts. Policy makers’ engagement (strategic and influencing meetings with Members of the Parliament, Senators and policy makers) shall be utilized as means to lobby and influence gender responsive and inclusive education policy development and implementation.
Though the project targets national level CSOs and stakeholders, majority of its interventions shall be implemented in the EOL/OC1 Phase I Districts, including Kamonyi District in the Southern Province, Bugesera in the Eastern Province, Nyarugenge, Gasabo and Kicukiro Districts in the City of Kigali. The project aims to reach key central government institutions, 40 influencial civil society stakeholders, 20 Parents and Teacher Committees, 5 Sector Education Officers, 5 District Directors of Education, 10 media practioners and 5 representatives of the Private Sector Federation at the District level. The project shall directly reach to 500 boys and girls (40% boys and 60% girls) in the target Districts, who will be equipped to be the voice of boys and girls with disabilities in the education policy development and implementation.
An earlier phase of the project was implemented in 2020-2021 with support from Education Out Loud.