WHEN PÉLAGIE MUKAMWEZI passed her primary leaving examinations in 1987, she was excited about achieving grades that would enable her further her education that would finally see her complete university.

Her excitement and dream were, however, short-lived when, sadly, her vacancy was given to a mayor’s child.

That was the first of the many times Mukamwezi would feel the painful effects of the highly politicised ‘equilibrium’ politics.

That kind of politics, which gained momentum in 1973, was based on the ill-advised belief that Hutu were the majority and the right ‘heirs’ of Rwanda and should, therefore, take up the largest proportion in education and job opportunities. Besides ethnic discrimination and divisionism, ‘equilibrium’ politics caused sectarianism in of education and employment.

Many students resorted to changing their names and backgrounds to evade such discrimination, but often in vain. They were deprived of their right to education in a country they called home.

Mukamwezi, born in Ngoma Sector, Huye District, was a student at Nyumba Primary School in the former Gishamvu Commune, current Huye District. She liked mathematics and wanted to study the subject in secondary school but that was not possible.

"I was replaced by the child of the then Gishamvu Commune Bourgmestre, (mayor) Pascal Kambanda, and my name appeared on the notice boards, but crossed out in red,” she recountsShe said the same happened to her step-sister, Letitia Umwanawabo who was replaced by the child of the conseiller of Shori Sector in Gishamvu District.

"We were persecuted during lessons in class. We had no rights and no one would protect us,” she said. She said the violation of their rights made her and others lose their love for education.

Today, however, she is lucky enough to be part of a country that gives equal opportunity to all Rwandans. Mukamwezi joined secondary school after the liberation in 1997.

Abolition of ‘Equilibrium’ politics

The Director General of Rwanda Education Board (REB), Ismaël Janvier Gasana, says that the ‘equilibrium’ education system which promoted students based on ethnic backgrounds, region and social status was flawed and had a bad impact on the development of the country.

"A right and meaningful education promotes students based on merit. The education in the old Rwanda had a bad impact on the development of the country as it deprived intelligent people who rightfully passed their exams the right to carry on with their studies due to their ethnicity, region or social background,” he saysThis, he says, means that Rwanda lacked opportunities to develop as some bright citizens, who would have potentially helped in the development were denied the opportunity to study. He said the unity government, established after the liberation of Rwanda, has since abolished such practices.

"What REB aims at is to promote knowledge and talents of students to ensure they benefit the country,” he said.Gasana said REB, which is mandated to prepare national examinations from primary to secondary school, ensures that a student gets their rightful marks and the place they deserve.

Gasana added that the current education system teaches students moral values, love, unity and respect for one another as Rwandans and provides a platform to build a better Rwanda.

Dr Jean Damascène Bizimana, the Executive Secretary of the National Commission for the Fight against Genocide (CNLG), says that in the ‘equilibrium’ education system, the former government set the number of Hutu, Tutsi and Twa who were allowed to study at university. He also noted that the numbers varied based on the region.

Gisenyi and Ruhengeri were on top; followed by Byumba’s Urukiga area, and then Kigali. He says that Kigali was among the top because people from various areas inhabited in it.

This, he explains, was a way to put most of the opportunities in the hands of only a few.

"Tutsi were given nine per cent of vacancies in school, one per cent for Twa and the rest was for the Hutu. An inspection was regulary carried out in schools and at work, to ensure that the number of Tutsi was not exceeding and in case the number was higher, Tutsi were expelled or fired,” he says

The headteacher of Groupe Scolaire Offiel de Butare (GSOB), Priest Pierre Célestin Rwirangira says that the republics that followed independence got confused and did not realise the problem that Rwanda had to deal with."Instead of promoting the development of all Rwandans and how this could be achieved, (Gregory) Kayibanda and Habyarimana’s indulged in ethnic and regional discrimination and divisionism, which were bound to have devastating effects on the Rwandan society.

"But today, we give students equal rights and opportunities to education. They get marks they deserve and we tolerate no discrimination of any kind in class, which makes all Rwandans work hard and freely,” he noted.

‘Liberation of education’

"There was a problem where Tutsi students were deprived of their rights, persecuted and demeaned. But now, thanks to the liberation of the country, there is neither ethnic nor any other discrimination. We study in harmony as Rwandan students, there is no selfishness,” said Thierry Tuyizere, a Senior 6 student at GSOB.

According to Afisa Demba, a resident in Huye district, today, children are studying with pride as Rwandans, all having their rights observed, a trend that should continue to be encouraged.

"Thanks to the liberation, each student is having their rights recognised which strengthens the unity of Rwandans and promotes development,” said Hassan Rugarama, a shoemaker, and resident of Ngoma Sector, Huye District.

"Before, a student would qualify for University and get replaced by another. But ,today, students enjoy their rights because they get their real marks and scholarship without any discrimination. Whether you are rich or poor, only your marks speak for you. My child is in primary school and I am confident that will get what rightfully is his when the time for going to secondary comes,” Noel Muhire, a resident of Huye District.