The education sector in Rwanda shows significant gender disparities in teacher representation, particularly in higher education and Technical and Vocational Education and Training (TVET) institutions.

The Ministry of Gender and Family Promotion (MIGEPROF) has raised concerns about the implications of the underrepresentation of female teachers in these areas.

Currently, women make up only 20.2% of the teaching staff in higher education and 30.2% in TVET programs, while men dominate with 79.8% and 69.8%, respectively. This gender gap extends to secondary education, where men account for 65.2% of teachers, compared to women’s 34.8%.

However, at the primary level, women hold a majority with 56.9%, and they dominate pre-primary education, making up 81.8% of the workforce.

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Christophe Nsengiyaremye, Director General of Planning, Monitoring, and Evaluation at the Ministry of Education, attributes this imbalance to the limited number of female teachers upgrading their education due to various social reasons, which include; persistent gender stigmas, a lack of support for girl-child education, and insufficient encouragement from families and communities.

These issues result in fewer women completing higher education and pursuing advanced degrees.

Additionally, qualified women often face societal expectations that prioritize family commitments over career advancement. Josephine Uwimana, a lecturer at IPRC in Digital Electronics, highlights that the shortage of female teachers is partly due to the low number of female students completing studies in these fields.

"The few who do complete their studies are rarely encouraged to pursue teaching roles in these institutions,” Uwimana explains, attributing the problem to societal perceptions that certain jobs are reserved for men.

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Impact of Gender Imbalance in Education

Mireille Batamuriza, Permanent Secretary at MIGEPROF, stresses that increasing the number of female teachers is critical not only for staffing equity but also to drive societal change.

"The scarcity of female teachers perpetuates gender inequalities and hampers the creation of inclusive educational environments,” Batamuriza says. Female teachers serve as role models for both girls and boys, helping to break traditional gender norms and inspiring young girls to see themselves in leadership and STEM roles.

Batamuriza points out that the shortage of female educators, especially in higher education, limits students’ exposure to women in influential positions, obstructing progress toward equitable gender attitudes.

A male-dominated teaching staff, she argues, reinforces outdated stereotypes about leadership and knowledge.

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A more gender-balanced teaching force could introduce a wider diversity of perspectives in the curriculum, which would encourage both boys and girls to challenge traditional gender roles and contribute to a more inclusive society.

Doreen Jesley Keza, a third-year Law student at the University of Rwanda, shares her experience of studying in an environment that had few female lecturers. She highlights the challenges that female students face, noting that they are often viewed first as women, and second as students.

"While there is some applause for women breaking gender norms, there’s still an underlying belief that we are incapable,” Keza says, adding that societal mindsets about gender-suitable careers remain entrenched.

The government is committed to addressing gender disparities in education, with the revised national gender policy (2021) outlining the country’s dedication to gender mainstreaming in education, ensuring that both male and female teachers can contribute to and benefit from the sector’s outcomes.

To address gender-specific challenges, the government is reviewing the Girls Education Policy (2010) to better meet gender mainstreaming needs. Additionally, MIGEPROF and other relevant bodies are conducting gender-transformative dialogues in higher learning institutions to foster early gender-responsive change.

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Efforts to improve work-life balance for educators have included revising teacher salaries and establishing facilities such as girls’ rooms in schools to support female students.

The Ministry of Education is also working on mobilization programs that promote gender equality and encourage girl-child education.

Other initiatives that the government is using to boost female participation in education include awarding scholarships to high-achieving female students, providing mentorship programs, and offering training for teachers.