Abstract
The study focusses on the socio-economic determinants of gender inequality in education in Rwanda, with reference to the Gakenke District. The main purpose of the study was to assess the local population’s perception of the importance of women’s education, to analyse the socio-economic and cultural variables influencing gender inequality in education in rural areas in Rwanda and to determine the effects of uneducated women on their livelihoods and well-being.
The study followed a qualitative approach based on a triangulation of primary and secondary data collection methods (survey of self-administered questionnaires, interviews, focus group discussions and observation). A conceptual and documentary analysis underpinned the conceptual, theoretical and legal frameworks of the study.
The study found that gender inequality in education in rural Rwanda, specifically at the lower levels of education, has a negative effect on the socio-economic well-being of women and diminishes women’s potential contribution to the sustainable development of their households, communities and the country. The findings from this study serve to suggest that government in Rwanda at all levels need to improve gender equality in education.
Keywords: Education, gender, gender equality, gender equity, gender inequality, gender mainstreaming, women empowerment, triple role of women, socio-economic development