Gender Consultancies for the
National University of Rwanda
Part 1: NUR Gender Baseline Survey 2010
NUR Gender Audit 2010
NUR Strategic Plan 2011-2015
NUR Action Plan 2011-2015
Professor Shirley K Randell AO, PhD
December 2010
Contents
Acknowledgements....................................................................................................................................... 3
Acronyms ...................................................................................................................................................... 4
Introduction .................................................................................................................................................. 5
Methodology................................................................................................................................................. 5
Analysis Frameworks used for the Gender Consultancies ........................................................................ 6
Tools used to collect data for the Gender Consultancies ......................................................................... 7
Summary of Findings................................................................................................................................... 11
NUR’s accountability to Rwanda’s Gender Policy and other national GE instruments .......................... 11
NUR’s competencies, systems, processes and procedures to implement GE ........................................ 13
NUR’s learning and innovation capability to achieve gender equality ................................................... 16
NUR’s reputation in terms of GE implementation with communities, clients and partners.................. 17
Infrastructure .......................................................................................................................................... 18
Gender Practices ..................................................................................................................................... 18
Recommendations about Further Action by NUR on Gender Issues...................................................... 20
Examples of Best Practice in Higher Learning Institutions ......................................................................... 21
Addis Ababa University, Addis Ababa, Ethiopia ...................................................................................... 21
University of Dar es Salaam, Tanzania .................................................................................................... 22
University of Cape Town, South Africa ................................................................................................... 24
Kenyatta University, Nairobi, Kenya ....................................................................................................... 24
Makerere University, Kampala, Uganda ................................................................................................. 25
University of Pretoria, South Africa ........................................................................................................ 25
University of Tromsø, Norway ................................................................................................................ 26
Recommendations about best practices that might be adopted by NUR .............................................. 26
Analysis, Scoring and Proposed Actions ..................................................................................................... 27
Gender Strategic Plan 2011-2015: Goals and Outputs ............................................................................... 38
Gender Action Plan 2011-2015: Activities, Indicators, Time Frame and Units Responsible ...................... 41
Monitoring and Evaluation ......................................................................................................................... 55
Risk Analysis ................................................................................................................................................ 55
Conclusion ................................................................................................................................................... 56
Bibliography ................................................................................................................................................ 57
Appendix 1: Questionnaire ......................................................................................................................... 60
Appendix 2: Focus Group Questions........................................................................................................... 69
Appendix 3: Key Informant Interviews ....................................................................................................... 71
Appendix 4: NUR Gender Equality Balanced Scorecard ............................................................................. 73
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Acknowledgements
This National University of Rwanda (NUR) Gender Baseline Survey 2010 and Gender Audit 2010, Gender
Strategic Plan 2011-2015 and Gender Action Plan 2011-2015 are based on the findings of research
provided for the NUR Gender Consultancies by the Kigali Institute of Education’s (KIE) Centre for Gender,
Culture and Development (CGCD) team of October to December 2010. The team included members of
the NUR Gender Committee (GC), some NUR staff, private consultants and researchers whose names
are given below. Their contributions are gratefully acknowledged.
Consultants, KIE
Dr Kathleen MALU, Associate Professor, Fulbright Scholar, KIE
Ms Immaculée HABIYAMBERE, BSc, International Development Consultant
Researchers, KIE
Dr Ben Kalui, Associate Professor, KIE
Dr Darlene RUSSELL, Associate Professor, William Paterson University of New Jersey, USA
Dr Olukemi ASEMOTA, SABPP, Senior Lecturer, Consultant
Dr Cyprien NIYOMUGABO, PGCLTHE, Lecturer, KIE.
Dr Beatrice YANZIGIYE, Lecturer, KIE
Dr Gaspard GAPARYI, Lecturer, KIE
Mr Jean Leonard BUHIGIRO, MA, Lecturer, KIE
Ms Rachel MAHUKU, MEd, Assistant Lecturer, KIE
Mr Aloys MAHWA, MSc, Director, Interdisciplinary Genocide Studies Centre
Supervisor, NUR
Professor Verdiana Grace Masanja, PhD, NUR Director of Research and Chairperson, NUR GC
Researchers, NUR
Ms Mediatrice MUKAKABANA, MSS, Lecturer and NUR Gender Focal Point
Mr Celestin BIGIRIMANA, Assistant Lecturer, NUR
Mr Jean Paul HABINEZA, Assistant Lecturer, NUR
Ms Marie Jeanne NZAYISENGA, Assistant Lecturer, NUR
Statisticians
Mr Ben RUHINDA, Assistant Lecturer, NUR, member of the NUR GC
Mr Claude Nsana BAKATA, Assistant Lecturer, NUR
Student Assistants from NUR
Mr Livingstone Karamage
Ms Hildebrand Niyomwungeri
Ms Providence Mukabalisa
Mr Jacques Bahige
Logistics Officer
Ms Prisca Iraguha, BEd, KIE
Professor Shirley K Randell AO, PhD, KIE
Head of Mission and Team Leader
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Acronyms
AAU
CGCD
CSO
DFID
GA
GC
GE
GenSET
GO
HLI
HIV/AIDS
HRM
ICT
IGS
INGO
IWGS
KIE
LUCS
M&E
MINECOFIN
MOU
MU
NGO
NUR
NURSU
RWPF
SAREC
SFAR
SFLS
SIDA
SIDA
SWOT
UDSM
UP
UWSA
VCT
VRAF
Addis Ababa University
Centre for Gender, Culture and Development
Civil Society Organisation
Department for International Development, United Kingdom
Gender Analysis
Gender Committee
Gender Equality
Gender in Science, Engineering and Technology
Government Organisations
Higher Learning Institutions
Human Immuno-deficiency Virus/ Acquired Immuno Deficiency Syndrome
Human Resources Management
Information and Communication Technology
Institute of Gender Studies, Addas Adaba
International Non-Government Organisations
Institute for Women’s and Gender Studies, UP
Kigali Institute of Education
Ligue Universitaire de Lutte Contre le SIDA – University League for AIDS Control
Monitoring and Evaluation
Ministry of Finance and Economic Planning
Memorandum of Understanding
Makerere University
Non-Government Organisations
National University of Rwanda
National University of Rwanda Students Union
Rwanda Women’s Parliamentary Forum (FFRP)
Swedish Agency for Research Cooperation with Developing Countries
Student Financing Agency for Rwanda
Société Française de Lutte contre le SIDA
Swedish International Development Cooperation Agency
Syndrome Immuno-Déficitaire Acquis – AIDS
Strengths, Weaknesses, Opportunities and Threats
University of Dar es Salaam
University of Pretoria
University Women’s Students Association
Voluntary Counselling and Testing Centre
Vice Rector Administration and Finance
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Introduction
Following establishment of the Gender Committee (GC) by the National University of Rwanda (NUR)
Board of Directors (BOD), the NUR Executive Committee (EC) approved an Action Plan of the GC aiming
to propose a Gender Equality (GE) Policy, a Gender Governing Structure and Gender Mainstreaming
Strategic and Gender Action Plans by the end of December 2010.
The Centre for Gender, Culture and Development (CGCD) at the Kigali Institute of Education (KIE) won
the tender for three National University of Rwanda (NUR) Gender Consultancies in September 2010. The
task of the assignment was to undertake four consultancies:




Consultancy 1: Conduct a Gender Baseline Survey of NUR in order to establish the extent of
gender inequalities in all areas at NUR and identify best practices at NUR and other higher
learning Institutions (HLIs) in Rwanda and the Region
Consultancy 2: Conduct a Gender Audit of NUR as an organisation in order to establish the
extent to which NUR Executives, Management and Participatory Organs are responsive and
sensitive to gender equality in policies, plans, practices, systems and all spheres at NUR and
identify best practices at NUR and other HLIs in Rwanda and the Region
Consultancy 3: Draft a NUR Gender Policy, draft Gender Monitoring and Evaluation (M&E) tools
and reporting mechanisms, and
Facilitate NUR Units and central administration to develop five-year strategic plans and annual
workplans for 2011.
This first report documents the findings from data collected for the NUR Consultancies from
management, academic and administrative staff, students and stakeholders, including the NUR and
Huye communities. Data for the first two assignments, the Gender Baseline Survey and the Gender
Audit were collected through the use of four research tools: documentary survey, questionnaires, focus
group conversations, and interviews. These data also informed the development of the NUR Gender
Strategic and Action Plans. Finally, the data were used to draft the NUR Gender Policy and the Gender
Governing Structure elaborated in the second report.
The research team was conscious of the different understandings of gender equality among its
informants. It took the position that gender equality is about men and women being valued to the same
extent and sharing equally and fully in the process of development, enjoying equal status, recognition,
and consideration. Gender equality can be reached by two strategies: gender equity and gender
mainstreaming. Gender equity is the process of being fair to women and men and providing justice in
distributing benefits and responsibilities. Gender mainstreaming is a strategy for making women's as
well as men's concerns and experiences an integral dimension of the design, implementation, M&E of
policies and programs so that inequality is not perpetuated. Some strategies recommended for NUR
involve gender equity, while others involve gender mainstreaming.
Methodology
The aim of the Gender Baseline Survey was to establish the extent of gender inequalities in all areas of
NUR (academic and administration staff and students, living and working conditions). The consultancy
team proposed an overall methodology and research instruments for the Baseline Survey. Analysis
frameworks were chosen and data collection tools were designed to study gender issues in all activities
of NUR and the surrounding Huye community: teaching and learning (curricula, classroom dynamics,
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
assessment, student–staff interaction, student-student interaction, staff–staff interaction, access to
facilities, e.g. computers, laboratory resources, library resources, etc); and staff and student welfare
(recruitment, promotion, accommodation, family-related issues, sexual harassment, living conditions,
childcare facilities, sanitary facilities, etc).
The aim of the Gender Audit of NUR as an institution was to establish the extent to which NUR
executives, management and participatory organs are responsive and sensitive to gender equality in
policies, plans, practices, systems, processes, procedures, and all spheres.
The goal was to see whether NUR’s policies, practices, systems, procedures, culture, and resources were
being used in the most effective ways to deliver the organisation’s commitments to GE within a
‘governance for empowerment’ framework. The Gender Audit relied on fully engaging staff, including
management, students and the whole NUR community in the process, to manage a self-assessment of
organisational performance in which participants recognized strengths and weaknesses and developed
an action plan. This approach was expected to contribute to greater ownership by the NUR community
of the findings and action plan. The expected impact was the creation of gender-aware staff, in
particular the members of GC, working to a detailed plan of action to facilitate the effective
implementation of GE as an agreed value in NUR. A future impact will be the embedding of GE in the
curricula to ensure that all NUR graduates delivered to the labour market are able and committed to
mainstreaming gender in policy making and programme implementation throughout Rwanda.
An identification of best practices at NUR and other HLIs in Rwanda and the Region completed the inhouse research.
The Gender Baseline Survey, the Gender Audit and the identified Best Practices informed the
development of the Strategic and the Operational Plans.
Researchers, research assistants and data entry assistants were recruited, including some members of
the NUR GC. Data collectors were trained and their work supervised. Data were analysed and a draft
report was written. A stakeholder’s workshop to validate the draft report was conducted to discuss the
draft. A second workshop was conducted at NUR before the report was finalised and submitted to NUR.
This first report documents the findings from data collected through the use of three analysis
frameworks and four research tools for the Gender Baseline Survey and the Gender Audit. In this first
report these findings specifically relate to the Gender Baseline Survey, the Gender Audit and the draft
Five-Year Gender Strategic Plan and Gender Action Plans. The analysis frameworks and tools were used
for all Consultancies, including the draft Gender Policy and the proposed Gender Structure, which are
detailed in the second report.
Analysis Frameworks used for the Gender Consultancies
Three analysis frameworks were chosen to be employed in the Consultancies: the Balanced Score Card,
Traffic Lights scoring and SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis. These
were modelled on the established Rwanda Gender Audit Methodology developed in Kigali in 20081. The
team made sure the key features of the whole process were:
1
http://www.devpartners.gov.rw/docs/index.php?dir=Studies+and+Reports%2FGender+Audit+2006-
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan




Participation, including political will and support of senior management
Self assessment
Rapid collection of data
Evidence-based results
The results from the three analysis frameworks are the baseline for future gender assessments and
audits at NUR.
Balanced Score Card
The strategy of the Balanced Score Card was used to summarise the data collected through the four
tools used in the Gender Survey Consultancy. The four aspects examined in the Balanced Score Card
framework analysis were:




NUR accountability to implementing the Rwanda Gender Policy and other national instruments
intended to promote GE.
Competences, systems, processes, and procedures to implement GE
NUR learning, approach and innovation capability vis-a-vis GE
NUR reputation with communities, clients and partners in terms of GE implementation.
This summary of findings was analysed in both quantitative and qualitative formats and presented to
members of NUR senior staff, including the Rector and management team, and representatives of
students in the first workshop. After discussion of the findings, participants scored their opinion of
NUR’s progress in the comprehension and implementation of GE, using the symbols of the Traffic Lights
research methodology described below.
Traffic Light Scoring
Symbol
Explanation
Objectives have been fully achieved.
Objectives have been mostly achieved, and actions are in place to fully achieve them.
Objectives have been partly achieved, but there remain concerns about some aspects.
Objectives have not been achieved at all, and there are no plans for achieving them.
SWOT Analysis
Throughout the Baseline Survey and the Gender Audit processes, the Balanced Score Card framework
analysis was coupled with the SWOT analysis. The latter was used specifically in the analysis of the
findings and enabled the NUR community representatives to make a self assessment of how effective
they were in ‘walking the talk’ as they scored themselves on GE mainstreaming and delivery.
Tools used to collect data for the Gender Consultancies
Four tools were used to complete the Gender Baseline Survey and the Gender Audit of NUR:
documentary surveys, questionnaires, focus group conversations, and interviews. Data were gathered
directly from academic and administrative staff, students and the NUR and Huye communities to
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
determine their perceptions, knowledge and understanding of gender equality in NUR in 2010, the base
year.
These data were collected by the NUR Gender Consultancies team from 4-20 October 2010. Members of
the team from both KIE’s CGCD and NUR are identified in the acknowledgements.
Documentary Survey
Key documents were provided by NUR and other local, regional and international public and non public
institutions for the team to read and evaluate for relevant data for the Consultancies. Documents
consulted are listed in the Bibliography at the end of this report.
Questionnaire Sample
A questionnaire was designed by the research team to obtain the information needed for the survey.
Next, the questionnaire was piloted with a group of NUR academic and administrative staff and
students, who completed the draft questionnaire and suggested revisions of the survey questions as
appropriate. Participants were asked to share their thoughts, suggestions and any confusion regarding
the questions. The research team made appropriate modifications. This revised questionnaire (written
in English) was then translated into Kinyarwanda (see Appendix 1). Throughout the piloting of the
questionnaire, the group of NUR academic and administrative staff and students who were research
team members received training in its appropriate use.
The revised questionnaire was finalised and the English and Kinyarwanda versions were distributed by
NUR staff and students to 310 members of the NUR community. Two hundred and seventy
questionnaires were completed and returned (see Table 1). The attempt wa
s made to include equal numbers of men and women as it was considered important to understand the
perceptions of both sexes on gender mainstreaming and gender equality: Completed questionnaires
were returned at a rate of 51 percent men and 49 percent women.
Completed questionnaires included 67 percent from students, 18 percent from academic staff and 14
percent from administrative staff. It is a predictable result to have a high percentage of student
respondents in learning institutions, where the number of students far exceeds the number of staff.
Tertiary students usually begin higher education after the age of 18 years. Seventy percent of the
sample was young people aged between 18 and 30 years, predominantly students and 30 percent were
over 30 years old. The research team considered it important to target young people if changes in the
society in terms of GE are expected to take place. The majority nationality of the sample was Rwandans
(93%) and 6 percent expatriate. This high percentage of Rwandan responses offered an opportunity to
gain insights into and some understanding of the key role that the Rwandan culture plays in the
perception of GE and gender mainstreaming at NUR.
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Table 1: NUR Questionnaire Respondents by Occupation, Sex, Nationality and Age
Category
Occupation
Sex
Nationality
Age
Respondents
Students
Academic staff
Administrative staff
Total
Men
Women
Total
Rwandan
Expatriate
Total
below 20
20-25
26-30
31-35
36-40
41-45
above 45
Total
Frequency
182
49
39
270
138
132
270
252
18
270
5
128
64
29
14
11
19
270
%
67.4
18.2
14.4
100
51.1
48.9
100
93.3
6.7
100
1.9
47.4
23.7
10.7
5.2
4.1
7
100
Questions 1-47 and 49 were specific. Question 48 asked participants to suggest actions that might be
taken to improve GE at NUR and these are summarised under recommendations for future action
below.
Focus Group Sample
The focus group questions were designed by the research team and piloted with a group of NUR
academic and administrative staff and students, who undertook a pilot focus group discussion to refine
the questions as appropriate. Participants were asked to share their thoughts, suggestions and any
confusion regarding these questions, and modifications were made (see Appendix 2)Throughout the
piloting of the questions, the group of NUR academic and administrative staff who were to become
research team members received training on the modalities of conducting focus groups. Four research
teams of four members each conducted the focus group conversations. The team leaders included two
researchers from KIE’s CGCD team and two from NUR. The NUR team recorded notes and the CGCD
team questioned the individuals during the first day of focus group conversations. During the second
day, the questioning procedures were shared with NUR and CGCD researchers. Focus groups were
conducted in English, French and Kinyarwanda based on the participants’ preferences. A total of 141
students, academic and administrative staff, and members of the surrounding Huye community
participated. A total of 13 focus groups were conducted (see Table 2). Sixty-four percent of focus group
participants were men and 36 percent were women. It was decided to include focus groups of drivers of
motor cycle taxi, hairdressers and some hoteliers because they do know students and do talk to them.
Students also frequently use their services. Unfortunately, time did not allow a more exhaustive
exploration of the community.
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Table 2: Focus Group Participants by Faculty, Department, Unit and Sex
Faculty/Department/Unit
Participants
Faculty of Applied Science
Faculty of Science
Faculty of Agriculture
Faculty of Economics and Management
School for Foundation Language Skills
Department
of
Human
Department
Managementof Finance
Drivers/Transport Staff
Students
Motor cyclists
Hairdressers
Total
Resources
Academic and administrative staff
Academic and administrative staff
Academic and administrative staff
Administrative staff
Academic staff
Academic staff
Administrative staff
Administrative staff
Administrative staff
Administrative staff
Group 1
Group 2
Drivers
Hairdressers
Male
Female Total
13
4
5
2
21
17
1
1
5
7
6
3
5
1
91
5
1
4
4
6
5
2
5
6
0
4
5
3
50
18
5
9
6
27
22
3
6
11
7
10
8
5
4
141
Interview Sample
Three management, four academic and five administrative staff, two students, eight members of the
NUR community and five from the Huye community were interviewed (see Table 3 and Appendix 3).
Table 3: Persons Interviewed by Position and Workplace
Name
Position
Prof Silas Lwakabamba Rector
Prof Martin O’Hara
Vice Rector Academic
Dr Uziel Ndagijimana
Vice Rector Admin and Finance
Prof Rama Rao
Dean
Prof Roger Sapsford
Director
Dr Bonfils Safari
Director
Prof Verdiana Masanja
Director
Mr Wanzala
Director
Mr Jawahar
Director
Mr Daruis Kankiriho
Director
Mr Calistus Obiero
Director
Ms Gloriose Uwamwezi Librarian SFLS & Huye Gender rep.
Ms
Providence Gender Minister
Mukakalisa
Ms
Jo Mushimiyimana
Gender/Family/Child Promotion Off
Sr M F Nzakakamwita
Hostel Manager
Ms Aimée Mwizerwa
President 2009
3 anonymous
Hotel Managers
4 women and 3 men
Hostel Managers
Ms Consolée Mukawezi Coordinator
Faculty/ Department/Unit
Senior Management
Senior Management
Senior Management
Faculty Economics and Management
Open and Distance Learning Programs
Quality
Research
Audit
ICT
Human Resource and Administration
Administration and Finance
Library
NUR Students Union
Huye City
Catholic Girls Hostel
NUR Students Union
Huye hotels
NUR hostels
Vol. Counseling & Testing Centre LUCS
The Baseline Survey and the Gender Audit are based on the findings from the four tools used to collect
data and the three methodologies used to score results - the Balanced Score Card, the Traffic Lights
Approach and the SWOT analysis. The findings identify priorities for building a gender policy, gender
structure, gender strategic plan, and gender action plans.
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Summary of Findings
Appendix 4 presents the detailed raw data from the four tools, summarised according to the four areas
of analysis in the Balanced Score Card. All NUR policies and guidelines were analysed to see if they were
aligned to the Rwanda Gender Policy and other national instruments aiming to promote GE. The
objective was to discover whether they could provide incentives to enable the NUR community to
mainstream GE in practice. Complementary information was compiled and triangulated from the results
of the questionnaire, focus groups and key informants interviews and the findings are summarised
below.
NUR’s accountability to Rwanda’s Gender Policy and other national GE
instruments
NUR Gender Equality policy exists and is in line with National Policy


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

Important documents, such as the NUR Quality Manual, the NUR Strategic Plan and the National
University of Rwanda (NURSU) Constitution mention GE. For example, in the Quality Manual GE
is mentioned in the section on Equity and Diversity’ and in the Strategic Plan, GE is mentioned in
the first core pillar: “Achieving enrolment growth and Gender Equity’.
However, concrete measures to put these documents into practice or to give incentives to the
staff members applying GE are lacking. The organisational structure that could enable NUR to
deliver on GE is silent about it. The terms of reference within the hierarchy and participatory
organs do not include GE. This leads to inconsistency in terms of institutionalisation of GE
delivery. Scattered actions are conducted depending on individual or group initiatives, like
setting up the NUR Gender Committee, the NUR Women’s Career Development program, giving
priority in housing for new female students, promoting female education in sciences, etc.
Although the above mentioned documents have statements on GE, when it comes to its
implementation: systems, processes and procedures are constructed in such a manner that they
do not assist the achievement on GE for either the top officials or the rest of the NUR
community.
In relation to an efficient and effective strategic planning framework, despite GE appearing in
the first strategic orientation in the current Strategic Plan; it is not at the heart of the
problematic analysis which conducts to the Plan. GE does not appear in the concurrent annual
plans, budgeting or reporting mechanisms.
The vision, mission and core values are silent on GE. The legal framework is general and does
not have a clear statement on GE. The organisational structures of positions and participatory
organs are not required specifically to deliver on GE, nor is there a set approach on who should
deliver what. Performance appraisal does not include GE delivery. Fifty-five percent of
respondents to the questionnaires believe that “There is a GE policy at NUR” while the research
team was hired among other tasks to design one. Thirty-nine percent of them clearly stated that
they do not use GE in their work.
The majority of the focus group members said that they have never seen a GE written policy but
see some GE activities implemented. A number of people said that they are willing to implement
GE but lack the information and skills for it. The top officials responded that they hope to get all
useful manuals and action plans to help them to deliver on strategic, coordinated and visible GE
actions. The research team, however, identified some people placed in key positions who are
openly resistant to GE as an approach to development. They clearly said that GE is neither their
duty nor that of the people under their supervision.
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan

Briefly, the will to implement the Rwanda Gender Policy and other GE national instruments
within NUR is there, although they still have to develop an enabling institutional and
organisational set up and mechanisms to help them to deliver on GE.
NUR financial resources are used in pursuit of GE



NUR is committed to quality competitiveness and GE delivery. That political will should be
translated within its operational systems and especially its planning and programmatic
framework. NUR should harmonize its financial management with other similar institution in the
region that apply GE in their financial systems and procedures. NUR should implement the
National Gender Responsive Budget policy and the guidelines given by MINECOFIN.
The majority of the respondents to the questionnaire (54%) stated that they did not know the
financial resources used in the pursuit of GE at NUR while 59 percent of respondents
recommended the provision of more resources to be spent on GE in the future.
Recommendations were made to use more resources like management and staff time allocation
to GE, expert advice, training opportunity, GE materials and also rewards and incentives for
implementing GE.
Focus groups and interviews mentioned NUR spending resources each year for the Miss NUR
competition, the hostels for female students and women’s postgraduate studies, but they said
that this is not enough. Some complained about NUR developed its female staff for future
promotion only to see them taken by other governmental institutions.
Intervention strategies are aimed at achievement of GE



Organisational Structure documents do not include intervention strategies that are
systematically aimed at achieving GE. The majority of the respondents to questionnaires,
participants in focus groups and key informants said that tools and techniques to mainstream
GE were not sufficient, although they pointed out some interventions strategies contributing to
achieving gender. For example, preference in accommodation for female students; special PhD
opportunities for female academic staff; encouraging female candidates when advertising
positions at NUR; courses related to GE in class, workshops, mobilization, seminars, individual
contacts; special measures like exemption from taxation; and affirmative action in hiring
practices – if two candidates are equal, the woman is selected.
Although, questionnaire respondents said there is no NUR structure document on GE, members
of the focus groups recognized other positive actions from NUR, for example establishing a
Committee for Gender with a high level of influence (reporting to the Executive Council) and
having a woman as Minister of Gender for NURSU.
Some focus group members maintained that equal opportunities are granted to both men and
women, but women do not avail themselves (i.e. the problem of under-representation is with
women). One focal group was particularly resistant to GE. One of its members said: “We are
engineers, and not interested in gender issues. If the law does not discriminate, it is women’s
problem”. Another said “Take gender to the grass roots, very few women are educated in the
rural areas”. Another said “There should be no quota (affirmative action) for engineering
programs. We have no gender issues in Engineering and there is no discrimination in the
Faculty”. These responses are a result of gender inequality and discrimination in society, which
have led to girls and women conforming to the male preference for science and technology
subjects and the masculinity of the curriculum of some disciplines.
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan





Key informant interviews demonstrated that the NUR Strategic Plan and key policies
demonstrate a clear commitment to GE, although there is no deliberate attempt to ensure that
gender mainstreaming is reflected in all of their implementation. There were suggestions that
GE be part of the performance measurement of staff and students to encourage them to
mainstream gender.
Half of the respondents to the questionnaire, both male and female, said that they considered
human resources policies to be equally fair to women and men. But when it came to sub
questions on the subject, they were evasive. For example, 51 percent did not know anything
about equal opportunity policy, 40 percent about flexible working hours, 55 percent about
either maternity/paternity leave, child care/dependant care policy or equal pay and benefits
policy, and 51 percent about rewards and incentives policy. This ignorance about either the
existence of or the need for maternity leave and other key related policies, given that only the
female parent has to face the consequences of being out of work both to give birth and to
breast-feed children and not the male parent, is of considerable significance to women. In fact it
amounts to women suffering unequal pay in relation to men. For unmarried mothers the burden
of child birth and rearing is even greater.
Questionnaire responses showed that 50 percent believe that NUR has a policy for encouraging
women for promotion and 59 percent a policy for encouraging women to undertake further
qualifications.
Except for a few members of focus groups who mentioned that GE is embedded in the Strategic
Plan, others could not recall policies mentioning GE or demonstrated that they did not have any
commitment to GE. Some were even resistant. One group observed that GE is only seen at NUR
in relation to measuring the number of female staff and students.
Student focus groups supported NUR GE policy and commitment. They gave examples of the
need for accommodation for first-year female students, mentioning the pressures they
experience because of the high cost of accommodation in Huye, their relative inexperience in
the urban setting, and the danger posed by open access to the campus by the surrounding
citizens of Huye.
NUR’s competencies, systems, processes and procedures to implement GE
Competencies
 The research showed that none of the Human Resource Management job descriptions or
performance evaluation documents mentions competence or skills regarding GE. There is no
mechanism for inception or familiarisation of gender mainstreaming for the NUR community.
The last SWOT analysis carried out by NURSU for their 2008-2012 programme, pinpointed a
gender imbalance among students and staff.
 All the tools used to collect data identified the need for improvement of training in GE (73% in
the questionnaire). Student respondents in the questionnaire, focus groups and interviewees
indicated that participants did not feel competent and skilled enough to implement GE in their
respective study and work situations.
 The survey and the audit identified some resistant informants, particularly in the sciences,
applied sciences and engineering faculties, some of whom considered gender to be a joke.
Leadership values and symbols support GE

One of the symbols of GE in NUR is the Miss NUR competition, which is problematic. While
many respondents to the tools saw this as the major gender effort of NUR, others criticised it as
trivial and unrelated to Rwandan values or to achieving GE or women’s empowerment.
13
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan





Although the written documents indicate that the Board of the Directors is responsible for
ensuring that GE is implemented, none of the respondents of any of the data collection tools
identified it. The names of individuals considered to be responsible, not even their positions,
were given. Staff mentioned either the name of the Gender Focal point or the name of the
Chairperson of the Gender Committee. Students gave the NURSU Gender Minister’s name.
However, most key informants said at interview that the leadership is aware that there is a
problem with the lack of competencies and skills to solve the major challenges of GE policy
implementation. They said leadership has the aim to ‘walk the talk’ by implementing policies
and stated that mechanisms for institutionalising GE at NUR by deliberately incorporating
gender in all NUR processes, programmes and activities should be put in place.
Respondents to the question about “the leadership’s articulation of gender” stated that the
leadership was not able to articulate and address gender concerns (40%) that gender issues
were rarely mentioned in NUR meetings (42%), and that leadership commitments were not
translated into action (46%).
The extent of gender blindness by the Board of Directors and top management can be gauged
by a simple examination of the proportions of women and men in the senior decision making
positions of NUR. Apart from three female Directors, the highest level that female managers
appear in academic management is as Heads of Department in the Faculties of Agriculture,
Applied Sciences, Economics and Management, and Medicine. However, in the Faculties of Law,
Science, and Arts, Media and Social Sciences there are no female managers at all (see Tables 4
and 5). The criteria being used to elect members of committees clearly do not include reference
to gender balance. There are also no specific measures being used to search for qualified
women and to include selection criteria that would ensure a higher proportion of women in
senior academic and administrative positions.
The Baseline Survey results revealed other GE perceptions: 50% of the respondents thought that
not enough was done to discourage expressions of gender inequality and 44% considered it very
important for NUR to ensure that relations between men and women were respectful. There
was a general view that there is no resistance to GE at NUR (72%).
14
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Table 4: Participation in Leadership Positions by Sex, 2010
Position
Rector
Vice Rectors
Deans
Deputy Deans
Directors
HOD Faculty of Agriculture
HOD Faculty of Applied Sciences
HOD Faculty of Arts Media and Social Sciences
HOD Faculty of Economics and Management
HOD Faculty of Law
HOD Faculty of Medicine
Faculty of Science
School of Foundation Language Skills
School of Public Health
Total: Heads of Department
Female
No
%
.0
00.00
0
00.00
0
00.00
0
00.00
3
11.11
33.33
1
33.33
1
00.00
0
33.33
1
00.00
0
14.28
1
00.00
0
16.66
4
0
8
00.00
16.66
Male
No.
%
100.0
1
0
100.0
2
0
100.0
7
0
100.0
18
0
24
88.89
2
2
2
2
1
6
5
20
0
40
66.66
66.66
100.0
0
66.66
100.0
0
85.72
100.0
0
83.33
0
83.33
Source: http://www.nur.ac.rw/spip.php?page=Phonelist
Table 5: Membership of NUR Committees by Sex, 2010
Position
Board of Directors
Senate
Exec Committee Councils
Deans and Directors Committee
Human Resource Committee
Tender Committee
Female
N
%
o.5
29.41
1
12.79
1
12.90
3
11.11
3
7.89
1
14.29
Male
No.
12
75
81
24
35
6
%
70.59
87.21
87.10
88.89
92.11
85.71
Systems and procedures are in place for checking progress and outcomes


Some sex-disaggregated statistics are available in Human Resources, including academic and
administrative staff qualifications and students’ enrolment by sex in 2010. Although the
‘equality and diversity’ section of the Quality Manual has provisions for collecting information
on the outcome of the year’s monitoring, reviewing specific measures to promote equality and
diversity, and making appropriate recommendations where necessary (vol.2, p. 63), actions to
check progress and outcomes on GE are few and scattered. Forty percent of the respondents to
the questionnaire think that there is still major improvement to be made in NUR to internal
systems and processes to help them to progress and deliver effectively and efficiently on GE.
Resources are allocated to all units, faculties and centres, but the procedures manual is silent
about gender delivery (for both men and women) and thus cannot assist in translating NUR’s
political commitment to GE into practice, nor give evidence about the implementation of GE.
The National policy on Gender Responsive Budgeting has not yet been implemented in NUR.
15
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan

Besides the tracking of female students’ pregnancies, students’ enrolment and by gender no
other monitoring has ‘hit the senate’ said an interviewee. No member of focus groups was able
to identify any systems or procedures in place that checked GE progress and outcomes.
Organisational structure and control mechanisms promote and reward GE



NUR organisational structure is clear in terms of the responsibilities of each organ and position
in general, but it is silent on GE delivery. Although there are some initiatives towards GE
promotion, there is no mechanism for rewarding successful actions.
The financial assessment and the reporting mechanism are done regardless of GE. Reports show
that gender social constructions are still transparent in suppliers of goods (office supplies,
furniture, etc.), services (salaries, cleaning, etc.) and infrastructure development. There is no
clear GE mechanism for procurement.
72% of the respondents to the questionnaire reported that they considered important to
include gender mainstreaming in reporting procedures. They also suggested that the
performance and appraisal assessment for both staff (academic and administrative) and
students should include GE delivery as a duty. External Auditors have advised NUR to put in
place a standardised instrument for staff appraisal, which is acceptable based on agreed criteria
and this should include GE implementation.
NUR’s learning and innovation capability to achieve gender equality
Choice of intervention strategies is informed by likely progress towards GE outputs




Strategic documents like the NUR Strategic Plan and the Quality Manual could be useful if
intervention strategies were designed and publicised to help GE outputs. Both concurrent
operational plans and annual reports 2007, 2008 and 2009 are silent about any intervention
strategies that have led to progress towards GE.
However, some powerful and strategic actions likely to push the gender agenda have been
noticed like:
- A Gender Committee comprising representatives of the NUR community has been put in
place and actions undertaken in this short timeframe to deliver a Gender Baseline Survey,
Gender Audit, Strategic and Operational plans, and a Gender Policy. Various trainings to
raise competencies and skills in staff to apply GE have been undertaken and more are
planned.
With the new policy enabling the recruitment of ‘private’ students, NUR leadership will have
more flexibility to raise the rate of female students in faculties that are predominantly male with
mostly male academic staff. It will be possible to apply some incentives to give preference in
admission fees, tuition fees and accommodation in order to raise the recruitment of girls in
faculties, eventually from 30 to the target-50%. Similarly, there could be more opportunity to
recruit female staff. There is already a special scheme to promote opportunities for training for
female academics and a budget for that, with a flexible policy to even allow them to take their
children abroad with them. Among administrative staff about 50 percent are women. The
development of a scheme of service for these staff will give both women and men chances for
promotion.
Public lectures and hearings, including sensitization on reproductive health are being offered to
female students to encourage them to keep studying and prevent them from committing
abortion or suicide. These sensitization lectures should also be extended to male students, so
that they do not make girls pregnant and then run away from their responsibilities if it happens.
16
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan


Boys are often the first to kill the child in case of abortion, and to dump the child after birth.
They are also sometimes responsible for causing women to suicide. It is important to consider
men as equal culprits and equally responsible for the consequences as well as women.
Interviewees pointed out that when NUR develops women and promotes them to higher
positions both in academic and administrative areas, the staff are taken by other institutions.
The abolition of student loans will impact negatively, especially on female enrolment. The
government has to put in place a legitimate means-testing scheme and a policy for students
who are very poor. Women in associations and institutions could help. A fund could be
established to assist poor girls.
Tracking and reporting systems provide the gender information needed

Data on staff and students has to be sex-disaggregated. That is a step to providing gender
information, which is the base for any policy reform.
The areas of work that must contribute to GE progress are identified


Over half of the respondents to the questionnaire (51%) were not aware of any trial of new
structural approaches to GE in recent years. Focus group members were generally unable to
identify areas of their work that contributed to GE progress, with the one exception of the
Société Française de Lutte contre le SIDA (SFLS) groups. They identified elements in their
coursework and materials that they agreed might potentially contribute to GE discussions.
During the research, some areas which would be most likely to contribute to GE progress were
identified, including:
- Capacity building and mentoring of middle level women to help them to gain confidence
- Infrastructure development would take into account gender needs, e.g. day cares for female
and male staff and students.
Mechanisms are in place to share learning internally and externally

No regular mechanisms to share learning on GE either internally and externally were identified
by the consultants.
NUR’s reputation in terms of GE implementation with communities, clients
and partners
Partners / clients / constituencies see NUR as committed to GE in policy and practice


Five memoranda of understanding were explored by the research team. Only one mentioned
gender. But 57 percent of the respondents to the questionnaire thought that NUR’s partner
organisations perceived NUR as committed to GE, with 54 percent stating that NUR is perceived
to rank highly in GE implementation compared to other HLIs.
Interviewees and members of focus groups of the Huye community see NUR as a provider of
good services and a client with large purchasing power. They, however, talked about the
vulnerability of female students to prostitution circles.
17
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
NUR’s partners and clients know what is required of them in terms of GE


Except for one MOU (Linkoping University in Sweden), the research team could not identify a
clear requirement by NUR for GE delivery to any of its partners.
One interviewee suggested that NUR mainstream gender in community work, especially now
that the student bursary has been withdrawn by the Government and students will need to do
work as paid and not voluntary jobs. Given the nature of the gendered workforce, most
probably it will be easier for male students to get jobs than female students because of the
known prejudice against women workers. Also it is most likely that women will be given jobs
that leave them vulnerable to sexual abuse. Indeed some male employers may well request
sexual favours from women in lieu of giving them jobs.
Incentives are provided on the basis of partners and clients commitment to GE

The majority of the respondents to the survey instruments (62%) did not know of any support
NUR gives to partners to fulfil their GE commitment. The research team could not identify any
incentive to any partner for GE implementation.
Partners and clients’ activities aimed at GE are supported

Most respondents to the questionnaire (51%) supported the idea that NUR commitment to GE
should influence its approach to partners, but the research team could not identify an activity
aimed at GE from a partner supported by NUR. The documentation review showed that the
Rector has signed the NURSU constitution, and this is gender sensitive.
Infrastructure
In view of the concern expressed about toilet facilities and accommodation, interviews were specifically
conducted with the managers of NUR hostels. Table 6 details the number of students per toilets and
bathrooms. Given that there are four students in every room it is clear that the dormitory toilets are
seriously overcrowded, especially for women who have different sanitary needs from men. For example,
in Vietnam, with over 600 female students, there are 28 students per toilet and 20 students per
bathroom. In Kiiza, which has both male and female students and no separate toilet for women and
men, 24 students share one toilet and 44 students one bathroom. There was considerable concern
about men using toilets in the women’s dormitories with all the possible consequences. Even
consultants and researchers in this study had difficulty finding toilets in the main teaching areas that are
not always available for students. There is an urgent need for attention to be given to a review of
infrastructure overall, but particularly to pay attention to the specific needs of women and girls.
Gender Practices
Although there is no written gender policy at NUR, some good gender practices were reported, such as:
commemorating women’s day, providing hostel rooms to all first year female students and sensitization
about national-level gender policy in Rwanda. Some other possibilities are explored below.
18
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Table 6: NUR Infrastructure and Impact on Women, Staff and Students
Block
Name of Block
Sex of
Students
Students’
Rooms
Toilets
Bathrooms
Rooms
per Toilet
Rooms per
Bath
Block 1 Vietnam
Women
159
24
30
7
5
Block 2 Misereor
Men
96
16
16
6
6
Block3 Nyarutarama
Men/Women
60
32
32
2
2
Block 4 Kiiza
Men/Women
44
8
4
6
11
Block 5 Linda
Men
63
14
16
5
4
Block 6 Cambodge
Men
189
60
60
3
3
Block 7 Cambodge/none
Women
18
12
12
2
2
629
166
170
4
4
Total/Average
Condom distribution

NJR distributes only men’s condoms because women’s condoms are more expensive, not always
available and students find them more difficult to use. Students do not have any problem when
distributing condoms but some female students feel uneasy about collecting condoms from
containers in the toilet as they wish to avoid negative labelling (condom use is seen as
uncultural and not approved by some religions), so therefore they do not ask for them. Both
women and men have access to male condoms, and it is believed that once one partner has a
condom, it is enough for the pair.
University League for Aids Control (LUCS) sensitisation programmes




The LUCS interviewee, the Coordinator, commented that both male and female students are
encouraged by NUR to go to the Voluntary Centre for AIDS Control (VCT) in order to know their
status and protect themselves from HIV/AIDS and other sexually transmitted infections. In 2009,
25 percent of female students attended a VCT clinic and efforts are being made to persuade
both male and female students to undertake counselling.
In Rwanda it is well established, and was endorsed by the literature review, that women are
more vulnerable to HIV/AIDS than men, hence the need for the sensitisation of all NUR
students, especially new students. These programmes are encouraged by different associations,
such as, the University Women Students Association (UWSA) and the Gender Commission. The
sensitisation activities are the initiatives of VCT, since there are no written NUR policies or
guidelines to follow
A 2005 study showed that first year female students lacked adequate accommodation and
information on HIV/AIDS and how to protect themselves against unwanted pregnancy. Both
male students and men within the Huye community took advantage of this situation to sexually
abuse female students. This led to offering accommodation to all first year female students at
NUR.
The LUCS Coordinator noted that initially, the rate of unwanted pregnancy among female
students was high but in 2009, this had reduced to 20 reported pregnancies. She attributed this
to 62 percent condom use among students. There is ongoing research to determine the impact
of free distribution of condoms by LUCS to students, and the results will be released in 2011.
However, it is clear that in order to improve GE in the use of VCT, there is need to put in place a
GE policy and improve sensitisation programmes.
19
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Tracking the problem of pregnant female students



There is lack of awareness, willingness and commitment by female students to defend their
rights as women; for example, female students impregnated by fellow male students or men in
the community report that their pregnancy is the result of inadequate knowledge and
understanding of their rights.
Some female students leave for the village and come back to NUR after delivery, but this affects
their study programmes, they become discouraged and in the long run many drop out. Some
married women suffer similar complications during pregnancy. Other pregnant students
abandon their studies altogether from the onset, for fear of guilt or shame and lack of support
from the perpetrators (the so called ‘boy friend’ or ‘sugar daddy’).
Interviewees suggested that NUR should develop a policy of both the man and woman
concerned sharing financial and parental responsibility for the pregnancy.
Reduction in SFAR bursaries
 According to the student representative, the reduction in bursaries from the Student Financing
Agency for Rwanda (SFAR), will lead to an immediate decrease in the number of female
students. For her, both male and female students have to change their mindset and face life
positively: to look for jobs, to collaborate with local governments and develop some projects to
earn money. Some community services which students were doing for free will now have to be
paid. NUR should have strategies for sensitizing all students about income generation and
making them aware of gender issues.
 Students considered that NUR should negotiate with local government to provide opportunities
for them to be employed.
Recommendations about Further Action by NUR on Gender Issues
The last question in the survey asked for recommendations on how to improve GE in NUR. Thirty-five
percent of respondents considered that most of the GE issues had been raised in questions 1–47,
however, 29 percent stated that there is a need to emphasise training, seminars, workshops and
sensitization in order to disseminate GE in NUR. Eleven percent of respondents were of the opinion that
it is important to reinforce gender policy implementation at NUR, and 9 percent said there was a need
to motivate girls in education, especially in the areas of engineering and sciences. Seven percent of
respondents affirmed that it is important to empower all (men and women) regardless of gender, but 4
percent considered it necessary to establish a GE department and make it operational. Three percent of
respondents suggested NUR should provide adequate infrastructure, such as separate toilets for both
sexes. Finally, one man and one woman noted that a GE support network should be created to facilitate
some level of benchmarking.
These responses are detailed in Table 7. Other recommendations for further action suggested from the
interviews and focus groups and detailed in the Gender Strategic Plan and Gender Action Plan below.
20
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Table 7:
Recommendation about Further Action by NUR on Gender Issues
Suggestions about Action on GE Men
Women
Issues
Stud. Acad. Admin. Stud.
Acad.
1 Provide training/ seminars/
40
4
6
24
2
sensitisation
2 Motivate girls in academic
11
1
1
11
1
education
3 Empower all regardless of gender 13
2
1
2
1
4 Reinforce gender policy
11
1
2
4
1
implementation
5 Put in place a department in
charge of GE and establish
regulations
6 Provide adequate infrastructure
7 Create a GE supporting network
8 Non respondents
Total
Total
Admin. Tot %
2
78
30
0
25
9
1
20
8
1
20
8
2
1
2
3
1
3
12
5
3
1
20
101
2
0
7
18
2
0
14
28
2
1
33
80
0
0
9
15
0
0
11
18
9
2
94
260
3
1
36
100
Examples of Best Practice in Higher Learning Institutions
Using desk research, the consultancy team examined best practices of GE in a wide variety of HLIs,
especially on the African continent. To identify the most helpful gender developments, extensive
Internet searches were conducted at the websites of universities across the EAC, the Great Lakes
Region, South Africa, and Ethiopia. HLIs that promoted best GE practices were identified based upon
these internet searches and recommendations from individuals in the GE community. Findings from this
research are presented below.
Addis Ababa University, Addis Ababa, Ethiopia
Best practices at Addis Ababa University (AAU) are led by the Institute of Gender Studies (IGS), created
in 2006 as an outgrowth of the former Centre for Research, Training and Information on women in
Development. IGS focuses on gender issues in Ethiopia and interacts with academia, governmental
organisations (GOs) and non-governmental organizations (NGOs), including policy makers, and
international non-government organisations (INGOs) who share similar goals. Specific best practices of
the IGS at AAU include the following:
 Offering a post-graduate programme – Masters degree in Gender Studies - since 2005
 Sponsoring and supporting research on issues related to gender and development
 Developing and coordinating gender training programmes including methods and
techniques in research and programme implementation
 Assisting with the creation of governmental policies and planning that supports the needs of
women
 Strengthening the publication and dissemination of documents from IGS. (AAU website and
Mulegeta)
21
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
University of Dar es Salaam, Tanzania
The University of Dar es Salaam (UDSM) was established in 1961. It is the oldest and the biggest public
university in Tanzania. Since then, it has been through several transformational processes and reforms
to be adapted to the moving environment with a consistent growth in terms of student intake, academic
units and academic programmes. Gender Equality and Equity have been part of these restructuring
processes.
Gender mainstreaming at UDSM is implemented as a structural and an integral policy strategy for
promoting equal opportunities. The policy has been constructed and reviewed several times with the
aim of mobilizing all faculties and centres for general policies, programmes and practices to support the
purposes of gender equality and equity for both women and men. Policies pursue a situation in which all
structures, values, programs, policy strategies and core functions in the institution are organised in such
a way that they deliver on equal opportunities for all. An approach of research, advocacy,
implementation and research (to inform a new cycle) has been utilised to improve GE policies,
strategies, processes and practices. The following are some evidences of progress taken by UDSM for GE
and gender equity aiming to raise equal chances for all.
Institutionalisation of Gender Equality within UDSM
When UDSM carried out its first Gender Audit in 1994, the situation of gender relations and ensuing
effects on women showed an imbalance in all aspects. Since then, concerted efforts have been made for
improving both the policy environment and the institutional frameworks for GE. For recurrent years,
gender mainstreaming initiatives have made academic and administrative staff and students sensitive
and developed many activists through an action- learning process. Some of the achievements include:


Establishment of the UDSM Gender Centre in March 2006 by the University Council. Specifically,
the Gender Centre has the goal of instituting gender equality and equity at UDSM through a
gender mainstreaming strategy giving equal visibility, empowerment and participation to both
sexes in all spheres of operations and management, providing fairness and justice in the
distribution of benefits and responsibilities, and taking gender concerns into account in all
policies, programs, administration, financial activities and organisational procedures.
Additionally the Centre supports UDSM core programs to operate with a gender perspective,
bridges gender gaps through advocating and promoting various affirmative action’s targeting
both staff and students, and promotes and institutionalizes gender networking within and
beyond the University.
Review of major policies and programmes to support GE implementation within the institution.
This has included a review of the UDSM organisational structure and terms of reference of key
actors with a GE perspective on delivery. There has been a clear allocation of responsibilities to
the various UDSM management levels and timeframes given for monitoring and evaluation of
the performance of the various processes and interventions. Capabilities of key UDSM actors for
gender analysis have been enhanced. Research studies have been carried out to inform
subsequent gender programs and processes. A UDSM Anti-Sexual Harassment policy is in place.
The Mission, vision and the core values have been reviewed to give equal opportunity for all.
One of the official UDSM values now is: “Equity and social justice by ensuring equal opportunity
and non-discrimination on the basis of personal, ethnic, religious, gender or other social
characteristics”. Gender is now part of UDSM general policy and planning.
22
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
UDSM Gender Equity programme, adoption and institution of affirmative actions
By using a Gender Equity approach in the allocation of resources there has been an increase in female
student enrolments and retention in general at UDSM. Initiatives include:
- Pre-entry programme for science female candidates recognizes the disadvantages faced by girls in
secondary schools and addresses the low enrolment of women in science disciplines. This involves
recruiting female students who did not qualify for university enrolment by about 0.5 points. They are
given an intensive training in their respective science subjects for six weeks after which they sit for
examination. Those who pass are enrolled in different science disciplines at the UDSM and its
constituent colleges. This programme has been so successful that UDSM’s management has adopted
this admission criterion to apply to all women applying for engineering degree programmes
- Female Undergraduate Scholarship Programme gives opportunity to financially-disadvantaged
female students to have a university level education, again targeting science subjects with
considerable imbalance.
- Pre-entry programme for female candidates in Engineering and Statistics began in 2004 and
prepares female students who qualify for university admission, but lack sufficient admission points
necessary to pursue engineering and statistics courses, to gain the points and secure admission. This
affirmative action improved the female student rate in Engineering from 7 percent in 2003-2004 to
28 percent in 2007-2008. Plans are underway to tackle the situation in Architecture, Urban and Rural
Planning, Land Management and Valuation, Building Economics, Land and Environmental Engineering
and Geomatics programmes offered at the University College of Lands and Architectural Studies.
Gender Clubs
Gender clubs were created to ensure engagement and active participation and accountability of UDSM
students in creating an enabling environment for gender mainstreaming and a conducive organisational
culture. One objective for the clubs is to ‘be the change for Gender Equality and Equity. Clubs have run
outreach programmes to secondary schools, initiated debate for dissemination of key institutional
policies (e.g. the anti sexual harassment policy), networked on gender and created linkages within and
across campuses and colleges, provided publicity for gender mainstreaming, oriented new students in
accountable studentship and provided peer counselling.
Research for enhancing Gender Mainstreaming
The UDSM Gender Programme Research Agenda builds and enhances capacity for gender research and
analysis among staff by studying gender inequalities in the Tanzanian society with a view to redressing
them through policy change, and creating gender sensitivity and awareness in the Tanzanian society.
Gender mainstreaming is one of the identified themes of research along with poverty alleviation,
education and training, science and technology, environment, health, and civic education.
Communication strategy and advocacy
For successful implementation of Gender mainstreaming at UDSM the Gender programme has
developed and performed two skits to depict the findings from various research studies, disseminates a
regular newsletter, has developed a website and is testing different messages for public display.
Networking and linkages have established collaboration on gender mainstreaming within the institution
and in Tanzania. Successful partnerships with agencies include:
23
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
- SIDA/ SAREC – UDSM for capacity building in gender research and gender analysis.
- Norwegian Development Agency (NORAD) for consistent support for the Pre-Entry Programme for
women in science and other gender equity programmes.
- Carnegie Foundation of New York for institutionalisation of gender mainstreaming at UDSM and the
Female Undergraduate Scholarship Programme as well as participation in the African Universities
Network of Carnegie funded universities. This network offers a platform for sharing experiences and
programme development.
- Association of African Universities for training of trainers using its Gender Analysis Manual to
enhance capacity building for gender analysis.
- Association of Commonwealth Universities for support in enhancing capacity in research, leadership
and governance.
UDSM Gender Centre Child Care: “Kituo Cha Malezi Na Makuzi”.
The UDSM Early Childhood Centre was established in 2009 as part of an initiative to give long term
sustainability to the Female Undergraduate Scholarship Programme by generating additional funds for it
to continue beyond 2010. The Centre provides early learning services for children and families of UDSM
staff, students and the surrounding community and facilitates an enabling environment for men and
women at UDSM. It frees women in particular to advance in their careers and the same time provides
much needed services to their children.
University of Cape Town, South Africa
The African Gender Institute in the Faculty of Humanities in the University of Cape Town, was
established in 1996 and runs undergraduate and graduate programmes. It sees itself responsible for
strengthening excellent knowledge creation in the broad field of Gender/Women’s Studies. A major
project is the production of the journal Feminist Africa in both electronic and hard copy. This is based on
the collective vision of a strong feminist intellectual community in Africa that can counter the dominant
systemic forces that have long kept African and African feminist thought at the margins of the academy.
It has an in-house editorial team of six members and guest editors and an editorial advisory board of 35
members (Jadwat 2009).
Another initiative is the Feminist Studies Network – the GWSAfrica listserve that was formed in 2009
with 30 women in nine countries. It has nearly 300 women scholars, activists, researchers, and teachers
as members in 30 different sites for teaching and researching gender and women’s studies on the
contintent in 2010 (Jadwat, 2009). There is also an African Feminist Thinkers forum – a resource network
of African scholars that enables students to track the intellectual development of 14 scholars from the
continent.
Kenyatta University, Nairobi, Kenya
The Gender and Affirmative Action Centre was set up in September 2007 in response to a circular from
the Head of Government and Secretary to the Cabinet that mandated all government departments and
corporations to set up gender desks to mainstream gender in all operations of their respective
organisations. The Centre conducts dissemination seminars on Gender and Gender Based Violence and
Sexual Harassment policies for groups of students and staff, including supervisors and cleaners. It has
supervised the erection of the bill boards carrying the message “Kenyatta University prohibits Gender
Based Violence and Sexual Harassment (Wanjama, 2009).
24
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Makerere University, Kampala, Uganda
Although Makerere University (MU) was founded in 1922 as a technical college for men with the motto
of ‘Let us be men’, 23 years later they enrolled the first female students (6) and changed the motto to
‘We build for the future’. Since then, MU has made great strides in supporting and promoting gender
mainstreaming, including the creation of the first Department of Women and Gender Studies in Africa in
1986 and the significant Gender Mainstreaming Programme and Gender Mainstreaming Division in
2002. The Programme is designed to emphasise ‘engendering the curriculum’. The Division was
mandated to engender not only the functions of teaching and learning by offering workshops to assist
faculty with this effort but also research and innovations by offering a research course (see specifics
below), knowledge transfer partnerships and networking, and support services. The Division created the
Gender Policy in 2009 which is supported across the University and an excellent website that includes
information for MU faculty, students, and the community regarding gender mainstreaming issues.
Additionally this Division celebrates women’s achievements in a variety of ways, including the
organisation of an annual Gender Equality Awards Dinner and Dance event.
In late 2010, MU called for applications to a new course, Advanced Gender Research Methodology. This
is a PhD level course offered through the Department of Women and Gender Studies and is designed as
a cross-cutting course for individuals enrolled in a PhD programme at the university. The goal of this
course is ‘to provide knowledge on philosophical, theoretical and practical issues in conducting gender
responsive research’. MU also announced funds from the Swedish International Development Agency
(SIDA) to support five candidates for the PhD study programs. These scholarships are offered to eligible
female members of staff at MU for programs in the humanities and sciences. The fund will be managed
by the Gender Mainstreaming Division and the School of Graduate Studies at Makerere University (MU
website).
University of Pretoria, South Africa
The University of Pretoria (UP) is a HLI that is committed to promoting GE as an instrument of
development for South Africa. As a contribution to this endeavour, UP created the Institute for
Women’s and Gender Studies (IWGS) in October 2002. UP considered that the nation’s development
would be assisted by studies into the unique elements of women’s lives and issues. In the past these had
not been taken into account due to patriarchal approaches to history, culture, civil rights, and access to
resources and political decision making.
IWGS has the role of teaching, research and development in all areas of academic interest related to
women’s and gender studies. Its major objective is to strengthen gender studies and to build capacity,
not only in UP but within all sectors of society in relation to women and gender at both institutional and
project levels.
IWGS envisions that through the promotion of gender justice and women’s human rights, it will assist in
alleviating poverty among women and men in Southern Africa, and in building a culture of tolerance,
diversity and democracy. IWGS embarked on a programme to promote training, research and
publications on gender and transformation, in collaboration with cognate departments, as well as with
colleagues and stakeholders from government, civil society, local communities and key individuals.
25
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
UP also provides a non-sexist, non-discriminatory, working, living and study environment for academic
and administrative staff and students in which every person is be able to achieve his/her full potential.
Towards that end, UP has developed policies for the promotion and preservation of human dignity and
the discouragement of offensive behaviour within its environment. Those policies include a GE policy
and a code of conduct on dealing with sexual harassment (UP website).
University of Tromsø, Norway
The University of Tromsø in Norway has adopted new recommendations designed to increase the
number of female full professors from 23 percent in 2010 to 30 percent by 2014. Women spend longer
as Associate Professors than men, partly because “men apply as soon as they think they have a chance
of promotion, while women tend to wait until they are very confident”, according to Curt Rice, Vice
Rector for Research and Development at the University of Tromsø (Rice 2010: 1712). By introducing a
trial assessment for women, which simulates the promotion process, Rice hopes that women's
confidence will be boosted. Additionally, committees are to search for women qualified for newly
advertised positions, with the aim of ensuring that at least 40 percent of the candidates for any position
are women.
Scandinavian countries have long been leaders in gender equality, but in adopting in full the 13
recommendations for institutional action developed by the genSET (gender in science, engineering and
technology) panel of science leaders, the University of Tromsø has taken one step ahead. Other genSET
recommendations include re-advertising positions if there are no women in the applicant pool, ensuring
that women receive training in salary negotiation, assessing research quality rather than quantity,
setting explicit public targets and action plans to improve gender balance in science institutions,
improving the visibility of women within institutions, and encouraging diversity in leadership style.
Recognition that gender equality contributes to better science is fundamental to the genSET
recommendations.
Recommendations about best practices that might be adopted by NUR
The NUR GC may well consider some of the best practices detailed above with a view to implementing
them as recommended in the draft gender strategic and action plans:






Institutionalise GE by establishing a gender centre
Review all NUR major policies and programs to support GE implementation
Adopt targets and institute affirmative actions in relation to enrolment and retention of
students and recruitment, promotion and training of academic and administrative staff
Commission research and advocacy for enhancing gender mainstreaming
Establish a child care facility for both female and male students and staff
Initiate effective networking and linkages with relevant national, regional and international
institutions
If funding is available, organise for senior staff and members of the NUR GC to visit the Universities of
Dar es Salaam and Makerere for shadowing purposes
26
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Analysis, Scoring and Proposed Actions
Table 8 contains more details of the SWOT analysis using the Traffic Lights research method and
includes some of the actions proposed by members of the NUR community during the analysis-scoring
workshop
27
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Table 8:
NUR Strengths and Weaknesses, Scoring and Suggested Actions
1 ACCOUNTABILITY
Indicator Strengths
Tool
NUR GE
policy
exists and
is in line
with
National
Policy
Financial
resources
are used
in pursuit
of GE
Challenges
Though NUR has no specific Gender policies, there areGe Gender is sometimes
some powerful instruments showing that NUR is keen
misconstrued as only to do with
to implement gender equality (GE). Among others,
women’s issues.
there is the Quality Manual and Strategic Plan (20082010) which indicate a clear commitment to GE.
Mainstreaming GE.
The Quality Manual, in particular, contains the
Equality and Diversity Policy. It was adopted by the
Senate in 2008.
The first orientation of the current Strategic Plan
categorically states: “Achieving enrolment growth and
gender equity”.
Strong positive actions have been reported. Some of
them are perceived as policies, although they are not
documented, for example,
 First year female students are given
accommodation because they are more
vulnerable to danger and some of them are
new in the university environment.
 Offering scholarships to female academic
staff to pursue post-graduate education.
 The establishment of a Gender Committee
One of the objectives highlighted in the Constitution
of the NUR Student Union (NURSU, 2009), is the
promotion of GE. This was actualised by appointing a
Guild Minister in charge of Gender by NURSU and
ensuring equal gender representation at student level.
The policy on financial management takes its
The budget is silent on GE. How
framework from National Public Financial
to apply gender budgeting to
Management.
NUR programmes constitutes a
challenge.
Score
Possible actions
Responsible
Develop clear
Gender policies
that become
institutionalised.
Rector and
management
team and
other policy
makers within
the
institution.
Provide resources
for GM
Introduce gender
budgeting
Vice Rector
Admin and
Finance
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Indicator
Tool
Strengths
Challenges
Intervention
strategies
are aimed
at
achievement of
GE
Interventions are the results of initiatives undertaken
by individuals occupying leadership positions. A vivid
example is drawn from the University League for the
Fight Against AIDA (LUCS) where various sensitisation
programmes have been conducted for both female
and male students, especially new students.
At management level, female members of staff are
encouraged to advance their careers by pursuing post
graduate studies.
NUR’s Strategic Plan, Goal 1 demonstrates
commitment to gender equality. Goal 1 reads:
“Achieving enrolment growth and gender equity”
There are no clear NUR
strategic interventions set out
to achieve GE.
NUR
policies
complement and
support
commitment to
GE
The Gender policy at NUR is a part of the “Equality and
Diversity Policy” adopted by the Senate in 2008, in
NUR Academic Quality Manuel, volume 2, pp 60-64.
The Constitution of the National University of Rwanda
Students Union (NURSU, 2009) has a clear statement
on GE (Article 5, al. 2,§k)
There are some individual initiatives on GE from a few
academic staff who already understand that GE is a
commitment and approach of the Government to
national development policies and strategies.
HR policies are not analysed
with GE sensitivity. They do not
motivate staff and students to
deliver on GE.
- Among senior staff, there was
some identified resistance and
no clear commitment to GE,
especially in Sciences and in the
Admin and Finance Depts.
- For a large number of staff
members and students, GE is
only seen at NUR in relation to
addressing the unequal
numbers of female staff and
students.
- NUR has not been proactive
on GE. For example,
recruitment to reflect GE is not
yet institutionalised because
there is no strategy in place to
ensure a balanced
representation.
-There is no incentive for staff
and students to deliver GE.
Score
Possible actions
Responsible
Rector and
management
team
 To conduct regular
Gender Audits
deliberately for
streamlining NUR
processes and
activities to ensure
that GM is
reflected.
Rector and
management
team
 One Director
proposed to make
regulations public
to influence,
mentalities, values
and norms.
 Another said, “We
have to learn to do
rather than talk –
to walk the talk”.
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
2 INTERNAL OPERATIONS AND COMPETENCIES
Indicator
Tool
Staff are
competent and
motivated
regarding
GE
Strengths
Challenges
To some extent, NUR work
environment is gender sensitive
through some staff actions
(commemorating women’s day,
Miss NUR).
Administrative and Finance
Department specifically
requested for capacity building
on GM in budget planning and
implementation, accountancy,
procurement and in
infrastructure management.
Possible actions
Responsible
Members of staff are not adequately
trained in Gender Analysis (GA) and
Gender Inequity (GI)
Develop HRM policies that
complement and support
commitment to GE.
Rector and
manageme
nt team
None of the Human Resource
Management (HRM) job descriptions or
performance evaluation documents
mentioned GE competence or skills
Develop a recruitment policy that
aims at increasing number of
women staff at crucial and senior
positions.
Deans and
Directors
There is no mechanism for introduction
to GE or familiarisation of GM with the
existing or new documents.
Develop a promotion policy that
encourages women to aim at
advancement.
In the Strength, Weaknesses,
Opportunities, Threats (SWOT) analysis
in NURSU Plan (2008-2012), GI is
identified and gender balance of staff
and students is described as ‘very poor’:
‘more female staff are needed as role
models’
Create more awareness of GE,
GA, GI through training,
seminars, conferences, including
capacity building for Finance and
Administration staff in gender
budgeting, procurement and
infrastructure management .
Clear resistance of GE was identified
among some senior staff.
Female staff and students are more
vulnerable to HIV/AIDS than men. NUR
distributes only male condoms.
Women’s condoms are not available and
are difficult to use. Female students do
not pick up condoms to avoid negative
labelling.
Score
Conduct a study to know the
relationship between academic’s
resistance to GE and the
discouragement of female
students to undertake science
and technology majors.
Institutionalize Mr Campus NUR
to enhance gender balance.
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NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Indicator
Tool
Leadership
values
and
symbols
support
GE
Strengths
Challenges
NUR has leaders and symbols
that support gender awareness.
There is no adequate information
provided on who leads GE
implementation.
A Gender Committee has been
institutionalised with a woman
who is gender sensitive and
committed to achieving GE as
chairperson.
NURSU encourages equal
representation among its
executives (30 percent female
representation) and students
respect this. For example, the
2009 NUR student president
was a female student.
Systems
and
procedure
s are in
place for
checking
progress
and
outcomes
There are few data
disaggregated by sex presented
by the Human Resource
department.
Miss NUR Contest is considered by
students and staff as the most gender
sensitive action in the institution.
Equal representation is taking place at
the students’ level. At the Staff level this
is not observed and there are no actions
in place to address this
The monitoring and evaluation system in
NUR cannot help delivery of GE.
No one could identify any
institutionalised or regular systems or
procedures to check progress and
outcomes of GE.
Resources allocated to faculties and
centres are silent on gender. Allocation
of resources based on GE is lacking.
Score
Possible actions
Responsible
More commitment is needed
from management to lead by
example and be seen to practice
what they say.
Rector and
manageme
nt team
Train the leaders in GE skills to
enable them to drive the
institution by “walking the talk”.
Deans and
Directors
Management should adopt a
combination of a top down and
bottom up style of GE
management
Institutionalise GE at NUR by
deliberately incorporating GE in
all processes, programmes and
activities.
- Establish an M&E system for
checking progress and delivering
GE outcomes
- Allocate specific resources to GE
and Gender Equity targets.
- Establish a tracking system for
pregnant female students and
staff.
- Record and analyse numbers of
female students and staff drop
outs and the reasons they give
for dropping out. Use this
information to inform policy.
Rector and
management team
Director
HRM
LUCS
31
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Indicator
Tool
Organisati
onal
structure
and
control
mechanis
ms
promote
and
reward GE
Strengths
Challenges
Financial and procedure
manuals including procurement
follow national policies, except
for GE.
NUR organisational structure and all
control mechanisms are not constructed
in a manner to deliver on GE.
NUR does not implement the
National Gender Policy and
Gender Responsive Budgeting.
The numbers of female staff
and students as a percentage of
total staff and students
continues to increase.
Score
Possible actions
Responsible
Add to performance contracts a
component of GE and gender
equity actions and progress to
attain gender indicators
Rector and
manageme
nt team
Financial assessments are done
regardless of GE mainstreaming.
Deans and
Directors
There is no mechanism or any analysis
done to know from whom NUR
purchases. What if NUR with such big
purchasing power (over 14 billion per
year) only empowers men rather than
women? Reports show that gender
social constructions are reproduced in
NUR’s procurements. The traditional
division of labor is observed on the
suppliers of goods, services and
infrastructure. Men earn the big share of
the salaries; men are in construction,
women deal with cleaning.
Procuremen
t officer
All aspects of NUR data collection are
not systematically disaggregated by sex.
Though the number of female students
and staff are on the rise generally,
female students are seen more in social
studies than in sciences and technology.
Female staff are predominantly in
administration and junior level jobs.
Little is done to reward and promote GE
achievements.
32
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
3 INNOVATION AND LEARNING
Indicator /
Strengths
Tool
Choice of
PhD training and
intervention
mentorship of female
strategies is
academic staff in
informed by
quality research and
likely progress publications facilitated
towards GE
by NUR for female staff
outputs
will improve their
positions in leadership
in the future, e.g. to
progress to
professorial ranks,
become directors,
deans, vice rectors and
rectors.
Challenges
- Lack of clear strategies and
structures on how to achieve
GE.
- The strategies and processes
needed to actualise GE at all
levels are not visible.
- Annual reports 2007, 2008
and 2009 are silent about
intervention strategies
informed by progress
towards GE outputs.
- GE is not visible in various
annual programs.
- Although some strategic
documents mention GE, GE is
There is a Gender
not at the centre of the
Committee bringing
problematic analysis. Choices
together academic and for intervention strategies are
administrative staff
therefore not inclusive of GE.
and students.
- Experience shows that once
NUR develops female
Some strategic
capacities, these women are
documents mention
taken to other higher
GE (Quality Manual,
positions at national level.
Strategic Plan, etc.)
- There is no clear system for
engendering curricula,
teaching and examination
within NUR.
- Most male students think that
gender mainstreaming is
women’s promotion/ empowerment. There is
confusion between gender
and women
Score
Possible actions
Staff and students recommend that GE should be
given priority in the NUR planning process.
- Develop strategic plan for GE with short, medium and
long terms orientation.
- Put in place structures for mainstreaming GE.
- Give a high profile to GE activities in NUR.
- Engender the NUR Curricula
- Provide training in GE and institutional building for
delivery on GE.
- Market NUR and its courses aggressively in early
secondary classes in schools, pushing how welcome
girls would be and how capable they would be in
succeeding in science, engineering, agriculture
Responsible
Rector and
managemen
t team
Deans and
Directors
and medicine
- Include a ‘women very welcome’ line on all staff
advertisements, ensuring that particulars are
women friendly,
- Introduce affirmative action for balancing women and
men in senior staff positions
- Motivate female students to study Masters and
postgraduate programs in sciences and engineering
disciplines by providing incentives.
- Take advantage of the new GoR policy for public high
learning Institutions to take private students in
more flexible evening programs and provide
incentives for female students to upgrade their
qualifications.
- Review the HR policy with respect to GE to provide
incentives for staff and students to deliver on GE
(recruitment, inception and probation period,
appraisal system, etc).
- Establish a social scheme to assist poor and vulnerable
female students.
- Review student social policies and code of conduct to:
Lower the abortion and suicide rate for
33
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
female students
Provide equal responsibility of female and
male students in case of pregnancies
- Provide incentives for male and female staff and
students to understand gender as a concept and an
approach for development
- Organise public lectures and information sharing from
various Rwandan and international experts.
Possible actions
-
Indicator /
Tool
Tracking and
reporting
systems
provide the
gender
information
we need
Strengths
Challenges
Some reports
(graduates and staff
lists) reflect sex
representation.
-Annual reports 2007, 2008
and 2009 do not mention GE.
This is a result of a planning
framework which does not
have gender across the
process. E.g. the current
strategic plan mentions
gender in its first strategic
orientation but when it comes
to implementation /
operational plans, it is silent
on GE strategies.
- Focus groups and interviews
were unable to identify
tracking and reporting
systems that provide regular
information regarding GE, e.g.
tracking the trend of female
staff and students in science.
-It is evident that GE is talked
about (policy) but it has not
been actually implemented at
all levels. -There are
inadequate GA tools.
Although NURSU does
not have a particular
reporting system on
GE, all their reports
contain sex
disaggregated data.
Score
-
Develop an M&E system to track progress on the
integration of GE.
Responsible
Rector and
management team
Include GE strategies and indicators in log frames.
Ensure that all data collected is sex-disaggregated.
Deans and
Directors
34
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Indicator /
Tool
We have
identified the
areas of our
work that
must
contribute to GE progress
-
-
-
We have
mechanisms
in place to
share our
learning
internally &
externally
Strengths
Challenges
Some strong areas of
intervention which
contribute to GE
progress are
implemented in NUR:
Creation of the Gender
Committee
First year female
student
accommodation
Special female PhD
opportunities
‘Miss NUR initiative’ is
seen by many as a
strength but like most
beauty pageants might
be regarding women as
sexual objects unless
the programme is
properly defined.
SFLS have some
elements which
potentially contribute
to GE in their course
work and material
Discussions and
trainings on GE are
conducted in NUR
Possible actions
Responsible
Thought NUR has a gender
sensitive reputation, GE
actions are still individualized,
scattered and not regular.
There is no system or clear
mechanism that provides
incentives to people and
organs to mainstream gender
in their planning and
interventions.
Develop gender budgeting skills in planners and
provide regular feedback to the Management
Committee, Gender Committee and to staff, including
gender information and putting actions into place
appropriately.
Rector and
managemen
t team
NUR HR policies are not
gender sensitive in regard to
parental leave & family care.
Provide capacity building and mentorship of middle
level women in NUR to promote them to prepare
themselves for senior level (raise their confidence and
encourage them to undertake further studies and ban
the traditional and patriarchal society thinking on
female education).
Although there is priority
attention given to housing
female students, given the
scarce available
accommodation; there is
inadequate and inappropriate
infrastructure for both female
and male staff, and even
more so for students
especially the ones living
outside the campus.
There is no formal regular
forum for sharing learning
across NUR organs (horizontal
and vertical) which can lead
to innovation in information
exchange, approach,
intervention strategies, etc.
Score
Deans and
Directors
Provide vertical and horizontal organs for academics,
finance and administrative staff and students that
have strategic and operational delivery actions that
contribute to GE progress in NUR and the community.
Make a special programme for incubating “womenskilled leadership” to provide gender sensitive
graduates for senior position within GoR, Civil Society
Organisations (CSOs) and the private sector.
Conduct an assessment of Gender aspects of
infrastructure in NUR and implement
recommendations.
- Set up a learning mechanism leading to innovation for
a better delivery on GE.
- Provide a regular forum for information exchange
Conduct, document and evaluate a leadership review
of approach and intervention strategies in planning,
implementation and resources management
Rector and
managemen
t team
35
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
4 REPUTATION WITH PARTNERS / CLIENTS / CONSTITUENCIES
Indicator / Tool
Strengths
Challenges
Partners /
 Most of the MOUs with
 GE is not covered in activity
Clients/
development partners (SIDAcontracts
Communities see
Swedish, Dutch Cooperation and  NUR external communications in
us as committed
DFID) mention GE. Although
writing are silent on GE.
to GE in policy
MOUs with other universities
 There are still some Development
and practice
between 2007 and 2010 do not
and university partner MOUs
mention GE, there is one that has that do not mention GE.
a clear and strong statement –
 All the outreach programs in the
the University of Linkoping
local communities (social and
Sweden: “both universities
development) do not clearly
subscribe to the policy of equal
state NUR commitment to GE,
opportunity and do not
and do not provide incentives to
discriminate on the basis of race,
them to deliver on GE.
sex, age, ethnicity, religion,
 Some female students are
national origin or physical
mentioned as members of
disability”.
prostitution networks in Huye.
 Although NUR external written
 All the participants in the study
communications do not make
reported that the abolition of
clear its commitment to GE,
bursaries will have a negative
some activities lead to internal
impact on both female and male
and external community and
students’ tertiary education, but
partners perceiving NUR as a GE
especially women.
committed institution.
 From all sources of the survey,
 Huye District community
abolition of bursaries will have a
perceives NUR in general as
negative impact on both female
“good” because of their outreach and male students’ tertiary
programs, as clients for goods
education, especially women.
and services purchasing,
 “Miss NUR” event is perceived as
students’ employability in ICT,
the biggest “gender sensitive”
and women and girls’ education.
action of NUR.
 There is a partnership between
 The NUR/- Huye District working
UWSA and the Rwanda Women
relationship is not streamlined
Parliamentarian Forum (RWPF).
into a clear GE programme with
clear deliverables.
Score
Possible actions
 Prepare, develop and apply a
logical framework that provides
incentives to deliver on GE for
partners and clients, including the
central and local governments, the
development partners, the local
communities, the Rwanda
Women’s Parliamentary Forum
(RWPF) , etc
 Develop and apply a staff and
student code of conduct
 Build a positive reputation as an
institution promoting women and
men with integrity.
 Develop and make a clear
statement of GE with local
communities, civil society and the
private sector as part of NUR’s
implementation of the
Constitution and national policies.
 Set up a special programme for
employment and employability for
students (with affirmative action
for female students).
 Approach local government
(Districts, Sectors, Cells), Civil
Society Organizations and the
Private sector to develop programs
for employment for NUR students.
 Provide opportunities for students
to develop practical skills to enable
them to work and study.
Responsible
Rector and
managemen
t team
36
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Indicator / Tool
Our partners
(clients) know
what we require
of them in terms
of GE
Strengths
-
Challenges
There is no standardized
framework for all NUR staff to
apply gender with partners,
clients and constituencies.
With the bursary waived by the
GoR, female student enrolment
at NUR will be consistently
affected.
Score
Possible actions
Inform partners and clients of the
new development on gender issues
within NUR.
Include gender aspects in activity
contracts such as donor agencies.
Responsible
Rector and
managemen
t team
Review the staff appraisal system
to recognise and reward actions for
GE.
Set up a special programme for
employment and employability for
students (with affirmative action
for female students).
Approach local government
(Districts, Sectors, Cells), CSOs and
the Private Sector to develop
programs for employment for NUR
students
We provide
incentives on the
basis of their
commitment to
GE
We support their
activities aimed
at GE
The NURSU constitution is
supportive of GE. It is signed by
the Rector.
No reference to incentives for
partners for GE mainstreaming
Rector and
management team
NUR commitment to GE does not
influence the approach to
programs and partners.
Rector and
management team
37
NUR Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Gender Strategic Plan 2011-2015: Goals and Outputs
From the results of the three analysis frameworks, the Balanced Score Card, the Traffic Lights scoring
by NUR stakeholders and the SWOT analysis, a draft Gender Strategic Plan with suggested goals and
outputs has been developed for consideration by the NUR GC.
Strategic goal 1: Improving NUR institutional and organisational building for delivery of
Gender Equality (GE)
Output 1.1.
Vision, mission and core values are reviewed to reflect commitment to GE
Output 1.2.
Institutional and legal frameworks are harmonised and complemented with the
gender sensitive vision, mission and core values.
Output 1.3.
NUR Gender Policy is designed and mechanisms for its implementation within the
institution are set
Output 1.4.
NUR Gender Centre is established with the core mandate to develop specific
policies, programs and projects on Gender Equality and Gender Equity in the
institution through a Gender Mainstreaming strategy.
Organisational structure and participatory organs are reformed and specifically
required to deliver on GE.
Output 1.5.
Output 1.6.
Performance appraisal system for academic and administrative staff is reviewed to
include GE delivery.
Output 1.7.
Policies (including the Quality Manual) and their operational procedures (systems,
processes and procedures) are gender mainstreamed.
Output 1.8.
Strategic and operational planning framework is analysed for GE outcomes and
outputs as a criterion for efficiency and effectiveness.
Output 1.9.
Reporting mechanism is reviewed to reflect GE policy implementation
Strategic goal 2: Reviewing NUR policies for reflecting GE commitment
Output 2.1.
Human resource policies are reviewed to complement NUR's GE commitment
Output 2.2.
NUR’s Quality Manual and its implementation strategy are revisited with a GE
perspective as an incentive for GE delivery and for improved staff equal opportunity
Output 2.3.
National appointment and promotion procedures and the internal staff
development policy are reviewed to support an NUR Women Leaders' Incubation
Programme for national and international posts and income generation.
Output 2.4
Other relevant policies are reviewed to complement NUR's GE commitment
(internal regulations, HIV/AIDS control, students affairs, consultancy, environmental
management, etc)
38
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
8 March 2016
Strategic goal 3: Mainstreaming GE into the NUR curricula, research, programs and
services rendered to the community
Output 3.1.
GE is mainstreamed in NUR curricula
Output 3.2.
GE is mainstreamed in NUR research and programs
Output 3.3.
GE is mainstreamed in NUR services rendered to the community
Output 3.4.
Monitoring, evaluation and impact assessment are conducted for GE quality
assurance implementation
Strategic goal 4: Implementing the National Gender Responsive Budget policy
Output 4.1.
Awareness of gender responsive budgeting and implementation guidelines is
created within the NUR community
Output 4.2.
Capacity building for gender responsive budget implementation in NUR is
developed.
Output 4.3.
Compulsory gender responsive budgeting is implemented in all NUR budgetary units
Strategic goal 5: Building non discriminatory and Gender sensitive infrastructure
Output 5.1.
Existing, under-development and planned physical infrastructure are revisited with a
gender perspective, e.g. child care facilities for female and male staff and students.
Output 5.2.
NUR physical infrastructure is improved for better health and protection of both
men and women
Strategic goal 6: Promoting affirmative action for women’s empowerment
Output 6.1.
All gender gaps for equal staffing for women and men in leadership, senior,
intermediate and junior positions in NUR are identified
Output 6.2.
All gender gaps for equal enrolment for female and male students in faculties for
undergraduate and postgraduate studies are identified
Output 6.3.
A study to identify labour market needs for women in senior university positions at
national, regional and international levels is conducted
Output 6.4.
An affirmative action programme and implementation strategy for NUR as a world
class incubator for women senior leaders is designed
Output 6.5.
The Women's Leadership Incubation Programme is implemented
39
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic goal 7: Designing and implementing an NUR communication strategy for GE
advocacy
Output 7.1
A communication strategy for GE as an approach for national development is
designed
Output 7.2
A communication strategy for GE within NUR is designed
Strategic goal 8: Providing incentives for engaging NUR community to deliver on GE
Output 8.1
A Rector's Basket Fund for GE mainstreaming is created
Output 8.2
An annual call for GE proposals is made and the best reforming projects are funded
Output 8.3
Best GE reformers and implementers are rewarded (special recognition, study tours,
etc.)
Strategic goal 9: Establishing a NUR GE M&E framework.
Output 9.1.
A GE M&E Framework is designed
Output 9.2.
A GE M&E Framework is implemented
Output 9.3.
Annual Gender Mainstreaming Surveys and Gender Audits are conducted for
monitoring GE progress
For each goal and output in the NUR Gender Strategic Plan, a number of activities have been
elaborated in the NUR Gender Action Plan. A time frame is detailed by quarter for 2011 and then by
year from 2012 to 2015. Indicators and the unit responsible are also suggested. This comprehensive
action plan can be used by the NUR GC, faculties and departments to design specific activities for
their units. It is the responsibility of the GC to identify priority activities and cost them so they can
argue for the necessary budget that will help to achieve them. They also need to consider the risks
that might reduce the impact of their outputs and design strategies to avoid those risks.
40
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Gender Action Plan 2011-2015: Activities, Indicators, Time Frame and Units Responsible
Strategic Goals, Outputs, Activities
Indicators
Unit
responsible
Time frame
Strategic goal 1: Improving NUR institutional and organisational building for the delivery of Gender Equality (GE)
Output 1.1.
Vision, mission and core values are reviewed to reflect NUR commitment to GE
2011
T1
T2
T3
12
13
14
15
T4
Activity 1.1.1.
Meet to review the NUR vision, mission and core values in the
Strategic Plan
Minutes of 3
meetings held
Activity 1.1.2.
Validate report of GC
Minutes of
EC/Senate
Activity 1.1.3.
Adopt new vision, mission and core values
Minutes of BOD
Activity 1.1.4.
Communicate the new vision, mission and core values to the
NUR community and their partners
Report of
Launch, Change
in website
Output 1.2.
Institutional and legal framework harmonised and complemented with gender sensitive vision, mission and core values.
Activity 1.2.1.
Meet to discuss necessary amendments with legal officer
Minutes of 2
meetings held
x
GC
Activity 1.2.2.
Amend framework as necessary
Technical rept
x
LA
Activity 1.2.3.
Validate amendments
Minutes of
EC/Senate
x
EC/ Senate
Activity 1.2.4.
Adopt amendments
Minutes of BOD
x
GC
Activity 1.2.5.
Legalise NUR amendments
Official Gazette
x
MINIJUST
x
GC
x
EC/ Senate
x
BOD
x
x
x
x
x
EC
41
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Output 1.3.
NUR Gender Policy designed and mechanisms for its implementation within the institution are set
Activity 1.3.1.
Draw up a consultancy proposal
Tender doc
Activity 1.3.2.
Commission a consultant
Contract
Activity 1.3.3.
Meet to consider report
Minutes of GC
x
GC
Activity 1.3.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 1.3.5
Adopt report
Minutes of BOD
x
BOD
Activity 1.3.6
Implement recommendations
Website and
documents
x
Output 1.4.
NUR Gender Centre established with a core mandate of developing specific policies, programs and projects on Gender Equality and Gender Equity
in the institution through a Gender Mainstreaming Strategy.
Activity 1.4.1.
Draw up a consultancy proposal
Tender doc
Activity 1.4.2.
Commission a consultant
Contract
Activity 1.4.3.
Meet to consider report
Minutes of GC
x
GC
Activity 1.4.4
Visit sister institutions with best gender practices in order to
shadow effective gender strategies
Report of visits
x
GC
Activity 1.4.5.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 1.4.6.
Adopt report
Minutes of BOD
x
BOD
Activity 1.4.7.
Launch of the NUR Gender Centre
Website and
documents
x
x
GC
x
Procurement
x
x
x
x
BOD, EC, GC
GC
x
Procurement
x
x
x
BOD, EC, GC
42
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Output 1.5.
Organisational structure and participatory organs are reformed and specifically required to deliver on GE
Activity 1.5.1.
Draw up a consultancy proposal
Tender doc
Activity 1.5.2.
Commission a consultant
Contract
Activity 1.5.3.
Meet to consider report
Minutes of GC
x
GC
Activity 1.5.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 1.5.5
Adopt report
Minutes of BOD
x
BOD
Activity 1.5.6
Implement recommendations
Website and
documents
x
Output 1.6.
Performance appraisal system for academic and administrative staff is reviewed to include GE delivery
Activity 1.6.1.
Draw up a consultancy proposal
Tender doc
Activity 1.6.2.
Commission a consultant
Contract
Activity 1.6.3.
Meet to consider report
Minutes of GC
x
GC
Activity 1.6.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 1.6.5
Adopt report
Minutes of BOD
x
BOD
Activity 1.6.6
Implement recommendations
Website and
documents
x
x
GC
x
Procurement
x
x
x
x
BOD, EC, GC
GC
x
Procurement
x
x
x
BOD, EC, GC
43
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Output 1.7.
Policies (including the Quality Manual) and their operational procedures (systems, processes and procedures) are gender mainstreamed
Activity 1.7.1.
Meet to review the NUR policies and operational procedures
Minutes of 3
meetings held
Activity 1.7.2.
Validate report of GC
Minutes of
EC/Senate
Activity 1.7.3.
Adopt policies and procedures
Minutes of BOD
Activity 1.7.4.
Communicate the new policy and procedures
Report of
Launch, Change
in website
Output 1.8.
Strategic and operational planning framework is analysed for GE outcomes and outputs as a criterion for efficiency and effectiveness
Activity 1.8.1.
Meet to review the NUR strategic and operational framework
Minutes of 3
meetings held
Activity 1.8.2.
Validate report of GC
Minutes of
EC/Senate
Activity 1.8.3.
Adopt framework
Minutes of BOD
Activity 1.8.4.
Communicate the new strategic and operational framework
Report of
Launch, Change
in website
x
GC
x
EC/ Senate
x
BOD
x
x
x
x
EC
GC
x
EC/ Senate
x
BOD
x
x
x
x
EC
44
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Output 1.9.
Reporting mechanism is reviewed to reflect GE policy implementation
Activity 1.9.1.
Meet to review the reporting mechanisms
Minutes of 3
meetings held
Activity 1.9.2.
Validate report of GC
Minutes of EC
Activity 1.9.3.
Adopt framework
Minutes of BOD
Activity 1.9.4
Communicate the new reporting framework
Report of Launch,
Change in website
Output 2.1.
Human resources policies are reviewed to complement NUR's GE commitment
Activity 2.1.1.
Draw up a consultancy proposal
Tender doc
x
GC, HRD
Activity 2.1.2.
Commission a consultant
Contract
x
Procurement
Activity 2.1.3.
Meet to consider report
Minutes of GC
x
GC
Activity 2.1.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 2.1.5
Adopt report
Minutes of BOD
x
BOD
Activity 2.1.6
Implement recommendations
Website and
documents
x
Output 2.2.
NUR Quality Manual and its implementation strategy is revisited with a GE perspective as an incentive for GE delivery and for improved staff equal
opportunities
Activity 2.2.1.
Draw up a consultancy proposal
Tender doc
x
GC, HRD
Activity 2.2.2.
Commission a consultant
Contract
x
Procurement
Activity 2.2.3.
Meet to consider report
Minutes of GC
x
GC
x
GC
x
EC
x
BOD
x
x
x
x
x
x
EC
BOD, EC, HRD
45
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Activity 2.2.4
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 2.2.5.
Adopt report
Minutes of BOD
x
BOD
Activity 2.2.6
Implement recommendations
Website and
documents
x
Output 2.3.
National Appointment and Promotion Procedures and the internal Staff Development Policy are reviewed to support an NUR Women Leaders
Incubation Programme for national and international posts and income generation
Activity 2.3.1
Determine criteria for selection of three people for the study
tour
Advert posted
x
GC/ Rector
Activity 2.3.2.
Select participants
Participants
announced
x
GC/ Rector
Activity 2.3.3.
Plan itinerary to recognised leadership programs at the
masters level
Tickets purchased
x
Procurement
Activity 2.3.4.
Undertake tour
Report to
GC/Rector
x
GC/ Rector
Activity 2.3.5
Plan Leadership Programme with support of the Programme
Development Committee
Programme Det
report
x
ST Part
Activity 2.3.6
Implement Leadership Program
Website
Output 2.4
Other relevant policies are reviewed to complement the NUR GE commitment (internal regulations, HIV/AIDS control, students affairs,
consultancy, environmental management, etc)
Activity 2.4.1.
Draw up a consultancy proposal
Tender doc
Activity 2.4.2.
Commission a consultant
Contract
Activity 2.4.3.
Meet to consider report
Minutes of GC
x
x
x
x
x
x
x
BOD, EC, HRD
ST Part
GC
x
Procurement
x
GC
46
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Activity 2.4.4
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 2.4.5
Adopt report
Minutes of BOD
x
BOD
Activity 2.4.6
Implement recommendations
Website documents
x
Output 3.1.
GE is mainstreamed in NUR curricula
Activity 3.1.1.
Develop a consultancy proposal
Tender doc
x
GC
Activity 3.1.2.
Recruit three consultants for science, arts, social science
Minutes
x
Proc
Activity 3.1.3.
Hold training workshops for faculty to teach them how to
engender curriculum
Reports of five-day
workshops
x
VRs
Activity 3.1.4
Write reports of the workshops
Report del
x
VRs
Activity 3.1.5
Charge faculty to review and revise modules
Revised modules
x
VRs/Deans
Activity 3.1.6
Validate revised modules
Minutes meetings
x
VRs/Deans
Activity 3.1.7
Implement new modules
Output 3.2.
GE is mainstreamed in NUR research and programs
Activity 3.2.1.
Draw up a consultancy proposal
Tender doc
Activity 3.2.2.
Commission a consultant
Contract
Activity 3.2.3.
Meet to consider report
Minutes of GC
x
GC
Activity 3.3.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 3.3.5
Adopt report
Minutes of BOD
x
BOD
x
x
x
x
x
BOD, EC, GC
VRs/Deans
GC
x
Proc
47
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Activity 3.3.6
Implement recommendations
Website and
documents
x
Output 3.3.
GE is mainstreamed in NUR services rendered to the community
Activity 3.3.1.
Draw up a consultancy proposal
Tender doc
x
Activity 3.3.2.
Commission a consultant
Contract
Activity 3.3.3.
Meet to consider report
Minutes of GC
x
GC
Activity 3.3.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 3.3.5
Adopt report
Minutes of BOD
x
BOD
Activity 3.3.6
Implement recommendations
Website/documents
x
Output 3.4.
Monitoring, evaluation and impact assessment are conducted for GE quality assurance implementation
Activity 3.4.1.
Draw up a consultancy proposal
Tender doc
Activity 3.4.2
Commission a consultant
Contract
Activity 3.4.3.
Meet to consider report
Minutes of GC
x
GC
Activity 3.4.4.
Validate report of GC
Minutes EC/Senate
x
EC/ Senate
Activity 3.4.5
Adopt report
Minutes of BOD
x
BOD
Activity 3.4.6
Implement recommendations
Website/documents
x
Output 4.1.
Awareness of Gender Responsive Budgeting and implementation guidelines is created within the NUR community
Activity 4.1.1.
Draw up a consultancy proposal
Tender doc
Activity 4.1.2.
Commission a consultant
Contract
x
x
x
BOD, EC, GC
GC
x
Proc
x
x
BOD, EC, GC
GC
x
x
Procurement
x
x
x
BOD, EC, GC
GC
x
Procurement
48
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Activity 4.1.3.
Meet to consider report
Minutes of GC
x
GC
Activity 4.1.4.
Validate report of GC
Minutes EC/Senate
x
EC/ Senate
Activity 4.1.5
Adopt report
Minutes of BOD
x
BOD
Activity 4.1.6
Implement recommendations
Website/documents
x
Output 4.2.
Capacity building for Gender Responsive Budget implementation in NUR developed
Activity 4.2.1.
Draw up a consultancy proposal
Tender doc
Activity 4.2.2.
Commission a consultant
Contract
Activity 4.2.3
Meet to consider report
Minutes of GC
x
GC
Activity 4.2.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 4.2.5
Adopt report
Minutes of BOD
x
BOD
Activity 4.2.6
Implement recommendations
Website and
documents
x
Output 4.3.
Compulsory Gender Responsive Budgeting is implemented in all NUR budgetary units
Activity 4.3.1.
Meet to develop M&E framework
Minutes of 3
meetings held
x
GC
Activity 4.3.2.
Validate report of GC
Minutes of
EC/Senate
x
EC/ Senate
Activity 4.3.3.
Adopt M&E framework
Minutes of BOD
x
BOD
Activity 4.3.4.
Communicate the new M&E framework to the NUR staff
Report of Launch,
Change in website
x
x
x
x
x
BOD, EC, GC
GC
x
Procurement
x
x
x
x
x
BOD, EC, GC
EC
49
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Output 5.1.
Existing, under-development and planned physical infrastructure are revisited with a gender perspective
Activity 5.1.1.
Draw up a consultancy proposal
Tender doc
Activity 5.1.2.
Commission a consultant
Contract
Activity 5.1.3.
Meet to consider report
Minutes of GC
x
VRAF team
Activity 5.1.4.
Validate report of GC
Minutes of
EC/Senate
x
EC/Senate
Activity 5.1.5
Adopt report
Minutes of BOD
x
BOD
Activity 5.1.6.
Design and implement a day care project for female and male
staff and students
Minutes of
EC/Senate,
Project proposal
x
VRAF
x
Proc
X
X
Fund mobilisation
Project completed
Launch report
X
X
x
X
X
Output 5.2.
NUR physical infrastructure is improved for better health and protection of both men and women
Activity 5.2.1.
Draw up a consultancy proposal for an architect
Tender doc
x
VRAF
Activity 5.2.2.
Commission an architect
Contract
x
Proc
Activity 5.2.3.
Architect to evaluate report to Rector and VRAF
Minutes of MT
x
MT
Activity 5.2.4.
Prepare tender and recruit
Contract
x
Proc
Activity 5.2.5
Implement
Minutes of FC
x
EC/Senate
50
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Output 6.1.
All gender gaps for equal staffing for women and men in leadership, senior, intermediate and junior positions in NUR are identified
Activity 6.1.1.
Collect disaggregated data
HR
Activity 6.1.2.
Analyse data
Minutes of HR
Activity 6.1.3.
Report on gaps
Minutes of
EC/Senate
Activity 6.1.4.
Propose a strategy
Minutes of GC
x
Activity 6.1.5
Implement and monitor
Reports
x
Output 6.2.
All gender gaps for equal enrolment for female and male students in faculties for undergraduate and postgraduate studies are identified
Activity 6.2.1.
Collect disaggregated data - Academic Registrar
HR and AR
Activity 6.2.2.
Analyse datra
Minutes of HR
Activity 6.2.3.
Report on gaps
Minutes of
EC/Senate
Activity 6.2.4.
Propose a strategy
Minutes of GC
x
Activity 6.2.5
Implement and monitor
Reports
x
Output 6.3.
A study to identify labour market needs for women in senior positions at national, regional and international levels is conducted
Activity 6.3.1.
Draw up a consultancy proposal
Tender doc
Activity 6.3.2
Commission a consultant
Contract
Activity 6.3.3.
Meet to consider report
Minutes of GC
x
GC
Activity 6.3.4
Validate report of GC
Minutes of
EC/Senate
x
EC/Senate
x
HR
x
HR
x
EC/Senate
GC
x
x
x
x
x
HR and GC
HR
x
HR
x
EC/Senate
GC
x
x
x
x
x
HR, AR, GC
GC
x
Proc
51
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Activity 6.3.5
Adopt report
Minutes of BOD
x
Activity 6.3.6
Implement recommendations
Website and
documents
x
Output 6.4.
An affirmative action programme and implementation strategy for NUR as a world class incubator for women senior leaders is designed
Activity 6.4.1.
Draw up a consultancy proposal
Tender doc
Activity 6.4.2.
Commission a consultant
Contract
Activity 6.4.3.
Meet to consider report
Minutes of GC
x
GC
Activity 6.4.4
Validate report of GC
Minutes EC/Senate
x
EC/Senate
Activity 6.4.5
Adopt report
Minutes of BOD
x
EC/Senate
Output 6.5.
The Women's Leadership Incubation Programme is implemented
Activity 6.5.1.
Recruit women
AR
x
AR
Activity 6.5.2.
Charge faculty to review and revise modules
VRA
x
VRA
Activity 6.5.3.
Validate revised modules
EC/Senate
x
Activity 6.5.4
Implement new modules
EC/Senate
x
Output 7.1
A communication strategy for GE as an approach for NUR to contribute to national development is designed
Activity 7.1.1.
Develop terms of reference
Minutes of GC
x
GC
Activity 7.1.2.
Establish a committee
Minutes of GC
x
GC
Activity 7.1.3.
Design a strategy
Minutes of CC
x
CC
Activity 7.1.4.
Implement the strategy
Minutes of
EC/Senate
x
EC/Senate
x
x
x
x
VRAF
GC
x
Proc
EC/Senate
x
x
x
x
EC/Senate
EC/Senate
52
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Output 7.2
A communication strategy for GE within NUR is designed
Activity 7.2.1.
Develop terms of reference
Minutes of CC
x
CC
Activity 7.2.3.
Design a strategy
Minutes of CC
x
CC
Activity 7.2.4.
Implement the strategy
Minutes of
EC/Senate
x
Output 8.1
A Rector's Basket Fund for GE mainstreaming is created
Activity 8.1.1.
Design a programme
Minutes GC
x
GC
Activity 8.1.2.
Set up criteria
Minutes GC
x
GC
Activity 8.1.3.
Raise funds
Minutes FC
x
FC
Activity 8.1.4.
Advertise
Website
x
GC
Output 8.2
An annual call for proposals is made and the best reforming projects are funded
Activity 8.2.1.
Call for proposals
Minutes GC
x
GC
Activity 8.2.2.
Establish an evaluation committee
Minutes GC
x
EC
Activity 8.2.3.
Select best proposals
Minutes EC
x
EC
Activity 8.2.4
Allocate funds
Minutes FC
x
FC
Activity 8.2.5
Publicise best proposals
Website
x
EC/Senate
Output 8.3
Best GE reformers and implementers are rewarded (special recognition, study tours, etc
Activity 8.3.1.
Review and analyse best proposals over two years
Minutes EC
x
EC
Activity 8.3.2.
Design the award
Minutes GC
x
GC
x
x
EC/Senate
53
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Strategic Goals, Outputs, Activities
Indicators
Time frame
Responsible
Activity 8.3.3.
Select prize winners
Activity 8.3.4.
Organise award event
Minutes of
EC/Senate
Website publicity
Output 9.1.
A GE M&E Framework is designed
Activity 9.1.1.
Establish an M&E committee
Minutes of GC
Activity 9.1.2.
Develop terms of reference
Minutes of GC
Activity 9.1.3.
Design the M&E Framework
Minutes of GC
x
M&E C
Activity 9.1.4.
Communication the Framework on NUR website
Minutes of
EC/Senate
x
EC/ Senate
Output 9.2.
A GE M&E Framework is implemented
Activity 9.2.1.
Monitor systematically the GE implementation
Minutes of M&E C
Activity 9.2.2.
Prepare report and discuss with GC EC BOD
Activity 9.2.3.
Publicise results
Minutes of GC EC
BOD
Website publicity
Activity 9.2.4.
Utilise results for reviewing approach/strategies
Minutes
Output 9.3.
Annual Gender Mainstreaming Survey and Gender Audit are conducted for monitoring GE program
Activity 9.3.1.
Draw up a consultancy proposal
Tender doc
Activity 9.3.2.
Commission a consultant
Contract
Activity 9.3.3.
Meet to consider report
Minutes of GC
x
GC
Activity 9.3.4.
Validate report of GC
x
EC/ Senate
Activity 9.3.5
Adopt report
Minutes of
EC/Senate
Minutes of BOD
x
BOD
Activity 9.3.6
Implement recommendations
Website and
documents
x
x
EC/Senate
x
GC
x
GC
x
GC & M&E C
x
M&E C
x
GC EC BOD
x
GC EC Senate
x
x
GC EC BOD
GC
x
Procurement
x
x
x
BOD, EC, GC
54
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Monitoring and Evaluation
In order to ensure the implementation of the NUR Gender Strategic and Action Plans, an M&E
mechanism of progress has to be streamlined within NUR. All NUR stakeholders, including academic and
administrative staff and students should not only be clearly committed to the implementation of the
plans, but should be held accountable as well.
All of NUR’s operational structure will be affected in terms of the ongoing review of policies and the
translation of the NUR Gender Strategic and Action Plans into practice. An institutional framework for
monitoring and evaluating the implementation progress at all levels of NUR should be instituted by the
top leaders of the University.



The responsibility for the M&E strategy should rest with both BOD and GC:
The NUR BOD, EC and the Rector have the ultimate responsibility for the implementation of the
NUR Gender Strategic Plan and Gender Action Plans.
GC is the operational overseer of the implementation of the plans.
These responsible organs should establish accountability mechanisms for monitoring and evaluating the
implementation of the plans. It is essential that an elaborate M&E framework be embedded in the
existing general M&E system at all levels of NUR
Risk Analysis
It is important for the NUR GC to be aware of the risks inherent in implementing a gender policy and
plans. An analysis of the three most important risks is set out below.
Institutional Political Commitment
NUR leadership at all levels has the responsibility of playing a significant role for setting up GE as a key
‘developmental approach’ and ensuring the success of its implementation within the institution.
Without this political commitment the plans for GE will fail.
The process of engendering the institution should follow the normal path of any learning and growing
organisation. GE implementation will require NUR to undergo institutional and operational reviews and
organizational building exercises to enable the university not only to deliver on gender but also to
sustain a qualitative and quantitative equality product for both its female and male clients and the
community in general.
Thus, the ongoing commitment of the governing leadership of NUR is critical to ensure the translation of
the political commitment into equality practices and actions within the institution. The leadership
should ensure that GE delivery is embedded in policies, in the institutional planning process and the
performance appraisal system.
Management of Change
Most reforms generate resistance of various types. Some people within NUR may believe that they are
losing power and influence as GE is implemented. If change management is not considered, it could
jeopardise good planning
55
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
The availability of information and a good communication strategy about changes being generated by
GE implementation within NUR will help to clear people’s primary concerns about how any initiatives
might influence their own position. A participatory strategy and involvement of all the NUR community
in implementing the Gender Strategic and Gender Action Plans should help them to understand the
purpose behind, reasons for and content of any changes brought by GE institutionalisation. Support and
facilitation will be required to enable and equip all actors to engage in, negotiate and implement GE.
Finally, incentives and rewards should be given to the implementers and innovators as a motivation for
GE achievement and to lower resistance to change.
Resource Mobilisation and Networking
Adequate resources will be needed to set up a gender centre and undertake many of the initiatives in
the gender strategic and gender action plans if they are to succeed. Many of NUR’s sister institutions governmental, non-governmental, bilateral and multilateral cooperation agencies – have been through
these processes of gender auditing, gender planning and engendering their organisations in recent
years. Substantial linkages and good collaboration can facilitate resource mobilisation and lead to
relatively quick capacity building for gender analysis and individual professional development for
members of the NUR community.
Conclusion
This first report has described the research processes used by the consultancy team to develop the
gender policy, gender strategic plan and gender action plans described in the second report. The
bibliography lists resources consulted and the key tools are detailed in the appendices.
56
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Appendix 1: Questionnaire
NUR/KIE GENDER CONSULTANCY PROJECT
NUR SELF-ASSESSMENT QUESTIONNAIRE (OCTOBER 2010)
The purpose of this questionnaire
You may be aware that the Kigali Institute of Education’s Centre for Gender, Culture and Development is currently
undertaking a Gender Consultancy of NUR in order to establish a gender baseline and conduct a gender audit to
provide background for the development of a gender policy, and strategy and action plans.
This questionnaire is focusing on two aspects
1. To what extent do NUR’s policies on gender equality (GE), if any, get translated into programmes and
interventions?
2. To what extent do NUR policies and practices reflect a commitment to GE?
As part of this Gender Consultancy, we want to consult with a sample of the NUR community in order to
understand your perceptions of gender mainstreaming and gender equality. This consultation comprises this short
anonymous questionnaire and some focus group discussions and interviews. This questionnaire is intended to
provide background information for the focus group discussions, and should not take you longer than 30-45
minutes to complete. When all the data has been collected and analysed, you will be invited to attend a meeting at
which we will inform you of the findings, and give you an opportunity to contribute to development of an action
plan aimed at improving NUR’s performance on gender equality.
We would be most grateful if you would complete this questionnaire as fully as possible. We appreciate that some
of the questions may not apply to all of you, for example some NUR’s administrative/support staff may not be
familiar with project approval procedures or gender analysis tools used in designing academic programmes, but we
would be grateful if you could answer as many questions as you can.
Thank you for your assistance. Please return this form as soon as possible after you have completed it.
This questionnaire is anonymous we do not want to know your name or job title, but we do need some basic
information to help us with analysing the data
Please tick
1. Are you a man or a woman
Man
2. How old are you
<20
3. Are you student/ academic or
administrative/support staff?
4. Are you Rwandan or expatriate
Woman
20-25
Student
Rwandan
26-30
30-35
36-40
Academic staff
41-45
<45
Administrative/support
staff
Expatriate
60
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Section A
ACCOUNTABILITY TO VICE CHANCELLOR/EXECUTIVE COUNCIL
Aa
The policy of NUR with respect to GE
5.
Does NUR have a policy with respect to gender equality?
Please tick
Yes
No
Don't Know
6.
If Yes
Please tick
Yes No
6.1
6.2
6.3
6.4
6.5
Have you seen a written policy?
Do you understand the policy?
Do you make use of the policy in your work?
Do you think the policy is appropriate?
Do you think the policy is strong enough?
7. How high a priority is placed on GE by NUR?
Please tick
Very high priority
High priority
Moderate priority
Low priority
Don’t know
8.
How well do you think NUR translates national policies on GE into its policies, practices and programmes?
Please tick one box
Completely
Sufficiently
Insufficiently
Not at all
Don’t know
9.
NUR?
Do you think NUR has a clear strategy or approach towards the inclusion of gender in all aspects of life at
Please tick
Yes
Some
No
Don't Know
61
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Ab
Resources used in pursuit of GE
10.
What resources does NUR provide to implement and support GE?
Resources
Please tick
Are these resources
Should these resources
provided now?
be provided in future?
Yes No
Don’t
Yes No
Don’t
know
know
10.1
Financial resources for GE
10.2
10.3
Staff time allocated to GE
10.4
10.5
Expert advice / consultancy on GE
10.6
10.7
Training opportunities on GE
10.8
10.10
Reports and other materials on GE
10.10
10.11
Management time for GE
10.12
10.13
Rewards and incentives for implementing GE
10.14
Ac
11.
Human Resource Policies complement and support GE
Do you feel that NUR’s Human Resources Policy (HRP) is equally fair to men and women?
Please tick one box
Yes
No
Don’t know
12.
Do the following HR policies exist in NUR and are they implemented?
Tick Yes, No or Don't Know for each policy
Does the policy exist?
A written equal opportunities policy
12.1
Flexible working arrangements
12.3
Yes
No
Don't Know
Yes
Is
the
policy
implemented?
12.2
Yes
No
Don't Know
12.4
Yes
No
Don't Know
A written maternity/paternity leave
policy
12.5
A child care/dependent care leave
policy
12.7
Gender awareness included in all job
descriptions
Gender equality integrated into staff
induction processes
12.9
Gender equality integrated into staff
performance appraisal processes
12.11
12.13
Yes
No
Don't Know
Yes
No
Don't Know
Yes
No
Yes
No
Don't Know
12.6
12.8
12.10
12.12
Yes
No
Don't Know
Yes
No
Don't Know
Yes
No
Yes
No
No
Don't Know
Don't Know
Yes
12.14
Yes
No
No
Don't Know
Don't Know
62
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
An equal pay and benefits policy
Rewards
and
incentives
implementing gender policies
12.15
for
A policy of encouraging women to
take up senior positions
A policy of encouraging women to
gain further qualifications
Yes
No
Don't Know
Yes
12.17
12.19
12.18
Yes
No
Don't Know
Yes
No
No
Don't Know
Don't Know
Yes
12.21
12.16
12.20
Yes
No
No
Don't Know
Don't Know
Yes
12.22
Yes
No
No
Don't Know
Don't Know
Ad
Intervention strategies aimed at the achievement of GE
13.
to be
Do you consider the programming tools and techniques available to you to mainstream GE into your work
Please tick one box
Enough
Not enough
None at all
Don’t know
B
NUR OPERATIONS AND COMPETENCIES
Ba
Staff competencies and incentives
14
What would you say about the level of the following aspects of support to GE?
Please tick
It is adequate
It
needs
improvement
some
It needs a lot of
improvement
Don’t
know
14.1 Training in GE
14.2 Access to specialists in GE
14.3 Management direction on GE
14.4 Team discussion about
gender issues
15. Do you think you have a good understanding of GE issues?
Please tick
Yes
No
Not sure
16. If you answered ‘No’ or ‘Not sure’ how do you think your understanding could be improved?
………………………………………………………………………………………………………........................................………
63
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
17.
How often do you integrate gender specifically into your work?
Please tick one
Always
Usually
Seldom
Never
18.
Have you ever taken action to solve a gender related problem in NUR?
Please tick one
Yes, often
Yes, once or occasionally
Never
19.
19.3
19.4
If you were asked to do each of the following tasks, would you be able to
Please tick
Yes
Partially
Summarize NUR’s policy with respect to gender
Describe the difference between Gender Equality and Women's
Empowerment
Say what you are doing to help implement gender policy
Tell someone how well NUR is doing on gender
Bb
Leadership and values and symbols
19.1
19.2
No
20.
Who leads on gender policy implementation in NUR (by position, not name)
…………………………………………………………………………………………………………………......................................................
21.
Do you think the leadership is able to articulate and address gender concerns?
Please tick one
Yes
No
Not sure
22.
How often are gender issues highlighted in NUR meetings?
Please tick one
Very often
Often
Rarely
Never
23.
Do you think verbal and written commitment to GE by the leadership is actually translated into action ?
Please tick
Yes
No
24.
Do you think enough is done to discourage expressions of gender inequality (such as disrespectful jokes)?
Please tick
Yes
No
64
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
25.
26.
27.
How important do you consider it is to ensure relations between women and men in NUR are respectful?
Please tick one
Very important
Important
Not important
Do you think there is resistance to GE in NUR?
Please tick
Yes
No
If Yes, what is the source of the resistance?
…………………………………………………………………………………………………………….........................................................
Bc
Organisational structure and control mechanisms to promote GE
28.
If you raise a gender issue in a meeting how will people react?
Positively
Negatively
Neither positively or negatively
Bd
Systems and procedures for checking progress and outcomes on GE
29
Is there any control mechanism to promote gender equality in NUR
Please tick one
Yes
No
Not sure
30.
Is the implementation of gender policy monitored?
Please tick one
Yes
No
Don’t know
31.
Do you consider it is important to include gender mainstreaming in your reporting procedures?
Please tick
Yes
No
Be
PROCUREMENT
32
Do you think that NUR purchases goods, service and infrastructures from predominantly male- or femaleowned companies?
Please tick
Male
Female
Not sure
C
Ca
INNOVATION AND LEARNING
Planning informed by GE objective
65
Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
33.
Cb
Should GE be given a higher or lower profile than at present in the following activities
Please tick one
Higher Same Lower
33.1 Strategic Planning
33.2 Programme Planning
33.3 HR planning and procedures
Information systems provide data on gender
34.
Do the routine monitoring and reporting systems of NUR provide sex-disaggregated data?
Please tick
Yes
No
Don’t know
Cc
Internal and external learning mechanisms on GE are in place
35.
Has NUR tried anything new in its approach to GE over recent years?
Please tick
Yes
No
Don’t know
36.
If ‘Yes’ – what has been tried? Can you give an example?
………………………………………………………………………………………………………………
37.
Is there a regular opportunity or forum within NUR for exchanging information and learning with respect
to GE?
Please tick
Yes
No
Don’t know
Cd
Prioritisation of GE related activities
38.
Do you think GE is important
Please tick
Very important
38.1
38.2
38.3
38.5
38.6
38.7
38.8
D
Fairly important
Not important
To you
To your boss
To NUR
To men in NUR
To women in NUR
To the Government
To Partner-organisations
REPUTATION WITH PARTNERS, CLIENTS AND CONSTITUENCIES
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Da
External perceptions of our commitment to GE
39.
Do you think external communications (eg publicity, leaflets, brochures) of NUR make clear its
commitment to GE?
Please tick
Yes
No
Not sure
40.
Do you think external partner-organisations perceive NUR as committed to GE?
Please tick
Yes
No
41.
How do you think NUR rates compare to other universities in terms of its commitment to GE?
Please tick
Better than most universities
About the same as most universities
Worse than most universities
Db
Partner Organisations know what is required of them
42.
Does NUR monitor its partner-organisations with respect to GE related activities? (e.g. their GE policy?)
Please tick
Yes
No
Don’t know
43.
Do you talk about GE when you are communicating with partner-organisations?
Please tick
Often
Sometimes
Rarely
Never
Dc
Support to the GE targeted activities of other organisations
44.
Does NUR help its partner-organisations or other organisations to develop a commitment to GE, or to
integrate gender equity into their activities?
Please tick
Yes
No
Don’t know
45.
If Yes, what is done to help them?
……………………………………………………………………………………………………………….
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Dd
Incentives to Partner-organisations and others
46.
Do you think NUR’s commitment to GE should influence its approach to partner-organisations and others?
Please tick
Yes
No
Don’t know
E
FINALLY
47.
How would you rate the performance of NUR in terms of its progress towards GE objectives for each of
the three broad categories used in this questionnaire?
Please Tick
Internal Systems and
Processes
Innovation and
Learning
Relations
with
partners (locally)
The situation is highly satisfactory
The situation is satisfactory but needs some
improvement
The situation is unsatisfactory and needs major
improvement
The situation is highly unsatisfactory and needs
to be massively improved
48.
What more do you think should be done?
………………………………………………………………………………………………………………….......................................................
49.
Are there any other gender related issues you would like to raise that are not covered in this survey?
…………………………………………………………………………………………………......................................................………………
………………………………………………………………………………………………......................................................…………………
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Appendix 2: Focus Group Questions
Focus Group Questions for Students
Policy Questions


What do you think are the most important gender issues in Rwanda today?
Does NUR have a gender policy and does that policy address any of these issues?
Implementation Questions




Does the NUR teaching staff have the skills and competencies to handle gender issues?
Do you discuss and learn about gender issues in your classes?
Do your lecturers and professors use gender sensitive course materials?
Does NUR help you solve gender issues?
Practice


Do you notice any differences when you have male teachers? And what about female teachers?
For example…
Do you have any financial aid or accommodation problems that are connected to gender issues?
For example…
To the women: Do you ever feel inhibited or uncomfortable to participate in any NUR functions? If so,
please tell us about any experiences you have had.
To the men: Do you ever feel inhibited or uncomfortable to participate in any NUR functions? If so,
please tell us about any experiences you have had.

What life problems might male and female students have because of gender?
Final Questions


Do you have any recommendations with regard to gender issues in any area at NUR?
Are there any other gender-related issues you would like to tell us about?
Focus Group Questions for Administrative Staff (Senior and Support)
Policy Questions


What do you think are the most important gender issues in Rwanda today?
Does NUR have a gender policy and does that policy address any of these issues?
Implementation Questions




Does the NUR administrative staff have the skills and competencies to handle gender issues?
Do you discuss gender issues in your work environment?
Do you use gender equality as a basis for making administrative decisions? For example… ?
Does NUR help you solve gender issues in your work place?
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Practice


Do you notice any differences when your superiors (or lower level employees) are women from
when they are men? What are they? Give examples…
What problems might administrative staff who are men and those who are women have in
terms of gender?
To the women: Do you ever feel inhibited or uncomfortable to participate in any NUR functions? If so,
please tell us about any experiences you have had …
To the men: Do you ever feel inhibited or uncomfortable to participate in any NUR functions? If so,
please tell us about any experiences you have had …
Final Questions


Do you have any recommendations with regard to gender issues in any area at NUR?
Are there any other gender-related issues you would like to tell us about?
Focus Group Questions for Academic Staff
Policy Questions


What do you think are the most important gender issues in Rwanda today?
Does NUR have a gender policy and does that policy address any of these issues?
Implementation Questions




Do NUR teaching staff have the skills and competencies to handle gender issues?
Do you discuss and present gender issues in your classes and coursework?
Do you use gender equality as a basis for selecting course materials?
Does NUR help you solve gender issues in the classroom and in the faculty?
Practice


Do you notice any differences when you teach women from when you teach men? What are
they, give examples…
What problems might teaching staff who are men and those who are women have in terms of
gender? In the department, faculty …
To the women: Do you ever feel inhibited or uncomfortable to participate in any NUR functions? If so,
please tell us about any experiences you have had …
To the men: Do you ever feel inhibited or uncomfortable to participate in any NUR functions? If so,
please tell us about any experiences you have had …
Final Questions


Do you have any recommendations with regard to gender issues in any area at NUR?
Are there any other gender-related issues you would like to tell us about?
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Appendix 3: Key Informant Interviews
All interviews should expand on data obtained from the questionnaires and focus groups, as well as seek
to verify and/or clarify documentation.
1
Senior Managers and Academics (this refers to NUR rector, vice rectors, deans, directors,
deputies and other senior programme officers)









2





3

To what extent does NUR’s policy on gender equality get translated into programmes and
interventions?
To what extent do NUR’s internal organisational policies and practices reflect a commitment to
gender equality?
What leadership is provided by you and the management team in checking inclusion of gender
issues in programs and interventions, and in supporting and rewarding gender-sensitive behaviour
within NUR
How does the Gender Equality (GE) policy get applied in practice, both internally and externally?
Do you pursue gender issues in negotiations with partners and do you share learning on gender
equality with them?
Do you check inclusion of gender issues in programs and interventions.
Do you monitor and report progress on GE issues, including when you review budget/expenditure in
relation to GE
Is gender sensitivity included in staff performance appraisal, and do you consider gender when you
review staff practices in recruitment, promotion and training
Is there anything that you would do differently in relation to gender if you had your time over to
start your time at NUR again?
Gender Officer
Knowledge, understanding and application of national and NUR GE policy to programmes/
interventions/strategies
Knowledge, understanding and application of tools and techniques to support gender analyses for
informing programmes/strategies
Understanding and inclusion of GE outcomes in choice of activities and reporting procedures
Capacity to give support and training to programming and administrative staff on GE tools and
analysis
Capacity to give support and training to partners on GE tools and analysis
Human Resources Manager
Knowledge and understanding of GE policies in relation to human resources:
- selection, recruitment, promotion and training opportunities
- sensitive behaviour/organisational culture, constraints on personal development and
participation in decision-making in NUR
- staff appraisals and reporting systems
- support from leadership on GE issues in HR policy and practice
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
4

Finance Manager
Knowledge and understanding of GE policies in relation to financial management and information
systems
- budgeting, tracking of expenditure and disaggregation of data by gender
- tendering, supply and procurement procedures
- support from leadership on GE issues in financial policy and practice
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Appendix 4: NUR Gender Equality Balanced Scorecard
1: Accountability for Gender Equality at NUR
Indicator/tool Documentation
Questionnaire
NUR Gender
Equality policy
exists and is in
line with
National Policy
The Quality Manual contains a
statement on Equity and
Diversity, but this an umbrella
declaration, more principles
and monitoring than concrete
measures targeting particular
discrimination.
As stated in NUR’s new
organisational structure
(2008), its core pillars are :
Key areas of analysis:
1. Vision, mission and core
values;
2. Legal framework;
3. Organisational structures of
positions and participatory
organs;
4. Policies and operational
procedures;
5. Efficient and effective
strategic planning framework.
The comparison of the existing
organisational structure
against an ideal structure
conceptualised shows NUR is
still at an early stage of
development and
implementation of its norms
and values. It states that
- In general institutional
culture is not yet firmly
Existence of gender policy?
The majority of respondents
(55%) believe that there is a GE
policy at NUR. However, there is a
good number (32%) who are not
aware of a policy. A few
respondents (13%) believe that
there is no GE policy at all.
Written policy
For people who confirm that
there is a GE policy (55%), the
majority of them (67%) are not
aware of a written policy. In
particular, students are not aware
of a written policy. A few
respondents (20%) confirm that
they are aware of the existence of
the GE written policy. 13% say
they have not seen a written
policy
Understanding policy
The percentages of respondents
who do and do not understand
the policy were almost the same
(40% and 41% respectively). Half
believed that practices were the
result of existing GE policy. A
small number of respondents
(19%) did not know what a GE
policy represented.
Use of GE policy
The highest response to the
Focus Groups
Interviews
Some focus group members said
they are aware of an NUR policy
on GE, others believe that NUR
may have one. Others said that
they have never seen a GE written
policy but they see some GE
implemented. One focus group
commented that there is no GE
policy yet but a Gender
Committee has been constituted
and it is headed by a woman.
Most of the top level
administrators identified a GE
policy at NUR as part of the
Equality and Diversity Policy in
the Quality Manual. VRAF said
that “At national level there is GE
commitment and this is also at
NUR. Some think it is a matter of
justice, but the whole
development of Rwanda depends
on GE. Being without women’s
participation in all activities of
society would impact negatively
on development: from family to
community to nation the whole
role of women is crucial”. The
Rector said “the problem is that
we have not gone out of the way
to implement the policy. It is
people like us, the senior
managers who push. We need
from this gender consultancy a
strategic plan and action plan
with activities, targets and a
budget to facilitate
implementation...We have so
many policies, but no manuals”.
Other comments included:
-The lack of information on GE
contributes to lack of GE policy
implementation
-There is a lack of means (small
budget) to implement GE
practices
-A change of attitudes and
practices is needed, as much as
spendable money
-There is a lack of individual
commitment.
-Gender means both men and
women.
-Rwandans everywhere know
about gender, because people
have been sensitized through the
media.
One reason given for people not
being aware of the policy was
justified by the culture in Rwanda:
Documentations like the Equality
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
embedded.
-The terms of reference within
the hierarchy and participatory
organs do not include GE. This
leads to inconsistency in terms
of institutionalisation of GE
delivery. Scattered actions are
conducted depending on
individual initiatives.
-Some important documents,
like the Strategic Plan and the
Quality Manual mention GE.
But when it comes to the
implementation: systems,
processes and procedures are
constructed in such manner
that they do not assist the
achievement of GE. Ex : The
current Strategic Plan
highlights GE in its first
strategic orientation, but the
action plans and the actual
budget do not mention GE.
-Though the political will for GE
with the top officials of the
NUR is clear, the
institutionalisation of GE still
has a way to go.
The vision, mission and core
values are silent in terms of
GE.
The legal framework is general
and does not have a clear say
on GE.
The organisational structures
of positions and participatory
organs: are not required
specifically to deliver on GE,
question ‘Do you make use of the
policy in your work?” was “no”
(39%). other categories of
responses were in the same range
(29% and 32% respectively for
“yes” and “I don’t know”).
Appropriateness of GE policy
The number of those who
confirmed that the GE policy is
appropriate is equal to those who
mentioned that they don’t know
(36%). 28% of the sample does
not think that the GE policy is
appropriate.
The strength of the policy
The percentage of responses who
confirmed that the policy was not
strong was higher (39%) than
those who did (22%). The other
participants did not respond.
Level of high GE priority
30% of respondents consider that
the priority placed by NUR on GE
is either “very high priority” or
“high priority”. 48% considered
GE was a moderate priority, 8% a
low priority and 14% said they
don’t know.
National Policy into NUR practices
55% of respondents considered
that NUR completely or
sufficiently translated national GE
policies into its policies, practices
and programmes.
25% responded “insufficiently”
and “not at all”. 20% said they did
not know.
Clear strategy
and Diversity policy are
distributed and published on the
NUR website, “but people in
Rwanda do not read”.
Referring to a failure in practice
to implement one of the nine
goals in the Strategic Plan related
to GE policy, one director
confirmed that there is a gap
between what is written and
what is done officially. Other
interviewees referred to the
major challenge of gaps between
policy documentation and
practices
One director said that he knows
that the policy exists, but his
department is in charge of
technical and ‘dirty’ activities
which do not attract women and
girls to promote GE. He said that
the GE policy is the business of
the Government and NUR Human
Resource department.
The student representative was
not aware of any written NUR
document but said that some
practices prove that it exists, and
the NURSU Constitution puts into
place the Ministry of Gender in
NUR.
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
nor is an approach on who 
should deliver what set.
-Performance appraisal does
not include GE delivery.
-Policies and operational
procedures: Systems,
processes and procedures are
silent on GE mainstreaming.
-In relation to an efficient and
effective strategic planning 
framework, despite GE
appearing in the first strategic
orientation in the current
Strategic Plan; it is not at the
heart of the problematic

analysis which conducts to that

policy (Strategic Plan). GE does
not appear in the concurrent
annual plans, budgeting and
reporting mechanisms.
The Constitution of National
University of Rwanda

Students Union (art. 32, 12)
has a specific GE provision. 
It puts into place the Ministry
of Gender in NUR.

Appropriateness of GE policy
The number of those who
confirmed that the GE policy was
appropriate is equal to those who
mentioned that they don’t know
(36%). 28% of the sample does
not think that the GE policy is
appropriate.
Strength of the policy
The percentage of responses who
confirmed that the policy was not
strong was higher (39%) than
those who did (22%). Other
participants did not respond.
Priority of the policy
30% of respondents consider that
the priority placed by NUR on GE
was either ‘very high priority’ or
‘high priority’. 48% considered GE
was a moderate priority, 8% a low
priority and 14% said they don’t
know.
National Policy into NUR
practices
55% of respondents considered
that
NUR
completely
or
sufficiently translated national GE
policies into its policies, practices
and programmes. 25% responded
‘insufficiently’ and ‘not at all’.
20% said they did not know.
Clear strategy
A high rate of respondents
believed that NUR has a clear
strategy and approach towards
the inclusion of GE in all aspects
of life at NUR (68% cumulatively
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Financial
resources are
used in pursuit
of GE
NUR is committed to quality
competitiveness and GE
delivery amongst the sister
institutions in the region. That
political will should be
translated within its
operational systems and
especially its planning and
programmatic framework. It
should harmonize its financial
management with other
similar institution in the region
who apply GE in their financial
systems and procedures.
for “yes” and “some”). 8% said
there was a lack of clear strategy
(24%) said ‘I don’t know’
The majority of the respondents
(54%) stated that they did not
know the financial resources used
in the pursuit of GE at NUR. 59%
of the respondents recommended
the provision of more resources
to be spent on GE at NUR in the
future. Only 6% did not agree,
while 35% were uncertain. Cross
tabulation by sex indicated that
there was little difference
between the responses of women
and men.
Staff time allocated to GE
In relation to whether staff time
was currently allocated to GE for
its implementation and support,
20% and 24% of the respondents
said respectively “yes” and “no”.
56% said that they did not
know.57% indicated that it should
be allocated in the future, while
4% said “no”. 39% did not know.
Expert advice/consultancy
The majority (58%) stated that
they did not know if
advice/consultancy support was
provided now. 23% and 19%
answered “yes” and “no”
respectively. In relation to future
provision 53% said that the NUR
should provide this, 4% said “no”,
while 43% did not know.
Training opportunities on 33%
and 19% of respondents said
Some focus groups mentioned
accommodation given to female
students and others talked about
the Miss NUR contest.
Some focus groups were not
aware of any financial resources
used in pursuit of GE at NUR. One
member commented that the
Government of Rwanda has to do
more by offering bursaries to
female students.
One Director commented “The
reality is that funds are short and
there are no resources even to
keep the university running [let
alone for GE]”. Senior managers
referred to provision being made
for student hostels for women,
scholarships for women to pursue
PhDs and postgraduate study.
One Director said that while there
is no specific budget on gender
per se, female staffs are granted
opportunities to attend training
“to ensure gender balance”.
VRAF said, ”Gender budgeting
needs both organisation,
promotion and annual planning”.
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
“yes” or “no” respectively when
asked if NUR currently provides
training opportunities to
implement and support GE. The
remaining 48% did not know.
Regarding the future, 58% of
respondents said “yes”, whereas
6% said “no”. 36% did not know if
those training opportunities
should be provided.
Reports and other GE materials
On the question of whether NUR
currently provided reports and
other materials to implement and
support GE, the numbers of “yes”
and “no” responses were equal
(23%), while 54% said that they
don’t know.
Regarding the future 53% of the
respondents said, respectively
said it should and 7% said
“no”.40% said that they did not
know.
Management time on GE
43% of respondents said that
management time was currently
being spent on GE
implementation and support, 19%
did not agree and 57% did not
know. 54% said that these
resources should be provided in
the future and 6% said “no”. 40%
said that they did not know.
Rewards and incentives for
implementing GE
24% of respondents said rewards
and incentives were not being
currently provided to implement
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Intervention
strategies are
aimed at
achievement of
GE
Organisational Structure
documents do not include
intervention strategies that are
systematically aimed at
achieving GE
and support GE but 20% said they
were. 56% did not know. 51% said
these resources should be
provided in the future and only 7
% did not agree. 42% said they
did not know.
68 respondents (41 men and 27
women) said that programming
tools and techniques to
mainstream GE were enough. 111
(58 men and 53 women) said that
they were not sufficient.
Only 34 (18 men and 16 women)
respondents said that there was
no tools and techniques to
mainstream GE at NUR. The rest
of the respondents (57 - 21 men
and 36 women) did not know
whether the policy existed or not
Some focus group members were
aware of intervention strategies
aimed at achievement of GE. They
referred to preference in
accommodation for female
students; special PhD
opportunities for female
academic staff; encouraging
female candidates when
advertising positions at NUR;
courses related to GE in class,
workshops, mobilization,
seminars, individual contacts;
special measures like exemption
from taxation; and affirmative
action in hiring practices – if two
candidates are equal, the woman
is selected.
Although, they said there is no
NUR document, members of the
focus groups recognized other
positive actions from NUR for
example by establishing a
Committee for Gender and have a
woman as Minister of Gender.
Some focus group members
maintained that equal
opportunities are granted to both
men and women, but women do
not avail themselves (the problem
VRAF said; ‘We have established a
GE framework, established a
gender committee that reports to
Executive Council and includes
staff and students. We also have a
unit called LUCS, the University
League for the Fight against Aids –
which organises a lot of
campaigns and provides special
assistance to girls who are
pregnant. Several interviewees
mentioned some strong
intervention strategies in SIDAfunded projects that encourage
women to advance their careers,
especially creating opportunities
for female staff to pursue Masters
and PhD programmes in a flexible
manner.
Interviewees also referred to the
interventions recognised by focal
groups. In addition they added
that girls were encouraged to
study science by being given free
fees at certain levels of education,
and motivating girls who
performed well in various areas
by offering them merit awards.
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
of under representation is with
women).
NUR policies
complement and
support
commitment to
GE
The Gender policy at NUR is a
part of the “Equality and
Diversity Policy” adopted by
the Senate in 2008, in NUR
Academic Quality Manuel,
volume 2, PP. 60-64.
Its primary focus is the
promotion of equality, and it
requires that all staff, students
and visitors to higher
education institutions behave
in a non-discriminatory
manager and support,
implement and develop
institutional practices and
procedures that promote and
reinforce equality of
opportunities and fair
treatment for all.
Human resources policy
50% of respondents said the HR
policy was equally fair to women
and men, 20% said it wasn’t and
34% said they did not know. Of
those who said yes, more men
(74) than women (50) were
satisfied. While the responses of
male and female students and
administrators were fairly even,
more male academics than
female responded positively.
In relation to those who
considered the policy was unfair,
there were twice as many women
as men. More women than men
(56:36) responded that they had
no idea about this policy.
Equal opportunities policy
37% of respondents (96) agreed
One focal group was particularly
resistant to GE. One member said:
“We are engineers, and not
interested in gender issues. If the
law does not discriminate, it is
women’s problem”. Another said
“Take gender to the grass roots,
very few women are educated in
the rural areas”. Another said
“There should be no quota
(affirmative action) for
Engineering programs. We have
no gender issues in Engineering
and there is no discrimination in
the Faculty”.
- One academic staff member was
aware of NUR policy for GE which
is embedded in the Strategic Plan.
Others demonstrated that they
had no clear commitment to GE.
One Dean said that “If I find any
lecturer talking about gender
issues in the classroom, I will
immediately kick him out”. Some
lecturers in Science and Applied
Science believe that it is not
possible to talk about gender
issues in their classes.
According to the views of some
focus group members, GE is only
seen at NUR in relation to the
number of female staff, and
students.
Interviewees pointed out that
NUR’s Strategic Plan, Goal 1
demonstrates commitment to
gender equality. Goal 1 reads thus
“Achieving enrolment growth &
gender equity”
However, they said there was no
deliberate attempt to conduct an
institutional gender audit of NUR
processes and activities to ensure
that gender mainstreaming is
reflected.
Another said, “It is easier to talk
than to do. NUR has not been
proactive on GE. For example,
recruitment to reflect gender
equality is not yet
institutionalised because there is
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
-The HLIs are also committed
to valuing the existing diversity
of staff and students and any
increased diversity that may
result from successful
implementation of the work on
equality.
-All potential and current staff
and students are treated fairly,
and are not discriminated
against on grounds of gender,
marital status, disability,
ethnicity, HIV/AIDS status,
religion or belief, age, socioeconomic background, family
circumstances, or any other
irrelevant distinction.
-Institutions will ensure that in
the planning of all new
buildings and the
refurbishment of existing ones
disability access will be taken
into account.
The Constitution of the
National University of Rwanda
Students Union (NURSU, 2009).
-One of the NURSU vision, aims
and objectives is to promote
principles of democracy,
human rights, gender equality
and fight against corruption;
(Article 5, al. 2,§k)
-In the NURSU executive
that NUR had an equal
opportunities policy (54 men,
including 36 students, 6
academics and 12 administrators
and 42 women (29 students, 5
academics and 8 administrators).
13% of respondents (34) said
there was no policy (18 men - 12
students, 4 academics and 2
administrators - and 16 women 8 students, 3 academics and 5
administrators). 51% (139
respondents - 65 men and 74
women) said that they did not
know.
Flexible Working Hours policy
45% of the respondents (122
respondents - 71 men and 51
women) said that NUR has
flexible working arrangements.
14% (19 men and 19 women) said
there was no flexible working
arrangement policy and 40% (100
respondents) said that they did
not know .
Maternity/paternity leave 34% of
respondents (48 men and only 15
women) said that there was a
maternity/ paternity leave policy
at NUR, 10% said no (15 men and
12 women)and 55% said they did
not know (75 men and 74
women).
Child Care/ Dependant Care leave
policy
They majority of respondents
(55% - 79 men and 80 women)
said that they did not know if
On the other hand, student focus
groups supported NUR policy and
commitment to accommodation
for first year female students,
talking about the pressures they
experience because of the high
cost of accommodation, their
relative inexperience in the urban
setting of Huye, and the danger
posed by open access to the
campus by the surrounding
citizens of Huye.
no strategy in place to ensure a
balanced representation”.
One Director proposed to make
regulations public to influence,
mentalities, values and norms
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
committee there is the Guild
Minister in charge of Gender
(article 12, viii.)
-Article 32: Gender
Representations in the Union
NURSU members shall
endeavor to ensure
representation of female
students in all organs of the
Association.
The Electoral Commission shall
establish modalities to ensure
that the principle of gender
balance is attained. The
modality shall ensure that at
least 30% of the posts are held
by female students.
there was a child care policy. 15%
said there was no policy and
30%said they knew a policy
existed.
Gender awareness policy
46% of the respondents (69 men
and 42 women) agreed that there
is a policy on gender awareness at
NUR. 13% (14 men and 17
women) answered no and 40%
(55 men and 73 women) said that
they did not know.
GE integrated into staff induction
policy
43% of the respondents noted
that there is a policy of gender
integrated into staff induction.
13% said that there is no policy
while 41% said that they did not
know
GE into staff performance policy
44% of the respondents reported
that GE is integrated into NUR
staff performance (101-57 men
but only 44women).12% (27 - 14
men and 13 women)) answered
no to the question and 44% said
they did not know (142 - 67 men
and 75 women)
Equal pay and benefits policy
On this point, see the equal pay
and benefits policy at NUR. said
no. They do not see the policy.
36% of the respondents have no
idea. About the question of equal
pay and benefits policy, 54% (132
- 79 men and 53 women) of
respondents say there is equal
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
pay and benefits policy. 9% (22 10 men and 12 women) say that
there is no such policy and 36%
(116 - 49 men and 67 women) of
the respondents don’t know
anything about the policy.
Rewards and incentives policy
Existence of a rewards and
incentives for implementing
gender policy at NUR is another
question addressed to
respondents. 32% (51 men and
only 35 women) agreed there was
a policy and 16% (25 men and 19
women) said there was no policy.
51% (61 men and 78 women) did
not know.
Encouraging women for
promotion
85 men and only 64 women said
that NUR encouraged women to
take up senior positions (50%).
For those who did not see the
policy at NUR, men were 10 and
women 17- 27 or 9%. 40 % (43
men and 50 women) did not
know.
Encouraging women for further
qualifications 59% said they did
159 ( 85 men and 74 women). 8%
(10 men and 13 women) said
there is no such policy while 33%
did not know(43 men and 45
women).
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
NUR Internal Operations and Competences
Indicator
/Tool
Staff are
competent
and skilled
regarding
GE
Documentation
Questionnaires
Focus Groups
Interviews
None of the Human Resource
Management job descriptions or
performance evaluation
documents mentioned
competence or skills regarding GE
There is no mechanism for
inception or familiarisation of
gender mainstreaming with the
existing and the new documents.
Level of training in GE
73% of respondents wanted
improvement in the level of
support to GE in terms of training,
with 15% saying it needs a lot of
improvement. 12% said that they
did not know.
A very few focus group members
indicated that they already had
competencies and skills to handle
GE issues. The majority confirmed
that they did not feel competent
and skilled to resolve GE issues in
the workplace (class), however
they wished to be trained in this
area.
Gender Practices
Although there is no written
gender policy, there are some
gender practices at NUR, such as:
commemorating women’s day,
providing rooms to all first year
female students and sensitization
about gender policy in Rwanda
(national level).
Condom distribution
NJR only distribute men’s
condoms because women’s
condoms are not available and
difficult to use. The use of
condoms has lowered the rate of
pregnancies. Students do not have
any problem when distributing
condoms but female students feel
unease to pick condoms in the
toilet to avoid negative labeling
(uncultural).
LUCS
The interviewee commented that
both male and female students
are encouraged to go for VCT in
order to know their status and
protect themselves from HIV/AIDS
and other sexually transmitted
infections.
She further added that various
sensitisation programmes are
mounted for all students,
especially new students. These
programmes are attended by
In the SWOT analysis in NURSP
(2008-2012), gender inequity is
listed and gender balance of staff
and students is described as ‘very
poor’ (‘more female staff are
needed as role models’)
Human resources 2010 statistics
are available
Access to specialists in GE
65% of respondents said that
there is a need of improvement in
access to specialists in GE. 12%
considered this was adequate
and23% said they did not know.
Level of management direction on
GE
More than a half of respondents
(57%) said that management
direction to support GE policy
should be improved, while 13% of
respondents said that this support
was adequate. 30% said they did
not know.
Team discussion about gender
issues
62% of respondents said that
team discussion about gender
issues should be improved. 12%
said that discussion was
adequate” and 27% noted that
they did not know.
It was clear that some members of
focus groups had neither
competence, skills nor sensitivity
to deal with gender issues. They
were very resistant to talk about
gender.
One focus group members said
that in some science classes they
only talk about gender when they
are joking. Some others did not
want to hear about GE at all.
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Understanding of GE issues
50% of the respondents affirmed
that they had a good
understanding of GE issues. The
remaining half said they did not
understand or were not sure.
Integrating gender specifically
into work
60% of respondents said they
“always” or “usually” integrated
gender into their work. On a
related question 35% answered
that they occasionally solve
gender-related problems, while
40% declared that they had never
taken such action.
Knowledge of NUR’s GE policy
When respondents were asked if
they were able to summarize
NUR’s policy with respect to
gender, 24% said ‘yes’, 33% said
‘no’ and 43% said they were
partially able to do this.
Knowledge of difference between
GE and women’s empowerment
48% were able to partially explain
this difference but only 39% said
they could and 13% were unable
to.
Help to implement GE policy
45% of respondents said they
could partially say what they were
doing to help implement gender
policy, 33% said that they could
different associations, such as,
University Women Students
Association (UWSA), Gender
Commission. These sensitisation
activities are the initiatives of the
VCT Centre, since there are no
written policies to follow. From
the literature review, it was
discovered that women are more
vulnerable to HIV/AIDS than men,
hence the need for the
sensitisation of NUR students.
The coordinator of the VCT Centre
also expressed that from the study
conducted in 2005, it was
discovered, that first year female
students lacked information on
HIV/AIDS, how to protect
themselves against unwanted
pregnancy and no adequate
accommodation for them as well.
Men within the community and
male students took advantage of
this situation to sexually abuse
female students. This led to
offering accommodation to all first
year female students at NUR.
Generally, female students are
fewer in number than male
students, but in 2009, 25 percent
attended a VCT clinic. Overall, a
small number attend VCT centre
but we are trying our efforts to
persuade both male and female
students to counseling, care and
protect themselves from HIV/AIDS
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
and 22% said ‘no’
Tell how NUR is doing on gender
46% said they could tell someone
partially how NUR is doing on
gender but only 32% said that
they definitely could and 23% said
“no”.
Leadership
values and
symbols
support GE
Symbols: Student association
reports include reference to Miss
NUR
“Equality and Diversity Policy”
adopted by the Senate 2008
The responsibilities for
implementation of commitments
on Equality and diversity Policy
-The Board of Directors is
responsible for ensuring that the
HLI implements the Policy and for
making sure that Policy and its
procedures are fulfilled. In order
Leadership of GE policy
The majority of the respondents
(57%) did not know who leads on
Gender policy implementation in
NUR. Although there were some
respondents (43%) who indicated
the position of the person in
charge of Gender policy
implementation, they still largely
(25%) attributed this responsibility
to the NUR Gender Minister. Only
5 percent of respondents said that
the Rector was responsible for
Gender policy implementation in
NUR. Some NUR departments or
associations that are involved in
Various members in leadership
roles who participated in the focus
groups expressed concerns
regarding GE. One participant
repeatedly referred to experiences
he had as a father with girls.
-Another participant noted that
NUR supports GE because there is
the annual Miss NUR Contest
Need to examine why women are
not adequately represented in
Engineering Faculty. This is a fact
that could not be denied.
and other venerable diseases.
Regarding access to condom use,
women have access to male
condoms. It is also believed that
once a partner has a condom, it is
enough for the pair. Students do
not ask for female condom.
Initially, the rate of unwanted
pregnancy among our female
students was high but in 2009, we
recorded about 20 pregnancies. It
was also reported that there was
62 percent condom use among
students. There is ongoing
research to determine the impact
of free distribution of condoms by
LUCS to students, and the results
will be released in two months’
time. In order to improve GE at
VCT, there is need to put in place a
GE policy and improve more on
the sensitisation programmes.
Interviewees said that the NUR
Strategic Plan has been approved
which shows commitment to
leadership from top management
to GE. Leadership is aware that
there is a problem of competence
and skills to solve the key
challenges in GE policy. They will
try and walk the talk by
implementing the stated policies
on gender equality.
One interviewee said they should
institutionalise GE at NUR by
deliberately incorporating gender
equality in all NUR processes,
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
to fulfill this responsibility the
implementation of the Policy to
enable the members to ensure
that it is being incorporated in
forward plans, implemented,
monitored, enhanced and
continuously reviewed.
-The Rector, who gives a
consistent and high profile lead on
equality and diversity issues, is
responsible for ensuring that; the
policy is effectively implemented
(with Boards of Directors); Staff
are aware of their responsibilities,
accountabilities, and training
needs to fulfill these; and
appropriate action in taken
against staff or students who are
found to have undertaken or
supported any acts of
discrimination on the grounds
listed above.
-The Vice-Rector Academic is
responsible for implementing the
Policy with respect to students
and all the academic work of the
Institution. The Vice-Rector
Academic is also responsible for
dealing with reported incidents of
discrimination on the grounds
listed above
-The Vice-Rector Administration
is responsible for the
implementation of the Policy with
respect to staff and specifying and
gender issues were also indicated
as responsible for this
implementation. That is why the
University Women Student’s
Association (UWSA) was said to be
responsible (5%), the Director of
the Research Commission (2%)
and the Gender Focal Point (1%).
Mentioning other departments
like the Human Resources
Manager (2%), the Staff of
students (1%) or generalizing
everybody as responsible (0.4%)
showed that the respondents did
not know who was really leading
the gender policy implementation
at NUR.
Leadership’s articulation of
gender
Only 29% said the leadership was
able to articulate and address
gender concerns, while 40% said
they did not, and 31% were not
sure.
Gender issues highlighted in
meetings
11% of respondents said that
gender issues were highlighted
very often in NUR meetings; 36%
said that this was done often; 42
(52% men and 48% women) noted
that this was rarely highlighted;
and 11% of respondents said that
gender issues were never
highlighted in meetings.
Leadership commitment
translated into action
50% of respondents believed that
Do not teach GI but think GI (talk
about gender, culture).
Intelligence is not a gender issue.
programmes and activities.
“Educate a woman, you educate a
nation”
The past female president has this
to say: There is no written gender
equality policy at NUR but we try
to sensitize female students to
take leadership positions.
Students particularly and the NUR
community in general just practice
the national policy.
Female and Male (students) in
leadership
There is 30% female
representation on the student
executive committee (NURSU),
there are four female students
and nine male students.
At faculty level, we always have
50% for girls and 50% for boys. In
classes, when a classroom monitor
is a male student, automatically,
the vice will be a female student
and vice-versa. Students are
familiar with this scenario.
There is no problem with
leadership because it has nothing
to do with gender. The problem is
having what it takes to be a leader
(personality, charisma…).
Encourage women to take
leadership positions. At present,
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
implementing specific related
policies and procedures and, in
relation to facilities management,
finance (including procurement),
academic administration,
marketing and public relations
and, print and design related
functions. The Vice-Rector is also
responsible for dealing with
reported incidents of
discrimination and harassment for
staff.
verbal and written commitment to
GE by the leadership was
translated into action; 46% did not
agree; and 4% did not know
Expressions of gender inequality
discouraged
48% of respondents thought that
enough was being done to
discourage expressions of gender
inequality; 50 (52% men and 48%
women) said that not enough was
done and 2% did not respond to
the question.
Respectful relations
On the other hand, more women
than men, 54% as against 46%,
thought that ensuring that
relations between men and
women were respectful was
important. A total of 44%
respondents considered this very
important while 45% noted that it
was important and 11% found that
it was not important.
Resistance to GE
72% of respondents said that
there was no resistance to GE at
NUR, 2% did not know and 26%
said that there was resistance to
GE in NUR. Of these more women
than men (54%) expressed this
view, but still nearly half of the
male respondents (46%)
confirmed it.
Source of resistance
80 respondents did not complete
this open question, but of the
majority who did, the sources for
about 90% of leaders are men.
This should change. Women
should be encouraged to take
leadership positions, if they have
the willingness and commitment.
-NUR should have a written GE
policy on leadership.
-“When people are thinking about
it, I think there is a bit of
affirmative action – people will
prefer the woman to the man, all
things being equal, if the subject
has come up. When just looking in
a hurry for someone to fill a post,
however, we seem to finish up
with disproportionate male
numbers. However, this may in
part be a function of the group out
of which we select, which may
itself be mostly or entirely male
(when looking for a director from
among current deans and vice
deans, for example). We have had
a couple of very good female
middle managers – vice deans –
for example n Economics and
Management and in Arts, Media
and Social Sciences. They would
have been very suitable
candidates for the next generation
of directors, deans and even
acting vice rectors. However,
they’re precisely what everyone
else is looking for, so they were
stolen from us by government”.
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
resistance were as follows:
-culture and traditional beliefs (%),
-lack of knowledge of GE (%),
-favour given to women creates resistance in men (%),
- miscommunication (%),
-lack of meetings and training on
GE (%) and the ways that the
Gender ministry, the Gender club,
UWSA work (%)
Leadership is able to articulate
and address gender concerns
61 % of respondents said that the
leadership is able to articulate and
address gender concerns, 7% said
that this is not the case, while 32%
were not sure.
Gender issues highlighted at NUR
meetings
11% of respondents put it that
gender issues are highlighted very
often in NUR meetings; 36% said
that this is done often; 42 noted
that it rarely highlighted; and 11%
of respondents said that gender
issues are never highlighted in
meetings.
Commitment to GE by leadership
is translated into actions
50% of respondents believe that
verbal and written commitment to
GE by the leadership translated
into action; 46% did not agree;
and 4% did not say anything.
Discouragement of expression of
gender inequality
48% of respondents thought that
enough is done to discourage
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Systems
and
procedures
are in place
for checking
progress
and
outcomes
2010 Statistics from the
Department of Human Resources
are now disaggregated by sex and
functions show the qualifications
of both academic and
administrative staff
It states that ‘Data will be gained
through: an equality monitoring
form for all job applicants; the HR
record for employees; application
and registration forms for
students; the module evaluation
questionnaire; an exit
questionnaire for staff. The
institute, through the Rector will
make an annual report on the
working of this Policy. This will
include information on the
outcome of the year’s monitoring,
and review of specific measures to
expressions of gender inequality;
50 said that it is not done enough;
2% did not respond to the
question.
Consideration of respectful
relations between men and
women
44% respondents considered it
very important to ensure
respectful relations between
women and men; while 45% noted
that it is important and 11% found
that it was not important. 26% of
the respondents opined that there
is resistance to GE in NUR; 72%
said that there is no resistance;
and 2% did not express
themselves
Progress
In terms of internal systems and
processes, most of the
respondents (81%) confirmed that
NUR’s GE performance is
satisfactory. The remainder
(28.2%) said that processes and
systems are unsatisfactory. But
40% of all the respondents think
there is still major improvement to
be made in NUR for the progress
of internal systems and processes.
This result reflects the opinion of
the majority of respondents who
are students. They were the
majority (54.8%) to confirm that
the NUR internal systems and
processes were satisfactory,
compared to academics (14%) and
administrative staff (13%)
No members were able to identify
any systems or procedures in
place that check progress and
outcomes in GE
One Director said that “We do not
check if gender issues are
implemented or taught in the
faculties, e.g. in literature, I
couldn’t say if they use female
authors. I don’t have a list. We do
monitor gender in the sense that
staff and student figures are
collected and reported
disaggregated by gender for
wherever we give the
statistics...But formal monitoring
has not hit the Senate yet...There
is no formal monitoring of
recruitment that I am aware of”.
Another Director said that there
are only 5% audit processes,
among them GE policy and
structure, and this is not enough
Money should be allocated to
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
promote equality and diversity,
and make appropriate
recommendations where
necessary’ (vol.2, p. 63)
In Annex 2.3.2 of the HIV
document there is mention of The
Youth and Gender Commission.
The Financial Management
Procedures Manual is in line with
the international standard. It is
also in line with the national
policies of financial management.
Learning Outcomes
The majority of respondents
(70.4%) confirmed that NUR has a
satisfactory performance on GE in
terms of learning and innovation.
Only 29.6% said that this was
unsatisfactory. However, 55% said
that there is still improvement to
be made in terms of progress in
learning and innovation. Only 4%
considered that there was a need
of massive improvement.
The resources are allocated to all
units, faculties and centres, but
the manual is silent about gender
(men and women) delivery and
cannot translate the political
commitment of the NUR into
practices, nor give evidences to
the implementation of GE
Organisatio
nal
structure
and control
mechan-
The Financial Procedures Manual
shows clearly the reporting
mechanism. It states that staff
have to be trained but not
specifically in GE mainstreaming.
Reaction of people when raising
GE
Half of respondents (50%) said
that people reacted positively
when gender issues were raised.
There were few comments from
focus group members identifying
any organisational structures or
control mechanisms to promote
and reward GE practices.
internal auditing for putting in
place more competent and
enough structures.
Tracking the problem of pregnant
female students
There is lack of awareness,
willingness and commitment to
defend their rights, as women. For
example, female students who
were impregnated by fellow male
students or men in the
community, because of
inadequate knowledge and
understanding of their rights, a
few would abandon their studies,
for fear of guilt or shame and lack
of support from the perpetrators
(the so called “boy friend or sugar
daddy”). Other female students
will leave for the village and come
back to school after delivery.
Consequently, this would indeed
affect their programmes and in
the long run, they may be
discouraged and eventually
abandoned their studies. NUR
should come up with policy of
sharing responsibility for the
pregnancy. Married women also
suffered the same plight during
pregnancy (complications). There
is no record on the drop outs but
it does happen.
Interviewees commented that
there was only one Director who
was female and “in the last couple
of rounds for promotion, in the
entire body of deans and directors
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
isms
promote
and reward
GE
The financial assessment is done
in general, regardless of gender.
Procurement is done in line with
the public procurement policies.
But there is no mechanism or any
analysis done to know from whom
NUR purchases. What if NUR with
such big purchasing power (over
14 billion per year) empowers
men rather than women.
Reports show that gender social
constructions are reproduced in
NUR’s procurements. The
traditional division of labor is
observed on the suppliers of
goods, services and infrastructure.
Men earn the big share of the
salaries; men are in construction,
women deal with cleaning.
- The document UNR 25 ans après
mentions names of graduands and
academic staff (1963-1988). They
can help to know if they were men
or women. From this document, it
appears that male students were
predominating and in all Faculties,
except in Textile Technology
where all 23 graduands were
women. In the Faculty of Arts
(1965-1973) only one female
student got a diploma out of 112
students. In Medicine there was
no woman in 38 Bachelor’s degree
graduands (Dr en médecine). From
1976 to 1981, only 2 female
students out of 28 won a
Bachelor’s degree.
- According to Annuaire Statistique
15% said they had negative
reactions and 35% said the
reaction was neutral.
Control mechanisms to promote
GE
39% affirmed that some control
mechanisms were in place, 13%
said they were not, but almost
half of the informants (49%) were
not sure if there were any.
Monitoring of GE policy
implementation
Only 34% of respondents were
able to confirm that
implementation of gender policy
was monitored while 66% said it
was not or they did not know.
Gender mainstreaming in
reporting procedures
72% reported that they
considered it important to include
gender mainstreaming in
reporting procedures, 23% did not
and 5% did not respond.
Procurement policy
When respondents were asked if
they knew if NUR purchased
goods, services and infrastructure
from predominantly male or
female-owned companies 75%
said they were not sure. 14% and
10% respectively said they were
from predominantly male or
female owned companies.
According to one lecturer, “When
we evaluate, we do not have ways
of analyzing results by sex”.
there were no women”. One said
that organisational structures
were not sufficient and
consequently control mechanisms
were few.
Finance officers follow the
national policies and laws on
finance and procurement. They
have no responsibility to deliver
on GE, ‘Researchers’ should do it if
they want.
They are not aware of the Rwanda
MINECOFIN Gender Responsive
Budget policy and
implementation.
Their competence assessment
does not include GE. They think
programme people should be the
ones delivering on GE.
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
de l’Enseignement Supérieur 19831984, there were only 17% of
female students and 83% male
students. Most of them were in
the Faculty of Management and
very few in Agriculture, Medicine
and Sciences.
- Some lists from the Registry
shows number of enrolled
students per sex and per academic
year from 1995 to 2010.
- The booklets for Graduation
ceremony (eg:2007, 2008) indicate
statistics of students per sex and
per faculty and those of academic
staff. In 2008, there were for
instance for undergraduate day
programme (public students):25%
women out of 75%. Female
students are very few in some
Faculties such as in Applied
Sciences (45/349), Medicine
(94/414), etc. Regarding NUR
academic staff (national):20% and
80% for women and men
respectively.
Despite these differences no
recommendation related to GE is
given in these documents.
However, as stated above there
are some policies, like the
Strategic Plan, the Quality
Manual, the NURSU Constitution
(art.32, 12) which mention GE.
Other important documents (the
action plans, performance
appraisal, organisational structure
which does not state exactly who
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
does what in terms of GE and the
actual budget) are silent about GE.
NUR Innovation and Learning
Indicator /Tool
Documentation
Questionnaires
Focus Groups
Interviews
Choice of
intervention
strategies is
informed by
likely progress
towards GE
outputs
Annual reports 2007-2008-2009
All annual reports are silent
about intervention strategies
informed by progress towards
GE.
Planning informed by GE
objectives
In answer to the question about
whether NUR should give a
higher, the same or lower profile
to GE in a range of activities, 45%
participants called for a higher
profile for strategic plan
activities but 46% said it should
be the same, and only 9%
advocated for a lower profile.
GE profile in programme
planning
According to drivers, some
activities which were
traditionally done by men are
now well performed by women.
They identified for instance one
driver, some joiners and
plumbers. NUR could employ
some women in these categories.
Some informants expressed the
importance of having women in
high decision making organs like
Vice Rectors, Deans and get PhDs
would be one way of achieving
this.
Directors. Facilitating women to
take on additional
responsibilities
The Rector said, We are
fortunate to have Professor
Verdiana, who is always talking
about engendering everything,
e.g. curriculum, teaching and
examinations. The lecturers who
teach are men and use examples
that are masculine and
understood by men. We need to
also teach with examples that
are feminine, so that there is
some gender balance. Gender
sensitivity training is needed. We
must try to assist women by
engendering institutions,
changing the environment about
what to do” He mentioned the
attempt at KIST to provide a
coaching programme for 200
women who just missed out on
the TEC score. This had been
opposed by some women but in
the end 100 had graduated and
made a big difference to the
percentages of women in science
classes.
The Rector considered that given
the abolition of student loans
“the government has to put in
place a policy for students who
are very poor, a proper means
Documents state different
achieved activities from the
beginning until the end of each
year: internal plans like
academic, administration
matters and international
collaboration or partnership.
They do not show any great role
of GE as far as intervention
strategies are concerned. To
meet the action plans and
activities at different levels of
working both in academic and
administrative fields, GE outputs
do not intervene to make any
choice of intervention strategies.
No gender visibility in different
annual programmes.
53% responded that GE priority
should remain the same in
programme planning, 68% of the
respondents being students
priority and only 12% asked for
lower priority
GE priority in HR planning and
procedures
44% said they believed that
priority for GE in HR planning
and procedures should remain
the same, with 38% saying it
should be higher with only 18%
supporting a lower priority
.
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testing scheme…women can do
many things from their
associations and institutions to
help. Money could be put in a
pool to assist poor girls”.
VRAF said that “Now that
government policy is to take
private students we may have
more flexibility to apply some
incentives, to give preferences in
admission fees, tuition fees and
accommodation…to raise the
recruitment of girls in faculties
from 30-50%.
Similarly the thought that there
could be more opportunity now
to recruit female staff. There is
already a special scheme to
promote female academics and a
budget for that, with a flexible
policy to even include children.
“It is possible to consider gender
aspects during the recruitment of
academic staff. We have
assistants so we don’t have to
ask anyone, we can target
students who gain distinctions.
Among administrative staff we
have about 50 percent women –
having a scheme of service here
will given chances for
promotion…we believe the
Ministry of Labour will support us
The student representative
pointed out the sensitization
being done with female students
to encourage them to keep
studying and prevent them from
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
Tracking and
reporting
systems
provide the
Reports on staff, lists of
graduands, Human Resource
2010 statistics, Universite
nationale du Rwanda 25 ans
Sex-disaggregated data
routinely provided
Only 21% said that NUR
monitoring and reporting
Focus group members were
unable to identify tracking
and/or reporting systems that
provide information regarding GE
committing suicide and abortion.
Moreover, the bursary of boys
who impregnate girls, split into
two: 20, 000 Rwf are given to the
girl to take care of her and the
child and the boy remains with
only 5, 000 Rwf. NUR also
employs a physician to take care
of pregnant girls and advocate
for them.
Many male students think that
gender equality means the
promotion of women and that is
why they think that the Office of
Gender is a place where they
elect Miss NUR. For this reason,
the Minister of Gender proposed
a male student as Deputy
Minister in order to sensitize
other male students on issues
related to gender.
Organisation of public lectures
and feedback from participation
in international conferences
arranged by the Ministry of
Gender leads to discussion on
gender issues with the NUR
community.
Another interviewee said there
was In terms of intervention
strategies, confusion, duplication
and absence of clarification and
understanding as far as GE is
concerned.
The Minister of Gender said that
all reports gender-related are
found in NURSU reports where
all reports regarding their
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
gender
information
we need
après.
All data on staff and students has
to be sex-disaggregated which is
a step to providing gender
information
We have
identified the
areas of our
work that must
contribute to
GE progress
Academic and administrative
structures. Say what?
We have
mechanisms in
place to share
No documents
Students organs
Paternity leave contributes to GE
progress but in the HRM manual
documents it is mentioned in
incidental leave instead of beside
maternity leave, which presumes
an inequality in treatment of a
woman and man
systems provided sexdisaggregated data while 17%
said they did not 62% said that
they did not know. Most of the
latter were students and
administrative staff.
51% did not know if NUR had
tried anything new in its
approach to GE in recent years,
but 33% said yes they had and
listed the following activities:
. Creating a gender club
. First year female student
accommodation
. Special female PhD
opportunities
. Miss NUR initiatives.
Learning mechanisms in place
37% of the respondents said
there is a regular forum within
association are kept. “so in my
Ministry we don’t have a
particular reporting system. If
you want information, you
consult those of NURS.”, she said.
Focus group members were
generally unable to identify areas
of their work that contributed to
GE progress. One exception was
with the SFLS groups. They
identified elements in their
coursework and materials that
they agreed might potentially
contribute to GE discussions.
Focus group members were
unable to identify any
mechanisms in place to share
The Rector said he would like “to
do more about building
capacities and mentoring middle
level women. I would give more
opportunities to women to be
heads of departments, to help
them gain more confidence. Not
encouraging women to go on to
further study is part of the old
Rwandan traditions, the culture,
the patriarchal society. We need
to go out of the way to develop
capacities. Doing these jobs
means that women learn the
ropes, the tricks of the trade –
that is also important”. He
referred to an African leader who
said “You have to throw them
into the pool and they will swim
or they will drown” He
mentioned the importance of
special training. He called for “a
gender plan that will engender
the whole university, give
confidence to women to get their
masters and PhDs”. VRAF
identified infrastructure and how
that impacts on women staff and
students as an issue
VRAF said “You do have to
provoke female students to
participate in class, discussion is
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
our learning
internally and
externally
NUR for exchanging information
and learning with respect to GE,
40% said that they did not know,
while 23% said no there was not.
Importance of GE to learning
73% considered GE very
important to themselves, 68% to
their boss, 67% to NUR, 64% to
men and 79% to women in NUR,
80% very important to
government and 72% very
important to partner
organisations.
their learning internally and/or
externally.
limited, but they do very well in
written exams. We need some
gender sensitivity training. We
want to learn from other
institutions what they are doing
and what can be replicated here.
We are doing small, small actions
and we need to do more, to learn
from best practice”
NUR Reputation with Partners / Clients / Constituencies
Indicator / Tool
Partners /
Clients /
Constituencies
see us as
committed to
GE in policy
and practice
Documentation
SIDA/SAREC protocols. Students’
constitution
Rapport definitif sur les services
d’expertise pour l’elaboration
d’une politique et d’une
procedure operationnelle des
services aux etudiants et de la
gestion de l’Universite Nationale
du Rwanda.
A sample of MOUs between NUR
and other organisations and
higher learning institution signed
between 2007 and 2010
indicated that only one
mentioned GE. An agreement
between NUR and the University
of Linkoping Sweden included a
clause that stated that “both
Questionnaires
External communications make
clear its commitment
32.2% of the NUR community
said that the external
communications available at NUR
make its commitment to GE clear,
20.7% said that it is not clear,
while 47% did not know
External partners perceive NUR
as committed to GE
57.4% of the respondents think
that NUR’s external partnerorganizations perceive NUR as
committed to GE, 36.3% think
said it was not, while 6.3% do not
know
NUR rates compare to other
universities
Focus Groups
Interaction with the surrounding
community
Members of hairdressers and
motorcycles focus groups said
that the relationships between
NUR and the community are
good. For example, the
hairdressers said that some
women and men who are karate
practitioners benefited from NUR
scholarships.
Relations between NUR
community and hairdressers
Female students from NUR are
90% of the clients of the
hairdressers’ focus group. They
are on good terms with them and
get a discount after ten visits. The
presence of NUR is the source of
motocyclists’ income. When
Interviews
The Rector commented, “with
external partners, the Swedish
understand gender and know we
are interested and they want to
give money. The Dutch insist that
work among women is part of the
policy, you have to do it.
Internally, here in Rwanda, GE is
part of the Constitution and
government practice. Every
organisation or association has to
have 30 percent of women. This
makes a difference. If Rwandese
were left on their own they
would not implement this. For
example, they are resisting the
gender based violence law,
especially rape in marriage and
the introduction of laws against
polygamy in the north”. A
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universities subscribe to the
policy of equal opportunity and
do not discriminate on the basis
of race, sex, age, ethnicity,
religion, national origin or
physical disability.
When comparing NUR to other
higher learning institutions in
terms of commitment to GE,
38.9% of the respondents said
that NUR is better than most
universities, 53.7% perceive NUR
about the same as most
universities, while 7.4% said that
NUR is worse than most
universities.
students are in holidays, they
suffer because of lack money.
NUR collaborates also with the
population. For instance, the NUR
outreach centre though Spread
helped people of Maraba to buy
bicycles. Some male and female
students hire accommodation in
different corners of Huye.
Students have no special
problems with people. Both male
and female students work also in
different Internet Cafés and
deliver good service. Some of
them teach English or French to
interested people and charge
them low prices. The Students’
association trains them to create
income-generating activities.
Female and male students
collaborate in anti-SIDA clubs and
in counseling people with mental
or psychological problems.
Nowadays, the number of
students and faculties have
increased, for instance there is an
IT department which contributes
to the development of Huye.
Source of money for female
students’ hairdressing
Most students fund hairdressing
from their bursary. Hairdressers
said “Others sell their sex to the
‘sugar daddies’. Their
appointments are usually
arranged in Credo hotel located
nearby NUR campus where those
female students leave their
Director said, “most of the
development partners we work
with are all committed to gender
– they seldom have to ask us to
do anything - in fact, I can't
remember a case. They believe
our commitment to the issue,
and Rwanda's. Major ones are SIDA, DFID, the Netherlands,
Belgium. The Union of
Francophone Universities is
different but we can’t attack
them. Orphans of Rwanda are
committed to gender equality.
Some of the faculties have links
with partners, e.g. agriculture
with commerce and industry, law
with the national legal
committees.”
Collaboration with the Huye
District on GE
The District works with UWSA
when there are important events
or when there has been threat to
students but they don’t share
action plans on GE
The District works with UWSA
when they want to reward
women who performed well at
NUR. For example, on March 8th
2010, the girl who was rewarded
was from NUR.
The District also worked with
UWSA to help students to calm
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photos and full addresses. This
misbehavior is due to poverty,
cupidity or the environmental
influence. For instance some of
them wish to have expensive
articles and services like a cell
phone, a fashion hairstyle,
clothes or shoes. The
motorcyclists said, “the
phenomenon of “sugar daddies”
is mainly practiced by foreigners
who usually corrupt some NUR
female students by gifts like cell
phones, vehicles or other
expensive items. In general,
finalist female are polite, well
educated and not involved in
those misbehaviours. There is a
very insignificant group of female
students who misbehave but
unfortunately some people
generalize it to the whole NUR
female community. For instance,
some female evening students
don’t behave well. However,
some couples of former NUR
students are models here in
Huye”.
Source of male students’ money
for their needs
By the scholarship and maybe
from “sugar mammies”.
Where will they get money after
bursary ends
Hairdressers said that students
will have to seek jobs or get more
practical training. “For instance,
those who are knowledgeable in
down when the government said
their monthly bursary will be
stopped next year because there
are girls who said they would
look for “Sugar Daddies” to
support them in their studies.
They work with Hon.
GAHONDOGO Athanasie and
other MP’s.
When there is Miss campus
election, the NUR invites the
District in general, and the person
in charge of Social affairs went
there because it is among his
duties. But the district doesn’t
take it serious.
The District wish to work in
collaboration with the Gender
Focal Point at NUR to plan
together and connect it to other
partners like the Army and the
Police.
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
hairstyling we will employ them.
Those who need training we will
charge them and after employ
them”. Motorcyclists said, “The
cutting off of the bursary will
push most female students to be
involved in bad habits. Why can’t
SFAR continue giving them the
bursary and refund it at the end?
Students will have to find part
time jobs.”
Recommendations of
hairdressers
. Regulations and mechanisms to
control students coming back to
the campus on time should be
considered
. An investigation should be made
into hotels and people who are
involved in students’
misbehavior.
Recommendations of
motorcyclists
. Regarding the students’
misconduct, NUR’s management
in collaboration with National
Police, Lecturers, hotel managers,
local government should work
hand in hand by sharing
information in order to stop this
bad habit of ‘sugar daddy”.
Relation between NUR and
Hotels/Restaurants
The major collaboration between
NUR and hotel are mainly based
on business. Hotels considered
NUR community as a potential
and important customer. Hotels
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Gender Consultancies: Baseline Survey, Audit, Strategic and Action Plan
offer many services that interest
the university for example
accommodations, bar and
restaurants, swimming pool used
by NUR clubs (the only swimming
pool in Butare is a credo). That
why, when there is a seminar at
NUR hotels supply for Tea/coffee
breaks to the NUR. They also
have contracts to accommodate
visiting professors. This year all
NUR visiting lectures are
accommodate at Credo hotel. For
commercial policy, hotels offer
some facilities to the NUR
community. There is an “happy
hour” every Saturday (from 5 to 9
pm) at Credo and Credo sponsors
NUR miss competition
There is no relationship in terms
of Gender Equality and
mainstreaming between NUR and
hotels. The only activities related
to gender that managers know
are Miss NUR, some sport
activities (karate) and some
artistic activities (playing drums
for women).
The Hotel managers said that the
proximity with the University is
good, because NUR is considered
as valuable customers.
Sometimes the hotel can be
considered like a danger for
women students, because they
are exposed to prostitution. All
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Our partners
(clients) know
what we
require of
them in terms
of GE
5 MOU with partners protocols
were examined.
Local government
Students organ
NUR monitor its partner
organizations with respect to GE
related activities
28.1% of the respondents said
that NUR monitors its partners
with respect to GE related
activities, 9.3% said that NUR
does not, while the majority of
the respondents 62.6% said they
did not know.
NUR talks about GE when
communicating with partnerorganizations
9.3% of respondents said that
NUR often talks of GE when
communicating with partner
organisations, 39.3% said that it is
done sometimes, 31.9% said that
it is done rarely, and 19.6% said
that it is never done
the Hotel managers recognize the
phenomenon of “Sugar Daddy” in
their hotels. The main reason is
female student poverty.
Managers fear that this
phenomenon may increase
because even the little pocket
money students use to receive
has been cancelled.
There were no comments from
focus group
External Auditors had advised
NUR to put in place standardised
instruments for staff appraisal
that was acceptable based on
agreed criteria.
According to the student
representative, with the bursary
reduction from SFAR, the number
of female students will decrease.
For her, both men and women
have to change their mindset and
face life positively: to look for
jobs, to collaborate with local
governments and make some
projects and earn money. Some
community services which they
were doing for free had to be
paid. NUR should have strategies
for sensitizing all students and
making them aware of gender
issues.
Local government and NUR
should provide opportunities
where students can be employed.
External Auditors advised NUR to
put in place a standardised
instrument for staff appraisal,
which is acceptable based on
agreed criteria
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We provide
incentives on
the basis of
their
commitment to
GE
There was no reference to
incentives for partners in the
documents.
We support
their activities
aimed at GE
NURSU Constitution is signed by
Rector
NUR helps its partnerorganizations to develop a
commitment to GE
27.4% respondents said that NUR
helped its partners to develop a
commitment to GE, 10.4% said
that NUR did not, and 62.2% did
not know.
NUR’s commitment to GE should
influence its approach to
partners
50.7% of the respondents
supported the idea that NUR’s
commitment to GE should
influence its approach to
partners, 9.6% disagreed with the
idea, while 39.6% did not know
No incentive for partners was
mentioned in the focus groups
No incentive for partners was
mentioned in the interviews.
No mention was made of NUR
support for partners’ activities in
the focus groups
No interviewee said that NUR
supported their GE activities
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