https://dr.ur.ac.rw/handle/123456789/15 Research by faculty from College of Education Thu, 23 Apr 2026 19:31:47 GMT 2026-04-23T19:31:47Z https://dr.ur.ac.rw/handle/123456789/617 ASSESSMENT OF ARTISANAL GOLD MINING EFFECT ON BASIC EDUCATION IN BURERA DISTRICT Anselme, UWIMANA Artisanal gold mining provides employment for many people worldwide and in Africa. In Rwanda, it mainly contributes to the economy of the nation, but at the same time it may positively or negatively affect other sectors. It is with this regards that the present study focused on “Assessment of Artisanal Gold Mining effect on Basic Education in Burera District” The major objective was to assess gold mining effect on Education of miners in Burera District. Specifically, the study has investigated the school education level of gold miners’ communities, assessed status of school enrollment and attendance in local schools of gold mining area as well as the level of understanding and implementation of government basic education policies in Burera gold mining area. Research design was qualitative and narrative approach was adopted for data collection. The study population included gold miners and local community to capture needed information. Data collection used one-to-one interview and focus group Interview. Data was analyzed by thematic analysis method. Our study shows that most of gold miners do not attend primary school and those who attend do not complete required basic levels. Gold mining does not affect school enrollment and attendance in the area of study, however it influences dropout on continuation up to secondary level. The Inhabitants of gold mining area understand the policy of basic education and parents enroll and support young children for the primary education. However, some parents do not give much value to education but they value the income generated from gold mining. Gold mining activity is a major source of income in the studied area and it appears to create a dilemma where by the youth have either to be involved in it or to continue the study from primary up to other level of education . The study recommended miners, parents and teachers to put an emphasis on education of their children on the importance of education and parents must be made aware that it is their responsibility to bear the cost of their children’s needs. It also emphasize on adult curriculum for reading, accounting and writing. Furthermore, the study also recommends the diversification of economic activities in mined area so as to increase the opportunity to create new job for the youth. Sat, 01 Jun 2019 00:00:00 GMT https://dr.ur.ac.rw/handle/123456789/617 2019-06-01T00:00:00Z https://dr.ur.ac.rw/handle/123456789/368 ‘Boys don’t rule us’: exploring Rwandan girls with disabilities’ resistance to masculine dominance in school Wallace, Derron; Karangwa, Evariste; Bayisenge, Jeannette This paper explores how economically disadvantaged girls with disabilities resist masculine domination at Rwanda’s largest inclusive school, Busengare Secondary. Based on 16 in-depth interviews and 3 focus group interviews with Rwandan girls with disabilities, this study draws on critical feminist perspectives to examine the subjectivities of girls with disabilities marginalised by virtue of their gender, class and disability. The findings reveal that girls with disabilities challenge the enduring power of masculine domination that seeks to limit their leadership and learning in classrooms through two distinct strategies: assertive resistance and subversive resistance. At its core, this paper exposes gendered structures of dominance among young people with disabilities not yet addressed in gender studies and disability studies scholarship in Rwanda. Research Paper Thu, 19 Apr 2018 00:00:00 GMT https://dr.ur.ac.rw/handle/123456789/368 2018-04-19T00:00:00Z https://dr.ur.ac.rw/handle/123456789/367 Between rhetoric and reality: disabled Rwandan young women’s perspectives on gender inequality in school Wallace, Derron; Bayisenge, Jeannette; Karangwa, Evariste This article examines the limits of national discussions on gender equality in Rwanda from the perspectives of disabled young women. Based on 16 in-depth interviews and three focus group interviews with disabled Rwandan young women, this article points out that the barriers to gender equality are interpersonal and institutional. The empirical analysis reveals that gender biases at Rwanda’s largest inclusive secondary school are reinforced by wider cultural and religious norms, which endorse the subordination of disabled girls and young women in school. The study suggests that the equality rhetoric/reality gap will remain in Rwandan schools and society if the wider cultural and religious institutions are not examined and transformed. Research Paper Tue, 04 Dec 2018 00:00:00 GMT https://dr.ur.ac.rw/handle/123456789/367 2018-12-04T00:00:00Z https://dr.ur.ac.rw/handle/123456789/339 Use of soil and litter arthropods as biological indicators of soil quality in forest plantations and agricultural lands: A Review Nsengimana, Venuste, et al. This article reviewed published papers on the use of soil and litter arthropods as biological indicators of soil quality since the 1970s. Our review shows that soil and litter arthropods are litter transformers and ecosystem engineers. They contribute to the availability of organic matter. Their diversity, abundance, biomass, and density are suitable measures for the assessment of natural and/or anthropogenic effects on soil. However, their use is challenged by difficulties in sampling methods and the identification of soil and litter arthropod diversity up to species level, and few research projects combine both abiotic and biotic factors. We recommend further research to investigate the most suitable methods for sampling soil and litter arthropods, and create a classification of dominant groups up to species level which, along with the use of integrative methodologies, will be valuable steps towards a generalized and accepted method for the assessment of soil quality. Research Paper Mon, 29 Jan 2018 00:00:00 GMT https://dr.ur.ac.rw/handle/123456789/339 2018-01-29T00:00:00Z