Review of Higher Education, Gender Enrolment, Inclusive Education, Government Funding, and Graduate Marketability in Rwanda and Tanzania

Anagrolia Faustino *

University Institute of Teachers Training and Research, Chandigarh University, Gharuan, India.

Mussa S. Muneja

Faculty of Theology, University of Arusha, Meru, Tanzania.

*Author to whom correspondence should be addressed.


Abstract

This study sought to establish the historical development of higher education in Rwanda compared to other East African countries, especially Tanzania. The article was geared towards finding out how higher education has developed in both Rwanda and Tanzania in terms of gender and enrolment, inclusive education, government funding, and the marketability of graduates. The review uses Google Scholar to get the information from the different works from different countries regarding the subject. The findings indicated that there is no equity in gender or enrolment in both Tanzania and Rwanda. In both countries, there is a need to encourage females to access higher education without fearing some of the barriers, like getting pregnant and the patriarchal system. Funding students in higher education institutions is a problem for both countries. The need for inclusive education did not suit the government well enough; hence, parents decided to leave their children unschooled. Fresh graduates are advised to be self-employed or develop their qualifications in the education sector to make them more marketable.

Keywords: Education, Graduates, enrolment, gender, inclusive, marketability


How to Cite

Faustino, A., & Muneja , M. S. (2023). Review of Higher Education, Gender Enrolment, Inclusive Education, Government Funding, and Graduate Marketability in Rwanda and Tanzania. Asian Journal of Advanced Research and Reports, 17(11), 1–9. https://doi.org/10.9734/ajarr/2023/v17i11548

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