Alice Ikuzwe (Rwanda Polytechnic) was responsible organiser for the half-day session, Elina Harju (Tampere University of Applied Sciences) and Sai Väyrynen (University of Helsinki) participated online in the panel discussion at the end of the session. This text is based on reflections presented during the session.
Achieving gender parity in higher education studies and in the life of work is not a straight-forward process. While legislation and policies might be in place, attitudes, stereotypes, community expectations and other such factors complicate matters. This seems to be something that is common both in Rwanda and Finland.
Finland was the first European country and the third country in the world to provide women the right to vote in 1906. Women were allowed to study at universities in 1901. Free school meals were provided to all children in primary school since 1948 thus enabling women to engage in salaried work. In the 1970s social benefits were legislated for parents of new-born babies and a daycare system developed. Over the past 50 years developments in social benefits, education, labour market etc. have made it possible for women to flourish in any imaginable area of studies and professional life. And yet, overall, only about 10% of the workforce are engaged in professions that are gender-balanced.
In higher education and TVET, there is strong division to “female and male” disciplines in terms of students and staff. The statistics from 2015-2023 show that female participation in ICT-disciplines (which is male-dominated) has increased from less than 20% to about 30% but there is huge variation between the different sectors in technology. Surveys show that youth are selecting their study paths based on rather stereotyped perceptions of female and male disciplines. Girls are increasingly entering areas which have typically been male-dominated. But the same does not happen the other way round. Research shows that stereotyped gender roles prevail, despite the progressive policy efforts.
European studies reveal that gender segregation maintains large salary differences – in Finland in male-dominated areas of work the overall salary level is higher than in female-dominated areas. There is also plenty of research evidence pointing out that diversity (including gender balance) in the work community increases creativity and innovation, financial viability, production and wellbeing. So, how to turn this around to encourage women to enter ‘gender atypical’ fields of study and professions?
Finnish Universities of Applied Sciences (UAS) have been working on gender issues in different projects and developed practices and recommendations to encourage students to choose “gender atypical” study fields. UASs have worked closely with upper secondary school student counselors who help students to choose their study path. Counselors need to have updated information and contacts to different fields of working life. Student ambassadors, e.g. female engineering students and female engineers from companies, visit upper secondary schools and encourage girls to study engineering. Role models are needed at school and in the media. All this is necessary, and UASs carry on doing it, however, upper secondary school students have often already decided their direction for a career.
It seems that the images and ideas of suitable careers are born earlier. If we talk about girls and their interest in STEM (Science, Technology, Math) subjects, it starts from home. If the mother is an engineer or if the father encourages daughters to join them to repair the car or fix the home, it has a strong positive push towards STEM fields. The possibility for hands-on STEM/STEAM (A Art) workshops in basic education school seem to have a positive impact as well. Positive feedback from science teachers is important. Girls often seem to need encouragement and hands-on experiences to support their self-efficacy on STEM subjects. To tie STEM subjects to real world challenges opens understanding of the importance and possibilities of technological fields. This is something we need to highlight in teacher education.
Research shows that the UAS study programmes that have bio-, cycle-, green- or environment in the names attract female students more than traditional programmes like electricity or machinery. However, in these more traditional fields of technology the themes of environment and wicked problems are very much present and studied. So female students are interested in areas related to green economy and environment, and we should think how to present the programmes in such a way that the applicants would know what to choose. There is also ongoing discussion whether the first year of engineering studies should be general, getting to know different fields of technology, and only then make informed choices, and lower the threshold to choose gender atypical fields .
Achieving gender parity in education and the workforce in Rwanda requires a multifaceted approach tailored to its unique cultural and socio-economic context. Addressing the entrenched stereotypes that influence educational and career choices is crucial. Like in Finland, early exposure of girls to STEM and technical fields through school programmes, mentorship, and role models who challenge traditional gender norms is essential. Community awareness campaigns and gender-sensitive career guidance in schools can help reshape perceptions, encouraging both girls and boys to explore non-traditional study paths. Scholarships and financial support targeted at women in male-dominated fields, combined with robust policies to promote family-friendly work environments, could empower more women to pursue and sustain careers in gender-atypical professions.
Creating inclusive workplaces is equally important. There is a need for public-private partnerships to foster gender diversity in industries and develop targeted hiring and retention policies. Training for managers to combat unconscious bias, alongside initiatives like flexible work policies and childcare support, would further ensure women thrive in professional spaces. To sustain progress, it is vital to emphasize data collection and regular evaluation of gender balance in education and employment, celebrating milestones to maintain momentum. Leveraging Rwanda’s progressive gender policies and national vision, these efforts can help shape a future where diversity fuels innovation, creativity, and equitable opportunities for all.