Module : FUNDAMENTALS OF BEHAVIORAL SCIENCES

UNIT :Civic Education

Time allocated: 10 hours
Introduction
Societies have long had an interest in the ways in which their young are
prepared for citizenship and in how they learn to take part in civic life.
Today that interest might better be described as a concern-in fact as a
growing concern, particularly in democratic societies.
We should realize that civic education is essential to sustain our
constitutional democracy. The habits of the mind, as well as "habits of
the heart," the character that inform the democratic ethos, are not
inherited. Each new generation is a new people that must acquire the
knowledge, learn the skills, and develop the spirit or traits of private and
public character that build a constitutional democracy. Those
dispositions must be fostered and nurtured by word and study and by the
power of example. Democracy is not a "machine that would go of
itself," but must be consciously reproduced, one generation after
another.
Civic education, therefore, should be-a prime concern. There is no more
important task than the development of an informed, effective, and
responsible citizen. Democracies are sustained by citizens who have the
requisite knowledge, skills, and dispositions. Absent a reasoned
commitment on the part of its citizens to the fundamental values and
principles of democracy, a free and open society cannot succeed. It is
imperative, therefore, that educators, policymakers, and members of
civil society make the case and ask for the support of civic education
from all sections of society and from the widest range of institutions and
governments.
It is relatively easy for a society to produce technically competent
people. But the kind of society every one want to live in and the kind of
government they want to have requires effort and commitment on the
part of its citizens where:
• human rights are respected
• the individual's dignity and worth are acknowledged
• the rule of law is observed
• people willingly fulfill their responsibilities, and
• common good is the concern of all.
The real growth of civic education began during the first two decades of
the 20th and 21st century it was introduced on the basis of producing
model citizens after World war1 where it contributed a lot for the
learning about citizenship.

chapter1. Concepts and definition

1.1.Definition
Civic education refers to all the processes that affect people's beliefs,
commitments, capabilities, and actions as members or prospective
members of communities. Civic education need not be intentional or
deliberate; institutions and communities transmit values and norms to
their members in order to make them responsible citizens. It may not be
beneficial: sometimes people are civically educated in ways that impart
harmful values and goals. It is certainly not limited to schooling and the
education of children and youth. Families, governments, religions, and
mass media are just some of the institutions involved in civic education,
understood as a lifelong process. It is the branch of political science that
deals with civic affairs, rights and duties of citizens in all societies.
Civic education is concerned with deliberate programs of instruction
within with in the country and other forms of citizen preparation that
involve a whole culture and last a lifetime. First, empirical evidence
shows that civic habits and values are relatively easily to influence and
change while people are still young, can be effective when other efforts
to educate citizens would fail (Sherrod, Flanagan, and Youniss, 2002).
Another reason is that schools in many countries have an clear mission
to educate students for citizenship. Nevertheless, it is important not to
lose sight of the fact that civic education takes place at all stages of life
and in many venues.
1:2.Concepts of civic education
1:2.1 Citizen:
A citizen is a participatory member of a political community,a person
who is a member of a particular country and who has rights because of
being born there or because of being given rights, or a person who lives
in a particular country.
1:2.2 .Citizenship:
The legal right to belong to a particular country and having rights
because of it: Citizenship is gained by meeting the legal requirements of
a national, state, or local government. An individual, agency,
association, branch, corporation, estate, group, partnership, or other
entity or organization having legal rights and responsibilities separate
from those of other entities and/or of its owners or members.
1:2.3. country
It defined as a part of land inhabited by people of one or several tribes. It
emphasizes the physical dimensions and boundaries of a geographical
area. A country is a region that is identified as a distinct entity in
political geography.
1:2.3.A NATION
It is defined as a Community or race of people with shared culture,
traditions, history, and language, whether scattered or confined to one
country. UK, for example, is a country inhabited mainly by people of
four nations: the English, Irish, Scot, and Welsh. Whereas the term
'nation' emphasizes a particular group of people.
 1:2.4.A state refers to a legal/political entity that is comprised of the
following:
a) a permanent population;
b) a defined territory;
c) a government ; and
d) the capacity to enter into relations with other states.

1:2.5.DEMOCRACY
The term refers to the systems of government in which all people of the
country can vote to elect their representatives in parliament .
Civic Education in a democracy is education in self government.
Democratic self government means that citizens are actively involved in
their own governance; they do not just passively accept the dictums of
others or acquiesce to the demands of others. As Aristotle put it in his
Politics "If liberty and equality, as is thought by some, are chiefly to be
found in democracy, they will be attained when all persons alike share in
the government to the utmost." In other words, the ideals of democracy
are most completely realized when every member of the political
community shares in its governance. Members of the political
community are its citizens, hence citizenship in a democracy is
membership in the body politic. Membership implies participation, but
not participation for participation's sake. Citizen participation in a
democratic society must be based on informed, critical reflection, and on
the understanding and acceptance of the rights and responsibilities that
go with that membership.Civic education in a democratic society most
assuredly needs to be concerned with promoting understanding of the
ideals of democracy and a reasoned commitment to the values and
principles of democracy.
.1. The Good Citizen:
“As far back as evidence can be found and virtually without exception
young adults seem to have been less attached to civic life than their
parents and grandparents.” That is not evidence of decline although it is
often read as such but rather indicates that becoming a citizen is a
developmental process. It must be taught and learned. Most if not all
societies recognize a need to educate youth to be “civic-minded” that is,
to think and care about the welfare of the community and not simply
about their own individual well-being. Sometimes, civic education is
also intended to make all citizens, or at least prospective leaders,
effective as citizens or to reduce disparities in political power by giving
everyone the knowledge, confidence, and skills they need to participate.
Responsibilities of a good citizen
Voting
Voting is an important component of civics. Voting involves studying
candidates on the ballot to understand each candidate's position and
qualification. Voting also includes understanding the propositions that
are on the ballot. Voting directly affects how government functions by
selecting the candidate to work in the government

Attending state meetings

State meetings are other responsibility of a responsible citizen.
Meetings allow government representatives and members of civil
society in specific districts meet face to face to review issues and show
support or oppose initiatives. Meetings are publicly announced and
attendance is open unless otherwise stipulated.

Jury duty
Jury duty is a responsibility of a citizen to participate in the legal
process.This a style of settling disputes between members or among
citizens by themselves .For example Abunzi,Gacaca and family courts.
3.Principals of civic education
I)Civic Knowledge
Civic knowledge is concerned with the content or what citizens ought to
know,It is important that everyone has an opportunity to consider the
essential questions about government and civil society that continue to
challenge thoughtful people.
Civic knowledge helps citizens make informed judgments about the
nature of civic life, politics, and government, and why politics and
government are necessary; the purposes of government; the essential
characteristics of limited and unlimited government; the nature and
purposes of constitutions, and alternative ways of organizing
constitutional governments. Consideration of this question should
promote greater understanding of the nature and importance of civil
society or the complex network of freely formed, voluntary political,
social, and economic associations which is an essential component of a
constitutional democracy. A vital civil society not only prevents the
abuse or excessive concentration of power by government; the
organizations of civil society serve as public laboratories in which
citizens learn democracy by doing it.
Civic knowledge entails an understanding of the historical,
philosophical, and economic foundations of the political system; the
distinctive characteristics any society and political culture; and the
values and principles basic to constitutional democracy, such as
individual rights and responsibilities, concern for the public good, the
rule of law, justice, equality, diversity, truth, patriotism, federalism, and
the separation of powers. Those ideals, values, and principles are
criteria which citizens can use to judge the means and ends of
government, as well as the means and ends of the countless groups that
are part of civil society.
Civic knowledge helps citizens understand and evaluate the limited
government they have ordained and established and the complex
dispersal and sharing of powers it entails. Citizens who understand the
justification for this system of limited, dispersed, and shared power and
its design are better able to hold their governments-local, state, and
national-accountable and to ensure that the rights of individuals are
protected. They also will develop a considered appreciation of the place
of law in the American political system, as well as of the unparalleled
opportunities for choice and citizen participation that the system makes
possible.

ii)Civic Skills: Intellectual and Participatory

The second essential principal of civic education in a democratic society
is civic skills. If citizens are to exercise their rights and discharge their
responsibilities as members of self-governing communities, they not
only need to acquire knowledge, also need to acquire relevant
intellectual and participatory skills.
Intellectual skills in civics and government are inseparable from content.
To be able to think critically about a political issue, for example, one
must have an understanding of the issue, its history, its contemporary
relevance, as well as command of a set of intellectual tools or
considerations useful in dealing with such an issue.
The intellectual skills is essential for informed, effective, and
responsible citizenship sometimes are called critical thinking skills. The
skills to identify, describe, explain, analyze and evaluate, and defending
positions on public issues. Civic education enables one to identify or
give the meaning or significance of things that are tangible such as the
flag, national monuments, or civic and political events. It also enables
one to give the meaning or significance of intangibles, such as ideas or
concepts including patriotism, civil society, and constitutionalism.The
ability to identify emotional language and symbols is of particular
importance for citizens. They need to be able to discern the true
purposes for which emotive language and symbols are being employed.
Another intellectual skill which good civic education fosters is that of
describing. The ability to describe functions and processes such as
legislative checks and balances or judicial review is indicative of
understanding. Discerning and describing trends, such as participation in
civic life, immigration, or employment helps the citizen fit current
events into a longer term pattern.
Good civic education seeks to develop competence in explaining and
analyzing. If citizens can explain how something should work, for
example the legal system, or the system of checks and balances, they
will be more able to detect and help correct malfunctions. Citizens also
need to be able to analyze such things as the components and
consequences of ideas, social, political, or economic processes, and
institutions. The ability to analyze enables one to distinguish between
fact and opinion or between means and ends. It also helps the citizen to
clarify responsibilities such as those between personal and public
responsibilities or those between elected or appointed officials and
citizens.
In a self-governing society citizens are decision-makers. They need,
therefore, to develop and continue to improve their skills of evaluating,
taking, and defending positions. These skills are essential if citizens are
to assess issues on the public agenda, to make judgments about issues
and to discuss their assessment with others in public or private.
In addition to the acquisition of knowledge and intellectual skills,
education for citizenship in a democratic society must focus on skills
that are required for informed, effective, and responsible participation in
the political process and in civil society. Those skills can be categorized
as interacting, monitoring, and influencing. Interacting pertains to the
skills citizens need to communicate and to work cooperatively with
others. To interact is to be responsive to one's fellow citizens. To interact
is to question, to answer, and to deliberate with civility, as well as to
build coalitions and to manage conflict in a fair, peaceful manner.
Monitoring politics and government refers to the skills citizens need to
track the handling of issues by the political process and by government.
Monitoring also means the exercising of oversight or "watchdog"
functions on the part of citizens. Finally, the participatory skill of
influencing refers to the capacity to affect the processes of politics and
governance, both the formal and the informal processes of governance in
the community.
If citizens are to influence the course of political life and the public
policies adopted, they need to expand their repertoire of participatory
skills. Voting certainly is an important means of exerting influence; but
it is not the only means. Citizens also need to learn to use such means as
petitioning, speaking, or testifying before public bodies. ii)Civic
Dispositions
The third essential component of civic education, civic nature, refers to
the traits of private and public character essential to the maintenance and
improvement of constitutional democracy.
Civic dispositions, like civic skills, develop slowly over time and as a
result of what one learns and experiences in the home, school,
community, and organizations of civil society. Those experiences should
engender understanding that democracy requires the responsible self
governance of each individual; one cannot exist without the other. Traits
of private character such as moral responsibility, self discipline, and
respect for the worth and human dignity of every individual are
imperative. Traits of public character are no less consequential. Such
traits as public spiritedness, civility, respect for the rule of law, critical
mindedness, and willingness to listen, negotiate, and compromise are
indispensable to democracy's success.
Civic dispositions that contribute to the political effectiveness of the
individual, the healthy functioning of the political system, a sense of
dignity and worth, and the common good. These skills help the citizen
to:
• Become an independent member of society. This disposition
encompasses adhering voluntarily to self-imposed standards of behavior
rather than requiring the imposition of external controls, accepting
responsibility for the consequences of one's actions and fulfilling the
moral and legal obligations of membership in a democratic society.
• Assume the personal, political, and economic responsibilities .
These responsibilities include taking care of one's self, supporting one's
family and caring for, nurturing, and educating one's children. They also
include being informed about public issues, voting, paying taxes, serving
on juries, performing public service, and serving in leadership positions
commensurate with one's talents.
• Respect individual worth and human dignity. Respecting others
means listening to their opinions, behaving in a civil manner,
considering the rights and interests of fellow citizens, and adhering to
the principle of majority rule but recognizing the right of the minority to
dissent.
• Participate in civic affairs in a thoughtful and effective manner.
This disposition entails becoming informed prior to voting or
participating in public debate, engaging in civil and reflective discourse,
and assuming leadership when appropriate. It also entails evaluating
whether and when one's obligations as a citizen require that personal
desires and interests be subordinated to the public good and evaluating
whether and when one's obligations or constitutional principles obligate
one to reject certain civic expectations.
• Promote the healthy functioning of constitutional democracy.
This disposition encompasses being informed and attentive to public
affairs, learning about and deliberating on constitutional values and
principles, monitoring the adherence of political leaders and public
agencies to those values and principles and taking appropriate action if
adherence is lacking. This disposition also inclines the citizen to work
through peaceful, legal means to change laws that are thought to be
unwise or unjust.
The importance of civic nature, or the "habits of the heart," as Alexis de
Toqueville called them, can scarcely be overemphasized. The traits of
public and private character that undergird democracy are, in the long
run, probably of more consequence than the knowledge or skills a
citizen may command. Judge Learned Hand, in a speech made in New
York in 1944, captured the centrality of civic dispositions in his now
famous words:
Liberty lies in the hearts of men and women; when it dies there, no
constitution, no law, no court can save it; no constitution, no law, no
court can even do much to help it. While it lies there, it needs no
constitution, no law, no
court to save it
CHAPTER II
RWANDAN SOCIAL ECONOMICAL SITUATION
1.Socio-economic situation
Efforts have been made to develop the service sector and stimulate
investment in the industrial sector; however, the Rwandan economy
remains dominated by agriculture. In 2012,the service sector accounts
for the largest share of Rwanda’s Gross Domestic Product (GDP),
46percent, followed by agriculture with 32percent and industry with
22percent
.According to EDPRS II, average GDP Growth during the 2008-2012
period was 8.2% and the GDP per capitain 2012was $644.
Data from integrated household living conditions surveys show that the
percentage of people living below the poverty line was 44.9% in 2010-
11, down from 56.7% in 2005-06. In 2010-11, net primary school and
secondary school attendance were respectively at 91.7% and 20.9%. The
percentage of people having access to safe drinking water was 74.2%
while it was 10.8% for people having access to electricity for
lighting(EDPRS 2, 2012) (5)
.The health sector has a crucial role to play in the achievement of the
national mid-term(EDPRS 2)goal of 11.5% economic growth rate.
Continuous progress in the coverage and qualityof promotive,
preventive, curative and rehabilitative health interventions and in the
health seeking behavior of the population ensure improvements in the
health status and productivity of the Rwandan population. The health
sector also has an influence on the enabling environment for economic
and social transformation as envisioned by the EDPRS II, aiming to
contribute, among others, to a reduction in the fertility rate, which will
help ease the demographic pressure in the country. Availability of high
quality health services, as an important element of the service sector,
contributes to the generation of collective wealth and is crucial to
attracting investors and tourists

2:2.SOCIAL SITUATION.

The legacy of the 1994 genocide and the armed conflict that preceded it
continue to weigh heavily on the social and economic recovery of the
country.These events impoverished Rwandans and increased their
vulnerability, particularly among the widows and orphans of the
genocide, recently returned refugees, resettled internally displaced
persons and the families of detained suspects of genocide related crimes.
These problems, combined with very high rural population densities and
small farm sizes, have left many Rwandan communities
unable to provide adequately for their poorest and most vulnerable
groups.Vulnerable people, such as women-headed and child-headed
households,are generally at greater risk of being poor than other groups.
Almost 25 percent of Rwandan households were headed by women in
2006 and 0.7 percent were headed by children.

However an encouraging decline in poverty rates has been registered

due to different poverty reduction projects e.g VUP and others.

2:3.Vision 2020
The programme consists of a list of goals which the government aims to
achieve before the year 2020 These are
• Good governance
• An efficient state
• Skilled human capital, including education, health and information
technology
• A vibrant private sector
• A world-class physical infrastructure
• Modern agriculture and livestock
2:3:1. The Pillars of Vision 2020
The goal of Vision 2020 will be realized around six “Pillars” and will be
interwoven with three cross-cutting issues.
a)Pillars of the Vision 2020 and its crosscutting areas
1. Good governance and a capable state
2. Human resource development and a knowledge based economy
3. A private sector-led economy
4. Infrastructure development
5. Productive and Market Oriented Agriculture
6. Regional and International Economic integration.

Pillars of the Vision 2020 Cross-cutting areas of Vision 2020

1. Gender equality
2. Protection of environment and sustainable natural resource
management
3. Science and technology, including ICT

2.3.2. Good Governance and a Capable State

Rwanda will become a modern, united and prosperous nation founded
on the positive values of its culture. The nation will be open to the
world, including its own Diaspora. Rwandans will be a people, sharing
the same vision for the future and ready to contribute to social cohesion,
equity and equality of opportunity. The country is committed to being a
capable state, characterised by the rule of law that supports and protects
all its citizens without discrimination. The state is dedicated to the rights,
unity and wellbeing of its people and will ensure the consolidation of the
nation and its security.

Social and economic transformation is as much about states as markets.

In effect, the role of the state is indispensable for wealth-creation and
development. However, currently in Rwanda the low capacity of the
state hinders this transformation. This situation calls for rapid
development and deployment of public sector skilled human resources,
who grasp the needs of other sectors – in particular the private sector –
and can translate them into sound policies and strategies. In short, we
need a small but effective, flexible public sector that can lay the
foundations for Rwanda to be competitive in the modern international
economy.

The State will ensure good governance, which can be understood as

accountability, transparency and efficiency in deploying scarce
resources. But it also means a State respectful of democratic structures
and processes and committed to the rule of law and the protection
human rights in particular. People’s participation at the grassroots level
will be promoted through the decentralisation process, whereby local
communities will be empowered in the decision making process,
enabling them to address the issues, which affect them, the most.

A reconstruction of the nation of Rwanda and its social capital, anchored

on good governance and an effective and capable state is considered a
minimal condition to stimulate a harmonious development of other
pillars.
It cannot be stressed enough however that the 6 pillars and 3 cross-
cutting areas have to be developed in tandem – indeed that was the main
message of section 3.

2.3.3. Human Resource Development and a Knowledge-based economy

Apart from raising the general welfare of the population, improvements
in education and health services can be used to build a productive and
efficient workforce. This will be essential for Rwanda to become a
sophisticated knowledge-based economy.

a. Education
Rwanda is committed to reaching “Universal Education for All”, which
is one of the most important Millennium Development Goals. However,
there is clearly a need to educate and train people at all levels: primary,
secondary and tertiary, with special attention paid to the quality of
education. This has been declining, due in a large part to low calibre
teaching staff and therefore, the government will organise intensive
teacher training programs.

Major emphasis will be placed on vocational and technical training in

the fields of technology, engineering and management. This will be
targeted at secondary school leavers, as well as various sections of
society (with particular emphasis on youth and women). To encourage
skills development, micro-credit schemes will be promoted specifically
to extend finance to self-employed young technicians. Special emphasis
will be given to innovative, small-scale entrepreneurs. To promote
efficiency and continuous upgrading of skills, appropriate programs will
be launched in the national institutions aimed at on-the-job-training, in -
service training and distant learning.

Rwanda lags behind in professional training, with the most acute

deficiency being apparent in the fields of applied and natural sciences
and ICT. Although the country will continue to rely on imported
technology from advanced countries, well-trained, specialised nationals
will be essential to run as well as maintain technological systems
ranging from medicine and agriculture to industry and
telecommunications.
Absolutely crucial for achieving Vision 2020 will be to properly link
education policies, with sector development and labour policies. It is
crucial to understand that the investment needed for the development of
the secondary and tertiary sectors, will not be effective without a skilled
labour force.

b. Health and population

The Rwandan population is estimated at about 8 millio n people in 2000
with one of the highest population densities in Africa and a high
population growth rate close to 3% per annum. This demographic trend
is one of the major causes of the reduction of natural resources and the
subsequent poverty and hunger. The demographic dynamic is the result
of a number of factors:
(1) the high fertility rate of women, itself linked to
(2) a pro-birth culture
(3) diminishing child death rates
(4) the relatively low general mortality rate, due to a climate and
topography unfavourable to diseases.

Rwanda considers its population as its fundamental resource and banks

on it for its future development. With the success of current and future
population policies, Rwanda projects to reduce the fertility rate within
20 years from 6 to 4 children and the population growth rate to 2.2%.
Although the state of health of the Rwandan population has improved
significantly over recent years, it is still inadequate.
The prevalence of malaria (40% of hospital consultations in health
centres) and of HIV -AIDS (13% of the total population) is high and
constitutes a major economic problem.
The objectives to be attained in the field of health within the next 20
years include: a reduction in the infant mortality rate from 107 to 50 per
1000 and the maternal mortality rate from 1070 to 200 per 100.000. Life
expectancy will have increased from 49 to 55 years, malaria and other
potential epidemic diseases will have been controlled and the AIDS
prevalence will have been reduced from 13% to 8%.

To achieve these improvements, health policies must be targeted at the

poorest members of the population to improve access to healthcare, the
quality of that healthcare and to reduce its cost.
Family planning is crucial for reducing both birth rates and the
prevalence of HIV/AIDS. Envisaged and current population policies
should go hand in hand with strategies to overcome problems in the
health sector. Indeed, poverty remains a major cause of poor health and
vice versa.

CHAPTER III
THE GOVERNMENT POLICY ON CURRENT CIVIC AND
CITIZENSHIP PRACTICE AND HUMAN VALUES PROMOTED
IN THE RWANDAN CONTEXT.
The gorverment of Rwanda has the following practices in order to train
its young ones the Rwandan values and practices:
3:1.ITORERO
Under article 47 of the Constitution of the Republic of Rwanda, every
Rwandan is required to volunteer in activities geared towards the
development of the country. And it is under this very article where lies
the requirement for every Rwandan aged from 18 to 35 to participate in
the national civic education programme.
Pioneers of the national civic education programme maintain that it is a
way of rejuvenating and modernizing what used to happen in the
traditional Rwanda, hundreds of years ago.
Young boys used to attend training camps aimed at inculcating in them
different cultural values like good manners, integrity, public speaking as
a way of preparing them to become real men while young girls followed
a specific training aimed at growing good behaviors and familiarizing
them with a number of household duties worth of a good, real woman.
The “Itorero” is a cultural school and it was the channel through
which the nation could convey messages to the people regarding
national culture in areas such as language, patriotism, social
relations, sports, dances and songs, defence of the nation,etc.

The “Itorero” is a Rwandan civic education institution which aims

mainly at teaching all Rwandese to keep their culture through its
different values such as national unity, social solidarity, patriotism,
integrity, bravery, tolerance, the dos and don’t’s of the society, etc.
Through this instrument, Rwandans will also keep informed of
Government policies and programmes; which will strengthen ownership
of these policies and promote the role of the population in the
implementation of these social-economic development programmes.

Civic education is organised by the “Itorero ry’igihugu” institution;

under National Unity and Reconciliation Commission for different
Rwandese categories such as youth, women, teachers etc. and this
programme is available for any Rwandese who wants to attend.
3:2.Ndi umunyarwanda:

Ndi Umunyarwanda programme was initiated in 2013, with an ultimate

goal of building a national identity and to promote a Rwandan
community that is based on trust and unity.
It was initiated as a way to strengthen the solidarity of the people,
uphold their moral and spiritual values, as well as make them understand
their fundamental rights as Rwandans.
.
The youth of today, the old man begun, at least majority of them, are
unaware of the fact that during the period before the advent of the
colonialists, the notion of ethnic hatred between the Hutu and the Tutsi
was non-existent.
All should know that Rwanda’s main economic activities in those days
were cattle keeping and farming, and that a more valid description of the
Tutsi-Hutu-Twa divide was by class and occupation.
The Tutsi were of the upper class and were mostly herdsmen. Hutu
were the second class and for the most part lived by farming, and the
Twa did a little hunting, but their main occupation was pottery. It is on
the basis of these economic activities that one’s status or a family’s
status in the then Rwandan society was determined.
At the time, there also existed a socio-economic system known as
‘Ubuhake’, a system which enabled relationship between the wealthy
and privileged, and the less privileged. It was a system in which ordinary
Batutsi, Bahutu or Batwa participated and mutually benefited. This
system was voluntarily subscribed to and was entered into for many
reasons, including protection, and the anticipation of getting favours
from the wealthy and the most powerful. This system therefore,
harmonized and ensured a strong interdependency and relationship
between two individuals of unequal status in the Rwandan society.
And because cows were then considered very important in our country’s
economy, a Munyarwanda with a big herd was considered wealthier
than the land farmer. So, in this system of ‘‘Ubuhake’’, the patron
(shebuja), was most of the time a Mututsi, but the client (Umugaragu)
could be a Hutu or a Tutsi of inferior social status.
Take cases, for instance: until this day, some old rwandans still swear
by the names of Chiefs for example Chief Rwabutogo of ubuganza ,
because they were of a superior status than their perents and because at
one given time, they each gave them cows as presents.
So, an individual could be a patron or a client depending on how many
cows the individual had.
And in those days, a very big number of Hutu were owners of countless
cows, a fact which made them patrons of less affluent Hutu and Batutsi
alike, and which even elevated them from the Muhutu title to become
Mututsi.” Which is termed as kwihutura.
They spoke the same language, practiced the same cultural rituals, and
worshiped the same god. Only, upon the arrival of European colonisers
was it possible for the latter to exploit the group divisions as a means of
securing control. The modern conception of Tutsi and Hutu as distinct
ethnic groups in no way reflects the pre-colonial relationship between
them.
And this is what the “Ndi Umunyarwanda” initiative is all about.
This is why the programme should be thoroughly exploited in order to
help Rwandans, especially the youth who represent the hope and the
future of the country, understand their roots and the origins and the
meaning of tribes and clans in past years, and how things got distorted
during the colonial era and led to the 1994 Genocide against Tutsi.
Colonialism left Rwanda badly divided, and the division ultimately
resulted in the Genocide. The poor villagers, who were used to
implement the dirty work did not benefit in any way from the atrocities
they committed.
The Hutu ideology only benefitted the politicians for a few years, but the
ordinary citizens on the hills across Rwanda were the victims in every
sense. These remained as poor as ever before, while the entire incident
had a negative impact on the social oneness of the Rwandan society.
With “Ndi Umunyarwanda,” Rwandans today should critically examine
our dark history towards shaping a bright future. They should seek to
uphold the moral values of all Rwandans, to restore their unity in
building their country and getting rid of the Genocide ideology .
3:3.GACACA.
During the 1994 genocide in Rwanda, up to one million people perished
and as many as 250,000 women were raped, leaving the country’s
population traumatized and its infrastructure decimated. Since then,
Rwanda has embarked on an ambitious justice and reconciliation process
with the ultimate aim of all Rwandans once again living side by side in
peace.
Gacaca Courts originate from the traditional system of conflict
resolution called GACACA.
The ystem dealt mainly with civil and social conflicts between members
of the community. It referred to a physical green space where people
used to meet.

It was especially used by elders in the community,individuals well-

known for their integrity and wisdom, to discuss and resolve problems
and conflicts within the community. Among the measures taken against
an offender, traditional Gacaca called upon the family of the latter to
reconcile with the offended family.

Likewise, the Rwandan community after the Genocide against the Tutsi
found it wise to use this system for dealing with Genocide cases as well
as rebuilding the social fabric which had been completely destroyed, a
task that was practically impossible to carry out using the classical
system of justice.

The Genocide against the TUTSI in Rwanda has important

particularities compared to other genocides undergone by humankind.
Apart from direct involvement ofthe state machinery and a large
proportion of thepolitical class, theGenocide was perpetratedin a climate
of ethnic polarisation deliberately provoked by its masterminds.
The rapidity of its execution, the extreme nature of criminality, the
massive participation of citizens of all ages and socio-professional
conditions, the presence of the international community representatives
and military contingents as well as the media all emphasise the
uniqueness of this Genocide.
The Genocide caused massive loss of human lives (more than one
million deaths), many
refugees, near-total destruction of infrastructure, a huge number of
vulnerable people (widows, widowers,orphans,children as heads of
households,homeless individuals, etc).

There were very many cases of trauma arising from the Genocide and
other crimes against humanity as well as a large number of detainees
suspected of having perpetrated the Genocide. The judicial system had
also completely collapsed

Chapter IV
RWANDAN VALUES AND ETHICAL PRACTICES IN
MEDICAL SETTINGS.

The Rwanda health system is comprised of a network of five referral

hospitals, 42 district hospitals,30 district pharmacies, 5 blood
transfusion centres, 466 health centers, 16
prison dispensaries, 60 health posts, 45,000 Community health workers
at household level and 60 private sector health facilities including
clinics,114 dispensaries, laboratories and pharmacies(14). The initiation
and implementation of community health services has increased
outreach and brought health services closer to thepeople they serve. The
referral system from community to health centers and from healthcenters
to hospitals has
greatly improved with PBF coupled with other health facility and
community initiatives.
is now fully operational in all districts with 213 ambulances (a minimum
of five ambulances in each district is the standard requirement fitted with
tracking system) and a call center managing the flow.
 Emergency Departments have been constructed in 24 health facilities.
However, there is need for more capacity (Human resources,equipment,
infrastructure and management).Adequate capacity of the
emergencymedical assistance service is an integral part of the effort to
ensure provision of high quality health care services, from primary to
tertiary care.

Similarly,for laboratory services, there is a sound and well established

laboratory network coordinated by the National Reference Laboratory
Division of RBCbut there is a gap in qualified human resources and
maintenance of laboratory equipment and supply chain in health
facilities.
Rwanda has adopted healthcare facility quality assurance
approaches/standards towards accreditation as a priority strategy to
improve health care quality and safety. Accrediting hospitals in Rwanda
was first initiated in the three teaching hospitals namely King Faisal
Hospital (KFH), the University Teaching Hospital-Kigali (CHU-K)and
theUniversity Teaching Hospital of Butare (CHU,B), and the
accreditation process is ongoing in other health facilities.Implementation
of the integrated community health services package which was initiated
in 2005 has been one of the successful innovations in integrated
decentralization of health services.

The Rwandan health system has greatly benefited from task shifting in
which Community Healthy Workers are delivering primary health
services at the community level. This has relieved the workload at health
centers and has reduced patients’ travel costs to reach health centers. It is
estimated that the community level sustains around 80% of disease
burden and has to be appropriately strengthened. Practice of traditional
medicine exits but is not well regulated.

4.1.Values and guiding principles

Values and guiding principles that orient and underlie the provision of
health services. These guiding principles are classified under three key
orientations:
1) People-centered services
2) Integrated services
3) Sustainable services

4.2.People-centeredservices.
-The first principle is that the health system ensures universal demand
and access to affordable quality services;
-The health system encourages and values community inputs to identify
health priorities and needs expressed by the population;
-It is focused on the well-being of individuals and communities, and
more specifically of women and children. It fosters equity and inclusion
and integrates marginalized groups.
.
4.3.Integrated services
-The health system is aligned with national goals, among which Vision
2020 and EDPRS overarching goal of poverty alleviation;
-It leverages and builds on existing assets in terms of infrastructures and
human resources, but also on cultural values and institutional bodies;
-It develops and strengthens decentralized services whenever possible
while remaining coordinated.
All sectors of the Rwandan population are actively involved, including
the private sector and civil society

4:4. Sustainable services

-To ensure the quality of services, the health system builds the capacity
of people, communities and institutions;

-It prioritizes value for investment, seeks cost effectiveness, uses

appropriate technology and adopts creative innovations to maintain the
achievement of outcomes in a context of scarce resources;among cost
effective interventions, health promotion, communication and
preventionare prioritized;

-It promotes rigor and transparency of outcomes and ensures the

collection and dissemination of quality informationso that decisions and
choices are based on evidence;-In the context of decreasing external
support, the health system develops self-reliance of organizations and
individuals by mobilizing domestic resources
advocating for greater financial ownership by the public sectorand
promoting investment and involvement by the private sector and civil
society.

conclusion
The comprehension and promotion of democratic values in the civil
society has been an important concern for policy-makers. Over time,
they had understood that the promotion of democratic values in civil
society can be an effective way to have an impact over people´s political
perceptions, encouraging active political participation and the adoption
of principles. Civic literature has found that “engaging young children
in civic activities from an early age is a positive predictor of their
participation in later civic life”. The introduction of civic instruction in
early ages, must be supported by an environment that offers the
possibility of observing the relationship between saying and doing is
powerful because in issues of identity and values, community, and
civics, concrete actions matter as much as analytical thinking.
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1.Maurer,F.A.,&Smith,C.M.2005.Community public health nursing

practice: Health for families and populations(3rd ed).Elvisevier sands.

2.Annual Report The Ministry of health 2014

3.Aristotle.politics,Stephen Everson(ed.)NewYork:Cambridge
University press,1988.

3.Advanced learners’sdictonary page 195

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