American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2018, 6(1), 18-26
DOI: 10.12691/education-6-1-3
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Boosting Voice Equity at Workplace: An Implication of Tertiary Education on Mature Women Work Performance in Rwanda

Safari Kambanda1, , Kabwete Mulinda Charles1, Kagwesage Anne Marie1 and Murenzi Janvier1

1University of Rwanda, B.P. 117 Butare, Rwanda

Pub. Date: January 08, 2018

Cite this paper:
Safari Kambanda, Kabwete Mulinda Charles, Kagwesage Anne Marie and Murenzi Janvier. Boosting Voice Equity at Workplace: An Implication of Tertiary Education on Mature Women Work Performance in Rwanda. American Journal of Educational Research. 2018; 6(1):18-26. doi: 10.12691/education-6-1-3


Before 1994, Rwanda education policy knew some selection barriers to access tertiary education. Thereafter, it liberated the access allowing many higher private learning institutions to open their doors. This paper analyzed late tertiary education impact on mature women students. The impact regards acquired knowledge, skills and capacity that boosted their voice equity to better perform at workplace than before. The research embarked on Bandura’s [1] social learning theory (or social cognition theory) that proves how people with high self-efficacy master their feelings and thoughts, are self-directed and motivated to accomplish their targets. The study followed a qualitative approach including interviews with 18 mature women and 104 who filled the questionnaires. All the participants were in fourth year, between the ages of 30-45 and selected from five higher private and public learning institutions but following different programmes. The findings show that their self-efficacy beliefs as a social cognition construct empowered their capacity to perform specific duties through personal goal setting. Further, tertiary education, from the majority of their views and perceptions, increased their self-esteem and trust, rendered them effective human capital in their day-to-day duties, enhanced their personal fulfillment and awakened them to be more participative in different social, political, economic spheres etc.. In addition, they learned to link challenging goals of studying to strong commitment of being good performers at work, raising confidence in colleagues, employers, neighbors and avoiding failures but creating attitudes of serenity and scrutiny to approach difficult situations.

mature women education capacity- building equity of voice self-esteem work performance justice and social welfare

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