◄Unit 2: Democracy and good governanceUnit 4: Pluralism in the world►

Unit 3: National service and self-reliance

  • Unit 3: National service and self-reliance

    TOPIC 1 Living in Society: Citizenship

    Key unit competence: To be able to analyse and appreciate the importance of national service and self-reliance in development

    Activity

    Answer the following questions.

    1. Discuss how national service is carried out in Rwanda.

    2. Discuss various ways in which members of the community worked together as a team in the traditional African society.

    3. How can the youth in Rwanda emulate good traditional African values and practices to ensure socio-political and economic development?

    3.1 Concept of national service


    Activity 1

    1. What do you understand by the terms national service and self-reliance?

    2. From your definition in question (1) above, is national service carried out in Rwanda?

    National service is a system where young people, upon completing a given level of education and meeting certain conditions, off er their services to the state. During this period, they are expected to provide free and voluntary services to the state. They are also expected to serve their nation with dignity and pride. This makes training compulsory. In some countries, national service is voluntary. The recruits are given basic military training and other courses such as First Aid, disaster response, patriotism and community service.

    In most countries, national service takes the form of rendering military service to the state for a specific period upon completion of a given level of education. National service is identified with programmes in which people volunteer for civil service. The specific shape of the service is greatly influenced by socio-cultural variables of the particular society in which it is implemented. National service is crucial in the socio-economic and political development of countries. It also fosters social cohesion and patriotism among the youth in a country. Th e youth become self-reliant and cases of unemployment and drug abuse are reduced.

    Urugerero is a form of national service aimed at developing programmes that enhance growth in all sectors of the economy in Rwanda. Th e model is voluntary to all youths aged between 16-30 years. Itorero is a home-grown initiative that helps to instil positive values among the Rwandan youth and develop love for the nation. It aims at ensuring the youth develop a value system that promotes voluntary service to the nation with the aim of promoting unity, tolerance, patriotism and democratic governance. Intore, is a person who has undergone the training of Itorero and is expected to volunteer for Urugerero. Umuganda is a form of community service that is compulsory to all able-bodied citizens and aims at establishing social cohesion among communities. Th e efforts of Urugerero, Itorero and Umuganda lead to sustainable social and economic transformation in our country.

    Activity 2

    1. Examine the structure and ideals of Urugerero and identify the socio-cultural values which greatly influence the service in Rwanda.

    2. Assess the statement, ‘Urugerero is the driving force towards achieving development in Rwanda’.

    Models of national service

    Three models of national service have been adopted by world states. These are:

    1.Compulsory service: this is where people of a given age, upon completing studies at a given level, must off er services for a specific period to the state.

    2. Voluntary service:this is where those providing their service to the state do so out of their own will.

    3. Blended service: this is a mixture between compulsory service and voluntary service. People of a given age are mandated to provide their service. Others, not falling into the compulsory categories but wish to provide their service to the state are equally allowed.

    Activity 3

    Using Urugerero as an example of national service, identify the characteristics of national service.

    3.2 Concept of self-reliance


    Self-reliance is defined as being independent, which means relying on one’s own resources to satisfy ones’ needs. This implies the ability to do or make decisions on our own. In most cases, the performance of the task is based on the individual’s or state’s ability, powers and resources. This is done without help or support from others.

    Self-reliance arises out of the realisation that we can put our resources and abilities to use in an effort to satisfy our needs. It demands diligence, patience, sacrifice, patriotism and commitment from the individual and the state. Self-reliance requires a change in mentality and strengthening the commitment of participants towards its implementation. People are empowered to undertake various responsibilities having realised their needs. Such an approach is characterised by:

    1. identifi cation of peoples’ needs

    2. active participation of people in activities

    3. exchange of ideas, skills and values.

    Source: Community development (2005) page 14.

    Activity 1

    Discuss the relationship between self-reliance and national service towards the development of a nation.

    People and nations are expected to meet their needs in a sustainable manner. This can be achieved through self-reliance. Social interaction and consensus building are central to attaining self-reliance and giving people a duty to create a culture of dialogue. Self-reliance pays attention to the socio-economic and political needs of the people. It refers to the ability of people or states to:

    1. achieve social cohesion

    2. enable social accountability

    3. mobilise resources

    4. build and maximise interpersonal capacity to address issues and take initiatives

    5. access material and monetary assets

    6. manage materials and monetary assets.

    Self-reliance encourages people to improve their living conditions using home-grown initiatives and resources at their disposal. This concept is critical in spearheading community development. It also discourages over-reliance on external assistance. A nation’s development is propelled and sustained by internal resources. Self-reliance is a strategy based on endogenous socio-economic engineering. Its philosophy is improvement from within.

    Activity 2

    1. Examine some community development projects that the youth in Rwanda may engage in to achieve self-reliance and reduce poverty.

    2. Identify challenges the youth in Rwanda are bound to face in undertaking the projects.

    3. Explain how the youth may solve the challenges identified in question (2) above.

    3.3 Provision of national service in Rwanda, Africa and the world


    Activity 1

    1. Identify countries where national service is carried out in Africa.

    2. Describe what is common in the provision of national service in Africa.

    Many countries in the world have established systems to promote national service. They include the following:

    3.3.1 National service in Rwanda

    Th e Constitution of the Republic of Rwanda provides for national service in Article 47. Th is section reads:
    All citizens have the duty to participate, through work, in the development of the country; to safeguard peace, democracy, social justice and equality and to participate in the defence of the motherland. The law shall organise national service, whether civil or military.

    The drafters of our constitution acknowledged the crucial role of national service (Urugerero) in the socio-political and economic development of our country. Plans for the implementation of Urugerero began towards the end of 2012. Actual Urugerero activities started on 17/1/2013, but it was officially launched on 22/1/2013.

    Rwanda adopted a blended model. This was meant to cater for different categories of participants. The compulsory category brings together the youth (16-30 years). Other categories of the population are allowed to participate through voluntary service. Their participation depends on their time, professional background and identified priorities.

    Priorities focused on during Urugerero are identified at least 3 months before the date of commencement of mobilisation and training of the participants. Th e cost of the service is shared between the state and beneficiary institutions or organisations. Activities of national service are coordinated by the Office of the President through the National Itorero Commission (NIC).
                                 

    Urugerero aims at developing programmes, which enhance efforts put in place to accelerate growth in all sectors of the economy. Participants undergo training related to domains of service, civic education and basic military training. Upon completion of training, participants are expected to implement what they learnt in the training.

    The Intore, a person who has received the teachings from Itorero, engages in activities such as awareness campaigns in development projects for HIV and AIDS, gender balance, family planning, adult literacy and community work (Umuganda). They also engage in environmental protection activities, construction of shelter for vulnerable groups and support local leaders in implementation of government policies. Throughout the programme, the students are taught values and attitudes such as integrity, humility and patriotism. This enables them to change their attitudes and contribute towards the development of their country.

    Activity 2
    1. Examine the performance of Urugerero in your district.
    2. Discuss some of the challenges facing Urugerero in your district.
    3. Role-play how you would advocate for national service to youths in your district.

    Urugerero is open to all Rwandan citizens, those living in the diaspora and non-nationals who may desire to participate and provide service to the country. In addition, university graduates who have previously participated in Urugerero are permitted to participate again. Participants are drawn largely from their own local communities and deployed to other areas.

    The length of service for the compulsory category is usually 12 months. Out of which 2 months is for training (Gutozwa), basic military training and training in the specifi c domains of service during Urugerero. For the voluntary participants, the length of time varies from individual to individual. Participants go through three phases, for the compulsory category. The phases include:

    1. Mobilisation and training     2. Placement   
    3. Graduation

    Activity 3
    Research and answer the following questions.
    1. Describe what happens during the three phases participants are expected to undergo during Urugerero.
    2. Suggest how the Urugerero initiative in Rwanda may be improved.

    3.3.2 National Service in Kenya

    An Act of Parliament created the Kenya’s National Youth Service (NYS) in 1964. Th e act mandated training and employment of the youth in service of the nation. Th e NYS is a voluntary programme targeting the youth between 18-22 years of age. At its inception, it aimed at creating a pool of trained, disciplined and organised youth through training and participation in national socio-economic programmes. Its primary roles had been nation building through volunteerism and service in the military during a state of war or public emergency.
                                    

    Th e programme collapsed due to inadequate financial sustenance and was discontinued in 1989. The programme was relaunched in 2013 by President Uhuru Kenyatta. This has enabled the country to reduce high rates of unemployment in both the formal and informal sectors of the economy. In consultation with the Ministry of Public Service, Youth and Gender Affairs, the government of Kenya launched a 5-point vision in which the youth learn and provide services to the nation. The vision encompasses paramilitary training and service regulation, national service and youth re-socialisation, dam and road construction, slum civil works and traffic control. The restructuring, rebranding and relaunching of the NYS was done to ensure the youth are empowered and meet the set goals.

    Membership is open to interested applicants all over the country. The recruits must be medically and physically fit, unmarried and without dependants. They must have a minimum of D+ grade in the Kenya Certifi cate of Secondary Education. The youths are given a daily wage and expected to save 30% of their earnings to execute economic development projects of their own and improve their living standards. Upon completion of service, the recruits can take up free trade training in various courses.

    Being an institution for the youth, the NYS has adopted four broad strategies. They include:

    a) empowering the youth to engage in productive activities,
    b) providing the youth with the necessary financial support and market linkages,
    c) moulding the character of young people through training,
    d) strengthening programmes which advance the health of the youth and their well being.

    Th e service is funded through national budgetary allocations. It also gets revenue from its commercial ventures in diff erent parts of the country and to a limited extent, external funding from various development partners. Some of the commercial ventures include agriculture and infrastructural building including roads, bridges, dams and irrigation canals.

    The recruits have managed to improve sanitation and human dignity in the country’s largest slums of Kibera and Mathare. The youth also engage in other activities such as vector control in areas prone to tsetse flies and mosquitoes, construction of access roads in informal settlements, dam construction and improving food security. The service has considerable reach and spread. Its activities are carried out both at its headquarters and at satellite stations across the country. Since April 2013, the recruits have participated in public works in different parts of the country.


    Activity 4
    Research and answer the following questions.
    1. Discuss some of the challenges facing the Kenya National Youth Service.
    2. Identify those challenges that are similar and those that are different from the ones encountered by the national service in Rwanda.
    3. Identify possible solutions to the common challenges facing the national service in the two countries.
    4. Compare and contrast the Kenyan and Rwandan national service models.

    3.3.3 National Service in South Africa

    Th e National Youth Development Agency (NYDA) was established in 2008. Government departments, civil society organisations and NYDA itself run the programmes. Some of the aims of NYDA are:

    • Inculcating a culture of service by supporting the youth to participate in constructive nation-building activities.
    • Enabling the youth to understand their role in the promotion of civic awareness and national reconstruction.
    • Developing skills, knowledge and ability of young people to enable them make a smooth transition to adulthood.
    • Improving youth employment.
    • Harnessing the nation’s untapped human resources to provide a vehicle for enhancing the delivery of the country’s development objectives.

    By 2013, the programme was voluntary, however, there are plans to make it compulsory. The programme is open to young people who are out of school and are below 35 years of age. However, some specific areas of the programme demand that the beneficiaries be 25 years of age and above. Youth targeted in the programme include the unemployed, those in conflict with the law and students in higher institutions of learning.

    The participants must have completed Grade 10.Participants serve for various lengths of time. There are both below one year and more than a year programmes. They involve volunteering in fields such as health and social development, housing and community infrastructure, environment and nature conservation, water and sanitation and education. The NYDA activities are organised in three categories. The first category involves unemployed, out-of-school and unskilled young people in a year of service. It comprises accredited learning and skills development, community development and exit opportunities. The second category involves high school and university students. They participate in community service activities as they undertake their studies. The last category is open to the young people and adults. They work in ad hoc community volunteer opportunities.

    Apart from NYDA, the National Rural Youth Service Corps (NARYSEC) was created in 2010 by the Department of Rural Development and Land Reform to develop young people in rural areas. It undertook a pilot programme in 2008 to 2011. As a result, the Department of Environmental Affairs established the Youth Environmental Service (YES), which was launched in 2013. This programme targets youth aged 18 to 35 years who have successfully completed Grade 12. Both the NYDA and NARYSEC are voluntary. These programmes target the youth for national service enrolment. The country also has a compulsory community service for health graduates. It was established in the 1990s.


    Activity 5
    1. Compare the National Youth Development Agency in South Africa with the provision of national service for youth in our country.

    2. Discuss the challenges that are common to models of national service in Africa.

    3. Research and find out how national service is carried out in the following African countries:
    a) Botswana (advanced democracy)
    b) Eritrea (under-developed democracy)

    4. Debate the motion, ‘Africa is able to achieve self-reliance by promoting national service’.

    3.3.4 National Service in Israel

    Israel’s model of national service is mandatory, where conscription into military service is for all citizens over the age of 18 years. Exemptions are made on religious, psychological and physical grounds. The Israeli Defense Forces Law regulates the laws of service, duties and exemptions. The army educational corps is greatly involved in teaching students history, and geography as well as other educational subjects. This is done to prepare them for military service once they finish high school. The national military service in Israel is compulsory for both men and women, where men serve for 3 years and women serve for less than 2 years.

    Once one has completed military service, he or she is free to either continue serving in the military or enrol for further education in a university or college. From the military service, the youth are equipped with leadership skills, planning, teamwork and analytical skills that provide a base for building a career later on in life. They also train in basic military training, discipline, First Aid, physical fitness and chemical and biological warfare.

    Women who choose to pursue national service in terms of community work or those who are married or have children are exempted from military service. This also provides a substitute national service for religious girls. The programme arose due to the reluctance of orthodox Jews to expose girls to military service and therefore, there arose a need for the formation of a national service for girls. The Ministry of Labour and Social Aff airs runs the programme called Sherut Leumi, whose literal meaning is national service. Th e programme is now open to male and female participants who are not serving in the army. They serve for a period of 1 or 2 years doing vocational work in schools, hospitals and nursing homes. They also volunteer to work in areas regarding law, teens at risk, immigrant assistance, special education, administration, geriatrics, environment, disadvantaged communities, internal security and other related non-profit organisations.

    Israel’s national civilian service is voluntary. It draws participants from high school graduates. The beneficiaries are free to off er service in any part of the country. Volunteers are also entitled to a host of benefits such as living in rented homes or being given an allowance to rent a house, a stipend, transport allowance, bonus at the end of service, grants and scholarships, reduced tuition and mortgage and allocation of land for settlement.

    Activity 6
    1. Compare and contrast the model of national service in Rwanda and Israel.
    2. Debate the motion, ‘Rwanda’s model of national service is the best in the world’.

    3.4 Activities through which national service is carried out in Rwanda

    Activity 1
    1. Identify activities through which national service is carried out in Rwanda.
    2. Write a letter to youths in your district encouraging them to participate in national service activities.

    National service is carried out through various activities. In Rwanda, communities have made use of many tested ways. These have been utilised to help the country develop all sectors of the economy. Since the pre-colonial era, Rwandans have made tremendous developments through the spirit of volunteerism. Volunteerismand volunteering are strongly embedded in the Rwandan culture. Th is is featured through mutual aid, community service and self-help activities. A volunteer activity is defined as a self-motivated action performed by an individual or a group of individulas who contribute their time, skills, advice, talent and passion to the provision of services for the benefit of the larger commnunity, without expecting a salary.

    Very many Rwandan values and practices such as Ubutwari, Ubwitange and Ubunyangamugayo that evolved during the pre-colonial period are of relevance to the present societies. These practices can be harnessed to help build our modern states. Th e government has re-introduced these values and practices thereby promoting socio-political and economic progress in the whole nation. All able-bodied citizens, both old and young, should strive to participate in these activities.

    The term volunteerism is refered to as Ubwitange, which translates as ‘free will action’. It is often performed out of self-motivation and passion. The people have undertaken various activities through mutual help such as Umuganda, Gutanga umusanzu, Guheka Abarwayi, Ubudehe, Abunzi and Abajyanana b'ubuzima. These activities bring together several families in providing community service. The main activities include the following:

    3.4.1 Umuganda
                            

    Umuganda means coming together with a common purpose to achieve an outcome. In traditional Rwanda society, members of the community would call upon their family, friends and neighbours to help complete a hard task. The government adopted Umuganda service as part of its vision 2020 development programme. It has envisioned community service policy as being central in supplementing the national budget utilised in the construction and repair of basic infrastructure. Members of the community are expected to organise themselves in carrying out these voluntary activities.

    No pay is given for services rendered. Umuganda service is carried out every last Saturday of the month in the whole country. Organisation of Umugandaactivities is undertaken at council meetings. The activities are planned prior to actual participation. Local leaders organise mobilisation and sensitisation of the local communities. Once this has been done, people meet and plan a date, usually over the weekend. Participation in Umuganda activities is compulsory for all able-bodied citizens. Umuganda brings social cohesion among community members.

    Source: www.rgb.rw/fi leadmin/templates/Documents_pdf_word_jpeg/HGS/UMUGANDA_2017.pdf

    Activity 2
    1. Assess the major strides that have been achieved through Umuganda .
    2. Examine the challenges affecting the execution of Umuganda activities in your district.
    3. Explain what can be done to solve the problems identified in question (2) above.
    4. Discuss the areas of interest as outlined in the Umuganda law.

    3.4.2 Ubudehe
    Ubudehe is a policy rooted in Rwanda’s culture of mutual assistance. It involves members of the community coming together to plan and implement anti-poverty measures. Through Ubudehe, members of the community in each village identify poor families. They come up with strategies to help alleviate poverty in the identified households. The government has identified economic categories to assist members of the community who are in need of intervention.

    Table 3.1: The categories of households in Rwanda


    From the table on page 54, the categories eligible for help under Ubudehe are the first two; categories 1 and 2. The Ubudehe categories are used equally in other programmes meant to cushion vulnerable or disadvantaged groups from the effects of poverty. They also benefit from mutual health insurance, school assistance and basic entitlements under the national policy for orphans and vulnerable children.

    Activity 3
    1. Identify the aims of Ubudehe.
    2. Discuss the benefits of Ubudehe realised in the country.

    3.4.3. Itorero and Ingando

    During the pre-colonial era, Rwandans had sound systems and practices which should be emulated. Itorero was a cultural school where Rwandans would learn language, patriotism, social relations, sports, songs and defence. Itorero nurtured and fostered the culture of volunteerism. It trained and inculcated in peoples’ minds a set of values such as Indangagaciro and preached against taboos and vices such as Kirazira. This enabled it to off er benchmarks upon which our value systems are anchored. The word Ingando comes from the word 'Kugandika' which means going to stay in a place far from home, often in a group for a specific reason. Ingando traces its roots to the pre-colonial era. This practice has been re-introduced by the government to help in the re-integration of ex-combatants after the genocide against the Tutsi. The concept and practice has been since expanded to include school age youths and other groups.

    Today, the government has re-established Itorero to inspire positive values among Rwandans and boost volunteerism. This has instilled a high sense of patriotism, responsibility, selflessness and unity among the people. These attributes are crucial in promoting social cohesion, peace, reconciliation and democracy.

    3.4.4 Urugerero

    Urugerero goes hand in hand with Ubukorerabushake. It is from the latter that Urugerero is built. All able-bodied youth are thus expected to provide voluntary and compulsory service to the state.

    Activity 4
    1. Discuss how Itorero and Ingando have helped create social cohesion, peace and reconciliation in Rwanda.
    2. Examine the benefits of Itorero and Ingando to the citizens of Rwanda.

    3.4.5 Ubukorerabushake (volunteering) 

    Development needs to begin at the community level. This makes Ubukorerabushake vital in development of a community in various ways. It is strongly embedded in Rwandan values and practices, and has enabled us to develop our country. Community leaders have been instrumental in mobilising and sensitising people to provide free services to the community collectively. Communities have therefore, contributed to the socio-political and economic development of Rwanda. Such efforts have enabled our country to rise from the ashes of the post-genocide era.


    3.5 Measures put in place to achieve self-reliance in Rwanda


    Self-reliance is crucial in the socio-political and economic development of a country. As individuals, we should support government efforts aimed at attaining these crucial aims. The Rwandan government is keen to promote self-reliance in the country. Towards this, it has come up with various measures. Some of these include the following:

    3.5.1 Sensitisation of the community to the importance of self- reliance

    Self-reliance has empowered communities to provide for themselves without relying on external assistance. In an effort to achieve self-reliance, the government has geared its efforts towards creating awareness of the importance of self-reliance. This has been done through its inclusion in the curriculum and campaigns to raise awareness to the population through publicity and advocacy measures.

    3.5.2 Introduction of policies aimed at building inclusion and social cohesion

    The government has introduced policies geared towards building inclusion and social cohesion in the population such as deepening the decentralisation process, citizen involvement and increasing local community empowerment.

    3.5.3 Poverty reduction initiatives

    The government has introduced policies to help address poverty in the country. Partnership programmes have been initiated between the government and development partners to help in poverty reduction. Many strategies and programmes have thus been introduced to further alleviate poverty in the country such as Vision 2020 Umurenge Program (VUP), Ubudehe and Girinka.

                                 

    Activity 1
    1. Explain the policies established by the post-genocide government aimed at building inclusion and social cohesion.
    2. Assess the importance of sensitising the community about self-reliance.
    3. Examine the poverty reduction initiatives that have been established in Rwanda.

    3.5.4 Urugerero

    Urugerero has changed the attitude of young people towards assisting the government in carrying out its development activities. Th is has enabled the country to reduce its expenses to some extent. The money saved is used for other development activities.

    3.5.5 Ubukorerabushake (volunteering)

    Members of the community, guided by their leaders, have come up with solutions to their problems. This is done with little or no assistance from the government and other external partners. Pursuance of community development approaches promotes self-reliance among the citizenry.

    Activity 2
    Assess the achievements of Urugerero and Ubukorerabushake in your district.

    3.5.6 Promotion of the culture of Ubutore

    The government has gone out of its way to promote the culture of Ubutore among the population. Through this, it has helped promote and entrench people’s dignity. This has enabled leaders to promote cultural values among its citizens. It has also been able to train Intore mentors and establish structures of the same in government institutions and the population as a whole 'Intore Ntiganya-Ishaka Ibisubizo'.

    3.5.7 Promotion of health insurance scheme

    People can only be self-reliant if they are in good health. This is the reason behind the government’s promotion of a health insurance scheme for its citizens. Various strategies have been undertaken towards this goal, for example, the change of government policy on health coverage. By 2013, over 90% of Rwandans had benefitted from the Mutuelle de Sante health insurance policy. Th e same initiative has over 45,000 health workers trained to reach out to the rural communities who are in dire need of health services.

    Activity 3
    Examine how the Rwandan government has promoted the health of its citizens.

    3.5.8 Establishment of the Agaciro Development Fund

    The Agaciro Development Fund has been greatly instrumental in promoting self-reliance among Rwandans. As a home-grown solution, many people have found it useful in addressing their day-to-day needs. Th rough this initiative, the people of Rwanda help raise money for the fund annually. Money raised through the Agaciro Development Fund helps the country to finance some of its own development programmes. This minimises the rate of government borrowing from other countries.

                                       

    3.5.9 Formation of cooperative societies

    Cooperative societies are crucial in promoting a culture of self-reliance among the people. Rwandans have formed these societies in various areas and different parts of the country. The government has facilitated these initiatives by creating an enabling environment for their formation and operation. People have pooled their resources together hence enabling them to develop economically. People are able to access finances through the cooperatives enabling them to make investments.

    Activity 4
    1. Discuss the challenges facing Rwanda’s effort to promote self-reliance in the country.
    2. How can the government and the people of Rwanda overcome these challenges?

    Assessment Exercise 3.0

    1. Explain the concepts of national service and self-reliance.

    2. How has national service and self-reliance helped in improving the socio-economic development of Rwanda?

    3. Describe the relationship between national service and self-reliance.

    4. a) Explain activities through which national service is carried out in Rwanda.
        b) Which of these activities are relevant to Secondary 6 leavers?
        c) Examine ways in which activities identifi ed in question (b) above are of help to Secondary 6 leavers.

    5. Assess measures put in place in Rwanda to achieve self-reliance.

    6. Analyse the ability of Africans towards attaining self-reliance.

    7. Write a letter to your friend in another school advocating the need to participate in national service activities after completing Secondary 6.

    8. ‘As a citizen of Rwanda, I am ready and willing to participate in national service and self-reliance activities’. Comment on this statement.


    Project
    Analyse the importance of national service and self-reliance activities towards promoting development.

    ◄Unit 2: Democracy and good governanceUnit 4: Pluralism in the world►