This study evaluates the systemic impact of agricultural projects on the socio-economic empowerment of women in rural Rwanda, covering the transformative period from 2020 to 2026. Utilizing a mixed-methods research design and the Women’s Empowerment in Agriculture Index (pro-WEAI), the research analysed data from 450 female farmers across the Northern, Eastern, and Southern provinces. The findings reveal a significant narrowing of the gender productivity gap, with female-led maize and bean yields increasing by 61.9% and 63.6% respectively, following the provision of certified inputs and climate-smart training. Statistical analysis via the Chi-Square (χ^2 ) test (p < 0.0001) confirmed a strong positive correlation between project participation and increased financial agency, primarily driven by the transition to direct digital payments via Mobile Money. These earnings were found to have a powerful "Multiplier Effect," with women reinvesting 90% of their income into household nutrition, health insurance, and education. However, the study also identifies a persistent "Empowerment Ceiling" regarding Time Poverty. While economic agency has surged, the domestic workload for rural women has remained static, resulting in an increased "Double Burden." The research concludes that while Rwanda’s agricultural policies have successfully delivered asset ownership and income control, the next phase of development must prioritize labor-saving mechanization and gender-transformative social norms to ensure sustainable equality.

The primary role of banks is to provide financial services by accepting deposits from public and extending loans to business firms and individuals. The aim of the study was to determine the roles of bank loan in the promotion of business performance in Rwanda especially in Ruhango sector, to determine the role of banks in raising capital for entrepreneurs in Ruhango sector; To analyze the credit management for various businesses in the Ruhango sector; To determine the increase in self-employed income as a result of the increase in credit in Ruhango sector. The data was collected from 40 respondents in Ruhango entrepreneurs. During the study, questions and sampling techniques were employed. The data from the respondents were analyzed and interpreted. The results revealed that bank loan contribute to the promotion of business performance in Ruhango sector. The most of respondents (52.1%) agree that their income increased due to the loan acquired and these form the highest percentage of the respondents. In few words Banks proves to be important to its customers especially those who have access to loan. Bank loan contribute on the promotion of business performance in order to alleviate poverty in Rwanda. After analyzing and interpreted the results, the researcher made conclusion saying that there is strong impact of bank loans on the promotion of business performance in Ruhango sector; recommendations saying that banks should facilitate access to credit to small entrepreneurs as are them who have low ability to save sufficient amount of starting and expending their business. The bank should simplify the procedures associated with credit acquisition. In that way farmers and other peoples generating little income can be attracted to borrow and suggested ways that bank can help in the development of Rwanda like implementations of some mechanisms to increase saving mobilization from rural areas.

This study examined the effects of multisensory teaching methods on students’ achievement in English in inclusive classrooms at G.S. HVP Gatagara in Rwanda. The study employed a quantitative exploratory research design involving 69 respondents composed of students, English teachers, the dean of studies, and the head teacher. Data were collected using questionnaires, observation, and document analysis. Statistical analysis revealed that 69.6% of respondents strongly agreed that multisensory teaching methods improve English instruction, while 30.4% agreed. Findings further indicated that multisensory instruction positively contributed to students’ English achievement through improved communication skills, increased learner engagement, enhanced memory retention, and better academic performance. However, the implementation of the approach faced challenges including inadequate teacher training (45%), insufficient teaching resources (31.8%), overloaded curriculum content (17.4%), and overcrowded classrooms (5.8%). The study concludes that multisensory pedagogy significantly improves English learning outcomes in inclusive educational settings and recommends strengthened teacher professional development, adequate instructional resources, and institutional support for effective implementation.