Transcript Grassroots community-based Inclusive Education

Inclusive Education in
Rwanda
Dr Evariste Karangwa
Kigali Institute of Education
London, 6th September 2007
Overview of presentation

Part one
 Personal experience

Part two
Exclusion in Rwandan education

Part three
 Global to local?

Part Four
 Bridging the gap

Conclusion
Part one: Personal Experience

Working with children
at risk of exclusion
from education

Working for
integration in
underesourced
mainstream education
A team of Blind students playing with a sighted
team at the national stadium
Part 2 – Who is excluded in Rwandan education?

1% - 5% -- Disabled

About 4,500 minors in prisons (between 14 & 18 years)

About 108 children living with mothers in prison

Over 613,000 orphans (0 to 14 years)

About 7,000 Street children

Children affected by armed
conflicts

Over 170,000 working
children (under 15 years)

Linguistic minority group

Sexually abused Girls
SOURCE:The national policy for orphans
and other vulnerable children in Rwanda.
Kigali: Ministry of Local Government and
Social Affairs (Republic of Rwanda, 2002)
Part three – Global to local?
Inclusion is an outcome
of ever growing global
movement against
discrimination.
Where is Rwanda?
Inclusion Guidelines (UNESCO, 2005, p. 11)
Part 3 – Localised situation for children in Rwanda:
The myth of the hidden children!
A. Children in affluent families
Often indoors
in a private
room
Unknown in
the
neighbourhoo
d
B. Children in disadvantaged families
Often outdoors
& not isolated
from others
Not
Reduced
interaction
with peers &
siblings
mentioned in
family
interaction
Interact freely
with all family
members &
neighbours
Shares with
siblings & family
members
Active presence
& interaction
with peers is
obvious
Rich/Poor; Urban/Rural dichotomy


The disabled children in affluent urban families are unidentifiable,
overprotected, more endangered by isolation…
Children in poor rural are often identified with a label, interact with peers,
their disabilities/handicaps are often endangered through
misunderstanding/misinterpretation…
Part three – Global to local? The gaps…
•
•
What about the
majority who are
excluded and isolated
because of:
inflexible traditions &
beliefs?
limited means and
awareness?
Part three – Global to local?
The meaning of inclusion to a Rwandan educator?
Inclusive/Integrated education might interchangeably mean:
Mixed education
Uburezi mvange
Education that suits all
Uburezi mberabose
Non-exclusionary Education
Non-segregationary Education
Uburezi budaheza
Uburezi Ntavangura
Part three – global to local?
Voices of inclusion within the Rwandan
community/school
Emerging voices of inclusion
1.
2.
3.
4.
The school is open for all
Our school is the only way
out for the disadvantaged
The disadvantaged need
more attention
We will do what we can
Missing voices of inclusion
1.
2.
3.
Inclusion as a
right/entitlement in
education
Inclusion as a local
school/community policy
Inclusion within the national
policy
Part 4
Who bridges the gap?
(Thomas, P. 2005: 6)
Policy makers
Practitioners
1. Recognise and protect
rights for all
2. Define roles
3. Set standards
4. Set budget
Enable disabled people’s
access to services as
rights or entitlements
Visionary
activists
1.
2.
3.
Representention
Advocacy
Sensitisation
Conclusion
The Rwandan socio-economic challenges impact seriously
on educators, learners and their educational system.
Thus,
changes towards inclusion will require an understanding of
both the local and the international context, and how to
bridge the gaps for the benefits of the marginalized
children.
Thank you very much for your attention
Murakoze, Murakarama