Inclusive Education in Rwanda London, 6 th September 2007 Dr Evariste Karangwa Kigali Institute of Education

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! 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… A. Children in affluent familiesB. Children in disadvantaged families

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 Uburezi budaheza Non-segregationary Education Uburezi Ntavangura

Part three – global to local? Voices of inclusion within the Rwandan community/school Emerging voices of inclusion 1. The school is open for all 2. Our school is the only way out for the disadvantaged 3. The disadvantaged need more attention 4. We will do what we can Missing voices of inclusion 1. Inclusion as a right/entitlement in education 2. Inclusion as a local school/community policy 3. Inclusion within the national policy

Part 4 Who bridges the gap? (Thomas, P. 2005: 6) Practitioners Enable disabled people’s access to services as rights or entitlements Visionary activists 1.Representention 2.Advocacy 3.Sensitisation Policy makers 1. Recognise and protect rights for all 2. Define roles 3. Set standards 4. Set budget

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