Workshop no. 6 Developing partnerships with Ministries of Education Exploring the gap between Policy & Reality Dr Evariste Karangwa Kigali Institute of Education London, 6 th September 2007

Overview of presentation Part one - Overview of inclusion policies and practice Part two - Aspects related to inclusion in: –Communities –Schools Part three - Planning collaboration strategies Conclusion

Part 1: Policy strategies Two emerging Models of policies in Rwandan Education (Bridging the gap through collaboration) Child- Friendly school Non segregated school Effective school Equity & Equality promoting school Safe & protective school Health promoting school School -community partnership Special & Regular schools Sharing Educational Resources Reinforcing Community participation Adapting School policy Adapting school curriculum Adapting school environment Adapting Services 1.Ministry of Education, UNICEF, KIE, FAWE, CARE International & ADRA 2. Ministry of Education, HI, KIE Child-friendly school modelLinking resources of regular and special schools

Part 1: Policy Strategies Who bridges the gap between policy & practice? Practitioners Enabled to provide effective & appropriate services rights/ entitlements to All citizens Visionary activists 1.Representation 2.Advocacy 3.Sensitisation Policy makers 1. Recognise and protect rights for all 2. Define roles 3. Set standards 4. Set budget

Part 1: Policy Strategies Gap between policy & practice “Rwanda has made extraordinary progress since the genocide and the country is well placed to make similar progress with regard to disability. All the key components are broadly in place, and the government should be congratulated for its recognition of the needs of disabled Rwandans. All stakeholders in the sector need to work together to support each other and the government, to build on the firm foundation that already exists, and to ensure that commitments on paper are fulfilled by concrete actions on the ground” (Observations by Phillippa Thomas of DfID/KaR, in ‘ Mainstreaming disability in Development in Rwanda ’, 2005)

Bridging the gap for inclusion according to P. Thomas (DfID/KaR, 2005)

Part 2 The Rwandan Community & Disabilities The Rwandan community has always raised unanswered questions about the disability of their children Inclusion perspectives seem to be unconventionally present in the community –Awareness about –Disabilities and –the capacities to –respond to them are –still developing

? ? ? Part 2 Unanswered community questions Confrontation with the disability gives rise to questions within families & entire community…. When answers are inadequate, so are the decisions taken…. 1. Perceiving the problem in the child 2. Obligation to confronting the problem 3. Making choice on interventions available What is this ? What is the most appropriate intervention? What are the options open?

Part 2 Potentials in communities - Mutual support & CBR 1.Mama Arua is the mother of a disabled boy, determined to help other mothers in rural communities. 2.Innocent is a member of FACHER (Fédération des Associations et Centres pour Handicapés au Rwanda – Federation of Associations and Centres for Disabled People in Rwanda), has cerebral palsy & is a born again Christian. He uses his faith to reach families.

Part 2 Potential in schools - Peer support “ African people have a deeply entrenched culture of extensive family bonds, community solidarity and a spirit of mutual support - all of which could be explored for the benefits of inclusion of people with disabilities.” (EENET, 2003: p. 4). Peer tutoring seem to be inherently present and highly influential among siblings and peers

Part 2 The practice in some schools Peer interaction Karagi is deaf and looks after cows in the neighbourhood school compound. He has learnt to read and write from colleagues in the school, and his peers and siblings have leant sign language from him.

Part 2 Inclusive practice in schools - Some initiatives Educators’ roles in school, and strategic collaboration to achieve inclusion Breaking the traditional barriers

Thank you Murakoze, Murakarama

Group 1 Understanding the limitations & potentials within the environment of disabled children WhereLimitationsOpportunities Policies Organisations Local communities School systems

Inclusive Education Practice By government By schools By organisations By local community Group 2 What are the strategic inputs required in order to achieve inclusion?

Group 3 What should be the collaboration strategies to achieve inclusion? Strategy by organisations e.g.: Handicap International Strategy by Governments e.g.: MINEDUC (Ministry of Education) In response to policy needs: In response to policy needs: In response to community needs In response to community needs In response to school needs In response to school needs 1. 2.