Workshop no. 6

Developing partnerships with Ministries of Education

Exploring the gap between Policy & Reality

Dr Evariste Karangwa Kigali Institute of Education

London, 6th 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)

School-community partnership

Healthpromoting

school

Safe & protective

school

Equity& Equality promoting

school

Effective school

Nonsegregated

school

Child-Friendlyschool

Adapting Services

Adapting school

environment

Adaptingschool

curriculum

AdaptingSchool policy

ReinforcingCommunity participation

Sharing Educational Resources

Special&

Regular schools

1. Ministry of Education, UNICEF, KIE, FAWE, CARE International & ADRA

2. Ministry of Education, HI, KIE

Child-friendly school model Linking resources of regular and special schools

Part 1: Policy Strategies

Who bridges the gap between policy & practice?

PractitionersEnabled to provide

effective & appropriate services rights/ entitlements to

All citizens

Visionaryactivists1. Representation2. Advocacy3. Sensitisation

Policy makers 1. Recognise and protect rights for all 2. Define roles3. 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 2The 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 beinherently present and highly influential among

siblings and peers

Part 2

The practice in some schoolsPeer 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 2Inclusive practice in schools - Some initiatives

• Educators’ roles in school, and strategic collaboration to achieve inclusion

• Breaking the traditional barriers

Thank you

Murakoze, Murakarama

Group 1Understanding the limitations & potentials within

the environment of disabled childrenWhere Limitations Opportunities

Policies 1

2

3

4

1

2

3

4

Organisations 1

2

3

4

1

2

3

4

Local communities 1

2

3

4

1

2

3

4

School systems 1

2

3

4

1

2

3

4

By local community1. 2. 3.

By organisations 1. 2. 3.

By schools1. 2. 3.

By government1. 2. 3.

Inclusive Education Practice

Group 2What are the strategic inputs required in order to

achieve inclusion?

Group 3What 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:

1.

2.

3.

In response to policy needs:

1.

2.

3.

In response to community needs

1.

2.

In response to community needs

1.

2.

In response to school needs

1.

2.

In response to school needs

1.

2.