Activists call for stronger efforts to foster inclusive education 

By Elias Hakizimana. 

Disability rights organizations in Rwanda have come together to assess progress and address challenges hindering inclusive education, particularly for children with disabilities and special needs. 

The discussions took place in Kigali on Tuesday, January 4, 2025, during the ‘Grantee Convening’, held under the Disability Rights Fund program, running from January 3 to 5. 

Francois Xavier Karangwa, Executive Director of the umbrella of organizations of persons with disabilities (UPHRS), emphasized that key topics included inclusive education, health, climate change, and infrastructure accessibility. 

 “The main challenges include a shortage of schools, trained teachers, and learning materials, coupled with limited accessible transportation for children with disabilities. Addressing these issues requires collaboration among various stakeholders, including the Ministry of Education, the Rwanda Education Board, the National Council for Persons with Disabilities, and other partners,” Karangwa said. 

A panel discussion on “Mainstreaming Disability in Education” explored these challenges and proposed solutions. 

“Inclusive education can only be achieved through collective efforts. Let us work together,” urged Mary Kobusingye, Head of Special Needs and Inclusive Education at the Ministry of Education (MINEDUC). 

She noted that MINEDUC is currently reviewing the Competency-Based Curriculum to incorporate feedback from partners, ensuring it better serves children with disabilities and those requiring special needs education. 

Regarding accessibility, Kobusingye mentioned that the ministry is working to procure assistive devices for children with physical disabilities, with support from partners. 

“We do not want learners to simply attend school. We want them to learn, achieve, and progress alongside their peers,” she emphasized. 

Parental attitudes and policy implementation 

Noella Kabarungi, Senior Education Technical Specialist at Save the Children Rwanda, highlighted the persistent issue of parental attitudes, noting that many parents still fail to recognize that children with disabilities have the same right to education as others. 

She also pointed out that Early Childhood Development (ECD) centers face challenges, particularly a lack of trained teachers in home-based ECD programs. 

Emmanuel Muhire, Project Officer at the Organization for the Integration and Promotion of People with Albinism (OIPPA), stressed that while policies exist, their implementation and follow-up remain weak.

Teacher shortages and retention issues 

Dr. Beth Nasiforo Mukarwego, Chairperson of the National Union of Disability Organizations of Rwanda (NUDOR), raised concerns about the high turnover of trained teachers specializing in inclusive and special needs education. 

“Many trained teachers leave their assigned schools in search of better-paying jobs elsewhere. This creates a major gap in supporting children with disabilities,” Dr. Beth noted. 

She called for increased government efforts to motivate and retain these educators. 

“We need more trained teachers, material support, and, most importantly, assistance to prevent dropouts among children with disabilities. NUDOR has trained teachers, but the government must ensure they remain in schools to provide continued support.” 

As the discussions continue, stakeholders urge stronger collaboration, investment, and policy enforcement to create a truly inclusive education system in Rwanda. 

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