This program was piloted with support from the Innovation for Education Fund, a partnership between the Governments of Rwanda and the UK, managed by Cambridge Education
This project developed and tested a set of national standards for the education of children with disabilities and other special educational needs (SEN) to provide a framework for quality inclusive education. The framework is designed to enable better retention rates, improve learning outcomes and improve post-primary transition for children with SEN. At the local level, parents, learners, teachers and head teachers were involved in 24 schools across the districts of Kamonyi and Rubavu. A broad package of support was provided in these 24 schools, including:
(i) support to schools to create a supportive physical school environment for children with disabilities,
(ii) community outreach work to make sure children with disabilities go to school,
(iii) development and monitoring of individual learning plans for children with SEN,
(iv) support to teachers to address individual learning needs of children with SEN in mainstream classrooms,
(v) assist parents to support the education of their children and to engage in education friendly income generating activities to help cover the additional expenses for the school,
(vi) provide other support and tools to children with SEN.Developing and introducing national standards for inclusive education was new to the Rwandan context.
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CEI approaches in actionSchool supportTeacher trainingSchool leader trainingSchool operations or managementSchool supportInclusive Education
Model details2013Not-for-profitComprehensive curriculumOtherNeeds of students with disabilitiesActivePilotVoluntary Services Overseas
362 Parents Trained
- Ensure the full adoption of the – possibly adjusted - norms and standards by REB and make sure that eld-based activities effectively implement these national standards.
- Continue the discussions with UNICEF about scaling up the IfE pilot through an adjusted package based on the learning from IfE. Speci c attention should be given to: (i) MINEDUC/ REB ownership and the implications for the role of HI, (ii) budgetary issues, (iii) the scope of the model as far as school-based activities are concerned and (iv) the capacity and budget of the government to sustain such an intense support package in the long run (need for prioritisation).
- Implement the new project with UNICEF support and with full ownership of the GoR.
Monitoring & EvaluationYes
The evaluation design is descriptive with baseline and end-line, with a questionnaire being used for teachers and head teachers and unknown data sources for enrollment, promotion retention and repetition of children with disabilities and SEN children. Focus Group Discussions were used to evaluate parent and pupil understanding of inclusive education.Internal assessment performanceUser satisfactionData has been collected, but not on a regular basis.DownloadNoDownloadDownloadYes
Through questionnaires, interviews and focus groups with key stakeholders, it emerged that parents, teachers and REB inspectors were in support of the new standards. 85% of teachers and all REB inspectors stated that the standards were both accurate and applicable. Interaction with REB was important for securing this support. All teachers stated that they felt supported by headteachers in applying the standards in their teaching. They also report improvements in their practices. Community engagement was mainly responsible for the large increase in the number of children enrolled in the 24 schools with 1,296 children enrolled by the end of the project (380 at baseline). This is a poorly designed evaluation with instruments that have no demonstrated validity and reliability, and with data reported in an unclear fashion. This undermines the claims of the report.