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REPUBLIC OF RWANDA
MINISTRY OF EDUCATION
Special Education and Inclusive Education
Strategic Plan 2011-2015
February 2011
2
Foreword 3
Executive Summary 4
Chapter One: Background 5
1.1 Structure of the SNE/IE Strategic Plan 5
1.2 The Structure of the Rwanda Education System 5
1.3 Education Sector key priority for ESSP 2010-2015 5
1.4 Significance of Special Needs Education provision 6
1.5 National and International context of SNE/Inclusive Education 6
Chapter 2: The SNE/IE Situation Analysis 7
2.1 Children with SNE/IE in and out of school 7
2.2 Schools for children with SEN in Rwanda 7
2.3 Programs/Services 8
2.4 Appropriate school environment and infrastructure 8
2.5 Educators for learners with SEN 9
2.6 School curricular and teaching programs 9
2.7 The teaching/learning resources 9
2.8 The teaching strategies and their schools 9
2.9 The emerging Inclusive Education initiative models in Rwanda 10
2.10 Challenges and opportunities 11
Chapter 3: Strategic Framework for the SNE/IE 11
3.1 Vision 11
3.1.1 The Vision of the SNE/IE Policy 11
3.1.2 The Mission of the Policy 12
3.1.3 The target groups/beneficiaries 12
3.1.4 The Policy Objectives 12
3.2 The Principle of the SNE/IE Plan 12
3.2.1 The Human Rights-base 12
3.2.2 Participatory Approaches 12
3.2.3 Partnership 13
3.2.4 Family and Community response 13
3.2.5 Designing programs 13
3.2.6 Access, Equity and Quality 13
3.3.7 Capacity Building 13
3.2.8 African-ness 13
3.2.9 Confidentiality 14
3.2.10 Sustainability 14
3.2.11 Accountability and Transparency 14
3.3. The Priorities of the SNE/IE Plan 14
3.3.1 Training of relevant Human Resource to manage SNE/IE 14
3.3.2 Provision of support/materials/equipment and services 14
3.3.3 Development and Delivery of Special Education programs 15
3.3.4 Partnership in promotion and management of SNE programs 15
3
3.3.5 Establishment of relevant structures to provide for SNE Services 15
Chapter 4: Strategy of Delivering SNE/IE Services 16
4.1 Strategies 16
4.2 The Logical Framework 24
4.3 Partnership Matrix 27
Chapter 5: Financing the SNE/IE Plan 31
5.1 Sources 31
5.2 Costing 31
Chapter 6: Implementation of the Plan 31
6.1 Management Structures 31
6.2 Network 33
7.0 Monitoring and Evaluation 33
7.1.1 Management 33
7.1.2 Performance Indicators 33
8.0 Policy Evaluation 37
9.0 Appendices 38
6
Chapter 1: Background
1.1 Structure of the SNE/IE Strategic Plan
The Plan is designed with eleven sections. The first section is of the Foreword while the second
is for the Executive Summary. Third Section, the Background, highlights the Structure of the
Plan; the Structure of the Rwanda Education System; ESSP priorities 2010-2015;the significance
of SNE/IE and highlights of the National ( highlights) and International( by way of Instruments
being enforced) context of SNE. The fourth Section covers the SNE/IE situation Analysis that
names the status, challenges and opportunities of SNE/IE. The fifth indicates the SNE/IE policy
vision, mission, target groups, Policy SNE/IE policy objectives Principles of SNE/IE and the
Priorities. Section six has the strategy for delivering SNE/IE demonstrated by programs, the
logical Framework and the Action Matrix. The seventh section highlights the financing position;
while the eight covers the implementation. Monitoring and Evaluation do conclude in the last
two sections. The document has Annexes presented immediately after the section on Evaluation.
1.2 The Structure of the Rwanda Education System
The education system is composed of two main levels; the Basic Education level and the Post
Basic Education and Higher Education. These levels are engaged by cross-cutting services and
programs named as the Special Programs. These include the Girls Education; Special Needs
Education; Sports and Culture in Education; Health and HI/AIDS; Hygiene and Nutrition. The
Basic education level houses the Pre-primary level that is designed for three years; the Primary
level that admits learners at the age of six years and runs for six years; the lower Secondary that
takes three years. The Post Basic Education level provides for the Upper Secondary that takes
three years and opens up to other Tertiary Institutions .The services are provided for under the
auspices of the General Education Directorate. These levels are serviced by relevant Directorates
that include the Planning, International Cooperation, Science, Technology and Research
Directorates
1.3 Education Sector Key Priority for ESSP 2010-2015
The ESSP is the tool engaged by Government to meet the Educational demands of its citizens
within a given time, but with a focus to its Vision. The ESSP key priorities for this given period
includes promotion of English as an important vehicle for trade and socioeconomic development;
promotion of ICT as a key driving force for economic development; Engagement of Science and
Technology and Innovation as dominant actors behind rapid economic and industrial growth;
emphasis on Girls and women‟s education as the cornerstone to realise its goal to provide free
basic education; emphasis on HIV/AIDS and sports to improve the state of health, psychological
and environment conditions in schools; and emphasis on Special needs education.
Strategies spelled out to ensure learner with special educational needs access quality education
services includes:
7
Reviewing the existing Policy to ensure that it caters for all relevant groups
Providing a minimum package of materials to support learners with special learning
needs
Providing flexible and accessible alternative opportunities for learners with special
educational needs
Training, deployment, and supporting teachers and technical staff in special needs
education
Sensitising parents, learners, and communities on the importance of education for
learners with special educational needs
Integrating provision for learners with special needs within District plans.
A task force is designed to operationalise the Plan.
1.4 Significance of Special Needs Education Provision.
The underpinnings of this Policy stem from the cash values inherent in its Provisions.
Characteristic of the outputs of these provisions is:
Empowering the learners with disabilities/special learning needs and other barriers to
learning and development to lead independent lives.
Enabling the persons with disabilities and other barriers to learning and development be
productive members at school, of their communities and the Nation at large.
A rise in enrolment, retention, and completion of education cycles regarding learners
with disabilities and other learning difficulties
Development of Flexible and Quality Special Needs Education and other related
Programs.
The Millennium Development and the EFA Goals can only claim to have been reached or
attempted reached if the target group (direct beneficiaries of this Policy) are included and
served. Optimum participation of this group is hence critical.
1.5 National and International Context of SNE/inclusive Education
SNE/IE is the result of learners experiencing barriers to learning. The root cause of these barriers
in the Rwandan Context is based on the 1994 Genocide; persistent levels of poverty, despite the
great strides Rwanda has achieved regarding economic recovery; disabilities, impact of
HIV/AIDS and other health hazards. This for example has resulted into street children, orphans,
children living in orphanages while substantial numbers (100,000) live in child headed families
children. The Constitution however dictates that all Citizens have a right to education. The
International context is revealed by the instruments such as The World Declaration on Education
for All 2000; The Salamanca Statement and its Framework of Action on Inclusive Education
1994; The United Nations Standard Rules on Equalisation of Opportunities for Persons with
Disabilities 1993; the Joimtien declaration on Universal Primary Education of 1990; The United
Nations Convention on the Rights of the Child of 1989 and the Vienna Conference on Human
Rights Resolution of 1948.
8
Distribution of schools for the disabled in Rwanda(Source: TFDIER, 2008)
Key
Basic education/Rehabilitationcentres with more than 50 students
Basic education/Rehabilitation centres with less than 20 pupils
Secondary schools
Universities
N.B. 1. More center with a small number of children withdisabilities are known to be opening around the country.
2. There are about 50 ordinary schools in the UNICEF fostered ‘Child Friendly School Project’ which have intergrated disabled students
Chapter 2: The SNE/IE Situation Analysis
The Policy on SNE/IE provides the generic attributes and Paradigms regarding the situation of
SNE/IE provisions. Specifically it names the Vulnerability arising from poverty, poor health and
nutrition, cultural attitudes, long distances to schools, Gender disparity, war and insecurity,
overage, inadequate and inappropriate instructional materials, need to work and disability. The
situation as presented is augmented by limited staff available to provide for Special Needs and
Inclusive Education. For purposes of a Comprehensive analysis and planning, the Strategic Plan
does highlight the following.
2.1 Children with SNE in and out of school
MINEDUC ESSP 2006-10 0f 2006(p.17) reports that an estimated 10% of 2019.991 learners in
Primary school, have Special Educational Needs.The degrees are to a lesser or greater extent.
Approximately 175,205 of learners hence fall within the SNE bracket. In 2007, 1713 pupils with
a recognised SEN were cared for in schools or rehabilitation centres. A majority of children with
a disability were either not attendingschool or their SEN was not officially diagnosed. The
present SNE/IE policy strategies are designed to address this concern and challenges.
2.2 Schools for children with SEN in Rwanda
Reports by Handicap International on School Visits and that of the Task Force for Inclusive
Education, MINEDUC
indicated several findings
that include:
School Locations
90% of the established
educational or
Rehabilitation
institutions (including
Secondary and Tertiary)
are noted to be
Concentrated along the
Rwamagana – Kigali –
Muhanga – Butare
corridor, while the
periphery were relatively
underserved with similar
services
9
2.3 Programs/Services
Special Needs Education programs are not yet formally mainstreamed in both the local schools
and at national levels. The consequence is hence that provisions, in totality, for learners with
special educational needs are not yet part of the national educational programs. The existing
services for learners who cannot benefit from the mainstream (especially learners with
disabilities) are often predominantly provided for in private and not state-funded schools. These
schools however equally operate without adapted curricula.
“CollectifTumukunde” (an association of centers for education of children with disabilities
brings together over 29 educational initiatives of parents and Church-Based Organizations
(CBOs) around the country. These centers, which are now 30 in number, are characterized by the
following:
All the centers provide basic services and combine both rehabilitation and educational
services.
All private initiatives, owned by either religious groups or parents. Their number grew
faster in the last 4 years.
There are only two Secondary schools up to now (both associated with CBOs)
These schools are highly under-resourced.
About 90% of the established educational/rehabilitation institutions (including Secondary
and Tertiary) are noted to be concentrated along the Rwamagana – Kigali – Muhanga –
Butare corridor, while the periphery were relatively underserved with similar services.
Specific Developments included:
Three public Universities and one private University opened their doors for the students
with sensory disabilities.
All the educational institutions are still inadequately resourced and the outcry for trained
personnel, appropriate premises and educational resources is a glaringly open reality for
all.
All the educational/rehabilitation centers at all levels are moving towards
inclusion/integration by ( Network with the neighborhood ordinary schools)
Initiation of effective Inclusive Education practice in some Rwandan schools dates only
less than 4 years back.
2.4 Appropriate school environment and infrastructure.
Schools have no developed infrastructure and the necessary for construction. However20 regular
schools earmarked by UNICEF, and MINEDUC; for the Child Friendly Schools (CFS) project;
have resource rooms developed with appropriately adapted toilet The quality standards of
access to commonly shared spaces are still too inappropriate The furniture and other
infrastructure are not only inadequate, but also unadjusted for the needs of learners with SEN.
All the public schools have inadequate infrastructure (ranging from classrooms to play grounds).
The Teacher pupil ratio is at an average of 1:5, while the Pupil desk ratio was 1:4-5. Most desks
are in very dire condition and require either repairs or replacement.
10
2.5. Educators for learners with SEN
Reports on this
subject do reveal that
educational centers
employ untrained
teachers. This
particular expertise is
yet heavily lacking in
Rwanda. Most
teachers however
gained adequate
knowledge and skills
through experiences
in the schools,
successive training
sessions as well as
the study tours in
Uganda, supported
and organized by
Handicap
International
2.6 School curricular and teaching programs
Successive reports have also revealed that teaching programs/curricula are planned in special
schools/centers by the educators, while the regular schools are restricted to Ministry supplied
Curricula; which are not adapted to the varying special educational needs. This compromises the
Education standards.
2.7. The teaching/ learning resources
All regular primary schools initiating inclusive education appear endowed. Many of the special
schools/centers have adapted educational materials. Even then, these materials are not fully
adapted. Materials from special schools are not shared with other schools. The learners within
inclusive schools are too expected to adapt themselves to the school provisions.
2.8 The teaching strategies and the schools
The strategies are heavily traditional, teacher- centered at the expense of productive strategies
such as peer teaching, group work and collaborative/interactive learning. The community and
family support surveys show functions of PTA structures as instrumental in all ordinary schools.
Collaboration with schools in supporting effective inclusion is however not yet evident. The
inclusive perspectives and related concerns lack in the PTA and the community agenda; while
the parents of children in special centers/schools are aware and concerned.
Table 1: Rwandan Trained educators in SNE/IE
Qualifications Where obtained Number Placements
PhD UK & Belgium 1 KIE
Masters Norway 1 KIE
Degree UK 1 MINEDUC
Diploma Uganda 5 Unknown
Certificates Uganda 3 Unknown
Training on
the job
Local training by
ADRA & HI
28 Local schools
Total 39
11
Model 1: EU, HI , KIE & MINEDUC fostered Model of inclusive Education aiming at adding transformational inputs to inclusive and special schools
i
2.9 The Emerging Inclusive Education initiative models in Rwanda
Sharing
IE model 2: The Child-Friendly Schools supported by UNICEF, KIE & MINEDUC
Adapting Services in both
special & ordinary schools
Adapting the school
Environment
Adapting the school
curriculum & programs
Adapting School policy to
suit all categories of learners
Reinforcing Community
Participation
Resou rces by both
special & ordinary schools
Special School /centre
& Regular schools
Non-
segregation
Equity
&Equality
Safety
promotion
Health
promotion
School-
community
partnership
Effectivequalit
y teaching
12
2.10 Challenges and Opportunities.
The provision of SNE/IE services is haunted by several challenges characterized by:
• All initiatives reach small minority of SNE children
• Absence of a comprehensive support system and programs for a range of needs
• Less than 50% enrolled learners with special learning needs successfully complete
schooling
• 20% enrol in tronc-common
• 80% almost excluded from the system before reaching sec. ed
• Most obstacles manifest as socio-economic barriers
• Significant number suffer from trauma
• Others have health related barriers e.g. HIV/AIDS
• Negative parent and community attitudes
• Effects of poverty and illiteracy
• Family disruptions
• Poor school inclusion approaches
• Poor accessibility( terrain and structures)
• Non adapted curricula, exams, assessments
• Mal adapted coordination as regards SNE
• The 1994 genocide that increased dependency.
• Teachers and school administration ignorance.
• Lack of Assessment , Placement and Referral Services
There are however some opportunities that could drastically cause a reverse of the present status
of SNE/IE provision. This includes:
Education for all citizens in Rwanda is a Constitutional Right
There is increased interest in promoting SNE/IE on the part of the NGOs and other
Development Partners.
There is equally a demand for the SNE/IE services.
SNE/IE Strategic Plan is an integral part of the Education Sector Strategic Plan.
The Plan is equally in cognisance of the threats particularly regarding reduced funds and the
various competing demands/programs within the Sector.
Chapter 3: Strategic Framework for the SNE/IE
3.1 Vision
3.1.1 The Vision of the SNE/IE Policy is Inclusion and optimum participation of persons with
disabilities and other special learning needs in their communities.Successful
implementation of this policy will lead to a Rwanda with literate and informed society;
with Basic Education opportunities for all citizens; where good governance and human
resources development and sustainability are enhanced;promoted and accelerated.
13
3.1.2 Mission of Policy
The Mission of the Policy is to provide a Framework for realisation of the Educational
and other related human rights of the Persons with disabilities.
3.1.3The Target groups /Beneficiaries
The SNE/IE Strategic Plan shall cover all the Categories of beneficiaries as spelled out by
the SNE/IE Policy. Particular attention shall however be placed on Learners with:
Sensory Impairments
Barriers to learning as a result of emotional and social challenges
Learning/Intellectual challenges
3.1.4 The Policy Objectives.
The Strategic Plan is designed to realise the following Policy objectives:
Ensure the conditions that permit educationally disadvantaged learners to enrol,
remain and complete school
Promote Quality Education for learners with Special Educational Needs
Mobilise a coalition in support of Education for learners with special Educational
Needs.
Establish Mechanisms for Planning and co-ordination of efforts to improve
educational outcomes for learners with special educational needs
Establish a system for regular monitoring, evaluation and reporting on the
implementation of the National Policy for learners with special educational
Needs(educational outcomes for learners
3.2 The Principle of the SNE/IE Plan
The SNE/IE Strategic Plan is an integral part of the Education Sector Strategic Plan. It elaborates
the strategic moves as advanced by the Sector Plan and provides specific moves to implement
SNE/IE. It equally provides the essential ingredients and framework for responding to the needs
of learners with special learning needs. It specifically focuses on learners with disabilities and
other Special learning needs. The underpinning of the Policy Plan is characterised by the Special
Needs and Inclusive Education principles which include:
3.2.1 The Human Rights-base.
The Policy has its roots on the Human Rights Approach to Programming .It seeks to create
sensitivity, avoid discrimination and stigmatisation in providing the educational services. Above
all it will uphold the realisation of the rights of education for learners with special learning needs
and other learning difficulties at all costs.
3.2.2 Participatory Approaches
14
Persons with disabilities detest any development or interventions for them without their
participation world over, for the obvious reason that they are the experts of their disabilities. The
Policy ensures participation of learners with disabilities and other special learning needs, too, in
the drawing of programs and active learning during and for teaching learning time; while at
school. It will likewise through participation ensure inclusion.
3.2.3 Partnership
Special Needs Education concerns are best attended to when handled in a holistic manner. Most
often it cross-cuts in its needs and hence demands partnership with several service providers and
networking in building up viable services. The centre point here is the quality of interface of the
Partners with the Government Institutions and the engagement of the already existing structures.
Holistic Methodologies and Linkages in Partnership augmented with total Co-ordination of all
stakeholders in the provision of Special Needs Education; shall hence be critical in the
Implementation of the Policy Plan. The .Sector-wide Modality for example, shall be engaged.
3.2.4 Family and Community Response
The issue of persons with disabilities and other learning needs has often been misconceived by
most communities to be for the Government, Churches or Non-Government Organisations. It is
the sole responsibility of the parents to provide the basic needs while the community
complements with relevant community services. Communities and parents shall hence be
empowered. Increasing Community participation shall be crucial.
3.2.5. Designing Programs
Programs designed will take into account the unique needs of all individual learners with
disabilities and learning difficulties. The fundamental underpinnings are that each child has the
ability or potential to learn and has to benefit from the available programs/services as other
citizens. Programs will hence have to target reduction of vulnerability and optimum
participation.
3.2.6 Access, Equity and Quality.
Schools doors shall be opened and the resources for teaching learning purposes shall be equitably
provided to all learners with disabilities and other learning difficulties. The Policy shall ensure
delivery of quality education (the programs, curriculum, the delivery, school environment).
3.2.7 Capacity Building
The Policy shall promote development of potential and capacities within learners with
disabilities and other learning difficulties, for the human resource.
3.2.8 African- ness
15
Care, support, cultural values, protection, tolerance etc at school and community levels will be
observed.
3.2.9 Confidentiality
Learners with special Learning Needs could have particular behaviours, personal challenges,
hidden impairments or health difficulties that could be discomforting if shared with others (the
public); without prior permission from the concerned. The Plan ensures that all relevant avenues
for release of such information are observed.
3.2.10 Sustainability
Funding of SNE/IE is often perceived to be an expensive venture, given the high costs of
equipment and materials often used to deliver the service. The Plan shall be funded in a
sustainable manner to enable it realise the objectives.
3.2.11 Accountability and Transparency
Learners with special learning needs are vulnerable to exploitation in several ways, including
being used to raise funds for unrelated services. The Plan shall strive to demonstrate
accountability to the public and the direct beneficiaries of these services.
3.3 The Priorities of the SNE/IE Plan
The priorities follow the observations on the Status of Special Needs Education as demonstrated
today and the analysis on the same. Special needs education is characterised by either lack or
limitations in all provisions and at all levels of the education system. To institute some
meaningful services in special needs education, the Strategic Plan has prioritised certain actions
as indicated below.
3.3.1 Training of relevant human resource to manage Special needs/Inclusive Education
Programs
There is a total lack of trained teachers and other professionals to serve at all levels of the
education systems. To have the system tick, it will be a must that these professionals are in place.
Table 1, on the status of trained teachers for Special needs Education in Rwanda indicates
availability of only 39 teachers. Most of these teachers are at the lower scale of the training
ladder. Set against the demands within the country, this is a very negligible figure to count on for
any development and meaningful provision of a service for the whole country
3.3.2 Provision of support materials/equipment and services
The heart of teaching/learning processes is in the ability for learners to understand the
concepts/content being taught. Instructional materials are the vehicles engaged to reach this
perception. Often other related services, such as speech therapy, physiotherapy, guide services,
16
may be required to enhance or facilitate the teaching/learning processes. The Special needs
Education situation analysis does reveal too that the system is in dire need of the instructional
materials and assistive devices. It is a natural phenomenon hence that the plan considers this as a
priority
3.3.3 Development and delivery of Special Education Programs
Programs serve to dictate the philosophies, values and accepted practices, with a purpose of
providing identity and a service to the intended. It is calamitous to provide varied values and
practices within the same nation, as one generates different classes of citizens with different
perceptions and practices. All the studies so far, and those highlighted by this plan, indicate that
there are no national programs designed to address the Special Needs Education concerns. The
schools that have been enrolling these learners decide their own programs, adapt or adopt that
which is provided by the National Curriculum; much as it is not modified to suit these learners.
The traditional special schools have depended on their experiences and training offered at school
level or retraining support received by the supporting NGOs or Organisations. It is against this
background that the Strategic Plan considers development and delivery of Special Needs
Education programs/curriculum asa priority area.
3.3.4 Partnerships in promotion and Management of Special Needs Education Programs
Special Needs Education Services can never be complete without interface of other services and
expertise. The special needs in their own nature as foe varied that it touches on almost every
field. The needs are, too, never permanent and hence could adopt characters/nature that other
providers are best suited for. One can too never claim monopoly of knowledge and skills and
hence would require other people‟s inputs. There is also need for ownership of these programs. It
is hence, only through holistic approaches that special needs education could receive better
attention. This being a rather needy area with expenses that the poor parents will not be able to
meet: let alone their poor attitude towards these children; there shall be need to mobilise
resources with collective effort. This argument too provides the basis for prioritising this aspect.
3.3.5 Establishment of relevant structures to provide for Special Needs Education Services
Structure is channels for delivering services. When these channels are blocked or lackingthen the
whole service delivery halts, stagnates and in many cases ceases. Likewise to provide special
needs education services one requires structures to be put in place. Presently there is only one
officer attending to all special education needs in the whole country, let alone being based at the
Headquarter. For any effective services to reach those who require all key stations of the service
need to be staffed, right from school to satellite Institutions up to the headquarter. It is even more
crucial to special needs education, given that this discipline is very deep and diverse. Like other
considerations, the plan prioritises this aspect, too.
17
Chapter 4 .Strategy for Delivering SNE/IE Services
4.1. Strategies
To meet the vision and Mission of the Policy, the SNE/IE Strategic Plan considers the following
strategic Actions:
Objective 1: Ensure the conditions that permit educationally disadvantaged learners to
enroll, remain in and complete schooling,
Strategic Actions:
Reduce distance to schools
Far distances from childrens homes often generate blocks to attending school or even enrolling
in given schools, however much the facilities would look attractive. It equally could cuase drop-
out or push out for those already enrolled, as children have to walk long distances to and fro
from home to school. Attending possibilities are often too agreviated by poor wether and terrain.
It is also common knowlegde that most children start with home chores before setting off to
school and likewise end with the same on return to their homes.Walkable distances are hence
often good catalists and energisers in a way to attending school. A clear mapping accompanied
with effective functional and referal services, will be critical.
Ensure Physical access
Child full Partcipation while at school is determined by the Physical Access provided or
available in given schools. It is hence a crutial aspect for teaching learning purposes. Physical
Access is even more crutial regarding learners with specfic Special learning needs and
disabilities.This concerns could involve the structures/buildings (toilet faciclities being critical),
Mobility landmarks in the schol, possibilities to reach reference materials and all other related
materials and services. The often forgotten aspect is the playground, co-curricular programs and
their related activities. If not atteneded to also facilitate school dropout. The Planning and
Construction Departments will equally require orientation on this aspect to ensure effctive
follow-up of construction and monitoring of accessibility.
Provide a minimum package of material support to learners with Special learning needs
Learners with special learning needs have varied demands. A proper assessment of their
educational needs is critical followed by a meaningful support to effect optimum performance. A
child with low vision, for example, much as s/he falls in the visual impairment category may not
require Braille services. Some of these special needs require as a must certain services to be able
to perform other functions/activities, assistive devices being in this category.
Generic/homogenous support services have to be checked.
18
Develop formal and alternative education systems accompanied with psychosocial support
system.
The Rwanda Genocide experiences provide sufficient ground for all schools to be exposed to
possibilities of exposure to alternative and supportive psychosocial support. It is possible to take
for granted that much as a child attends school and doest demonstrate dysfunctional behavior;
that such a child could be operating normally. Effects of such experiences (Genocide) could take
time to manifest. The Plan is sensitive to these effects and to the need for schools map out
quickly relevant alternative programs (much as they observe designed formal; often rigid;
programs, to avert negative tendencies; when they tend to appear. Effective counseling services
shall be crucial regarding this aspect.
Develop Flexible and Accessible Alternative Programs.
The Plan emphasizes the need to keep an eye on the running formal curriculum and related
programs and the need to have reviews/updating of programs. A child with specific learning
Needs may not be able to access given curriculum content as it may not reach his/her needs;
given the disabling factors inherent in the learner and the content itself.
Increase opportunity for Vocational Programs.
It will be observed that hands on disciplines have made several states survive, likewise homes.
Most children are often already engaged in some kind of work or activity to make a living,
Vocational Disciplines often provide fertile ground to meet these needs ( save the practical
teaching/learning and engaging social benefits of these activities), and hence a need to open up
these opportunities for learners with special learning needs.
Provide Preferential access to education
Learners with special learning needs experience a number of varied challenges that either bar
them from enrolling or cuase their drop-out from atending school. Some of them include beeing
orphans, parents negative attitudes ( most african families see education of their children as
investiments to iether later help them as parents, when at old age; or for learners themselvesand
even as ivestiments for other children). In such cases these children have no parent or community
committed investiment. Likewise , the ssystem and school organs do not have suffiecient and
efective services to generate optimum performance pf these learners; and even if they did those
without learning needs still would have an upper hand of these learners with special learning
needs. The Strategic Plan hence advances the arrangement for affirmative action in all related
aspects, connected to such learners education.This shall be provided at all levels.
Objective 2: Promote Quality Education for learners Special Educational Needs.
Strategic Actions:
Institute Training Programs (In service and Pre-Service) for both formal and Non-formal
Programs, for teachers
19
The quality of any education programs is wholesale determined by the training of those
delivering them, were exposed to.The teachers are hence critical to the Strategic Plan. The
trainning programs shall cover those already in the sysytem; for purposses of up-dating their
knowledge and skills; and those in trainning colleges beeing trained to become teachers. The
Programs the Plan dictates cover both the Non-formal and the formal programs. The content
areas shall cover all the specific specialised areas of special needs education.
Deploy teachers Strategically
The Plan recognises that teachers could be transfered to any area/school as need or management
could see fit. It however observes that resources of this kind(teachers trained in special needs
Eduction management) should be deployed using the recognised /scientific teacher-pupil ratios,
following the school needs, areas of speciality training and the contribution to a particular
region/sectort the teacher would provide. It would also be cost effective to consider the levels of
the education sysytems or the nature of the assignments the teacher would be engaged in.
Support Supervision for teachers and relevant staff for SNE/IE
Support- supervision, as a managerial tool and strategy is equally crucial for Special Needs
Education for standard maintenance development and for providing the relevant services the
teachers may require to perform effectively in their schools. The Strategic Plan recognizes the
school based support supervision, that provided by the school inspectors, relevant partner support
(from partner organization) and from MINEDUC HQs as a whole.
Adapt Curriculum, Methodologies and Materials to suit learners with special learning needs.
This aspect was alluded to and is very critical for ensuring that learners enroll and complete
schooling. It however is equally crucial in ensuring that the quality of SNE/IE educational
services is reached. Learners can only attain that quality required, if they access the programs; if
the methodologies and the materials the teachers are using meet the needs of the learners.
Likewise the quality of the services, save the learners, is equally impacted by the import of the
curriculum, teacher methodology and materials engaged in the teaching learning processes.
Teachers using programs which have been subjected to this measure; mush as may not have been
trained; could fairly deliver successful lessons to learners with special learning needs. The
Strategic Plan hence observes this too as cardinal.
Objective 3: Mobilize a coalition in Support of Education for learners with special
Learning Needs
Strategic Actions:
Develop and run Advocacy Program particularly.
As indicated earlier in the document, most parents are very reluctant, if not unwilling to invest
much on learners with special learning needs; for various reasons outlined. The Strategic Plan
20
recognizes a need to implement a comprehensive campaign on importance of Education for
learners with educational needs. It would be false to think that it is only the parents who have
this attitude. All walks of persons including those who hold relevant public offices are victims
and will require some orientation in this area. These programs shall cover all relevant media and
forms to ensure that all the concerned stakeholders are reached.
Develop and Nature partnerships between Government, NGOs, Private Sector, towards
supporting special Needs Education.
The Plan recognizes the need to adopt and maintain the holistic approach to providing for special
need education. The Plan emphasizes networking with all NGOs, the Private Sector and other
partners in providing for Special Needs Education through relevant Committees at all levels and
other relevant networking avenues. The Directorate for Special Needs Education shall be
responsible for the coordination of these bodies.
Objective 4: Establish Mechanisms for Planning, Implementing and Co-ordination of
efforts to improve educational outcomes for learners with special learning needs.
Strategic Actions:
Establish Assessment Support Supervision Systems
It would be a nightmare to plan for and implement what has no knowledge about. Likewise
planning for learners with special learning need one has no knowledge about, let alone their
needs could be shooting in the dark. The Plan provides for early identification, assessment,
placement and referral services that also boost support supervision Services. These services
ensure securing of relevant and valid documentation/provisions for these learners. These services
shall be provided in given schedules of the year or weeks.
Establish Structures/Establishments to provide for comprehensive SNE/IE Services.
Special Needs Education is a wide discipline. It demands and covers all other aspects of the
Educational Services. For a comprehensive coverage, the Plan recognizes the need to establish
specific structures to provide all the required and related Educational Services. This will include
establishments at the National Curriculum Centre, Examination Boards, Sector Level
establishments, Headquarter itself ( MINEDUC) and even at the school level. Relevant
Guidelines on provision of SNE/IE services will too be crucial.
Establish specific Institutional Frameworks for delivering SNE/IE services.
Each Institution shall develop/ be assisted to develop frameworks for delivering SNE/IE
services. These will require support from either within each Institution, relevant
bodies/organizations that have either been in the field or have the potential in providing the
service or through International Linkages with relevant authorities in the area. This aspect shall
21
cover all levels of SNE/IE service delivery. Critical to this framework is the nature of the
networking that allows collective inputs but recognizes ultimately that MINEDUC is accountable
for the output/outcomes.
Objective 5: Establish a system for regular Monitoring, Evaluation, and reporting on their
Implementation of the National Policy for learners with Special Educational
Needs (education Outcomes for learners).
Strategic Actions:
Development of Mechanisms for Monitoring and Evaluation
Traditionally it is believed that the Inspectorate wing of the Education Sector has the total
responsibility for monitoring implementation of educational Programs. The Strategic Plan
recognizes the holistic approaches that ride on vast and rich experiences of other stakeholders;
coupled with more realistic and cost effective modes such as the school based modes. The
Inspectorate department, relevant service providers (such as NGOs/Bodies like ADRA.
Handicap International, UNICEF), the school Management, MINEDUC and other partners shall
all be engaged; but within given guidelines. Specific schedules shall be developed, too.
Develop monitoring and Evaluation tools
The purpose of monitoring and evaluation is to ensure that the designed services are being
provided within the parameters dictated and that there is room for improvement of these services
There is hence a to need develop specific tools for monitoring and evaluation, given that there
are specific specialized areas that require attention, unlike in the general/ordinary education
provisions that are generic in nature. Aspects such as intervention types and levels, functional
assessment, placements, referrals, teaching/learning outcomes/outputs, use of assistive devices
and instructional materials, accessibility, mobility, modification and adaptations, among others;
shall be crucial; hence followed by the tools. Since the Plan also recognizes the inputs of various
stakeholders (some of whom may not necessarily have all the required training in all the aspects
of SNE or any training at all) in monitoring special needs education; there will be need to
develop user friendly tools, targeted to specific outputs, for such categories of persons
Evaluate SNE/IE Policy
Like all Policies, there shall be need to evaluate the Special Needs Education Policy. Outcome
measures to evaluate the impact of the Policy will be identified. External Evaluators will be
relevant in the fourth year for the Policy Evaluation.
Objective 6: Ensure that the Gifted and Talented learners explore and engage their
Talents and gifts.
Strategic Actions:
Develop and run specific and enhancing Supplementary programs
22
Much as it is recognized that the same National School Curriculum is what has to be exposed to
all citizens, there is need to consider other additional programs for these learners. These
programs provoke deeper learner operations and could trigger other levels of operation.
Develop tools and Methodologies to run the programs
Education for the Gifted and the Talented is rather unique and tricky to provide especially in
most African Countries, given the nature of our resource level and understanding of the Concept
of the Gifted and the Talented. The Plan recognizes the need to specifically develop the tools and
methodologies for handling this class of learners. Support from authorities and Countries that
have engaged in this type of provision shall be consulted to guide. Much as the same curriculum
would be engaged the pitching and the type of engagement of the gifted and talented learners,
will be crucial to the plan. The Plan recognizes the need to engage this programs right from the
early days (lower levels of Education) to the highest, hence development of related tools and
methodologies for all levels of education.
Train the teacher on management of gifted and talented learners teaching/learning processes.
Like all specialized disciplines, one needs to be exposed to the nity grities of the subject in order
to perform comfortably. Teachers shall be oriented on managing programs for learners who are
gifted and talented. The Plan advances the need for this aspect to be covered at the entire teacher
Education Institutions. The Plan hence recognizes both the pre-service and the in-service
programs, for this aspect too.
Develop teacher support systems regarding teaching of Gifted andTalented
Teacher peer -discussions/meetings and exchange/sharing of experiences will be critical to this
aspect, too. This will be arranged at school levels and also through the school outreach services
structures already established by KIE.
Objective 7: Ensure that the Orphans and other vulnerable children out of school receive
Basic Education
Strategic Actions;
Identify the OVCs
Once the provisions for the OVCs is formally established, it becomes very critical to institute
mechanisms for identifying the right beneficiaries of this provision; otherwise everybody else
may just fall in this category by choice ( given the nature of support that could go along with it)
The Strategic Plan however emphasizes the identification with a focus to providing educational
services.
Assess the learning and related Needs of the OVCs
23
Assessment for educational Needs shall be key. However the Plan recognizes that the assessment
could recognize other needs. In such cases these would be passed on to other relevant service
providers using the networks developed for SNE/IE service delivery.
Develop Non- formal or related flexible programs.( intervention have Learning and training
Curriculum)
Vulnerable learners don‟t attend ordinary schooling for various reasons. Some of these is the
rigidity of the programs themselves. Others is due to the nature of responsibilities or conditions
of living, they no longer can fit within the formal settings. The Plan hence recognizes that instead
of forcing this programs to this class of this learners, other favorable/alternate programs be
developed for this learners (often referred to as Non-formal). The program recognizes the need to
develop these programs after an analysis of the situation of the beneficiaries of these programs
and the need to have these programs by way of modules.
Designate learning Centre.
To run these programs, centers will have to be identified and designated for these programs. The
Plan however takes into cognizance that some OVCs could also fail to attend school as a result
of distances and location. There will be agreement with the local leaders of the area regarding
where to place the centers. These shall also generate ownership of the programs, given that the
nature of these programs shall highly depend and benefit from the local Governments. The
Centers shall however be recognized by the central Government and accorded all other benefits
(such as teacher deployment, wages) just as any other schools.
Train Instructors/Teachers
The Teachers/ Instructors shall be oriented in the management of these programs. Regarding the
student teachers, these shall receive their orientation in the teacher training institution. For the
start these teachers/instructors shall be at the level of the primary school level. Training
Institutions shall hence specifically develop programs specifically to address these areas, while
maintaining units of the same to be exposed to other teachers too.
Provide the material and other learning support
As alluded to earlier, this provision shall be recognized at all levels of Governance as their
responsibility. Both the central and local Governance shall ensure the provision or necessary and
relevant teaching/learning equipment and materials. The Plan also expects the partners and other
relevant line ministries to provide the relevant materials and other support to the learners,
depending on the registered needs. Learners will not be expected to provide for themselves.
Establish a structure to ensure the provision of the service.
24
Non-formal Education is an essential part and parcel of education services worldwide. Given that
no system/Government can correctly or strategically avert justifies it as an area to be attended to.
The Strategic Plan perceives the only way to conveniently attend to these concerns is by
establishing structures to serve this need. It recognizes the need to have an establishment at the
Special Needs Education proposed directorate. Assignments to relevant officers at the Sector
levels would suffice. Critical to this structure is the Networking with the relevant partners,
authorities, NGOs and Bodies.
Secure credible partners to ensue provision basic Education of the vulnerable children
This is alluded to in the previous discussion on the structures. The Strategic Plan does not
however take for granted that there will always be willing and committed partners to provide for
Special Needs Education. Concerted efforts and moves will be spend on securing this partners
and ensuring that there is sustainable support from credible partners.
Objective 8: Make all schools learner friendly
Strategic Actions:
Put in place accessible and friendly structures for all learners
Some learners may not find the school facilities accommodative to their needs. Typical of these
learners are the girl child and those with disabilities (to use as examples). The girl child will not
be comfortable sharing toilets with male counterparts, while the learner with mobility difficulties
shall not find ordinary toilets accessible. To make this friendly to this disabled learner, the toilet
has to be made accessible, while the girls will require their own toilets.
The plan hence recognizes the need to review all practices and services in the school to ensure
that they accommodate all learners. All school managers will be required to carry this out at the
start of every school year and terms but with input/involvement of the learners.
Develop mechanisms for learner participation while at school
After determination of what makes the school friendly, with inputs of the learners, the schools
proceed to develop means of ensuring that the learners are continually participating. The learners
will equally be engaged for this purpose too. It will be relevant to engage the parents of these
learners too. The whole school Community is hence crucial.
Put in place support systems for learners (e.g. girl or boy spaces)
The Plan recognizes that much as the relevant moves to make the school friendly shall have been
reached, there will be need to have support systems to this learners, just to make sure they don‟t
deviate and that they reach/meet their dreams, peer, parent, mother support programs ; alongside
counseling services shall all be considered.
Institute sustainable Parent, community and school linkages
25
The Plan recognizes the need for continued linkages in this provision to be maintained. This is a
delicate group that could have their behavior patterns or practices degenerate to destructive
personal perceptions and community picture.
Orient teachers regarding friendly schools
All pre and in-service teacher training programs shall have aspects on handling the OVCs.
4.2 The Logical Framework
Intervention Logic Objectively verifiable Indicators Sources of
Verification Assumptions
Ensure the conditions that
permit
educationally
disadvantaged learners to enrol
in, remain in and
complete school.
Broad access indicators
Percentage of SNE learners accessing education.
Percentage of schools providingfor SNE
Specific Indicators for measurement of performance
Retention capacities in schools/Drop-out rates( all
years and Levels), Repetition rates( in all years and
levels)
Appropriate Provisions for both teachers and Pupil
(Resource-pupil Ratio)
Pupil Classroom Ratios,
Pass rate,
GER,
Transition to other levels of education
Classroom stock (demand and required per year
Workshop ratios
. Researches
Equipment /material procurement
Guidelines in Place
Accessibility to school buildings/classrooms
Scholarships and Bursaries to be provided
Students/ Pupils receiving Guidance and
counselling services
Schools practising inclusion
Non-formal Programs Developed.
Remedial/ catch-up programs run
Include:
MINEDUC
Performance
Reports
MINEDUC
Statistical Abstract
Website
Departmental /
District Reports
Schools/learning Centres.
Include:
Sustained
Interest and
Commitment to SNE
Funds available
26
Promote quality
education for learners with
Special
educational Needs
Quality Indicator
Percentage of expected Interventions in place to
improve Quality
Specific Indicators for measurement
Repetition rates (in all years and levels
Learning achievements e.g Literacy, Innumeracy &
life skills (Skills of Dally living
Appropriate Provisions for both teachers and Pupil
(Resource-pupil Ratio)
Pupil teacher ratios, Pass rate,
Transition from to another level,
Teacher output/production (include the demand and
required stock per year, include in and pre- service)
Researches
Equipment /material procurement
New construction (schools/resource rooms)
Guidelines in Place
Modified Curriculum
The Rwandan National Sign language up-dated
MINEDUC
Statistical Abstract
Websites
Schools/learning
Centres
Teacher training Institution/
Libraries
MINEDUC
Performance
reports
Curriculum Dev.
Centre.
Teachers and
relevant staff available
Funds available
Partner support
intensified
Mobilise a coalition in
support of the
education for learners with
special needs
educational needs
Partnership Indicator
Composition and level of involvement by Partners
Specific Indicators for Measurement
Partnerships opened and sustained
Linkages with other Institutions
Community Participation
Guidelines in Place
MINEDUC Performance
Reports
Partner Reports
Schools/learning Centres
SNE Department
Reports.
Sustained and increased
interest in SNE
concerns by all players
Establish
mechanisms for
planning, implementing and
coordination of
efforts to improve
educational outcomes for
learners with
special educational needs.
Support Systems Indicator
Percentage level and types of Support from the Systems
Specific Measurement Indicators
Identification, assessment of SEN, categorisation/
and referral/Enrolment
Researches
Partnerships opened and sustained
Linkages with other Institutions
Community Participation
New structures in place( e.g. Units in Curriculum
and Exam Centre, districts, SNECOS, Assessment
Centres
Guidelines in Place
Performance of the SNE Committees
MINEDUC
Performance
Reports
Partner Reports
Website
District/
Departmental Reports
Funds
Available
27
Home based programs, Referrals,
Assessments and other Interventions.
Funds and other Resources mobilised and allocated
for Special needs Education
Establishment of a Non-formal Programs
Division./Assignment
Establish facilitated/enhanced Assessment Support
Services
Comprehensive ImplementationFramework.
Establish a system for regular
monitoring,
evaluation and reporting on the
implementation of
The National
Policy for learners with special
educational needs
(educational outcomes for
learners)
Monitoring/Evaluation Indicator
Guidelines and Instruments in place for Monitoring and
Evaluation of SNE/Inclusive Education
Specific Indicator for Measurement
Guidelines in Place
Instruments for monitoring
Monitoring Reports
MINEDUC, District
Partner
performance reports and records
and School Reports
Funds available
Ensure that the
Gifted and Talented learners
explore and
engage their talents and gifts.
Gifted and Talented Learners Indicator
Number for Gifted and Talented Learners benefiting from the programme, the programs in place
Specific Indicators for Measurements
Appropriate Provisions for both teachers and
Pupil (Resource-pupil Ratio)
Transition from to another level,
Researches
Modified Curriculum/Methodologies
Guidelines
MINEDUC
Performance Reports
Department Reports
Education Website
Curriculum Centre
Documents
Learners
Identified correctly
Funds available
Ensure that the
Orphans and
other vulnerable
children out of
school receive
Basic Education
Orphans and the Vulnerable learners benefiting from the
Programs and the programs in place
Specific Indicators for measurements:
Type and available programs
Centres in Place
Teachers Trained
Instructional Materials in Place
Support services and structures in place
Reports( Partners, Sectors,
MINEDUC)
Sustained
interest in the
subject
Specific Skills
and knowledge gained to run
the programs
Make all schools
learner friendly
Schools practicing School-Friendly approaches
Specific Indicators for measurements:
Nature of Accessibility
Learner participation levels
Support services and structures
Reports( Partners,
Sectors, MINEDUC
Improve
attitude towards
Friendly school
approaches as
being crucial
28
Teachers trained/refreshes on methodology
Programs/Activities in schools
4.3 Partnership Matrix
The Matrix indicates the interventions, responsibility centres, the schedules and the recommendations.
Implementing the framework
Distribution of roles and responsibilities among the stakeholders to deliver the SNE/IE services within the
mainstream education provision.
,
Strategy
Centre
Expected
activity output
Implementing
partner
Period of activity Recommendations
2011 2012 2013 2014 2015
1. Ministries - Establish
implementation
guidelines in
accordance to
law No.
01/2007 of 20th
January, 2007.
NGOs and
Government
agencies
functioning
in
collaboration
with the
responsible
Ministries
The ministries are
expected to
restrict their
activities to policy
strategies,
resource
mobilization and
distribution. 2. Parentsand
communities
-Ensure that
children and
people with
SEN are fully
included in all
rights –based
community
programs,
including
education and
training for
work.
-Ensure that
assistive
devices and
rehabilitation
services are
availed.
3. Ministry
(MINEDUC)specialized
agencies and organs
-Ensure that
SNE/IE
programs are
included in
their plans of
action.
-Ensure that
their annual
29
budget and
activity plans
include
SNE/IE.
4. Training institutions
(Tertiary & Vocational)
-Ensure that
the necessary
provisions and
program are in
place for
effective
inclusion of
trainees with
SENs
5. NGOs -Implement the
SNE/IE
projects in
collaboration
with the related
Ministries.
Ministries
and
Grassroots-
based NGOs
The DPOs &
NGOs are
expected to
restrict their
activities to their
set plans of action
accorded by the
respective
ministries.
30
Develop collaboration with Partner Ministries
Output/targets to include: -Putting in place a consultative and collaborative inter-ministerial structure to coordinate the activities
of all relevant Ministries and independent partner stakeholders,
-The respective Ministries to develop a complementary implementation plan in accordance to the law No.
01/2007 of 20th January, 2007.
Strategy Expected
activity output
Implementing
partner
Period of activity Recommendations
2011 2012 2013 2014 2015
Ministry of Health
Provision of assistive
devices and
trained experts, e.g.
physiotherapist
, occupational
therapists, other health
experts for
schools, communities
and assessment
centers, etc…
-The responsible offices & the „Inter-
ministerial
Council/commission‟ established for the
implementing
purpose.
- The
implementation plan
will follow the guidelines enshrined
in law No. 01/2007
of 20th January,
2007.
Guidelines enshrined in law No. 01/2007,
Art. No. 14; 15; 16;17
Ministry of Gender &
family affairs
-Ensure community,
family-based
awareness and support,
-Ensure gender
equity, as well
as family and community
inputs.
Guidelines enshrined in law No. 01/2007,
Art. No. 5; 6
Ministry of culture and
sports
-Ensure that those with
disabilities and
SEN have
equal access in public leisure
places,
Guidelines enshrined in law No. 01/2007,
Art. No. 21; 22;23; 24
Ministry of Infrastructure
-Put in place policies,
strategies and
guidelines to
ensure that appropriate
Guidelines enshrined in law No. 01/2007,
Art. No. 25; 26;
31
infrastructure is
in place for easy
accessibility of
all those with
relevant SEN.
Ministry of
Labour &
human
resources
- Put in place
policies,
strategies and
guidelines to ensure that all
those with SEN
participate fully and are
maintained on
the job market, e.g. Establish a
rehabilitation
& re-education
center for disabled
workers.
Guidelines enshrined
in law No. 01/2007,
Art. No. 18; 19; 20
Ministry of
Local
Government
Ministry of Justice
Ensure that the SNE/IE
activities are
part and parcel
of the local government
programs and
activities
Ensure that the SNE/IE
activities are
part and parcel
of the local government
programs and
activities
Guidelines enshrined in law No. 01/2007,
Art. No. 1;3;4; 6;7; 8
Guidelines enshrined in law No. 8; 27; 28
32
Chapter 5: Financing the SNE/IE Plan
5.1. Sources
The Education Sector receives it sources from the domestic Government revenues, from Donor
Sector Budget Support and from Donor Project Support; let alone a few schools that can generate
some incomes. SNE/IE is crosscutting provision hence naturally dictates that a percentage from
each sub-sector (irrespective of the source) be allocated for SNE/IE programs. WHO reveals that
for every population, 10% is of persons with disabilities. Given that the percentage for other
special learning needs is not yet determined, the same percentage shall be engaged (for now) to
cover all other special learning needs but with a phasing in and Pilot Modalities engaged, to
ensure effective management ( practical purposes) and value for money.
5.2Costing
A Budget Estimate provided is heavier in the beginning five years, given that structures and
faculties are not yet in place and that this is the period for setting structures. The assumption too
is that the Donors shall swing in full force to support establishing the system and that
Government shall consider Developing a Project to run/facilitate this programs; in the early
years.(Refer to Annex 2)
Chapter 6: Implementation of the Plan
6.1: Management Structures
MINEDUC has a structure for delivering its services. Given that SNE/IE has several cross-
cutting concerns with several other facets demanding services ( let alone its being a young and
emerging service), a specific system requires to be developed to steer the provision of this
service; as advanced in the chart provided below. It will be observed that the decentralised
organs which include Schools (Teachers, Students/Pupils, Management, School Boards), other
leaders (Secteur, District, Province, Political), the Communities (include parents, members of the
cells and Midugudu), line Ministries and partners/Donors are all crucial in the Implementation of
this plan.
33
SNE/Inclusive Plan Implementation and Management Structure
Level of Management Roles
Minister of education Political Guidance
Inter-ministerial/Partner Committee National Policy Inputs
PS Rep. Advisory inputs
Rep. of Related Ministries Program Design
Partners Overall Supervision
Permanent Secretary
MINEDUC Top Management Sector Supervision
PS Technical Inputs
Directors Program Design
Curriculum Sector Coordination
Exam Board Advisory inputs
Scholarship Board
SNE Directorate
Director SNE SNE Expertise
Officer in charge SNE (HQ) Programs Coordination
District Directorates
District Committees Service Delivery
Director of District Advisory & Coordination
Officer in charge SNE Support Supervision
Partners at district Ensure Assessment Services
Schools
School Committees Delivery at School levels
Head teacher (SNE Services)
School Boards/Management Comm. Planning and
In charge SNE Implementation at school
Mugudugu Rep. Levels
34
6.2: Networks
Special Needs Education is a field with several components. The facets of the services include
health condemns, educational issues, economic concerns, socio-emotional problems, and several
others that impact the psychological being of the person. This requires a Holistic Approach to
resolving the learner‟s expectations while at school. Related service Ministries; including
Ministries of Local Government, Public Service and labour, Finance and Economic
Development Health, of Youth will have to be engaged and participate in ensuring that
meaningful SNE/IE services are reached. Likewise the Partners (Donors and well wisher
individuals) will too have to be engaged.
7.0 Monitoring and Evaluation
7.1.1. Management
Formative Evaluation shall be carried out regularly to monitor the implementation of the
programs and for purpose of providing feedback for improvement. Summative Evaluation shall
also be conducted at the conclusion of programs with focus to determine the weaknesses, the
strengths and successes for further relevant reviews and improvement of the SNE/IE services..
7.1.2. Performance Indicators (Monitoring Indicators and Output/Outcome Targets)
Specific measures regarding indicator as indicated in the Matrix shall be engaged to determine
the level of performance during the period.
Indicators 2011 2012 2013 2014 2015
Access
Retention capacities in schools / Drop-out
rates( all years and Levels)
10% 10% 9% 5% 2%
Repetition rates at all levels (ordinary
learning outputs category)
16% 14% 11% 9% 6%
Enrolment (identified and deserving)
- Primary
- Secondary
- Vocational Institutions
- Teacher training Institutions
- Universities
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Pupil Classroom Ratio:
- Inclusive Schools
- Special Schools/classes( for those
who may not benefit from inclusive
education due to severity of their
Norm
-al
10:1
Norm-
al
10:1
Norm-
al
10:1
Norm-
al
6:1
Norm-
al
6:1
35
disabilities and measured by tr)
Gender considerations
100% 100% 100% 100% 100%
Workshop availability
- Ear-mould Workshop
- White Cane Workshop
- Braille System in place
- Wheel chair production
1
1
1
1
Equipment /material procurement
100% 100% 100% 100% 100%
Monitoring, reporting and evaluation
Guidelines in Place
- Affirmative Action at all levels
and relevant aspects of Education
- Implementation of Inclusive
Education Guidelines
- Coordination/collaboration in
providing SNE Services
- Accessibility Guidelines
- Inspection/Support Supervision
Guidelines
65%
75%
65%
50%
75%
65%
75%
65%
50%
75%
75%
85%
75%
60%
85%
75%
85%
75%
70%
85%
85%
95%
85%
80%
95%
Accessibility to school
buildings/classrooms
50% 60% 70% 70%
Level of Scholarships and Bursaries
provided
50% 50% 65% 65% 75%
Pupils receiving Guidance
and counselling services
- OVCs
- Learners with Special Learning
Needs
- Others with barriers e.g.
HIV/AIDS
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Non-formal Programs Developed for:
- OVCs
- Learners with special learning
Needs
50%
55%
60%
65%
50%
75%
50%
Remedial programs run
50% 55% 65% 70% 80%
Learning achievements ( on average)
- Literacy,
- Innumeracy
- Life skills
45%
40%
50%
50%
50%
60%
60%
60%
65%
70%
65%
70%
75%
75%
80%%
36
- Skills of Dally living 50% 55% 60% 60% 60%
Appropriate Provisions for both teachers
and Pupil (Resource-pupil Ratio)
- Pupil-Equipment/Material ratio
1:1
1:1
1:.1
1:1
1:1
Pupil teacher ratio
10:1 10:1 10:1 6:1 6:1
Pass rate (ordinary achievers class),
- End of Primary
- End of Secondary
- End Vocational Institutions
- Teacher Training Institutions
- Universities
70%
70%
60%
75%
75%
75%
60%
75%
80%
80%
70%
80%
80%
80%
70%
80%
80%
80%
75%
80%
80%
Transition to other levels (ordinary level
achievers),
- Primary to Secondary
- Lower Secondary to Upper
Secondary
- To Vocational Institutions
- To Teacher Training Institutions
- To Universities
65%
65%
25%
15%
60%
70%
70%%
25%
15%
60%
75%
75%
25%
15%
60%
75%
75%
25%
15%
60%
75%
75%
25%
15%
60%
Quality
Teacher output/production
- Pre-Service Training Outputs
- In-service Training Program
- Instructors for NFE Programs
150
30
150
30
160
150
30
160
150
30
160
150
30
Researches
2 2 2 2 2
Construction
- Special Schools
0
2
2
1
5
Modified Curriculum
- Gifted Learners
- Visually Impaired/Blind
- Hearing Impaired
- Intellectual /Dev.Impairment
Lower
Pri.
Upper
Pri.
Lower
Sec.
The Rwandan National Sign language
updated (NCC Standards)
100%
Partnerships
Partnerships opened with and sustained
- Linkages with other Institutions
- Community Participation
- NGOs contributing to SNE/IE
- Bilateral Arrangements targeting
50%
50%
60%
20%
65%
60%
65%
20%
65%
65%
75%
30%
70%
70%
80%
50%
75%
70%
85%
50%
37
SNE/IE
Intervention Pre-requisites
- Identification
- Assessment
- Placements
- Referrals
- Categorisation
50%
45%
60%
75%
100%
60%
55%
65%
75%
100%
70%
70%
75%
80%
100%
80%
80%
90%
85%
100%
90%
80%
90%
90%
100%
Advocacy Programs 98% 90% 80% 70% 60%
Support services
New structures in place
- Units in Curriculum Centre
- Unit in Exam Board
- Assessment Centres in districts,
- Unit at Inspectorate
- A desk for Non-formal Programs
- KIE transformed and enhanced to
provide
- Comprehensive SNE Services.
- SNE Directorate
- SNECOs
- Teachers in charge of SNE/IE at
schools
1
1
1
1
1
45%
1
100%
1
50%
40%
100%
1
65%
60%
100%
2
75%
70%
100%
2
75%
80%
80%
100%
Performance of the SNE Committees
60% 75% 80% 90% 100%
Home based programs(Support services,
training of parents regarding SNE)
3o% 35% 45% 55% 65%
Percentage level of Funds and other
Resources mobilised and allocated for
Special needs Education by MINEDUC
and Partners.
60% 60% 70% 70% 80%
A comprehensive Implementation
Frameworkin place
100%
Specific Support Services from line
Ministries/PARTNERS
- Occupational Therapy
- Rehabilitation
Services(e.g.Orthopaedicphysiothe
rapy)
- Health Care Services (e.g.
Treatment)
80%
80%
80%
80%
80%
80%
80%
80%
80%
80%
80%
80%
80%
80%
80%
*Percentage projections pivot on the would be expected performance of 100% per year, given
38
the ideal status
8.0 Policy Evaluation.
To determine the success of the Policy and the need for other directions, the Policy will be
externallyevaluated within the last fifth year of its implementation.
39
9.0 Appendices
Appendix 1: Implementation Schedule.
Specific Objective 1: Ensure the conditions that permit educationally disadvantaged learners to
enrol in, remain in and complete school
Strategy
Intervention Completion dates 11 12 12314 15 16
Responsibility Recommendation
1
Reduce distance
to schodistance to school
1. Put boarding facilities to
selected schools
2. Open up special classes in
selected schools
3. Make all schools inclusive
4. Build Resource
rooms 5. Build Special
schools schools
× × × × × ×
× × × × × ×
× × × × × ×
× × × × × ×
× × × × × ×
MINEDUC, Construction
Unit, Local Governments, NGOs, FBOs, Communities Parents
Consultations and Consensus critical at
all levels and for the
whole process
40
2 Ensure
full physical
access
Adaptation of school
physical/structural
(buildings ramps,
lighting, landmarks
etc) learning and
Social Environments
Develop/Provide
SNE/Inclusive
Education
Implementation
Guidelines
Put in place
whole school
orientation
/sensitisation
Programs
× × × × × ×
× × × × × ×
× × × × × ×
“
Sensitisation Programs
for stakeholders should equally address
concerns of
accessibility(
communities, parents and school
communities very
critical) The Guidelines should
include how to make schools educationally,
physically and socially
inclusive.
41
Specific Objective 2: Promote Quality education for learners with special educational needs
3. Train
Deploy
Support
Teachers and
Technical Staff in SNE
schools
1. Establish/Identify
Institutions for
Training 2. Develop
Teacher/relevant
professional Staff
(eg Instructors for NFE Programs)
Training
Programs 3. Coordinate all
training Programs
1Deploy the teachers
at a SNE convenient teacher-
pupil ratio
2.Develop and
provide
Deployment
Guidelines
1.Develop/implement
Supportsupervision Programs and
Services
2.Provide resource
Rooms/materials(sch)
× × × × × ×
× × × × × ×
× × × × × ×
× × × × × ×
× × × × × ×
× × × × × ×
× × × × × ×
.
MINEDUC
/Universities
MINEDUC,
Local Gov.
MINEDUC,
Local Gov. NGOs
KIE already has
some basic
provisions/Structures for SNE . It
should be updated
to run the teacher
Education and other SNE related
programs
Training programs
should include In
and Pre Service Programs.
The 1:6 ratio is the
long target that will be achieved
with improving
provisions and resources.
Support to be
comprehensive. Should include
Medical,
Educational and Rehabilitation
Services.
4 Adapt Curriculum,
Methodology,
and Materials
1. Provide the Adapted
Curriculum and
Educational materials to
concerned schools
2. Review of the
Materials and methodology
× × × × × ×
× × × × × ×
MINEDUC, Curriculum
Centre,
NGOs
Experience from other Countries
required. This is
urgent as students/pupils are
already meeting
several challenges
in their exams/learning at
all education levels
42
Specific Objective 3: Mobilise a coalition in support of theeducation for learnerswith special
needs educational needs
5. Implement a
permanent
campaign of
sensitization on the importance
of education
for learners with special
educational
needs
1.Publicise the SNE
Policy to all
stakeholders
2.Put in place training programs for
communities/parents
3.Monitoring/Cordina Tion
× × × × × ×
× × × × × ×
× × × × × ×
MINEDUC
NGOs
Local Gov.
Sustained efforts
deployed in
awareness raising,
targeting the school and the general
Rwandan
communities, as well as the decision
makers at varying
levels.
6. Develop and
nurture
partnerships between
government,
communities,
NGOs and the private sector
for supporting
the inclusion of learners with
special needs
education in the education
system
1.Put mechanisms
To reinforce
partnerships e.g. strengthening the
existing Clusters,
coordination.
× × × × × × MINEDUC,
Partners,
Local Gov SMCs.
The partnership
ought to be guided
by the central government and
should consider
both the planning
and implementation levels.
43
Specific Objective 4: Establish mechanisms for planning, implementing and coordination of
efforts to improve educational outcomes for learners with special educational needs.
7Mechan-
isms for
Planning Impliment
-ation and
Coordinat
-ion
1.Establish one
Assessment
Centre per district
2.Establish a
Resource-room
Ineach of the Inclusive
schools
3.Orient the Educators and
TheCommunity
on Early identification
4.Establish an Assessment
programs for
the teachers
and support staff
× × × × × ×
× × × × × ×
× × × × × ×
× × × × × ×
MINEDUC
Partners,
NGOs
To be introduced in phases.
Centres operations to include
Identification, assessment, placement, referrals
coordination andItinerary
teacher/pupil school services
Resource rooms have to be
sufficiently equipped and
communities made to value them/ the services
44
. 5.Have in place a well
Facilitated Unit at TheCurriculum
centre to handle all
SNEcurriculum
Concerns
6..Introduce
Division/desk at the Examination
Board to handle all
Exams and
Placements/ Admissions of
Learnerswith
Special learning Needs to other
Levelsof Learning
7..Deploy a
Specialist in SNE at the
Inspectorate
Hqs to guide in SNEInspection
8.Upgrade the SNE
Division
MINEDUC HQ to a
Directorate
Special NeedsEducation
×
×
×
\
×
MINEDUC(HQs)
MINEDUC
MINEDUC,
District/Local
Gov.
Panels of Specialists in SNE
serving in various Establishments should be used by these two new
Units until a wage
is provided.
Experience from other Countries
on the Subject shall be relevant to all aspects of this strategy
Until the wage bill allows, the SNE specialist at MINEDUC
HQs
Should in conjunction with the Inspectorate HQs orient
Inspectors on SNE concerns and
join in the School Inspection Programs
Concerns of SNE so vast to be
coordinated and guided by one person. Present Officer opens the
Directorate
SNECOs shall be already serving
teachers with given Should take
mode of assignments.
These should not be
establishments but Assignments
at school level.
45
9.Coordinators(SNECOS)
should be put in place for specific catchments
to provide necessary
teaching/learning
Support
10.Each Inclusive and Special School shall
have a teacher directly
responsible for all
related teaching/learning
concerns in SNE
× × × × × ×
× × × × × ×
MINEDUC,
Local Gov, NGOs.
. .11.Develop an inter –
ministerial Council of
Relevant Ministries and Agencies for
coordinated inputs
12.Share out/define roles
and responsibilities of
all stakeholders .
.13Develop training programs( serviced with
Sufficient/appropriate
Materials and staff) for teachers/
Instructors/supervisors
and SNE/IE
Coordinators(SNECOs)
×
×
× × × × × ×
MINEDUC,
Relevant
Ministries, NGOS, Agencies ,FBOs
and Local Gov.
Councils should too engage in
guiding
Harmonising/streamlining the basic education, the inclusive
index and practice for all
schools.
Families and communities have
to participate fully
And be consulted all the time too.
Training Programs should be in consonance with the
development of support
services
and resources
46
Specific Objective 5: Establish a system for regular monitoring, evaluation and reporting on the
implementation of The National Policy for learners with special educational needs (educational
outcomes for learners
11 Develop
procedures for
Monitoring and Evaluation
Develop the
Monitoring and
Evaluation
Instruments
Evaluate the SNE Policy
implementation
Define outcome
measures to
evaluate impact of Policy
Evaluate all the Existing
Procedures and make them
inclusive
Evaluate all the existing
Monitoring and evaluation
instruments to
accommodate SNE
External Evaluators to be engaged to provide an
independent and enriched
analysis of the Service.
Develop Standards for schools to follow/achieve
(school as Institutions and
for teachers as implementers
× × × × × ×
× × × × × ×
×
×
Inspectorate
MINEDUC
Instruments should
also target
Individual achievements and
should be engaged
at all monitoring levels and
Programs.
Terms of Reference
and mode of
SNE Policy
Evaluation should be concrete to
Learner and
Program achievements
47
Objective 6: Ensure that the Gifted and Talented learners explore and engage their talents and
gifts
12
.
Train Trs on Management of
Gifted and
Talented
Programs.
1.Develop the tools for
identification of the
gifted 2.Train trs on identification
and teaching of Gifted
and Talented.
×
× × × ×
MINEDUC,
University/
Training Institution,
Local Gov.
Should engage both
In-service and Pre-
service programs
13 Develop tools
and Methodologies
to manage the
Programs for
Gifted and Talented
1. Make provision in
all schools to attend to the gifted learners
2.Teachers Colleges to
introduce Units/Course
on Education for the Gifted
3.Have provisions and
structure to manage programs
×
× ×
×
MINEDUC,
NGOs Local Gov,
Scholarship Board
Assessment teams
should be engaged too, otherwise
vulnerable to
abuse. To be
productive, intervention should
be early and timely,
coupled with relevant programs
Experiences from
countries providing such programs is
crucial
15 Develop and
run enhancing and
Supplementary
Programs.
1.Identification of talents
2.Tailoring of Programs to suit the talented learners
3.Have differentiated
Curriculum 4.Develop options for
accelerated learning
× × × ×
××
×
×
Curriculum Centre
School Administration,
MINEDUC
Informed
Experiences from other already
“practising”
countries crucial
16 Develop
teacher
support
systems
1. Develop and run the training and sensitisation
programs for parents and
the communities. 2.Develop and have
Supervisor support.
3.Have exposure to such
programs outside and within country
4.Have peer support
programs 5.Institutionalise other
support services
× × ×
× × × ×
× ×
× × × ×
×
MINEDUC Establish and maintain linkages
with relevant
Institutions and Authorities
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48
Objective 7: Ensure that the Orphans and other vulnerable children out of school receive Basic
Education
17
. 1.Identifiying
the OVCs
2.Assess the
learning and
related
Needs of
OVCs
3.Develop
Non-formal
or related
Programs
4.Desinganate
Learning
Centers
5.Train
Instructors
6.Provide
learning
Support
7.Establish
Structures
8.Secure
Partners
1. Develop tools
2.Functional Assessment
1.Put in place
Assessment team 2.Orient Team
3.Team assess
1.Writers in place
2.Sourcing relevant
Materials
1.Consultations with
Stakeholders
2.Mapping 1.Identification of
Instructors
1.Related services eg
Counselling
2.Equipment/materials
1.MINEDUC restructuring
1.Engage Sector wide
Approaches
×
× × ×
×
×
×× × ×
×
×
×
× ×
× × × ×
× × × ×
×
×
× MINEDUC
×
MINEDUC
CURRICULUM/
CENTRE
MINEDUC
×
×
Networking with authorities
and Organisations with sufficient experiences on
management of this
Programs and related ones.
Demonstrate commitment
and need
49
Objective 8: Make all schools learner friendly
Appendix 2
25
.
1.Put in place
accessible
and friendly
structures for
all learners
2.Develop
Mechanisms
for learner
participation
while at
school
3.Put in place
support
systems for
learners ( eg
girl or boy
spaces)
4.Institute
Sustainable
Parent,
community
and school
linkages
5.Orient
teachers
regarding
friendly
schools
1.Put an establishment at
SNE Directorate for
Implementation
1.Reveiw school
provisions
and approaches
1.Provide Counseling
Services
2.Prioritise peer support
systems
1,Institute joint
monitoring,
reporting and
accounting
systems with
stakeholders
1.Secure evidence of
good
practices shared with
teachers
×
×
× × × × ×
× × × × ×
× × × ×
× × × × ×
MINEDUC
Networking with
organisations and
authorities with relevant
experiences on the
programs.