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REPUBLIC OF RWANDA

MINISTRY OF EDUCATION

Special Education and Inclusive Education

Strategic Plan 2011-2015

February 2011

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Page

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

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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

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Foreword

5

Executive Summary

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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:

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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.

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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

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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.

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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

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Model 1: EU, HI , KIE & MINEDUC fostered Model of inclusive Education aiming at adding transformational inputs to inclusive and special schools

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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

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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.

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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

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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

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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,

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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.

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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.

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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

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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.

50

Budget Estimates (2010-2015)-Rwanda Fr.