workshop no. 6 developing partnerships with ministries of education exploring the gap between policy...
TRANSCRIPT
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Workshop no. 6
Developing partnerships with Ministries of Education
Exploring the gap between Policy & Reality
Dr Evariste Karangwa Kigali Institute of Education
London, 6th September 2007
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Overview of presentation
Part one - Overview of inclusion policies and practice
Part two - Aspects related to inclusion in: – Communities – Schools
Part three - Planning collaboration strategies
Conclusion
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Part 1: Policy strategies Two emerging Models of policies in Rwandan Education
(Bridging the gap through collaboration)
School-community partnership
Healthpromoting
school
Safe & protective
school
Equity& Equality promoting
school
Effective school
Nonsegregated
school
Child-Friendlyschool
Adapting Services
Adapting school
environment
Adaptingschool
curriculum
AdaptingSchool policy
ReinforcingCommunity participation
Sharing Educational Resources
Special&
Regular schools
1. Ministry of Education, UNICEF, KIE, FAWE, CARE International & ADRA
2. Ministry of Education, HI, KIE
Child-friendly school model Linking resources of regular and special schools
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Part 1: Policy Strategies
Who bridges the gap between policy & practice?
PractitionersEnabled to provide
effective & appropriate services rights/ entitlements to
All citizens
Visionaryactivists1. Representation2. Advocacy3. Sensitisation
Policy makers 1. Recognise and protect rights for all 2. Define roles3. Set standards 4. Set budget
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Part 1: Policy Strategies
Gap between policy & practice
“Rwanda has made extraordinary progress since the genocide and the country is well placed to make similar progress with regard to disability. All the key components are broadly in place, and the government should be congratulated for its
recognition of the needs of disabled Rwandans. All stakeholders in the sector need to work together to support
each other and the government, to build on the firm foundation that already exists, and to ensure that commitments on paper
are fulfilled by concrete actions on the ground”
(Observations by Phillippa Thomas of DfID/KaR, in ‘Mainstreaming disability in Development
in Rwanda’, 2005)
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Bridging the gap for inclusion according to P. Thomas (DfID/KaR, 2005)
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Part 2The Rwandan Community & Disabilities
• The Rwandan community has always raised unanswered questions about the disability of their children
• Inclusion perspectives
seem to be unconventionally
present in the community
– Awareness about – Disabilities and – the capacities to– respond to them are – still developing
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?
?
?
Part 2
Unanswered community questions
• Confrontation with the disability gives rise to questions within families & entire community….
• When answers are inadequate, so are the decisions taken….
1. Perceiving the problem in the child
2. Obligation to confronting the problem
3. Making choice on interventions available
What is this ?
What is the most appropriate intervention?
What are the options open?
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Part 2
Potentials in communities - Mutual support & CBR
1. Mama Arua is the mother of a disabled boy, determined to help other mothers in rural communities.
2. Innocent is a member of FACHER (Fédération des Associations et Centres pour Handicapés au Rwanda – Federation of Associations and Centres for Disabled People in Rwanda), has cerebral palsy & is a born again Christian. He uses his faith to reach families.
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Part 2
Potential in schools - Peer support
“African people have a deeply entrenched culture of extensive
family bonds, community solidarity and a spirit of mutual support - all of
which could be explored for the benefits of
inclusion of people with disabilities.”
(EENET, 2003: p. 4).
Peer tutoring seem to beinherently present and highly influential among
siblings and peers
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Part 2
The practice in some schoolsPeer interaction
Karagi is deaf and looks after cows in the neighbourhood
school compound.
He has learnt to read and write from colleagues in the school, and his peers and siblings have leant sign
language from him.
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Part 2Inclusive practice in schools - Some initiatives
• Educators’ roles in school, and strategic collaboration to achieve inclusion
• Breaking the traditional barriers
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Thank you
Murakoze, Murakarama
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Group 1Understanding the limitations & potentials within
the environment of disabled childrenWhere Limitations Opportunities
Policies 1
2
3
4
1
2
3
4
Organisations 1
2
3
4
1
2
3
4
Local communities 1
2
3
4
1
2
3
4
School systems 1
2
3
4
1
2
3
4
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By local community1. 2. 3.
By organisations 1. 2. 3.
By schools1. 2. 3.
By government1. 2. 3.
Inclusive Education Practice
Group 2What are the strategic inputs required in order to
achieve inclusion?
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Group 3What should be the collaboration strategies to
achieve inclusion?Strategy by organisations
e.g.: Handicap International
Strategy by Governments
e.g.: MINEDUC (Ministry of Education)
In response to policy needs:
1.
2.
3.
In response to policy needs:
1.
2.
3.
In response to community needs
1.
2.
In response to community needs
1.
2.
In response to school needs
1.
2.
In response to school needs
1.
2.