The Education Inclusion Symposium, which convened policymakers, education experts, and representatives from civil society, underscored the urgent need for inclusive education policies, teacher training, and infrastructure improvements to ensure that no child is left behind.

Organised by the British High Commission (BHC), UNICEF, and Cambridge Education, the symposium held on February 6 focused on strategies to enhance education access for all children, particularly those with disabilities.

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The Minister of Education Joseph Nsengimana described the symposium as a crucial step in advancing inclusive education, noting its role in fostering a just society.

However, he acknowledged that many children still face barriers to accessing education.

"These discussions signal our refusal to accept the status quo. We are committed to ensuring that every child, including those currently excluded, has access to quality education," he said.

He reaffirmed the government&039;s commitment to inclusive education, emphasising that it is not an option but a necessity.

"We must strengthen policy frameworks, enhance teacher training, invest in inclusive learning environments, and collaborate across sectors—government, development partners, and civil society—to turn insights into impact," he added.

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According to the Ministry of Education, the number of schools with adequate infrastructure for students with disabilities has increased from 764 in 2017 to 3,392 in 2023. Additionally, a curriculum specifically designed for learners with disabilities has been developed.

Additionally, Rwanda Education Board (REB), in partnership with various stakeholders, has made strides in inclusive education. Currently, 49 per cent of teachers have received training in inclusive education, with 240 educators specifically trained to teach learners with intellectual disabilities.

Despite these efforts, Emile Cadet Vuningabo, Head of Programs at the National Union of Disability Organizations in Rwanda (NUDOR), stressed that significant gaps remain.

"More training is needed, not just for specialised schools, but for all schools within the community. Mainstream schools must be equipped to support inclusive education effectively," he noted.

He also emphasised the need for better data collection to track children who are out of school.

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"We need disaggregated data—not just figures on enrolled students but also those who are not in school. Currently, we lack precise numbers, which are essential for informed decision-making."

Vinungabo further noted the importance of making assistive devices and technology more widely available to support learners with disabilities.

Charles Avelino, UNICEF Rwanda&039;s Chief of Education, said that UNICEF, in collaboration with the REB, the Ministry of Education, and partners is implementing programmes to address such challenges.

"We are training teachers in inclusive teaching methodologies so they can identify and support children with disabilities," Avelino noted.

One initiative, developed in partnership with the Rwanda Biomedical Centre (RBC), identifies children with disabilities and provides necessary assistive devices such as hearing aids and glasses.

"The RBC's medical team assesses children, determines their specific needs, and recommends appropriate devices, which our programme helps procure," he explained.

Additionally, the programme focuses on improving school infrastructure to accommodate children with disabilities.

"We assess schools and upgrade them with features such as ramps and accessible toilets to ensure these children can fully participate in education," Avelino said.