REPUBLIC OF RWANDA MINISTRY OF EDUCATION Special Education and Inclusive Education Strategic Plan 2011-2015 February 2011 0
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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 2
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 3
Foreword 4
Executive Summary 5
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: 6
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. 7
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 Distribution of schools for the disabled in Rwanda (Source: TFDIER, 2008) 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 Key Basic education/rehabilitation centres 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 with disabilities 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 8
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. 9
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 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 Total 39 28 Local schools 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. 10
2.9 The Emerging Inclusive Education initiative models in Rwanda Model 1: EU, HI, KIE & MINEDUC fostered Model of inclusive Education aiming at adding transformational inputs to inclusive and special schools i Adapting Services in both special & ordinary schools Resou rces by both special & ordinary schools Special School /centre & Regular schools Reinforcing Community Participation Adapting the school Environment Adapting the school curriculum & programs Adapting School policy to suit all categories of learners Sharing Nonsegregation IE model 2: The Child-Friendly Schools supported by UNICEF, KIE & MINEDUC Effectivequalit y teaching Equity &Equality Schoolcommunity partnership Safety promotion Health promotion 11
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 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. 12
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 13
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 14
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, 15
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. 16
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 dropout 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. 17
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 18
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 19
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 20
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 21
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 22
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. 23
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 24
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 25