Towards primary education for all children in Rwanda

More than 98% of children in Rwanda enroll in primary education, meaning the country performs relatively well in terms of school access. However, challenges remain: many pupils drop out during their school careers, while others fall behind and are required to repeat grades. As a result, only three out of four children continue to secondary education. Together with Save the Children, the Rwandan Ministry of Education, and the National Union of Disability Organizations in Rwanda, Humanity & Inclusion (HI) is working to reduce school dropout rates across the country.

Children with disabilities are staying at home

A child’s access to education in Rwanda is strongly influenced by factors such as gender and household income. Disability is another major factor.

Although around one in twelve children in Rwanda has a disability¹, only one in 167 primary school pupils has a disability². This gap highlights how many children with disabilities are not accessing education.

Several barriers contribute to this situation. Many schools lack accessible classrooms and toilets, adapted learning materials, and teachers trained in inclusive education. At family level, stigma also plays an important role, as some parents keep their children with disabilities at home.

Zero out-of-school children

The project title, Zero Out-of-School Children in Rwanda, may sound ambitious, but it reflects the initiative’s core objective exactly: ensuring that every child has access to primary education. By identifying children who drop out during the early years of schooling and implementing long-term solutions to reintegrate them into the classroom, the consortium aims to make education accessible to all children in Rwanda.

Through a comprehensive approach addressing financial, physical, and systemic barriers, the project seeks to help nearly 200,000 out-of-school children return to education. All 3,194 primary schools in Rwanda are involved in the initiative.

As a specialist organization, HI plays a central role in supporting children with disabilities. One key area of its work is improving school accessibility. For example, four staff members at each school receive training on how to create an inclusive learning environment. HI also provides technical support to the Rwandan Ministry of Education in the construction of accessible classrooms.

In addition, 1,500 schools are establishing “resource rooms” equipped with adapted books and play materials for children with disabilities. Teachers also receive training in inclusive teaching practices.

Individualised support

HI also develops tailored solutions to help children with disabilities integrate into the classroom. Children with disabilities are referred to hospitals and rehabilitation centers for medical treatment where necessary. HI then provides assistive devices such as crutches, wheelchairs, eyeglasses, and prostheses to help children become as independent as possible.

These supports enable children with disabilities not only to enroll in school, but also to actively participate in learning, remain in school, and progress successfully from one grade to the next.
Support is also provided within schools. Children with disabilities receive individualized education plans tailored to their specific needs in order to support their learning, participation, and progress.

School clubs raise awareness

To address stigma surrounding disability, the project organizes awareness campaigns targeting parents and communities. Well-known Rwandan public figures appear on radio, television, social media, and other channels to encourage parents to send their children to school.

At local level, awareness is further promoted through school clubs. Through activities such as theatre performances, club members encourage parents to recognize the importance of education for all children.
These clubs not only help children with disabilities return to school, but also follow up when children stop attending classes.

“Since the introduction of school clubs and the peer follow-up system, we have seen a clear improvement in learners’ attendance and retention. When children miss school, their peers reach out to their families, which helps us identify challenges early and address them together.” – Head Teacher at GS Cyarwa school

“I can walk, play and learn”

Ten-year-old Felicien, from Huye District, was born with hydrocephalus, a condition caused by a buildup of fluid affecting brain circulation. Although a medical procedure treated the condition, it left him with significant weakness in his legs. Unable to walk independently, Felicien could not attend school.

Through HI’s education project, he was referred for surgery at Gatagara Hospital, one of HI’s partners in Rwanda. Rehabilitation sessions following the operation, together with orthopedic shoes and crutches, quickly led to major improvements.

“Seeing Felicien take his first steps after the surgery was a moment I will never forget. I am deeply grateful for the support that gave my child a chance to thrive.” – Felicien’s mother

Awareness sessions also helped convince the family of the importance of sending Felicien to school. At the same time, the barriers that had previously prevented him from attending classes were removed.
Today, Felicien not only attends school, but also actively participates in classroom and recreational activities.

"I can now walk, play, and learn with my friends. I feel like I can do anything!" - Felicien

The Zero Out-of-School Children project is already delivering impressive results: more than 65,000 children who were previously out of school have now returned to education.

HI has been active in Rwanda since 1994. Over the past 15 years, the organization has implemented seven education projects. HI has also developed quality standards for inclusive education in Rwanda and continues to provide technical expertise to the Rwandan Ministry of Education.