A total number of 20,416 refugee children were enrolled in early childhood education (ECE), primary and secondary schools and have followed the national curriculum. Of this total, majority of the students (53 % or 10,982) are enrolled in primary school followed by enrolment in ECE (27%, 5,787) and secondary school (17% or 3,647). Among the total enrolment, girls constitute 50.1% of the school-going students. The gross enrolment ratio of girls to boys in school also indicates that the refugee education in Rwanda has achieved the desired gender parity index at least in basic education. In addition, a total of 19 children with severe disabilities were enrolled in specialized schools outside of refugee camps while 286 children with moderate disability were inclusively integrated in Paysannat L schools.
To ensure refugee children have access to quality education and follow education marked oriented skills, UNHCR advocated for the school new combinations, as results the district added 4 combinations including Mathematic Physic Geography (MPG), History Geography and Literature (HGL), Mathematics Computer and Economics (MCE) and Literature French and Kinyarwanda (LFK) at Paysannat L school. With this opportunity we are confident the refugee youth graduating from secondary school in Mahama will qualify for tertiary education which is becomes more competitive across performance but also field of study.
UNHCR through connected learning programme funded by ProFuturo enhanced quality education at Paysannat L Schools by delivering electronic devices comprised of 672 tablets, 64 laptops and other accessories, in addition to the construction one ICT room equipped and connected to internet. To capacitate the education staff at school to better use the ProFuturo platform in their teaching process, 104 head teachers and teachers were trained on the use of digital transformation innovation in teaching and learning. the training emphasised also on use of ProFuturo’s curricula and learning platforms, improved classroom management, facilitate interactive student learning processes, and build digital literacy. The platform is supporting several 5,820 children enrolled in upper primary schools in Grade 4, Grade 5, and Grade 6 with educational resources offered by ProFuturo, to favour student learning.
Regarding the enrolment in higher education, a total of 131 refugee youths has been enrolled in different universities across the country through various scholarship programmes funded by UNHCR (DAFI), Maison Shalom and Kepler. During the reporting period, all students enrolled were provided with scholastic materials, uniforms, and school feeding. As regards to vocational training 234 you have been enrolled in different long-life skills such as hospitality, electricity, construction, culinary art, plumbing. Tailoring-welding and scholarships have been secured by mostly GIZ, Maison Shalom and Impact Hope through World Vision. Except Kiziba schools, other schools are included in the national system since they are public schools.
UNHCR continues to be part of the entire process as the Government gradually takes over the school management and other school running costs. In Mahama for example, UNHCR is still paying incentives and salaries for teachers awaiting to be gradually accommodated on the government payroll. The integration process is required to meet the national standards through investments in facilities such classrooms, laboratories, libraries, latrines and others school running costs (salaries, rehabilitation, teaching and learning aids) in addition to the supplies that are provided to students such as scholastic materials, uniforms and school feeding. In general, UNHCR is providing parental contribution for 14,579 refugee students out of approximately 51,000 school going children across the refugee hosting schools in five districts.
A total of 27,261 Congolese refugee children were enrolled in Early Childhood Education (ECE), primary and secondary schools. All refugee children are integrated in national education system and schools managed by the Ministry of Education (MINEDU) except two schools in Kiziba Refugee Camp. Advocacy work has been ongoing to ensure full integration of refugee hosting schools into national education system. All refugee children enrolled in school were supported with scholastic materials, school feeding, and school uniforms and facemasks. Over 53,000 facemasks were distributed to students as protective measures mitigate the spread of among students and school community. Over 1,350 Congolese refugee children are enrolled in school of excellence/boarding schools outside of the camps. Of these, some 500 were being supported with the funds from an operational partner called Impact Hope, who has been supporting this programme since 2016.
A total of 49 (28 male and 21 female) children with Special Education Needs (SEN) were supported for enrolment in specialized schools that cater to the specific needs of children with disabilities. These children were supported with education fees and costs for boarding, and scholastic materials. Whereas a total of 265 children with moderate disabilities were integrated in regular schools in the camps. As regards to enrolment in higher education, a total of 262 young refugees were enrolled in different universities across the country through various scholarship programmes including in DAFI, Kepler, Maison Shalom, and African Leadership University (ALU). Also, UNHCR supported 45 refugee students from Mugombwa camp who have been offered TVET scholarship by the Government – UNHCR supported students with costs of scholastic materials and school feeding. Student school attendance was monitored on regular basis; and the average monthly attendance rate was recorded to be around 96%.
Education activities were implemented in partnership with existing refugee and local structures in the refugee camps and host community. Education Committees and Camp Executive Committees together with MINEMA, NGOs and UNHCR played vital roles in community sensitization on importance of education, in follow up of school attendance and other matters of concern to education of their children. School also played greater roles in promotion of hygiene and sanitation not only in the school premises but also on the wider prevention of communicable diseases including prevention of spread of COVID-19 pandemic. All schools hosting refugees in the 5 Congolese camps were supplied with adequate hand sanitizers, liquid soap, and ThermoFlash thermometers.
As part of the capacity-building efforts, four World Vision education project staff and a UNHCR connected learning focal person were trained on ways of enhancing digital education, knowledge and skills among teachers and students. The project staff have in turn organized training for 275 teachers in 10 targeted schools in three rounds on the use of ICT materials and ProFuturo education platform. In addition, 10 headteachers and 8 deputy headteachers in charge of studies were trained. To support the implementation of digital education, 1008 tablets and 121 laptops were provided in the schools hosting refugees.
As part of the efforts to improve standard in refugee hosting schools, UNHCR constructed three blocks of a two-story buildings in Kibiza secondary school. The buildings have 24 classrooms, 12 modern toilets with handwashing facilities, a library, a laboratory, and teacher offices. In partnership with ProFuturo Foundation, UNHCR has established a connected learning programme nine schools hosting Congolese refugees.