Impact of the 12year basic education on refugee children in Rwandan Camps: A Case Study of Mugombwa Congolese Refugee Camp in Southern Province Rwanda

Abstract

This research was conducted with the purpose to assess the impact of the 12-year basic education to Congolese refugee children. The specific objectives of my study were: a) To investigate the perceptions and opinions of the major stakeholders about the nature and quality of education given to Congolese refugees in Rwanda. b) To determine the effectiveness and relevance of the Rwandan government integration programme of combining Congolese refugees to study with Rwandan Children. c) To identify education challenges affecting Congolese refugee children in Rwanda. d) To examine the relevance of Rwandan curriculum to Congolese refugee children in Rwanda and e) To provide or suggest solutions towards educational challenges faced by Congolese refuge children.

I adopted a mixed design that combined qualitative and quantitative approaches. I also used a survey and case study methods to address the problem under study. I used questionnaires, interviews and focus group discussion to collect opinions, ideas suggestions and advices from 76 respondents composed of 4 camp leaders and education staff, 9 secondary teachers, 27 senior six students, 26 refugee youth who completed senior 6 and 10 parents.

The study found that different stakeholders agree that refugee children in Mugombwa receive quality education. The integration of Congolese refugee students into government schools has been a success, both students and parents are very grateful and do not feel isolated rather fully integrated. This study also found that one of the key challenges faced by refugee youth is unemployment after completing secondary school and limited scholarships to tertiary education. Based on these findings, the study concluded that the completion of secondary school does not necessarily assist students in improving neither their own well-being nor their families‟ standard of living. The French language which is not favored at the same level as English was mentioned as a crucial problem to Congolese parents and students when, one day, they go back to their mother land (Congo) which is a French speaking country. It was also found that, irrespective of language boundaries, the Rwandan curriculum is relevant to the Congolese refugee children.

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In order to address the issues faced by Congolese refugee students and youth who have completed S6, MINEMA and UNHCR should encourage and support NGOs to initiate youth livelihood activities that could support those who have completed secondary school, engage negotiations with MINEDUC so that French can also be taught at the same level as English, reinforce advocacy to get more tertiary education scholarships to Congolese refugees after completing S6, support the integration of refugee students into government schools in other Congolese camps such as Gihembe and Kiziba.