May 15, 2007You may leave Rwanda, but it doesn’t leave you. I’m back in Canada with Emmanuel’s genocide story in my head. And Theogene’s take on the process of forgiveness. And Emmy on the difficulties of practicing journalism in Rwanda. And the light in Jean-Bosco’s eyes when he talked about how his TV story helped fix the potholes on Kigali streets.They were four of my students and I like to think they taught me as much as I taught them. Only half of my time in Rwanda was spent in the classroom, but that time was a rich vein. At its best, teaching for me is a joyful negotiation: I’ll give you something, and you give me something back. Occasionally, I get the best of the bargain. This was one of those times.But it all happened accidentally. I was never supposed to be a Rwandan classroom at all. Blame it on a few loose words.Ever since my first reporting trip there in 1994, Rwanda has taken up residence in a small corner of my brain, in the form of an anguished question mark. How could this genocide possibly have happened? When I signed up for the Rwanda Initiative last year, I thought this might be a unique (and oblique) way of getting me closer to an answer. I agreed to spend three weeks in the newsroom of TV Rwanda. I would help the reporters develop some professional reporting skills. In return, I would use those contacts to pursue some stories of my own, as a freelance journalist.But something happened. In my first week in Kigali, I wrote a blog that upset some influential people, and these people decided that I would not be welcome in the country’s only TV newsroom. Something about my obsession with “shadows” that one still finds in Rwandan life. It was my first civics lesson in 21st-century Rwanda: Be careful—very careful-- what you say about life in the aftermath of the genocide. People are listening and reading, and weighing every word, every nuance, every opinion, especially if there might be an international audience. Some things in Rwanda may only be whispered. On reflection, I shouldn’t have been surprised. Rwanda is still in post-traumatic shock. When a visitor comes and unburdens himself of an opinion that may be even mildly critical of the government, it will set off alarm bells.As a result, instead of going to TV Rwanda, I was re-routed to the campus of the National University in Butare. I would be teaching the fundamentals of broadcast writing to a group of journalism and communication students. As it turned out, the fuss over my blog was useful preparation for me as a teacher: It gave me insight into the environment that these prospective communicators would be launched into after graduation. If they decided on journalism, they would have to learn to walk a fine line. Tightrope walking is not necessarily a bad thing in this business: if nothing else, you learn to step carefully, you learn balance, you learn to be intensely aware of your environment. Up on the high wire, you learn to focus. Or else.Happily, a number of my students also worked at TV Rwanda in their spare time. I could watch their work on the nightly news. We could discuss it. And day-by-day, I began to see things that they could do to improve their product—to create a better newscast—without risking the displeasure of their bosses, who have to be so mindful of politics. I told them that this was vital work: Television news can be—should be—a forum for public dialogue, and Rwanda was in urgent need of as much public dialogue as it could generate. Here are some of the things I told them:1. “Let me hear more voices, and see more faces, in your news reports. Average people, talking about things that matter to them, in simple language. This is where politics starts. People talking to other people. Make your newscast a more democratic platform.”2. “Don’t be in such awe of the politicians. Drop the titles, like ‘honorable.’ Ask them tougher questions. Be polite, but politely skeptical. Don’t take everything they say at face value. Ask them, politely, to back up their statements with facts.”3. “Convince your editors to expand their news agendas. Rwandan domestic news consists almost entirely of press conferences and seminars. The images are boring to the point of catatonia. TV news should not be a government bulletin board, it should be an informed conversation. Take the cameras outside, videotape people where they live and work and play, and tell stories that have a greater social import. Rwanda is full of powerful human stories. Tell these stories. Over time, both your editors, and the politicians who rely on television to ‘get their message out,’ will see that this makes for far more compelling TV news.”4. “In your writing, try to simplify, and try to stay away from bureaucratic jargon. You are professionals. Don’t parrot press releases. You are not publicists. You are journalists trained to think critically. Let that be reflected in the language and the scope of your reporting.”5. “Let me hear more people talk, especially in close-up. I want to see their eyes, glance into their souls. And don’t paraphrase them. Don’t put your narration over video of their lips moving. Give them voice, even if it’s in an unfamiliar language. That’s how you get authenticity.”6. “You, the reporters, are the agents of change. This change does not have to be confrontational. These things I’m talking about are not subversive, they’re common sense. So tactfully convince your bosses, convince officials, heck, tell the president, that it is in everyone’s interest to develop a more watchable, balanced and independent news media. It will be more work for you, but ultimately, much more satisfying. And it’s an exciting enterprise: you’ll be pioneers.”And so on. Some of the students complained that, in their work, they were constrained by what they called “the editorial line.” One student called their work “appeasement.” That sounded dangerously blunt, but it may hold some truth. Public broadcasting in Rwanda is not public broadcasting in Canada. “Freedom of the press,” in the Rwandan context, is seen by many as a dangerous two-edged sword that needs to be managed and contained. This argument has some strong historic underpinnings—in 1994, for example, leading radio stations and newspapers were organs of genocidal propaganda.But I also got the feeling that my students were holding themselves back, even censoring their own instincts. One student who worked regularly at TV Rwanda bluntly called it a culture of “laziness.” Many of the reporters, he said, just didn’t want to do the work needed to expand the boundaries of their craft. We didn’t have the time to explore this further in the classroom; it would be a great subject for some future master’s or doctoral thesis.With the lessons out of the way, I asked the students to talk about themselves, their own life histories, and their own motivations. To my pleasant surprise, they were expansive and candid—more candid, in fact, than any students I’ve ever taught in Canada. And this is where my learning came. I learned things about how they viewed the limits of forgiveness: where the personal anguish and loss they suffered in the genocide came crashing up again the social imperative of national unity. One student gave me insight into reconciliation of the “heart,” as opposed to reconciliation by political decree. As they talked, they gave me hope that the next generation of Rwandan journalists does indeed have a strong voice and a social conscience that will help to break ground and heal wounds. All that’s needed, perhaps, is a little more oxygen, a little more empowerment—an acceptance by authorities that the rewards of more open expression in Rwanda, may well outweigh the risks. Especially if the voices doing the expressing belong to people like Emmanuel and Theo and Emmy and Jean-Bosco . . .
Claude Adams
Tuesday, May 22, 2007
Sarkozy named in Genocide financing schemeDate: 22nd-May 2007
Rwanda news Agency
Kigali - Testifying before the Mucyo Commission, a former major client with Caisse Centrale de Réassurance (CCR) company Mr. Martin Marschner Von Helmreich has revealed that 1 billion Francs (150m Euros) was “diverted” in 1994 “most probably” to finance the Genocide machine in Rwanda , RNA has established.
According to Marschner, CCR announced a loss of 1 billion Francs on August 29, 1994 that came as a “shock” to him because “78% of total deposits” managed by the French government insurance parastatal was for clients he represented as a financial broker. The money had apparently disappeared between the periods January to August 1994.
The German national who has lived and worked in France for decades explained that he himself was “surprised” when the money was refunded “directly” to CCR accounts from the French government treasury on September 14 1994.
Mr. Marschner told the commission that he picked interest to know where the 1 billion had disappeared just because he needed to regain his “professional” credibility before his clients on whose behalf he controlled their money.
After what he called a “profound investigation”, he found out that “everyday” in January 1994 alone, several million francs had been diverted “mysteriously”.
Reading from one of the booklets he had brought along, Mr. Marschner said on January 11 1994 “5 million Francs” was diverted from the company to a supposed “classified operation in Central Africa ”. He promised to give the commission 800-page dossier from his investigation.
He affirmed later during question time that a “friend” of his who was in charge of “special operations” confided in him (Marschner) that at the time (when the money disappeared), French “special forces” were actively involved in Rwanda .
The Kagame led Rwanda Patriotic Army rebels had actually launched war against President Habyarimana in October 1990.
Various witnesses have given corroborated evidence to the Mucyo Commission indicating that French soldiers were fighting along the Habyarimana government forces since 1992.
The corporately dressed Mr. Marschner said his “investigation” also led him to discover that the UN and Survie (French anti-genocide campaign group) had information pointing to arms trafficking through Goma (D R Congo) - into Rwanda .
According to him, the trail of the flawed accounts was traced to an account in Rochefort Finance (an affiliate of CCR) on which the “diverted” missing money had been deposited. He said he discovered “40m Francs” had actually been used to purchase arms for the Rwanda campaign. This was after
Put to task to clarify the relationship between the “Rochefort account” and arms trafficked into Rwanda , he explained that the UN had also landed on the “same account” from its investigations on arms trafficking allegations.
Asked to explain the link between French involvement in Rwanda and Comoros Islands , Mr. Marschner said arms were “trafficked” by a South African national, but that the entire French campaigns in central Africa were planned in the Comoros .
He revealed that the “diverted” money from CCR was “transferred through an account in BNP Paribas” - the French central bank. The money was then apparently spread to cover the “numerous undercover” campaigns in Rwanda and Bosnia .
According to Mr. Marschner, current French President Nicholas Sarkozy was Minister for Budget represented on the permanently CCR board by another official who was part of the decisional mechanism of the company. From 1993 to 1995, Mr. Sarkozy was Minister for the Budget in Edouard Balladur premiership.
However, falling short of pointing directly at Mr. Sarkozy to have had possible involvement with the decisions to transfer such sums of money from the treasury that he controlled, Mr. Marschner said he could not be sure.
“(Mr.) Sarkozy was the Minister for the Budget ... he may say he was not aware (of the dubious transfers)”, he told the attentively listening 7-member commission. In this position as Budget Minister, Mr. Sarkozy should have been a signatory to the refund of the 1 billion Francs into the coffers of CCR.
Put to task by commission president - Jean de Dieu Mucyo to assert whether he qualifies French involvement in the Genocide in Rwanda as “direct” or indirect”, Mr. Marschner just answered confidently and assertively “direct”.
“Based on evidence I have from transactions that CCR had and where the diverted money could have been channeled, I believe there is no doubt on their (French authorities) involvement”, he explained as he pointed to booklets besides him.
“The problem however comes to how the link between the French establishment (political or otherwise) can be linked to the transactions of CCR but the company was owned by the state”.
Bernard Kouchner twist
New French President Nicolas Sarkozy named his first 15-member Cabinet last week, radically revamping the government, with nearly as many women as men and including a humanitarian crusader.
Observers say the appointment of career diplomat and self acclaimed humanitarianist Dr. Bernard Kouchner to the foreign affairs portfolio could be a move to “calm down the ever rising temperature” over France ’s past in Rwanda .
As the war raged, Mr. Kouchner was allowed safe passage through the RPF rebel strong hold to the east of Rwanda in early 1994 as he negotiated the launch of the controversial “humanitarian cordon” - commonly known as ‘Zone Turquoise’.
Recently he was also in the country seeking to have Rwanda approve his nomination to head the World Health Organisation (WHO). He however lost to a Chinese.
With the above and several numerous encounters previously that Mr. Kouchner had with Kigali establishment, observers say he could be probable link between France and Rwanda . There have been several European led moves to bring France and Rwanda to talk but to very little movement from either party.
Thursday, April 5, 2007
The woes of Kaduha survivors and witnesses
By Emmanuel Mungwarakarama
Apr 01, 2007 at 12:40 PM
For starters, Kaduha is a rather remote district 37 kilometers from Gikongoro town, in the western part of Southern Province. Though it may have hit the press headlines in 2003 when resident survivors were tortured and killed by the suspects of the genocide, it is one of the areas that were terribly hit by the 1994 genocide as over 200,000 are believed to have perished. Mediatrice Mukaneza, of Kavumu sector in Kaduha district, whose biological brother Emille Ndahamana was stabbed and strangled to death and thrown at a streamside in the vicinity, recounts her brother’s fate to The New Times with grief, but only after a lengthy haggle with this reporter. “Now let me trust and tell you about Kaduha killings, hopefully it (the story) will jog the memories of the Kigali-based authorities, and impel them to deal with the culprits accordingly,” Mukaneza says after putting this reporter to task of convincing her that the publication of the story was all in good faith. After assurances and reassurances, a rapport is created and the tall tale is told. “On the fateful day Emille left his home for a friend’s wedding. He delayed to return home. We waited for him in vain. His wife tried to inquire from the newlyweds and family friends only to be told that her husband had gone home after the wedding. After three days of vain searching, finally the wife, I, relatives and friends came across his clothes at Kigogo riverside and right away informed Gikongoro Police who partnered with us in the search for the corpse all through the bushes and latrines where we found it hidden alongside the same stream seven days later.”Since Ndahimana had always declared his willingness to testify against their tormentors during the 1994 genocide, Mukaneza says eight suspects led by one Mugenzi were nabbed and incarcerated by the Gikongoro police, tried in court and pleaded guilty later and sentenced to life imprisonment in Kigali 1930 prison. She then says; “And indeed 2 of them have confessed to have killed Ndahimana for fear that he would have exposed their illicit deeds during the genocide.” Nonetheless, the hundreds of kilometers between Kaduha and Kigali notwithstanding, the sister of the deceased is scared that corruption might come into play leading to the release of people who on top killing Ndahimana, even chopped off his private parts. Apart from her blood brother, Mukaneza intimated to this reporter that survivors; Rutinduka, Kabombo (nick name) and others were killed in a similar manner. She hints on the death of a man in Kaduha, who had just been released last year after confessing his role in the genocide. It is said that her spouse was involved in the plot for his death. It is said that the victim had plans of flying to Arusha-Tanzania to testify against Lieutenant Colonel Aloysius Simba, a notorious mastermind of the Genocide who is now behind bars at the International Criminal Tribunal for Rwanda.The 1994 Kaduha bloodshed According to Mukaneza, around 200,000 people in Kaduha were brutally murdered. “Our houses were set ablaze by these cruel Interahamwe militias. We were always on the run and greatly suffered during the genocide until we bumped into the Belgian and the French Zone Turquoise. But still the rescuers (Belgians and French) were mixed with Interahamwe. Had it not been the arrival of ‘Inkotanyi’ I don’t think we would have survived the machetes,” she recalls the ordeal adding, “most of those who perished had sought refuge in Kaduha Church on the expectation the priests would protect them as had been the case before, but this time even the ‘people of God’ connived with the killers to slaughter.”Asked to comment on the area Gacaca proceedings, Mukaneza says the suspects have completely declined to tell the true story of the genocide. She notes that the suspects’ reluctance to tell the truth coupled with their threats to the witnesses has adversely affected Gacaca as some witnesses have opted to reserve the accounts. She reveals that four witnesses have died through alcohol and food poisoning.Kaduha Killings before 1994The discovery of the remains of John Baptist Kanonora, in Ikinyana cell of Nyakiza sector in Kaduha district in may 2005 reflects how long the genocide ideology had been brewing.The late Kanonora, who was born in 1900, was brutally murdered by his neighbors in 1963 and the whereabouts of his body were not known until May 2005, when a confessed genocide perpetrator in Gikongoro prison, who also participated in burying Kanonora’s body, led the family members and the authorities to the burial site.According to a family member, Prosper Bitembeka, a fourth year Student in the School of Journalism and Communication in the National University of Rwanda, it is the Genocide prisoner one Fulgence Habimana who had participated in the killing and the rude burial of another family member during the Genocide who took them the site. “This occasion is enough to show everyone that there was Genocide in Rwanda even before 1994 especially those that have always refuted it” Joseph Habineza, the minister of Culture and Sports noted in May 2005 while officiating at the decent burial accorded to Kanonora by the family members including Protais Mitali the minister of Commerce and Industry.
Apr 01, 2007 at 12:40 PM
For starters, Kaduha is a rather remote district 37 kilometers from Gikongoro town, in the western part of Southern Province. Though it may have hit the press headlines in 2003 when resident survivors were tortured and killed by the suspects of the genocide, it is one of the areas that were terribly hit by the 1994 genocide as over 200,000 are believed to have perished. Mediatrice Mukaneza, of Kavumu sector in Kaduha district, whose biological brother Emille Ndahamana was stabbed and strangled to death and thrown at a streamside in the vicinity, recounts her brother’s fate to The New Times with grief, but only after a lengthy haggle with this reporter. “Now let me trust and tell you about Kaduha killings, hopefully it (the story) will jog the memories of the Kigali-based authorities, and impel them to deal with the culprits accordingly,” Mukaneza says after putting this reporter to task of convincing her that the publication of the story was all in good faith. After assurances and reassurances, a rapport is created and the tall tale is told. “On the fateful day Emille left his home for a friend’s wedding. He delayed to return home. We waited for him in vain. His wife tried to inquire from the newlyweds and family friends only to be told that her husband had gone home after the wedding. After three days of vain searching, finally the wife, I, relatives and friends came across his clothes at Kigogo riverside and right away informed Gikongoro Police who partnered with us in the search for the corpse all through the bushes and latrines where we found it hidden alongside the same stream seven days later.”Since Ndahimana had always declared his willingness to testify against their tormentors during the 1994 genocide, Mukaneza says eight suspects led by one Mugenzi were nabbed and incarcerated by the Gikongoro police, tried in court and pleaded guilty later and sentenced to life imprisonment in Kigali 1930 prison. She then says; “And indeed 2 of them have confessed to have killed Ndahimana for fear that he would have exposed their illicit deeds during the genocide.” Nonetheless, the hundreds of kilometers between Kaduha and Kigali notwithstanding, the sister of the deceased is scared that corruption might come into play leading to the release of people who on top killing Ndahimana, even chopped off his private parts. Apart from her blood brother, Mukaneza intimated to this reporter that survivors; Rutinduka, Kabombo (nick name) and others were killed in a similar manner. She hints on the death of a man in Kaduha, who had just been released last year after confessing his role in the genocide. It is said that her spouse was involved in the plot for his death. It is said that the victim had plans of flying to Arusha-Tanzania to testify against Lieutenant Colonel Aloysius Simba, a notorious mastermind of the Genocide who is now behind bars at the International Criminal Tribunal for Rwanda.The 1994 Kaduha bloodshed According to Mukaneza, around 200,000 people in Kaduha were brutally murdered. “Our houses were set ablaze by these cruel Interahamwe militias. We were always on the run and greatly suffered during the genocide until we bumped into the Belgian and the French Zone Turquoise. But still the rescuers (Belgians and French) were mixed with Interahamwe. Had it not been the arrival of ‘Inkotanyi’ I don’t think we would have survived the machetes,” she recalls the ordeal adding, “most of those who perished had sought refuge in Kaduha Church on the expectation the priests would protect them as had been the case before, but this time even the ‘people of God’ connived with the killers to slaughter.”Asked to comment on the area Gacaca proceedings, Mukaneza says the suspects have completely declined to tell the true story of the genocide. She notes that the suspects’ reluctance to tell the truth coupled with their threats to the witnesses has adversely affected Gacaca as some witnesses have opted to reserve the accounts. She reveals that four witnesses have died through alcohol and food poisoning.Kaduha Killings before 1994The discovery of the remains of John Baptist Kanonora, in Ikinyana cell of Nyakiza sector in Kaduha district in may 2005 reflects how long the genocide ideology had been brewing.The late Kanonora, who was born in 1900, was brutally murdered by his neighbors in 1963 and the whereabouts of his body were not known until May 2005, when a confessed genocide perpetrator in Gikongoro prison, who also participated in burying Kanonora’s body, led the family members and the authorities to the burial site.According to a family member, Prosper Bitembeka, a fourth year Student in the School of Journalism and Communication in the National University of Rwanda, it is the Genocide prisoner one Fulgence Habimana who had participated in the killing and the rude burial of another family member during the Genocide who took them the site. “This occasion is enough to show everyone that there was Genocide in Rwanda even before 1994 especially those that have always refuted it” Joseph Habineza, the minister of Culture and Sports noted in May 2005 while officiating at the decent burial accorded to Kanonora by the family members including Protais Mitali the minister of Commerce and Industry.
Monday, March 5, 2007
A new startegy to improve education in Rwanda
Emmanuel MUNGWARAKARAMA
In order to lead their daily lives, People need a couple of things to satisfy; such as to be feed, accommodation, and other basic needs that are fundamental. But how can children learn with an empty stomach? Feeding a childat school tends to be an answer to this big challenge.A young child at an age to begin his primary school in Rwanda, whichis seven generally, he can't afford to concentrate on what he isstudying.
He is meeting friends and playing but when comes the hours to get lunch or a meal for the day, he may fall behind.The country is developing, with new technologies, the techniques inagriculture sector which covers almost 90% doesn't much with today'sworld. It needs to be improved. Though Rwanda withits development tends to promote its education by the principle ofEducation for all, but the constraints were very many. People couldnot send their children to school if they don't expect to come backand get what to eat. Strategies to get these children out of the trapcame into play.Feeding children at school began four years ago in 2003, and more came to join, the number of children increased from 1080 in 2003 to 1600 now. The headmistress of the primary school at Cyanika explained how thesituation changed with time. "By the days when this program hasn't yet started children could go home and were not coming back. Today parents are pushing them to come, because they are getting porridge for breakfast and lunch at noon". At a hilly top in Gikongoro, Nyamagabe district, children are playing,healthy apparently, NEW SENTENCE others can concentrate on thestudies, Cyanika primary school has a diversity of activities.
AN international organization Care based in Gikongoro, with itscollaborator Farmers to the Future Initiative managed to introduce inthe education curricula within nine districts of three provinces, three schools each and strengthen the agriculture assets. FOFI has contributed to the rural school areas by supplying seeds and even providing advice and consultancy by on soil technique.Karemera Protais, the project manager explains how the projects works:"We operate in close collaboration with primary schools in ruralareas; we support those schools in distributing seeds, advising andcounseling how to improve their agricultural techniques, we evenprovide cows." Protais continues by explaining the partners of the projects "this is a pilot project conjunctly governed by CARE and the Ministry of education, we offer training to teachers and the entire society through their children when returning home from schools."Students within their practical hours they can cultivate and have somemore foods to sustain themselves. They even provide some for a neighboring secondary school. They make money. The school had set a committee to manage the resources. Behind this an elected student's board by students has a full control of the management and can plan for their daily meal components.While at their home, children will help their parents with what they have learned from their teachers and improve techniques used in their rural areas.Parents can now learn from the children [and even] how to make an asset of a balanced diet. This improves nutrition standards for the children. Malnutrition in the region is being disappearing.Results are simple to observe but much remains to be done. Is this project being still helping? CARE uses funds from outside the country and those funds are budgeted annually. What will happen if the donors stop providing the little they give? The government of Rwanda should think how to maintain the momentum as it is planning to build another Rwanda. Some of the children will not be able to continue with higher level education and may return to their villages and join their peers. They will use the skills from the program. Managing a small scaled project and even techniques used to treats the terrain.The system has been implemented to push parents to let their children attend on a regular basis.
This may also be a step in the strengthening the government education policy. Education is not only a matter of attending but also performing. Does thegovernment think about increasing the quality of the teaching staff atall levels?
In order to lead their daily lives, People need a couple of things to satisfy; such as to be feed, accommodation, and other basic needs that are fundamental. But how can children learn with an empty stomach? Feeding a childat school tends to be an answer to this big challenge.A young child at an age to begin his primary school in Rwanda, whichis seven generally, he can't afford to concentrate on what he isstudying.
He is meeting friends and playing but when comes the hours to get lunch or a meal for the day, he may fall behind.The country is developing, with new technologies, the techniques inagriculture sector which covers almost 90% doesn't much with today'sworld. It needs to be improved. Though Rwanda withits development tends to promote its education by the principle ofEducation for all, but the constraints were very many. People couldnot send their children to school if they don't expect to come backand get what to eat. Strategies to get these children out of the trapcame into play.Feeding children at school began four years ago in 2003, and more came to join, the number of children increased from 1080 in 2003 to 1600 now. The headmistress of the primary school at Cyanika explained how thesituation changed with time. "By the days when this program hasn't yet started children could go home and were not coming back. Today parents are pushing them to come, because they are getting porridge for breakfast and lunch at noon". At a hilly top in Gikongoro, Nyamagabe district, children are playing,healthy apparently, NEW SENTENCE others can concentrate on thestudies, Cyanika primary school has a diversity of activities.
AN international organization Care based in Gikongoro, with itscollaborator Farmers to the Future Initiative managed to introduce inthe education curricula within nine districts of three provinces, three schools each and strengthen the agriculture assets. FOFI has contributed to the rural school areas by supplying seeds and even providing advice and consultancy by on soil technique.Karemera Protais, the project manager explains how the projects works:"We operate in close collaboration with primary schools in ruralareas; we support those schools in distributing seeds, advising andcounseling how to improve their agricultural techniques, we evenprovide cows." Protais continues by explaining the partners of the projects "this is a pilot project conjunctly governed by CARE and the Ministry of education, we offer training to teachers and the entire society through their children when returning home from schools."Students within their practical hours they can cultivate and have somemore foods to sustain themselves. They even provide some for a neighboring secondary school. They make money. The school had set a committee to manage the resources. Behind this an elected student's board by students has a full control of the management and can plan for their daily meal components.While at their home, children will help their parents with what they have learned from their teachers and improve techniques used in their rural areas.Parents can now learn from the children [and even] how to make an asset of a balanced diet. This improves nutrition standards for the children. Malnutrition in the region is being disappearing.Results are simple to observe but much remains to be done. Is this project being still helping? CARE uses funds from outside the country and those funds are budgeted annually. What will happen if the donors stop providing the little they give? The government of Rwanda should think how to maintain the momentum as it is planning to build another Rwanda. Some of the children will not be able to continue with higher level education and may return to their villages and join their peers. They will use the skills from the program. Managing a small scaled project and even techniques used to treats the terrain.The system has been implemented to push parents to let their children attend on a regular basis.
This may also be a step in the strengthening the government education policy. Education is not only a matter of attending but also performing. Does thegovernment think about increasing the quality of the teaching staff atall levels?
Thursday, March 1, 2007
A new strategy for education sensitization
Emmanuel MUNGWARAKARAMA
Hunger has more effects on a person than simply being hungry. It affects almost every aspect of a person's life. Besides a diminished health, improper nourishment does not provide an ample supply of energy to a person, hampering an adult's ability to perform everyday tasks, and a child's ability to learn.
If you are seven years old, routine is very important. Things like regular meals, going to school, meeting your friends and bedtime are an essential pattern of daily life, there are special days and special treats, but in the end, it's the dependability of the daily routine that keeps you feeling secure and happy.
It doesn't sound like too much to ask for. Yet for some children around Gikongoro, it is something beyond their wildest dreams.
These are the children who start each day feeling hungry and generally go to bed hungry at the day's end. They may or may not get something to eat in between. Almost certainly, they will have spent a large part of the day working, maybe tending animals, fetching water or carrying out household chores. Some of them, school plays no part in their lives. And as a result, they will grow up to be as poor as their parents and their children will probably have no more hopes than they do.
But it doesn't have to be like that. For one thing, there is more than enough means to produce in the world to push everyone a step forward: education for all as a government principle, technological advances have made it possible to increase yields and develop strains of crops suited to the harshest conditions. We just need the courage and determination to provide people with the means to help them.
But in the meantime, we have to make do with food aid. In many parts of the developing world this is still the key to breaking the cycle of poverty. Malnutrition starts in the womb; underweight mothers give birth to underweight babies. Malnutrition slows down and limits physical and mental development. And hungry children - even if they get to school - find it hard to concentrate and learn.
School feeding programs, such as those run by the Farmers to the future Initiative (FOFI) Program, supported by CARE-Rwanda have already made a huge difference to hundreds of Rwandan children. The benefits are multifold. First, school feeding ensures that children get at least one nutritious meal a day. Second, a full stomach improves children's ability to learn. And third, school feeding gives parents the incentive to send their children to school in the first place - and access to the education they need to make their lives better in the future.
As Karemera Protais, the program manager said, to fund a school feeding program will provide a lesson to children at school each day. By investing in children’s' education, a hope to have a lasting effect on them that will enable them to break free of the poverty cycle.
CARE with its collaborator FOFI, aims to assist to incorporate natural resource management subjects and linkages to agro-processing, preservation, storage, farmer-entrepreneurship, asset creation, marketing, and farmers’ organizations into basic education curriculums in 24 primary schools in 9 districts of 3 provinces.
The feeding program began four years ago in 2003. It has reduced student absences from 1080 in 2003 to 1600 now. Children want to come to school now. Cyanika Primary Headmistress, Xaverine MUKAMURARA “If you saw them in the year 2003, they were all very thin. Today our students are robust.”
A hungry child cannot concentrate on learning.
Food ensures that he or she gets an adequate education. And education again strengthens the country’s ability to develop. Jean Damascene Nsengiyumva, 17, benefits from the feeding program: “The food helps me not to fall asleep. I can follow what the teacher says so I can learn. Maybe later I can teach others.”
The objectives of school feeding programs are to provide meals to reduce short-term hunger in the classroom so that the students can concentrate and learn better, and to attract children to school and have them attend regularly.
Newly introduced school feeding program by FOFI-CARE has the potential to improve children’s learning performance.
Hunger has more effects on a person than simply being hungry. It affects almost every aspect of a person's life. Besides a diminished health, improper nourishment does not provide an ample supply of energy to a person, hampering an adult's ability to perform everyday tasks, and a child's ability to learn.
If you are seven years old, routine is very important. Things like regular meals, going to school, meeting your friends and bedtime are an essential pattern of daily life, there are special days and special treats, but in the end, it's the dependability of the daily routine that keeps you feeling secure and happy.
It doesn't sound like too much to ask for. Yet for some children around Gikongoro, it is something beyond their wildest dreams.
These are the children who start each day feeling hungry and generally go to bed hungry at the day's end. They may or may not get something to eat in between. Almost certainly, they will have spent a large part of the day working, maybe tending animals, fetching water or carrying out household chores. Some of them, school plays no part in their lives. And as a result, they will grow up to be as poor as their parents and their children will probably have no more hopes than they do.
But it doesn't have to be like that. For one thing, there is more than enough means to produce in the world to push everyone a step forward: education for all as a government principle, technological advances have made it possible to increase yields and develop strains of crops suited to the harshest conditions. We just need the courage and determination to provide people with the means to help them.
But in the meantime, we have to make do with food aid. In many parts of the developing world this is still the key to breaking the cycle of poverty. Malnutrition starts in the womb; underweight mothers give birth to underweight babies. Malnutrition slows down and limits physical and mental development. And hungry children - even if they get to school - find it hard to concentrate and learn.
School feeding programs, such as those run by the Farmers to the future Initiative (FOFI) Program, supported by CARE-Rwanda have already made a huge difference to hundreds of Rwandan children. The benefits are multifold. First, school feeding ensures that children get at least one nutritious meal a day. Second, a full stomach improves children's ability to learn. And third, school feeding gives parents the incentive to send their children to school in the first place - and access to the education they need to make their lives better in the future.
As Karemera Protais, the program manager said, to fund a school feeding program will provide a lesson to children at school each day. By investing in children’s' education, a hope to have a lasting effect on them that will enable them to break free of the poverty cycle.
CARE with its collaborator FOFI, aims to assist to incorporate natural resource management subjects and linkages to agro-processing, preservation, storage, farmer-entrepreneurship, asset creation, marketing, and farmers’ organizations into basic education curriculums in 24 primary schools in 9 districts of 3 provinces.
The feeding program began four years ago in 2003. It has reduced student absences from 1080 in 2003 to 1600 now. Children want to come to school now. Cyanika Primary Headmistress, Xaverine MUKAMURARA “If you saw them in the year 2003, they were all very thin. Today our students are robust.”
A hungry child cannot concentrate on learning.
Food ensures that he or she gets an adequate education. And education again strengthens the country’s ability to develop. Jean Damascene Nsengiyumva, 17, benefits from the feeding program: “The food helps me not to fall asleep. I can follow what the teacher says so I can learn. Maybe later I can teach others.”
The objectives of school feeding programs are to provide meals to reduce short-term hunger in the classroom so that the students can concentrate and learn better, and to attract children to school and have them attend regularly.
Newly introduced school feeding program by FOFI-CARE has the potential to improve children’s learning performance.
Sunday, February 25, 2007
Gender policy, strategy for women empowerment
Emmanuel MUNGWARAKARAMA
To have an adequate appreciation of the far-reaching effects of disparities between women and men, we have to recognize the basic fact that gender inequality is not one affliction, but many, with varying impact on the lives of women and men, and of girls and boys. There are no good reasons to abandon the understanding that the impact of women's empowerment in enhancing the voice and influence of women does help to reduce gender inequality of many different kinds, and can also reduce the indirect
penalties that men suffer from the subjugation of women.
Gender is a fundamental part of our daily lives. It is critical to our sense of self-identity and a pervasive part of our dealings with others. The first thing we want to know about a newly born human (even before we ask whether it is healthy and whole) is whether it is a boy or a girl, and we find it virtually impossible to interact with others until we have first identified their gender category. But gender is much more than just a personal
characteristic of individuals.
Rwanda has made significant achievements in terms of women's rights in its Constitution and laws. The Law on nationality now gives Rwandan women the right to acquire citizenship rights for their children. Moreover, a law on gender-based violence is expected shortly. At 48.8%, Rwanda has the highest number of women parliamentarians in the world.
But Rwandans should not be complacent about the situation.
Even though gender is an important issue to consider while appointing and giving opportunities in our society, competence should also be considered. The fact of being a woman/girl should not be the only factor in who occupies the post.
The empowerment of women should go parallel with capacity building, mobilization, sensitization of the entire society: so that men and women can get a clear picture on gender balance.
Gender balance and positive discrimination doesn't mean a shortcut to overthrow the political and local government positions. It must spread the sparks in all sectors – transport, business, the private sector in general – if the policy makers are conscious of woman empowerment.
Therefore, much remains to be done in achieving gender equity in the country, particularly for the rural majority and forgotten field of work.
The owner of this agrees with Dr. Herman Musahara, Dean of Faculty of Economics at the National University of Rwanda when said that, "reduction of gender based inequalities would increase economic growth hence reduction of poverty".
To have an adequate appreciation of the far-reaching effects of disparities between women and men, we have to recognize the basic fact that gender inequality is not one affliction, but many, with varying impact on the lives of women and men, and of girls and boys. There are no good reasons to abandon the understanding that the impact of women's empowerment in enhancing the voice and influence of women does help to reduce gender inequality of many different kinds, and can also reduce the indirect
penalties that men suffer from the subjugation of women.
Gender is a fundamental part of our daily lives. It is critical to our sense of self-identity and a pervasive part of our dealings with others. The first thing we want to know about a newly born human (even before we ask whether it is healthy and whole) is whether it is a boy or a girl, and we find it virtually impossible to interact with others until we have first identified their gender category. But gender is much more than just a personal
characteristic of individuals.
Rwanda has made significant achievements in terms of women's rights in its Constitution and laws. The Law on nationality now gives Rwandan women the right to acquire citizenship rights for their children. Moreover, a law on gender-based violence is expected shortly. At 48.8%, Rwanda has the highest number of women parliamentarians in the world.
But Rwandans should not be complacent about the situation.
Even though gender is an important issue to consider while appointing and giving opportunities in our society, competence should also be considered. The fact of being a woman/girl should not be the only factor in who occupies the post.
The empowerment of women should go parallel with capacity building, mobilization, sensitization of the entire society: so that men and women can get a clear picture on gender balance.
Gender balance and positive discrimination doesn't mean a shortcut to overthrow the political and local government positions. It must spread the sparks in all sectors – transport, business, the private sector in general – if the policy makers are conscious of woman empowerment.
Therefore, much remains to be done in achieving gender equity in the country, particularly for the rural majority and forgotten field of work.
The owner of this agrees with Dr. Herman Musahara, Dean of Faculty of Economics at the National University of Rwanda when said that, "reduction of gender based inequalities would increase economic growth hence reduction of poverty".
Sunday, February 18, 2007
Rwanda needs effective sex education
Emmanuel MUNGWARAKARAMA
Date: February, 15th, 2007
Not having enough information or having bad information about sex can put you at risk. Youth mainly get information about sex from their friends, but they are not the most reliable source of information.
Good communication, open relationships, and the will to make good
solid decisions are critical to staying healthy and meeting your
goals.
The family is one of the most powerful sources of messages about values. When parents are silent about important issues such as sex, youth often explore it on their own. This makes it even more important for parents to be the first and most reliable source of information for their children. A parent is in a good position to support and share knowledge, beliefs and attitudes with children and teach them the skills they will need to make their own decisions.
Youth today are facing some of the same challenges that parents/guardians may have faced as a child as well as dealing with newer issues like HIV/AIDS. Youth are looking for parental leadership, guidance and understanding. In today's world, it is a matter of life and death. Parents can be the role model that helps children stay safe from harm.
A child's sexual life begins at birth. Exploring body parts and those of other children, masturbation, sexual desire, and dating, are all normal, healthy parts of sexual development. Parents may be uncomfortable realizing that their children are sexual beings but they will develop sexually with or without their advice or assistance.
They could greatly benefit from parent's experience, guidance, and
knowledge about sexuality rather than getting their information from
peers.
How we assess and learn to reduce sexual risk is closely linked to our values. Our values help us to make decisions that are true to what we
believe in. Values can help youth resist peer pressure. For example, one may place a high value on more traditional cultural beliefs, such
as believing it is taboo to talk about sex with youth, or that it is
wrong for youth to engage in sex before marriage. This might prevent
a parent from reaching out to offer guidance to children about sexuality. Yet consider the value of their life- the value of staying healthy so that they can get reach their goals.
Not having sex can be a sign of emotional maturity. It requires maturity and honesty and integrity for a person to resist pressure and to make a decision that is consistent with personal values and beliefs.
Choosing not to have sex completely eliminates the risk of Sexually Transmitted Infections including HIV. It is the only method that is A 100%- effective way of preventing unwanted pregnancy. It is the 100%
safest choice and is 100% free of side effects.
Delaying sex may change a relationship in a positive way. A couple can get to know each other better, develop a stronger friendship by building mutual interests. It allows the couple to explore a wider range of feelings and ways to express love.
Some people have sex, not because they want to, but because they think
they have to for others to accept them. Pressure from peers to behave like them can be very strong and difficult to resist. However, if you stand up for yourself and what you believe people often respect you and like you more. It is often better to wait until you are ready to handle the commitments and responsibilities that go along with a sexual relationship.
Don't be afraid to set limits in your relationships. If you start to have sex, you need to know the consequences. What you do has an impact not only on you, but also your friends and family. Saying no to sex does not mean you are saying no to the relationship. You are saying no to something you are not ready for-possibly a pregnancy, a sexually transmitted infection, a serious commitment, or risking your future plans and well being.
Date: February, 15th, 2007
Not having enough information or having bad information about sex can put you at risk. Youth mainly get information about sex from their friends, but they are not the most reliable source of information.
Good communication, open relationships, and the will to make good
solid decisions are critical to staying healthy and meeting your
goals.
The family is one of the most powerful sources of messages about values. When parents are silent about important issues such as sex, youth often explore it on their own. This makes it even more important for parents to be the first and most reliable source of information for their children. A parent is in a good position to support and share knowledge, beliefs and attitudes with children and teach them the skills they will need to make their own decisions.
Youth today are facing some of the same challenges that parents/guardians may have faced as a child as well as dealing with newer issues like HIV/AIDS. Youth are looking for parental leadership, guidance and understanding. In today's world, it is a matter of life and death. Parents can be the role model that helps children stay safe from harm.
A child's sexual life begins at birth. Exploring body parts and those of other children, masturbation, sexual desire, and dating, are all normal, healthy parts of sexual development. Parents may be uncomfortable realizing that their children are sexual beings but they will develop sexually with or without their advice or assistance.
They could greatly benefit from parent's experience, guidance, and
knowledge about sexuality rather than getting their information from
peers.
How we assess and learn to reduce sexual risk is closely linked to our values. Our values help us to make decisions that are true to what we
believe in. Values can help youth resist peer pressure. For example, one may place a high value on more traditional cultural beliefs, such
as believing it is taboo to talk about sex with youth, or that it is
wrong for youth to engage in sex before marriage. This might prevent
a parent from reaching out to offer guidance to children about sexuality. Yet consider the value of their life- the value of staying healthy so that they can get reach their goals.
Not having sex can be a sign of emotional maturity. It requires maturity and honesty and integrity for a person to resist pressure and to make a decision that is consistent with personal values and beliefs.
Choosing not to have sex completely eliminates the risk of Sexually Transmitted Infections including HIV. It is the only method that is A 100%- effective way of preventing unwanted pregnancy. It is the 100%
safest choice and is 100% free of side effects.
Delaying sex may change a relationship in a positive way. A couple can get to know each other better, develop a stronger friendship by building mutual interests. It allows the couple to explore a wider range of feelings and ways to express love.
Some people have sex, not because they want to, but because they think
they have to for others to accept them. Pressure from peers to behave like them can be very strong and difficult to resist. However, if you stand up for yourself and what you believe people often respect you and like you more. It is often better to wait until you are ready to handle the commitments and responsibilities that go along with a sexual relationship.
Don't be afraid to set limits in your relationships. If you start to have sex, you need to know the consequences. What you do has an impact not only on you, but also your friends and family. Saying no to sex does not mean you are saying no to the relationship. You are saying no to something you are not ready for-possibly a pregnancy, a sexually transmitted infection, a serious commitment, or risking your future plans and well being.
From the bush to the newsroom
Emmanuel Mungwarakarama
Date: Feb 7th, 2007
He no longer holds a gun but can fight with a pen. From the bush to the newsroom, Emmanuel begins to write for you this column.
Many of you can ask why do this kind of writings. Yes, the question has an answer.
I was born in suburbs of the town, a man who never enjoyed his young age as many of his peers.
I was almost 22, in 1994, I joined the rebellion after finishing the secondary school. Sometimes back in Rwanda, joining a secondary school means a key to fortune; the education is a key to success. Can any one ask how it looks to be a young soldier at the front? People die, get injured, there are no houses in the bush, no drinking water, no consistent medicine other than moral commitment. How many friends do you have at the front? People come from different corners of the world – neighboring countries, European countries, America even Asia. Your only friend is your comrade in war just next to you.
Exchanging ideas, stories can make your brain work. Imagine yourself and try to understand the situation: two people sitting at a hilly point named OP(observation post) waiting for an enemy platoon armed and ready to fight, with no binoculars, no walkie talkies enough by the time, distance to run is not less than 300 m. The only thing that supports this cross is the age. The average age is 20.
The youth have problems; in wars they are involved in such atrocities. Most of them lose their parents, friends, brothers and sisters. The writer is a victim and so he has a lot to share with the readers.
He now works independently after joining the university precisely the journalism branch.
4 years in the way building my career, I worked intensively in acquiring theories in the field of journalism and journalistic tools and wrote some articles in the school newspaper, the new butarean, Ibanga, and now work with the national television station.
The year 1994 remains in so many heads all over the world. I still have the pictures of violence, assassination, murderers, so many kinds of atrocities. But I am not the only one to live the event. Lots of people have in their memory a piece of 1994 image.
Your writer has an ambition to promote justice, fight against any form of violence, injustice and of course ignorance. He is engaged in so many anti violence clubs and he actively follows his motto "stand up for your rights without violence".
I have already produced so many documentaries in fields of human rights: Gender based violence, Towards a professional journalism, Maraba coffee-a hope for tomorrow,…
I have traveled in 4 African countries, 2 European countries and have visited Canada in 2004. I am planning my master's in film, cinema or in journalism.
Your columnist likes reading, watching movies, photojournalism, listening to music, sports and he likes traveling and discovering the world.
After all the life still goes on. People need justice, food, accommodation … in brief they need life. How can rebuild yourself after losing hope and confidence in you? After loosing your beloved ones? Keeping moving with violence? No. Let's say stop to all forms of violence. Youth, young leaders the ball is in our hand, it is our turn to drive the bus. By using ideas, good ideas, and education for all strengthened by our dreams. One day we will realize them into reality. So lets stand up and all together work for a better world.
Date: Feb 7th, 2007
He no longer holds a gun but can fight with a pen. From the bush to the newsroom, Emmanuel begins to write for you this column.
Many of you can ask why do this kind of writings. Yes, the question has an answer.
I was born in suburbs of the town, a man who never enjoyed his young age as many of his peers.
I was almost 22, in 1994, I joined the rebellion after finishing the secondary school. Sometimes back in Rwanda, joining a secondary school means a key to fortune; the education is a key to success. Can any one ask how it looks to be a young soldier at the front? People die, get injured, there are no houses in the bush, no drinking water, no consistent medicine other than moral commitment. How many friends do you have at the front? People come from different corners of the world – neighboring countries, European countries, America even Asia. Your only friend is your comrade in war just next to you.
Exchanging ideas, stories can make your brain work. Imagine yourself and try to understand the situation: two people sitting at a hilly point named OP(observation post) waiting for an enemy platoon armed and ready to fight, with no binoculars, no walkie talkies enough by the time, distance to run is not less than 300 m. The only thing that supports this cross is the age. The average age is 20.
The youth have problems; in wars they are involved in such atrocities. Most of them lose their parents, friends, brothers and sisters. The writer is a victim and so he has a lot to share with the readers.
He now works independently after joining the university precisely the journalism branch.
4 years in the way building my career, I worked intensively in acquiring theories in the field of journalism and journalistic tools and wrote some articles in the school newspaper, the new butarean, Ibanga, and now work with the national television station.
The year 1994 remains in so many heads all over the world. I still have the pictures of violence, assassination, murderers, so many kinds of atrocities. But I am not the only one to live the event. Lots of people have in their memory a piece of 1994 image.
Your writer has an ambition to promote justice, fight against any form of violence, injustice and of course ignorance. He is engaged in so many anti violence clubs and he actively follows his motto "stand up for your rights without violence".
I have already produced so many documentaries in fields of human rights: Gender based violence, Towards a professional journalism, Maraba coffee-a hope for tomorrow,…
I have traveled in 4 African countries, 2 European countries and have visited Canada in 2004. I am planning my master's in film, cinema or in journalism.
Your columnist likes reading, watching movies, photojournalism, listening to music, sports and he likes traveling and discovering the world.
After all the life still goes on. People need justice, food, accommodation … in brief they need life. How can rebuild yourself after losing hope and confidence in you? After loosing your beloved ones? Keeping moving with violence? No. Let's say stop to all forms of violence. Youth, young leaders the ball is in our hand, it is our turn to drive the bus. By using ideas, good ideas, and education for all strengthened by our dreams. One day we will realize them into reality. So lets stand up and all together work for a better world.
Friday, February 16, 2007
Being a journalist in Rwanda
Being a journalist in
Media has a role to educate, inform and entertain, but educating hatred in 1994 was the main objective of the RTLM (Radio Télévision Libre des Milles Collines), the one private station by 1993. So many newspapers were found in the 1990 – 1994 period they were allied to political parties; they couldn't play their role as media but only the role of propaganda.
Media had played a huge role in the genocide, as a tool of hate propaganda.
How can a journalist overcome the situation?
After approximately a million to be killed within a short time of 100 days: political leaders, journalists, scholars, children, every kind of persons women and men were touched by this.
Do the people still have the hope in the Medias?
The answer can be yes, with an orientation. The school of journalism and communication born in 1996 came to give a help to the Rwandan media.
The trust in media was threatened, professionals were very few and the need to inform was crucial. Private newsrooms came to reinforce the public ones but of course with so many challenges. Beginning by in 1995, different newspapers came into place but people still have the image of a hatred media of hatred. Even the government has the same picture of the press as in 1994.
The need to establish a watchdog of media was inevitable considering the power importance that the media has to the population. The high press council of the press and the press law were put in place by 2002. The idea was good but the execution is different. The problem that these two institutions have today is that they are accused by the beneficiaries; journalists personally don't see their rights respected in order to allow them to play fully and freely their role.
Journalists need to express their views without any interference, within the law governing the country. Freedom of expression cannot be separated into compartments.
Do the journalists know their rights? If so, do they know how to marry them with what they do to the field exercising their job? Some of journalists don't have enough packages benefits? Compared to their backgrounds, so many private media are being run by unprofessional persons. They woken up in one morning and began to write. According to the report by High council of press, only 10% of those who exercise practicise journalism and are trained. The rest benefited from seminars by the school of journalism and communication, Internews, High council of press and ministry of information. This is not enough to be a good practitioner of the media.
The need of creating a center for journalists in
The center will supplement the school of journalism and communication but my worry is how it is going to be conducted? The school itself has a shortage of teachers. How will the two institutions with an aim to shape good reporters, writers, media professionals within this situation will sustain and reach to its their objectives?
Graduates from the school of journalism prefer to be employed by the NGO's instead of working with media in the country. How can media improve when professionals don’t want to be used by these media houses?
The will to work for media is present but for some of the graduates argue that they can't work with an institution which hasn’t a clear picture of what journalist look like. The only one television station in the country can't cover national wide. More than 10 private radio stations operating in the country can't follow standards of a professional media. How can a trained journalist work for such media?
The challenge comes back to the professionals. Who else do you need to build and consolidate your career? It is upon you trained journalists to invade the field and show you are able to put into practice what you acquired from books, experience, peers and the school.
Monday, February 12, 2007
Heroic football unifies Huye veterans
Emmanuel Mungwarakarama
After work and off drinking pubs, 76 Huye veterans associated to ‘Intwari’ (heroes) football club, play football every Sunday, helping them to unify Butare society after 1994 genocide.
Apart from building their bodies by doing sport, the veterans, all men aged between 23 and 51 affirm that they no longer spend their money in bars
“After 1994 genocide, we (Intwari FC founders) thought about what to do to reorganize our destructed society. We are a group of Butare workers and businessmen. As, football is the king sport in Rwanda, we decided to entertain and be exemplary to our society by playing every Sunday, even though many of us are veterans” explained Albert Kayiranga, 41, and the first president of Intwari, on the question of how the idea came.
Later, a team became an association
Kayiranga went on saying that the number of players were progressing , making easier the aim of “together, we play”.
“In 1995, we formed a team called Intwari FC, simply meaning that we aim at being heroes and give such an education to our children” We play and after share a glass. No Hutu or Tutsi in Intwari family, we are Rwandans, heroic players” he added.
In May 1996, Intwari FC members were 102.
“We formed an association Intwari, so that officially recognised, we accomplish our mission to the society” said Léon Pierre Kayitare, an Intwari founder member.
The association counts now 76 members, being football fans, legends who live in Huye District.
Intwari, a family affair
Rutayisire Runuya, 48, is one of the Rwandan football legends who plays for Intwari FC, alongside his son Ishmael Rutayisire who is 25 years old.
“Playing with my father helps me to take and respect others as fathers. This has turned into my life” Said Ishmael.
After every session of playing, Intwari members share a glass. According to Nsonera Guido, this is proof to how Intwari is a family.
“ Our families know each other. Every new year, we share something, ” added Guido
Intwari members are preparing to commemorate , the 1st of February, a Rwanda national heroes day .
“ We will commemorate it as it is our aim to become heroes and we must train our children to be so ” said Traoré Niyomfura, the acting president of Intwari association
After work and off drinking pubs, 76 Huye veterans associated to ‘Intwari’ (heroes) football club, play football every Sunday, helping them to unify Butare society after 1994 genocide.
Apart from building their bodies by doing sport, the veterans, all men aged between 23 and 51 affirm that they no longer spend their money in bars
“After 1994 genocide, we (Intwari FC founders) thought about what to do to reorganize our destructed society. We are a group of Butare workers and businessmen. As, football is the king sport in Rwanda, we decided to entertain and be exemplary to our society by playing every Sunday, even though many of us are veterans” explained Albert Kayiranga, 41, and the first president of Intwari, on the question of how the idea came.
Later, a team became an association
Kayiranga went on saying that the number of players were progressing , making easier the aim of “together, we play”.
“In 1995, we formed a team called Intwari FC, simply meaning that we aim at being heroes and give such an education to our children” We play and after share a glass. No Hutu or Tutsi in Intwari family, we are Rwandans, heroic players” he added.
In May 1996, Intwari FC members were 102.
“We formed an association Intwari, so that officially recognised, we accomplish our mission to the society” said Léon Pierre Kayitare, an Intwari founder member.
The association counts now 76 members, being football fans, legends who live in Huye District.
Intwari, a family affair
Rutayisire Runuya, 48, is one of the Rwandan football legends who plays for Intwari FC, alongside his son Ishmael Rutayisire who is 25 years old.
“Playing with my father helps me to take and respect others as fathers. This has turned into my life” Said Ishmael.
After every session of playing, Intwari members share a glass. According to Nsonera Guido, this is proof to how Intwari is a family.
“ Our families know each other. Every new year, we share something, ” added Guido
Intwari members are preparing to commemorate , the 1st of February, a Rwanda national heroes day .
“ We will commemorate it as it is our aim to become heroes and we must train our children to be so ” said Traoré Niyomfura, the acting president of Intwari association
Coopérative Jyambere : Urutoke rutera rwasimbujwe ibirayi n’ ibigori birumbuka
Bagirishya Jean de Dieu
Ni muri Werurwe 2006 ubwo mu Murenge wa Cyuve ho mu Karere ka Musanze havukaga ishyirahamwe ry’abahinzi n’aborozi ba Kijyambere bagera ku 127 ryitwa Jyambere.Iri shyirahamwe ryakanguriye abaturage kureka ubuhinzi bw’urutoke ruteraga bakarusimbuza Ibirayi n’ibigori bijyanye n’ubwo butaka. Mu mezi 7 gusa ashize, Abari muri iryo shyirahamwe bafite imirima 147 ikoreye neza iri ku buso bwa metero kare 8348.Ubu ikaba irimo ibigori bieye amabengeza, batangaza ko bizatanga byibura umusaruro usaga toni 30.
Nk’uko Bwana Ndagijimana Jean Baptiste, umubitsi n’umubaruramari wa Jyambere yabitangarije ikinyamakuru Ibanga, ngo nyuma y’aho byagaragaraga ko urutoki rwari rwaranze muri ako gace k’Akarere ka Musanze, ushinzwe akanama k’ ubukungu mu Karere ka Musanze, Bwana Pasteur Nemeyabahizi Jean Baptiste yagiriye inama abaturage yo kurusimbuza ibyahera. We ubwe yakomye imbarutso maze yegera abandi baturage bo muri ako gace. We ubwe yashoyemo imari ye maze abo baturage bari batarumva neza agaciro kabyo , abakoresha abahemba amafaranga 400 ku munsi.
Abaturage babyumvise vuba
Ndagijimana yakomeje atangaza ko ngo ku ikubitiro intego yari ukwikenura kw’abatuye ako Karere n’ubwo batabyumvise. “Nk’umubyeyi Nyirambonigazi yari yaranze gutanga umurima ariko nyuma yaje kuwutanga abonye mu rutoki ahavaga udushyimbo twavagamo ibihumbi cumi n’umunani, tuhakuye ibirayi byatanze frs 47.000 ku mwero umwe” Niko yakomeje asobanura. Naho umubyeyi Mukayuhi Venansiya we yivugira ko uretse kuba amafaranga 400 ahembwa ku munsi amukenura mu rugo iwe, ngo ibirayi yariye byamugaragarije ko adahomba. Basezera Daphrose we ku kuba Atari yaratanze umurima mbere ubu akaba yarawutanze yagize ati “Ni ubujiji. Ubu ndarya ikirayi kandi mpinga mpembwa”
Inyungu irimo ni iyihe?
Umubaruramari wa Jyambere, Bwana Ndagijimana Jean Baptiste atangaza ko kuva mu kwezi kwa 3 kugeza ubu, amafaranga ishyirahamwe rimaze gutanga muri abo baturage mu rwego rwo kugira ngo bahugukirwe no kumenya ubuhinzi bubungura arenze miliyoni icumi. Muri yo, ngo asaga miliyoni 3 n’imigabane abanyamuryango bo ubwabo bishatsemo. Muri yo harimo ahembwa abakozi uhereye ku batemye urutoki bagatunganya n’imirima, ukageza ku bagikoramo ubu babagara ibigori byabo, kugeza ku miti ibiterwa.Ngo n’ubwo umusaruro w’ibirayi uteri mubi ariko utanabarumbukiye , ibigori birimo byo bigaragaza ko bizatanga umusaruro.
Gahunda bafite ni ndende
Jyambere nk’ishyirahamwe ngo bafite gahunda yo kwimura abanyamuryango bagituye mu buso bw’ahagomba guhingwa. Ndagijimana ati “ Tugomba kubatuza ahandi ubuso buhingwa bukagera kuri metero kare 10.300. Nyiramajyambere , umubyeyi nawe ufite umurima mu ishyirahamwe yatangaje ko hari n’abandi bifuza kuzamo ku buryo imirima izagenda yaguka uko abanyamuryango bashya bazagenda baza. Ngo abanyacyuve rero bagiye kubakirwa uruganda rusya ibigori kuko ngo ifu ariyo itanga umusaruro uruta mu kugurishwa. Nyiramajyambere ati “N’ubwo mpatuye ninimurwa nzimuka ntange umurima [……] ko twemeye ko badutemnera insina se, kwimuka nibyo bizatugora?”
Abagize Jyambere bo mu kagari ka Kabeza, Umurenge wa Cyuve ho muri Musanze bagiriye inama abandi bahinzi kwibumbira hamwe ngo kuko bituma babasha kwagura ubutaka kandi bafatanya bagahinga bijyanye n’igihe ari nako bungurana ibitekerezo bibafasha kunoza neza umwuga w’ubuhinzi, wo unakorwa na benshi mu gihugu cyacu. Umubyeyi Nyirarukundo ati “ Aho nakuraga ibiro 700 by’ibirayi, ubu nahakuye ibiro 1400! Mfite imiti n’ifumbira kandi mbwirwa icyo gukora ngo ndumbukirwe”
Bagirishya Jean de Dieu
Ni muri Werurwe 2006 ubwo mu Murenge wa Cyuve ho mu Karere ka Musanze havukaga ishyirahamwe ry’abahinzi n’aborozi ba Kijyambere bagera ku 127 ryitwa Jyambere.Iri shyirahamwe ryakanguriye abaturage kureka ubuhinzi bw’urutoke ruteraga bakarusimbuza Ibirayi n’ibigori bijyanye n’ubwo butaka. Mu mezi 7 gusa ashize, Abari muri iryo shyirahamwe bafite imirima 147 ikoreye neza iri ku buso bwa metero kare 8348.Ubu ikaba irimo ibigori bieye amabengeza, batangaza ko bizatanga byibura umusaruro usaga toni 30.
Nk’uko Bwana Ndagijimana Jean Baptiste, umubitsi n’umubaruramari wa Jyambere yabitangarije ikinyamakuru Ibanga, ngo nyuma y’aho byagaragaraga ko urutoki rwari rwaranze muri ako gace k’Akarere ka Musanze, ushinzwe akanama k’ ubukungu mu Karere ka Musanze, Bwana Pasteur Nemeyabahizi Jean Baptiste yagiriye inama abaturage yo kurusimbuza ibyahera. We ubwe yakomye imbarutso maze yegera abandi baturage bo muri ako gace. We ubwe yashoyemo imari ye maze abo baturage bari batarumva neza agaciro kabyo , abakoresha abahemba amafaranga 400 ku munsi.
Abaturage babyumvise vuba
Ndagijimana yakomeje atangaza ko ngo ku ikubitiro intego yari ukwikenura kw’abatuye ako Karere n’ubwo batabyumvise. “Nk’umubyeyi Nyirambonigazi yari yaranze gutanga umurima ariko nyuma yaje kuwutanga abonye mu rutoki ahavaga udushyimbo twavagamo ibihumbi cumi n’umunani, tuhakuye ibirayi byatanze frs 47.000 ku mwero umwe” Niko yakomeje asobanura. Naho umubyeyi Mukayuhi Venansiya we yivugira ko uretse kuba amafaranga 400 ahembwa ku munsi amukenura mu rugo iwe, ngo ibirayi yariye byamugaragarije ko adahomba. Basezera Daphrose we ku kuba Atari yaratanze umurima mbere ubu akaba yarawutanze yagize ati “Ni ubujiji. Ubu ndarya ikirayi kandi mpinga mpembwa”
Inyungu irimo ni iyihe?
Umubaruramari wa Jyambere, Bwana Ndagijimana Jean Baptiste atangaza ko kuva mu kwezi kwa 3 kugeza ubu, amafaranga ishyirahamwe rimaze gutanga muri abo baturage mu rwego rwo kugira ngo bahugukirwe no kumenya ubuhinzi bubungura arenze miliyoni icumi. Muri yo, ngo asaga miliyoni 3 n’imigabane abanyamuryango bo ubwabo bishatsemo. Muri yo harimo ahembwa abakozi uhereye ku batemye urutoki bagatunganya n’imirima, ukageza ku bagikoramo ubu babagara ibigori byabo, kugeza ku miti ibiterwa.Ngo n’ubwo umusaruro w’ibirayi uteri mubi ariko utanabarumbukiye , ibigori birimo byo bigaragaza ko bizatanga umusaruro.
Gahunda bafite ni ndende
Jyambere nk’ishyirahamwe ngo bafite gahunda yo kwimura abanyamuryango bagituye mu buso bw’ahagomba guhingwa. Ndagijimana ati “ Tugomba kubatuza ahandi ubuso buhingwa bukagera kuri metero kare 10.300. Nyiramajyambere , umubyeyi nawe ufite umurima mu ishyirahamwe yatangaje ko hari n’abandi bifuza kuzamo ku buryo imirima izagenda yaguka uko abanyamuryango bashya bazagenda baza. Ngo abanyacyuve rero bagiye kubakirwa uruganda rusya ibigori kuko ngo ifu ariyo itanga umusaruro uruta mu kugurishwa. Nyiramajyambere ati “N’ubwo mpatuye ninimurwa nzimuka ntange umurima [……] ko twemeye ko badutemnera insina se, kwimuka nibyo bizatugora?”
Abagize Jyambere bo mu kagari ka Kabeza, Umurenge wa Cyuve ho muri Musanze bagiriye inama abandi bahinzi kwibumbira hamwe ngo kuko bituma babasha kwagura ubutaka kandi bafatanya bagahinga bijyanye n’igihe ari nako bungurana ibitekerezo bibafasha kunoza neza umwuga w’ubuhinzi, wo unakorwa na benshi mu gihugu cyacu. Umubyeyi Nyirarukundo ati “ Aho nakuraga ibiro 700 by’ibirayi, ubu nahakuye ibiro 1400! Mfite imiti n’ifumbira kandi mbwirwa icyo gukora ngo ndumbukirwe”
Ni muri Werurwe 2006 ubwo mu Murenge wa Cyuve ho mu Karere ka Musanze havukaga ishyirahamwe ry’abahinzi n’aborozi ba Kijyambere bagera ku 127 ryitwa Jyambere.Iri shyirahamwe ryakanguriye abaturage kureka ubuhinzi bw’urutoke ruteraga bakarusimbuza Ibirayi n’ibigori bijyanye n’ubwo butaka. Mu mezi 7 gusa ashize, Abari muri iryo shyirahamwe bafite imirima 147 ikoreye neza iri ku buso bwa metero kare 8348.Ubu ikaba irimo ibigori bieye amabengeza, batangaza ko bizatanga byibura umusaruro usaga toni 30.
Nk’uko Bwana Ndagijimana Jean Baptiste, umubitsi n’umubaruramari wa Jyambere yabitangarije ikinyamakuru Ibanga, ngo nyuma y’aho byagaragaraga ko urutoki rwari rwaranze muri ako gace k’Akarere ka Musanze, ushinzwe akanama k’ ubukungu mu Karere ka Musanze, Bwana Pasteur Nemeyabahizi Jean Baptiste yagiriye inama abaturage yo kurusimbuza ibyahera. We ubwe yakomye imbarutso maze yegera abandi baturage bo muri ako gace. We ubwe yashoyemo imari ye maze abo baturage bari batarumva neza agaciro kabyo , abakoresha abahemba amafaranga 400 ku munsi.
Abaturage babyumvise vuba
Ndagijimana yakomeje atangaza ko ngo ku ikubitiro intego yari ukwikenura kw’abatuye ako Karere n’ubwo batabyumvise. “Nk’umubyeyi Nyirambonigazi yari yaranze gutanga umurima ariko nyuma yaje kuwutanga abonye mu rutoki ahavaga udushyimbo twavagamo ibihumbi cumi n’umunani, tuhakuye ibirayi byatanze frs 47.000 ku mwero umwe” Niko yakomeje asobanura. Naho umubyeyi Mukayuhi Venansiya we yivugira ko uretse kuba amafaranga 400 ahembwa ku munsi amukenura mu rugo iwe, ngo ibirayi yariye byamugaragarije ko adahomba. Basezera Daphrose we ku kuba Atari yaratanze umurima mbere ubu akaba yarawutanze yagize ati “Ni ubujiji. Ubu ndarya ikirayi kandi mpinga mpembwa”
Inyungu irimo ni iyihe?
Umubaruramari wa Jyambere, Bwana Ndagijimana Jean Baptiste atangaza ko kuva mu kwezi kwa 3 kugeza ubu, amafaranga ishyirahamwe rimaze gutanga muri abo baturage mu rwego rwo kugira ngo bahugukirwe no kumenya ubuhinzi bubungura arenze miliyoni icumi. Muri yo, ngo asaga miliyoni 3 n’imigabane abanyamuryango bo ubwabo bishatsemo. Muri yo harimo ahembwa abakozi uhereye ku batemye urutoki bagatunganya n’imirima, ukageza ku bagikoramo ubu babagara ibigori byabo, kugeza ku miti ibiterwa.Ngo n’ubwo umusaruro w’ibirayi uteri mubi ariko utanabarumbukiye , ibigori birimo byo bigaragaza ko bizatanga umusaruro.
Gahunda bafite ni ndende
Jyambere nk’ishyirahamwe ngo bafite gahunda yo kwimura abanyamuryango bagituye mu buso bw’ahagomba guhingwa. Ndagijimana ati “ Tugomba kubatuza ahandi ubuso buhingwa bukagera kuri metero kare 10.300. Nyiramajyambere , umubyeyi nawe ufite umurima mu ishyirahamwe yatangaje ko hari n’abandi bifuza kuzamo ku buryo imirima izagenda yaguka uko abanyamuryango bashya bazagenda baza. Ngo abanyacyuve rero bagiye kubakirwa uruganda rusya ibigori kuko ngo ifu ariyo itanga umusaruro uruta mu kugurishwa. Nyiramajyambere ati “N’ubwo mpatuye ninimurwa nzimuka ntange umurima [……] ko twemeye ko badutemnera insina se, kwimuka nibyo bizatugora?”
Abagize Jyambere bo mu kagari ka Kabeza, Umurenge wa Cyuve ho muri Musanze bagiriye inama abandi bahinzi kwibumbira hamwe ngo kuko bituma babasha kwagura ubutaka kandi bafatanya bagahinga bijyanye n’igihe ari nako bungurana ibitekerezo bibafasha kunoza neza umwuga w’ubuhinzi, wo unakorwa na benshi mu gihugu cyacu. Umubyeyi Nyirarukundo ati “ Aho nakuraga ibiro 700 by’ibirayi, ubu nahakuye ibiro 1400! Mfite imiti n’ifumbira kandi mbwirwa icyo gukora ngo ndumbukirwe”
Bagirishya Jean de Dieu
Ni muri Werurwe 2006 ubwo mu Murenge wa Cyuve ho mu Karere ka Musanze havukaga ishyirahamwe ry’abahinzi n’aborozi ba Kijyambere bagera ku 127 ryitwa Jyambere.Iri shyirahamwe ryakanguriye abaturage kureka ubuhinzi bw’urutoke ruteraga bakarusimbuza Ibirayi n’ibigori bijyanye n’ubwo butaka. Mu mezi 7 gusa ashize, Abari muri iryo shyirahamwe bafite imirima 147 ikoreye neza iri ku buso bwa metero kare 8348.Ubu ikaba irimo ibigori bieye amabengeza, batangaza ko bizatanga byibura umusaruro usaga toni 30.
Nk’uko Bwana Ndagijimana Jean Baptiste, umubitsi n’umubaruramari wa Jyambere yabitangarije ikinyamakuru Ibanga, ngo nyuma y’aho byagaragaraga ko urutoki rwari rwaranze muri ako gace k’Akarere ka Musanze, ushinzwe akanama k’ ubukungu mu Karere ka Musanze, Bwana Pasteur Nemeyabahizi Jean Baptiste yagiriye inama abaturage yo kurusimbuza ibyahera. We ubwe yakomye imbarutso maze yegera abandi baturage bo muri ako gace. We ubwe yashoyemo imari ye maze abo baturage bari batarumva neza agaciro kabyo , abakoresha abahemba amafaranga 400 ku munsi.
Abaturage babyumvise vuba
Ndagijimana yakomeje atangaza ko ngo ku ikubitiro intego yari ukwikenura kw’abatuye ako Karere n’ubwo batabyumvise. “Nk’umubyeyi Nyirambonigazi yari yaranze gutanga umurima ariko nyuma yaje kuwutanga abonye mu rutoki ahavaga udushyimbo twavagamo ibihumbi cumi n’umunani, tuhakuye ibirayi byatanze frs 47.000 ku mwero umwe” Niko yakomeje asobanura. Naho umubyeyi Mukayuhi Venansiya we yivugira ko uretse kuba amafaranga 400 ahembwa ku munsi amukenura mu rugo iwe, ngo ibirayi yariye byamugaragarije ko adahomba. Basezera Daphrose we ku kuba Atari yaratanze umurima mbere ubu akaba yarawutanze yagize ati “Ni ubujiji. Ubu ndarya ikirayi kandi mpinga mpembwa”
Inyungu irimo ni iyihe?
Umubaruramari wa Jyambere, Bwana Ndagijimana Jean Baptiste atangaza ko kuva mu kwezi kwa 3 kugeza ubu, amafaranga ishyirahamwe rimaze gutanga muri abo baturage mu rwego rwo kugira ngo bahugukirwe no kumenya ubuhinzi bubungura arenze miliyoni icumi. Muri yo, ngo asaga miliyoni 3 n’imigabane abanyamuryango bo ubwabo bishatsemo. Muri yo harimo ahembwa abakozi uhereye ku batemye urutoki bagatunganya n’imirima, ukageza ku bagikoramo ubu babagara ibigori byabo, kugeza ku miti ibiterwa.Ngo n’ubwo umusaruro w’ibirayi uteri mubi ariko utanabarumbukiye , ibigori birimo byo bigaragaza ko bizatanga umusaruro.
Gahunda bafite ni ndende
Jyambere nk’ishyirahamwe ngo bafite gahunda yo kwimura abanyamuryango bagituye mu buso bw’ahagomba guhingwa. Ndagijimana ati “ Tugomba kubatuza ahandi ubuso buhingwa bukagera kuri metero kare 10.300. Nyiramajyambere , umubyeyi nawe ufite umurima mu ishyirahamwe yatangaje ko hari n’abandi bifuza kuzamo ku buryo imirima izagenda yaguka uko abanyamuryango bashya bazagenda baza. Ngo abanyacyuve rero bagiye kubakirwa uruganda rusya ibigori kuko ngo ifu ariyo itanga umusaruro uruta mu kugurishwa. Nyiramajyambere ati “N’ubwo mpatuye ninimurwa nzimuka ntange umurima [……] ko twemeye ko badutemnera insina se, kwimuka nibyo bizatugora?”
Abagize Jyambere bo mu kagari ka Kabeza, Umurenge wa Cyuve ho muri Musanze bagiriye inama abandi bahinzi kwibumbira hamwe ngo kuko bituma babasha kwagura ubutaka kandi bafatanya bagahinga bijyanye n’igihe ari nako bungurana ibitekerezo bibafasha kunoza neza umwuga w’ubuhinzi, wo unakorwa na benshi mu gihugu cyacu. Umubyeyi Nyirarukundo ati “ Aho nakuraga ibiro 700 by’ibirayi, ubu nahakuye ibiro 1400! Mfite imiti n’ifumbira kandi mbwirwa icyo gukora ngo ndumbukirwe”
Nyungwe tourism industry improved in the last 3 years
Bagirishya Jean de Dieu
The number of the tourists in Nyungwe National Park rose from 2041 in 2004 to 3089 in 2006, reception statistics say.
The money from Nyungwe National Park also has increased from 257,000$ to 550,039 $ in 2006, according to Elias Musoni, an ORTPN reception at Uwinka camping site who went on explaining the reason for that improvement
“In 2003, the government made Nyungwe forest the 3rd national park (The volcanoes and Akagera ones being others). ORTPN, the Rwandan tourism and national parks Office began to market it (Nyungwe) internationally. The office formed and brought here12 tour guides and divided the forest into 4 trails. Then the number of tourists began to increase” explained Musoni.
According to Bahizi Edward, Nyungwe also is visited because it is best-known for its wealth of primates.
“Rwanda is also one of Africa’s top birding countries, where an incredible 670 different species have been recorded within an area intermediate to that of Wales and Belgium. For amateur botanists, the gorgeous wild flowers of the forests and mountains are capped by more than 100 orchid species in Nyungwe alone, as well as the otherworldly giant lobelia, a floral refugee from a science-fiction film set” said Bahizi
“Nyungwe is rightly celebrated for the rich variety of its flora and fauna. This is why we came here” Said Daniel Bowersax, 30, met at Uwinka camping Site in Nyungwe forest accompanied by his mother Sydney Bowersax, who is 61.
According to ORTPN website and as Edward Bahizi explained to the Rwandan National University fourth year journalism students, at t least 200 different types of tree are found in the forest, along with hundreds of different flowering plants, including wild begonia, more than 100 species of orchid, and sensational giant lobelias. Of the large mammals, primates are the most visible, with 13-recorded species representing 25% of the African primate checklist. Of particular interest is the Angola colobus – delightfully acrobatic arboreal monkeys that move in troops of several hundred – and an estimated 500 chimpanzee, often seen from the forest trails during the rainy season. Other primates likely to be encountered over the course of a visit are L’Hoest’s monkey, velvet monkey, olive baboon, grey-cheeked mangabey, and red-tailed monkey.
Nyungwe tourists to improve more
Tourists met yesterday in Nyungwe National park expressed themselves about what to do to gain more tourists and money from Nyungwe tourism industry
“I felt safe here as everyone can if he/she is here. Only one thing missing is the marketing of this beautiful place” recommended Sydney Bowersax, an American tourist.
As the prices for visiting, camping value from 20$ to 50 $, lowing prices is what will improve tourism in Nyungwe according to Mike Mc Fadyen.
“This year (2007), our aim is to register more than 5000 tourists and 1million$ from Nyungwe. We plan to low prices by next year as many tourists are requiring for it, but we will first hand the issue to the government. About marketing Nyungwe, we do it on our website (www.ortpn.gov.rw) and we plan to attend Berlin and London tourism exhibitions, this year” Said Rosette Rugamba, the ORTPN head officer, on a telephone interview.
Extending for 130 square kilometers across the majestic hills of southeast Rwanda, Nyungwe National Park is one the largest block of montane forest in East or Central Africa, and one of the most ancient, dating back to before the last Ice Age. A uniquely rich centre of floral diversity, the forest has more than 200 different types of tree, and a myriad of flowering plants including the other-worldly giant lobelia and a host of colourful orchids and mahoganies.
Home to more than 275 bird species, Nyungwe is the most important birding site in Rwanda. Most alluring to ornithologists are 24 Albertine Rift endemics – birds whose range is restricted to a handful of montane forests between southern Uganda and northern Burundi
The number of the tourists in Nyungwe National Park rose from 2041 in 2004 to 3089 in 2006, reception statistics say.
The money from Nyungwe National Park also has increased from 257,000$ to 550,039 $ in 2006, according to Elias Musoni, an ORTPN reception at Uwinka camping site who went on explaining the reason for that improvement
“In 2003, the government made Nyungwe forest the 3rd national park (The volcanoes and Akagera ones being others). ORTPN, the Rwandan tourism and national parks Office began to market it (Nyungwe) internationally. The office formed and brought here12 tour guides and divided the forest into 4 trails. Then the number of tourists began to increase” explained Musoni.
According to Bahizi Edward, Nyungwe also is visited because it is best-known for its wealth of primates.
“Rwanda is also one of Africa’s top birding countries, where an incredible 670 different species have been recorded within an area intermediate to that of Wales and Belgium. For amateur botanists, the gorgeous wild flowers of the forests and mountains are capped by more than 100 orchid species in Nyungwe alone, as well as the otherworldly giant lobelia, a floral refugee from a science-fiction film set” said Bahizi
“Nyungwe is rightly celebrated for the rich variety of its flora and fauna. This is why we came here” Said Daniel Bowersax, 30, met at Uwinka camping Site in Nyungwe forest accompanied by his mother Sydney Bowersax, who is 61.
According to ORTPN website and as Edward Bahizi explained to the Rwandan National University fourth year journalism students, at t least 200 different types of tree are found in the forest, along with hundreds of different flowering plants, including wild begonia, more than 100 species of orchid, and sensational giant lobelias. Of the large mammals, primates are the most visible, with 13-recorded species representing 25% of the African primate checklist. Of particular interest is the Angola colobus – delightfully acrobatic arboreal monkeys that move in troops of several hundred – and an estimated 500 chimpanzee, often seen from the forest trails during the rainy season. Other primates likely to be encountered over the course of a visit are L’Hoest’s monkey, velvet monkey, olive baboon, grey-cheeked mangabey, and red-tailed monkey.
Nyungwe tourists to improve more
Tourists met yesterday in Nyungwe National park expressed themselves about what to do to gain more tourists and money from Nyungwe tourism industry
“I felt safe here as everyone can if he/she is here. Only one thing missing is the marketing of this beautiful place” recommended Sydney Bowersax, an American tourist.
As the prices for visiting, camping value from 20$ to 50 $, lowing prices is what will improve tourism in Nyungwe according to Mike Mc Fadyen.
“This year (2007), our aim is to register more than 5000 tourists and 1million$ from Nyungwe. We plan to low prices by next year as many tourists are requiring for it, but we will first hand the issue to the government. About marketing Nyungwe, we do it on our website (www.ortpn.gov.rw) and we plan to attend Berlin and London tourism exhibitions, this year” Said Rosette Rugamba, the ORTPN head officer, on a telephone interview.
Extending for 130 square kilometers across the majestic hills of southeast Rwanda, Nyungwe National Park is one the largest block of montane forest in East or Central Africa, and one of the most ancient, dating back to before the last Ice Age. A uniquely rich centre of floral diversity, the forest has more than 200 different types of tree, and a myriad of flowering plants including the other-worldly giant lobelia and a host of colourful orchids and mahoganies.
Home to more than 275 bird species, Nyungwe is the most important birding site in Rwanda. Most alluring to ornithologists are 24 Albertine Rift endemics – birds whose range is restricted to a handful of montane forests between southern Uganda and northern Burundi
“The 1994 Tutsi genocide was prepared and planned” affirmed Huye Gacaca witnesses
Emmanuel Mungwarakarama
The lists of the Tutsi who had to be killed in the former Karubanda sector of Ngoma commune, Butare prefecture were already elaborated before April 1994. The meeting planning the extermination of KarubandaTutsi used to take place in corbial bar, by the extremists Hutus, between the years of 1990-1994.
This was revealed on Wednesday the 18 of January 2007, by Venuste Nkurunziza and Françoise Kayirangwa, Gacaca witnesses during the session of Butare Ville Gacaca court of Huye district in the Southern Province of Rwanda. These testimonies come 3 months after Bourguière, a French judge, declared arresting mandates for the high military leaders of Rwanda, accusing them of having killed the former president of Rwanda Habyarimana Juvenal. According to Bourguière, the 1994 genocide was a direct consequence of Habyarimana’s death, and not prepared and planned massacres as the Kigali regime believes.
“On 7th April 1994, a short while after the crash of Habyarimana’s Faustin Twagirayezu who was our local leaders in 1994 was circulating with a list of Karubanda Tutsis to be killed. On 21st, he and Habyarimana’s regime soldiers used the same list and killed many of our neighbours Tutsi.” Said Venuste Nkurunziza.
Tutsis were imprisoned, mistreated before 1994
Françoise Kayirangwa, a 1994 genocide survivor and widow of late Innocent Gashayija, killed during the 1994 genocide, said that since October 1990, after FPR inkotanyi rebellion attacked the Habyarimana regime , Tutsis were considered as enemies of the nation, she said, “ In Groupe( a catholic secondary school in Huye District) where my husband was working, emerged the Pawa (power) group. It was a group of extremists Hutu professors, resigned to exterminate their Tutsi fellows. This is the reason why Nyabusimba Benoit (accused of participating in 1994 genocide at Karubanda) imprisoned my husband in November 1990.” Nyandwi, another witness currently on studies in Canada, wrote in his testimony that he, also, has been imprisoned by Nyabusimba in 1991, for the same reason of seeming to be inkotanyi inside the country
Gacaca jurisdictions, a way to Rwandans unity and reconciliation
More than one million of people were killed during the 1994 Tutsi genocide. More than 115,000 other taken in jail. . The twelve specialised courts have been able to give a decision on about 5,864 cases between December 1996 and 2000. It would, then have been necessary to work during about 60 years in order to try the 115.000 persons who have been detained until that time in addition to those suspected of participation to genocide but still free. According to Kigali regime, It was therefore necessary to use a one of a kind justice system, inspired by the traditional Rwandan system of settling disputes and the aim of which was, not only the punishment of the guilty person, but also and above all social harmony and cohesion. According to the Rwandan government, the system requires the participation of every one to rebuilding justice, because it is in that participatory manner that the crimes have been perpetrated in broad daylight.
In 2000, the Supreme Court has been endowed with a 6th court called "Gacaca Courts Department". Since 2002, Gacaca Courts Department was replaced by the National Service of Gacaca Courts so as to coordinate the Gacaca Courts activities and speed up this process. According to the National Service of Gacaca Courts report of December 2006, more than 152,000 of the persons accused of participating in the 1994 genocide have already been judged from April to December 2006, and more than 650.000 others are to be judged this year (2007) by the elected and integrated local persons.
The lists of the Tutsi who had to be killed in the former Karubanda sector of Ngoma commune, Butare prefecture were already elaborated before April 1994. The meeting planning the extermination of KarubandaTutsi used to take place in corbial bar, by the extremists Hutus, between the years of 1990-1994.
This was revealed on Wednesday the 18 of January 2007, by Venuste Nkurunziza and Françoise Kayirangwa, Gacaca witnesses during the session of Butare Ville Gacaca court of Huye district in the Southern Province of Rwanda. These testimonies come 3 months after Bourguière, a French judge, declared arresting mandates for the high military leaders of Rwanda, accusing them of having killed the former president of Rwanda Habyarimana Juvenal. According to Bourguière, the 1994 genocide was a direct consequence of Habyarimana’s death, and not prepared and planned massacres as the Kigali regime believes.
“On 7th April 1994, a short while after the crash of Habyarimana’s Faustin Twagirayezu who was our local leaders in 1994 was circulating with a list of Karubanda Tutsis to be killed. On 21st, he and Habyarimana’s regime soldiers used the same list and killed many of our neighbours Tutsi.” Said Venuste Nkurunziza.
Tutsis were imprisoned, mistreated before 1994
Françoise Kayirangwa, a 1994 genocide survivor and widow of late Innocent Gashayija, killed during the 1994 genocide, said that since October 1990, after FPR inkotanyi rebellion attacked the Habyarimana regime , Tutsis were considered as enemies of the nation, she said, “ In Groupe( a catholic secondary school in Huye District) where my husband was working, emerged the Pawa (power) group. It was a group of extremists Hutu professors, resigned to exterminate their Tutsi fellows. This is the reason why Nyabusimba Benoit (accused of participating in 1994 genocide at Karubanda) imprisoned my husband in November 1990.” Nyandwi, another witness currently on studies in Canada, wrote in his testimony that he, also, has been imprisoned by Nyabusimba in 1991, for the same reason of seeming to be inkotanyi inside the country
Gacaca jurisdictions, a way to Rwandans unity and reconciliation
More than one million of people were killed during the 1994 Tutsi genocide. More than 115,000 other taken in jail. . The twelve specialised courts have been able to give a decision on about 5,864 cases between December 1996 and 2000. It would, then have been necessary to work during about 60 years in order to try the 115.000 persons who have been detained until that time in addition to those suspected of participation to genocide but still free. According to Kigali regime, It was therefore necessary to use a one of a kind justice system, inspired by the traditional Rwandan system of settling disputes and the aim of which was, not only the punishment of the guilty person, but also and above all social harmony and cohesion. According to the Rwandan government, the system requires the participation of every one to rebuilding justice, because it is in that participatory manner that the crimes have been perpetrated in broad daylight.
In 2000, the Supreme Court has been endowed with a 6th court called "Gacaca Courts Department". Since 2002, Gacaca Courts Department was replaced by the National Service of Gacaca Courts so as to coordinate the Gacaca Courts activities and speed up this process. According to the National Service of Gacaca Courts report of December 2006, more than 152,000 of the persons accused of participating in the 1994 genocide have already been judged from April to December 2006, and more than 650.000 others are to be judged this year (2007) by the elected and integrated local persons.
Interview exclusive avec Karekezi Olivier
Bagirishya Jean de Dieu
D’ici deux ans, Olivier Karekezi n’était qu’un simple médiateur de l’équipe nationale Amavubi et d’APR FC. Aujourd’hui, l’attaquant populaire de Helsingborg HIF (équipe de la première Division en Suède) est l’un des stars de la région des grands lacs et le troisième meilleur butteur d’Allsevnskan (Championnat suédois) pour la saison récente. Etant en vacances de Noël ici au Rwanda, Karekezi s’est exprimé sur sa carrière en tant que footballeur professionnel et capitaine des Amavubi.
Grand Lac Sport (GLS) : Olivier Karekezi, tu viens de boucler une belle saison avec ton équipe de Helsingborg, que tu as rejoint, voici deux ans, qu’est ce qui se trouve derrière ce succès ?
Olivier Karekezi (Ol.Kar) : (….petit rire) L’essentiel c’est d’être discipliné, et faire des entraînements comme il faut. Rien d’extra ordinaire que je suis parti en Suède. Et d’ailleurs avec l’ancien coach national (Le Suédois Roger Palmgren), je m’étais habitué aux entraînements du genre. En premier lieux, c’était difficile car j’ai terminé la saison avec 5 buts seulement. Mais, je viens de boucler ma deuxième saison avec 11 buts à mon compte, étant troisième meilleur butteur du championnat, le premier ayant marqué 15 buts. Si jamais je ne change pas d’équipe dans la saison prochaine qui démarre en Avril, je crois que je vais faire encore plus pour honorer mon pays.
GLS : L’arrivé de Henrik Larson en provenance de FC Barcelone n’aurait pas eu d’influence sur la bonne saison que vous venez de réaliser ?
Ol. Kar : (….Un rire exclamatif) Larson est un joueur, je ne sais pas comment le dire mais c’est un joueur excellent. Beaucoup disent qu’il est un peu vieux pour jouer mais moi je ne l’ai pas vu. A voir son jeu, il est trop intelligent. Il me facilite trop la tache car partout où je suis, il y pointe son regard et me donne la balle. Je me réjouis d’avoir évolué à coté de Larson au cours de ma carrière footballistique.
GLS: Il y a d’autres Africains en Helsingborg dont le Kenyan MC Donald Mariga et le Malien Adama Tamboura, des relations que vous menez avec eux, n’auraient pas eu un impact positif sur votre belle saison ?
Ol.Kar : Rien de spécial avec les Africains, nous semblons avoir tous une même culture .Ils m’ont trouvé la bas et j’ai fait de mon mieux pour leur aider à s’adapter très rapidement. Il y a aussi un Ougandais qui approche, lui et les autres comme tant d’autres recevront mon accueil chaleureux et je ferai de mon mieux pour rehausser mon jeu.
GLS : Olivier, vous avez un nouveau coach au nom de Stuart Baxter (ancien coach de Bafana Bafana), votre Capitaine Granvqist vient de signer pour Wigan Athletics d’Angleterre et Larson est désormais attaquant de Manchester United. Un nouveau coach suivi par le départ de deux grands joueurs, je crois que c’est une mauvaise chose pour une équipe qui bientôt joue l’UEFA cup ?
Ol.Kar : Notre nouveau coach est venu quand notre équipe était classée dixième, en deux mois, nous avons terminé la saison étant quatrième. C’est un excellent leaders je t’assure. Larson reviendra en Mars et le championnat se rouvrira en Avril. Granvqist, notre capitaine actuellement en Wigan, va revenir après six mois je crois. Si le coach les a laissés partir, c’est qu’il est assuré de leur couverture. Moi je ne vois pas de problème sérieux si Larson revient en Mars.
GLS : La fois passée sur rwandafootball.com, vous aviez promis au Rwandais de leur dire un mot sur votre future en Helsingborg, allez vous changer d’équipe d’ici peu ?
Ol.Kar : Mon contrat avec Helsingborg s’étend sur d’autres six mois. Je suis en contact avec une équipe hollandaise et Wigan Athletics d’Angleterre. Si je garde ou j’augmente mon niveau de jeu au cours de ses six mois qui reste, je crois que je vais changer d’équipe en été sans problème.
GLH : Egalement, tu fait partie du capitanat de l’équipe nationale Amavubi, que souhaiteriez vous pour réaliser une 2007 fructueuse ?
Ol. Kar : Je ne demande par de merveilles. D’abord que les Rwandais accordent du temps à l’équipe dirigeante de la FERWAFA. Et puis que ces derniers ramènent certains des joueurs qui ont déserté l’équipe. Je ne me réjouis pas du fait que mon équipe nationale chute de jour à jour. Et puis, que le coach change positivement notre équipe, nous en sommes prêts.
GLH : Votre ancien club, APR FC, entame la CECAFA Kagame cup, aujourd’hui, un rendez vous que vous n’allez pas raté, je pense ?
Ol. Kar : Bien sur que je vais être là. J’ai suivi les matchs d’APR FC pendant la Primus Cup. J’ai constaté une belle qualité des joueurs comme Kabanda et Lomami. APR FC qui avait remporté la coupe en 2004, n’était pas si bon que celle que j’ai vu. Je vais leur aider car je suis ici jusque le 16 de ce mois. Mais je suis sur que nous (Rwandais) allons remporter la coupe sans doute.
GLH : Dernière question Olivier, vous etes parti en Europe, et vous y tenez bon, L’on se demande pourquoi nous ne voyons pas beaucoup de Rwandais en Europe. Qu’est ce que vous en dites ?
Ol.Kar : Je vous assure qu’il y a beaucoup de joueurs Rwandais, capables d’évoluer en Europe. Palmgren (ancien coach d’Amavubi) avait essayé de connecter pas moins de 8 joueurs à l’Europe. Maintenant que l’Allemand Michael Nees a pris sa place, je crois et je souhaite qu’il fasse du même. Nous sommes plus fier quand nous avons plus de cinq joueurs en équipe nationale.
GLH : Olivier, merci pour cette interview.
Ol.Kar : Je vous en prie.
D’ici deux ans, Olivier Karekezi n’était qu’un simple médiateur de l’équipe nationale Amavubi et d’APR FC. Aujourd’hui, l’attaquant populaire de Helsingborg HIF (équipe de la première Division en Suède) est l’un des stars de la région des grands lacs et le troisième meilleur butteur d’Allsevnskan (Championnat suédois) pour la saison récente. Etant en vacances de Noël ici au Rwanda, Karekezi s’est exprimé sur sa carrière en tant que footballeur professionnel et capitaine des Amavubi.
Grand Lac Sport (GLS) : Olivier Karekezi, tu viens de boucler une belle saison avec ton équipe de Helsingborg, que tu as rejoint, voici deux ans, qu’est ce qui se trouve derrière ce succès ?
Olivier Karekezi (Ol.Kar) : (….petit rire) L’essentiel c’est d’être discipliné, et faire des entraînements comme il faut. Rien d’extra ordinaire que je suis parti en Suède. Et d’ailleurs avec l’ancien coach national (Le Suédois Roger Palmgren), je m’étais habitué aux entraînements du genre. En premier lieux, c’était difficile car j’ai terminé la saison avec 5 buts seulement. Mais, je viens de boucler ma deuxième saison avec 11 buts à mon compte, étant troisième meilleur butteur du championnat, le premier ayant marqué 15 buts. Si jamais je ne change pas d’équipe dans la saison prochaine qui démarre en Avril, je crois que je vais faire encore plus pour honorer mon pays.
GLS : L’arrivé de Henrik Larson en provenance de FC Barcelone n’aurait pas eu d’influence sur la bonne saison que vous venez de réaliser ?
Ol. Kar : (….Un rire exclamatif) Larson est un joueur, je ne sais pas comment le dire mais c’est un joueur excellent. Beaucoup disent qu’il est un peu vieux pour jouer mais moi je ne l’ai pas vu. A voir son jeu, il est trop intelligent. Il me facilite trop la tache car partout où je suis, il y pointe son regard et me donne la balle. Je me réjouis d’avoir évolué à coté de Larson au cours de ma carrière footballistique.
GLS: Il y a d’autres Africains en Helsingborg dont le Kenyan MC Donald Mariga et le Malien Adama Tamboura, des relations que vous menez avec eux, n’auraient pas eu un impact positif sur votre belle saison ?
Ol.Kar : Rien de spécial avec les Africains, nous semblons avoir tous une même culture .Ils m’ont trouvé la bas et j’ai fait de mon mieux pour leur aider à s’adapter très rapidement. Il y a aussi un Ougandais qui approche, lui et les autres comme tant d’autres recevront mon accueil chaleureux et je ferai de mon mieux pour rehausser mon jeu.
GLS : Olivier, vous avez un nouveau coach au nom de Stuart Baxter (ancien coach de Bafana Bafana), votre Capitaine Granvqist vient de signer pour Wigan Athletics d’Angleterre et Larson est désormais attaquant de Manchester United. Un nouveau coach suivi par le départ de deux grands joueurs, je crois que c’est une mauvaise chose pour une équipe qui bientôt joue l’UEFA cup ?
Ol.Kar : Notre nouveau coach est venu quand notre équipe était classée dixième, en deux mois, nous avons terminé la saison étant quatrième. C’est un excellent leaders je t’assure. Larson reviendra en Mars et le championnat se rouvrira en Avril. Granvqist, notre capitaine actuellement en Wigan, va revenir après six mois je crois. Si le coach les a laissés partir, c’est qu’il est assuré de leur couverture. Moi je ne vois pas de problème sérieux si Larson revient en Mars.
GLS : La fois passée sur rwandafootball.com, vous aviez promis au Rwandais de leur dire un mot sur votre future en Helsingborg, allez vous changer d’équipe d’ici peu ?
Ol.Kar : Mon contrat avec Helsingborg s’étend sur d’autres six mois. Je suis en contact avec une équipe hollandaise et Wigan Athletics d’Angleterre. Si je garde ou j’augmente mon niveau de jeu au cours de ses six mois qui reste, je crois que je vais changer d’équipe en été sans problème.
GLH : Egalement, tu fait partie du capitanat de l’équipe nationale Amavubi, que souhaiteriez vous pour réaliser une 2007 fructueuse ?
Ol. Kar : Je ne demande par de merveilles. D’abord que les Rwandais accordent du temps à l’équipe dirigeante de la FERWAFA. Et puis que ces derniers ramènent certains des joueurs qui ont déserté l’équipe. Je ne me réjouis pas du fait que mon équipe nationale chute de jour à jour. Et puis, que le coach change positivement notre équipe, nous en sommes prêts.
GLH : Votre ancien club, APR FC, entame la CECAFA Kagame cup, aujourd’hui, un rendez vous que vous n’allez pas raté, je pense ?
Ol. Kar : Bien sur que je vais être là. J’ai suivi les matchs d’APR FC pendant la Primus Cup. J’ai constaté une belle qualité des joueurs comme Kabanda et Lomami. APR FC qui avait remporté la coupe en 2004, n’était pas si bon que celle que j’ai vu. Je vais leur aider car je suis ici jusque le 16 de ce mois. Mais je suis sur que nous (Rwandais) allons remporter la coupe sans doute.
GLH : Dernière question Olivier, vous etes parti en Europe, et vous y tenez bon, L’on se demande pourquoi nous ne voyons pas beaucoup de Rwandais en Europe. Qu’est ce que vous en dites ?
Ol.Kar : Je vous assure qu’il y a beaucoup de joueurs Rwandais, capables d’évoluer en Europe. Palmgren (ancien coach d’Amavubi) avait essayé de connecter pas moins de 8 joueurs à l’Europe. Maintenant que l’Allemand Michael Nees a pris sa place, je crois et je souhaite qu’il fasse du même. Nous sommes plus fier quand nous avons plus de cinq joueurs en équipe nationale.
GLH : Olivier, merci pour cette interview.
Ol.Kar : Je vous en prie.
Wednesday, February 7, 2007
Sendegeya, a neglected force
Emmanuel Mungwarakarama
Street kids
Date: 20 january 2007
It is the sunset; it looks nice in Butare town. Workers, students and villagers are returning home from their places of work. Sendegeya, 14 struggles to find at least 100 francs. He can’t return home without a half kilo of maize to feed his aunt and his young sister.
The deterioration of values within the families and wider society has played a key part in creating children who are ‘lost’, lack role models and adult guidance. Break ups in the families (through divorce, parental abandonment, remarriage or polygamy and even genocide), as well as widespread sexual and commercial exploitation of children have also contributed to pushing many onto the streets.
Some children spend most of their time working in marketplaces or public spaces, but return home to their families at night.
Sendegeya lives with his aunt and his young sister, since his mother died in the genocide when Sendegeya was just one year old. He never knew his mum, the genocide occurred while he has only one year, after the death of his mum, the aunt decides to take care of him.
Alone, she couldn’t afford to feed the two children. She sent Sendegeya to the market place to look for food to feed his sister and even herself.
“I lost my mum during the genocide, although my aunt used to say she disappeared “ Sendegeya said. “And my dad is now in prison because he killed people.”
Malnutrition, which most children face, poor sanitation and limited resources contributed to worsen the situation.
“In Rwanda, genocide worsened the phenomenon of street children,” says Gilbert Ndahayo, a human rights activist. “The principle of right to life as referred to human rights charity is not compatible with the conditions in which these children live. No one cares about these endangered lives in the streets”
Children on the streets are the result of poverty, negligence or abuse within their family or household, and who lack adequate care and protection from parents, guardians or employers. They often come from broken family backgrounds (both poor and rich), and some have been rendered orphans by the genocide or HIV/AIDS. They are illiterate, and face daily humiliation, verbal abuse or stress that denigrates their sense of self-worth.
Hakizimana decided to go to the street because of lack of care in the family he was living.
“I have only my uncle who doesn’t consider me a human being,” he said.
“He would rather feed his dog instead of taking care of my sister with whom we survived the genocide.”
Many children are necessarily forced to find work in urban areas to supplement inadequate family incomes.
“I must find by all means some money to sustain my family,” says Sendegeya “My aunt will kill me if I return back home empty hands.”
For some of these children, the street is the closest thing to home - the place where they both work and live. They face a daily struggle to survive and secure food, money and a place to sleep. They have lost nearly all contact with their families, and live a high level of independence and determination.
Richard Muhire, 16, lives under the bridge in Kigali town and stays with a group of 6 children. They live a hard life.
“I don’t have anywhere else to stay, and I have lost everything,” he said. “My family died in the genocide, where do I have to go? Instead of being a burden to somebody, I preferred to stay here.
“I don’t pay the rent and I am free.”
Street kids
Date: 20 january 2007
It is the sunset; it looks nice in Butare town. Workers, students and villagers are returning home from their places of work. Sendegeya, 14 struggles to find at least 100 francs. He can’t return home without a half kilo of maize to feed his aunt and his young sister.
The deterioration of values within the families and wider society has played a key part in creating children who are ‘lost’, lack role models and adult guidance. Break ups in the families (through divorce, parental abandonment, remarriage or polygamy and even genocide), as well as widespread sexual and commercial exploitation of children have also contributed to pushing many onto the streets.
Some children spend most of their time working in marketplaces or public spaces, but return home to their families at night.
Sendegeya lives with his aunt and his young sister, since his mother died in the genocide when Sendegeya was just one year old. He never knew his mum, the genocide occurred while he has only one year, after the death of his mum, the aunt decides to take care of him.
Alone, she couldn’t afford to feed the two children. She sent Sendegeya to the market place to look for food to feed his sister and even herself.
“I lost my mum during the genocide, although my aunt used to say she disappeared “ Sendegeya said. “And my dad is now in prison because he killed people.”
Malnutrition, which most children face, poor sanitation and limited resources contributed to worsen the situation.
“In Rwanda, genocide worsened the phenomenon of street children,” says Gilbert Ndahayo, a human rights activist. “The principle of right to life as referred to human rights charity is not compatible with the conditions in which these children live. No one cares about these endangered lives in the streets”
Children on the streets are the result of poverty, negligence or abuse within their family or household, and who lack adequate care and protection from parents, guardians or employers. They often come from broken family backgrounds (both poor and rich), and some have been rendered orphans by the genocide or HIV/AIDS. They are illiterate, and face daily humiliation, verbal abuse or stress that denigrates their sense of self-worth.
Hakizimana decided to go to the street because of lack of care in the family he was living.
“I have only my uncle who doesn’t consider me a human being,” he said.
“He would rather feed his dog instead of taking care of my sister with whom we survived the genocide.”
Many children are necessarily forced to find work in urban areas to supplement inadequate family incomes.
“I must find by all means some money to sustain my family,” says Sendegeya “My aunt will kill me if I return back home empty hands.”
For some of these children, the street is the closest thing to home - the place where they both work and live. They face a daily struggle to survive and secure food, money and a place to sleep. They have lost nearly all contact with their families, and live a high level of independence and determination.
Richard Muhire, 16, lives under the bridge in Kigali town and stays with a group of 6 children. They live a hard life.
“I don’t have anywhere else to stay, and I have lost everything,” he said. “My family died in the genocide, where do I have to go? Instead of being a burden to somebody, I preferred to stay here.
“I don’t pay the rent and I am free.”
Gacaca trials in Butare
Emmanuel Mungwarakarama
17 January 2007
It’s 8:30 on Wednesday. Normally it’s working hours. Butare town is quiet and people are closing shops and offices. They almost are running out of time. They are late. In Butare town all activities are supposed to be suspended from 8:00 to 16:00. In every cell of Butare, people must attend gacaca activities
More than 1million Rwandans perished in the 1994. Orphans, victims and widowers are waiting for justice to be done and try the perpetrators. Prisons are full of suspected people, placing a huge burden on the normal court system.
It was therefore necessary to set up a kind of justice system, inspired by the traditional Rwandan system of settling disputes. This system requires the participation of every one to rebuild justice, because it is in that participatory manner that the crimes were publicly committed in the eyes of the population.
The law establishing the organization, competence and functioning of gacaca stipulates in that every Rwandan citizen has the duty to participate in the Gacaca court activities..
The process began in the country 15 January 2005 in 3 stages: data collection in 2 phases and an information validation stage. The trial phase began in April 2006. The total number of suspects by Gacaca is approximately 761 448, according to the official website by the gacaca courts national commission (www.inkiko-gacaca.gov.rw). It is recommended that by the end of 2007 all trials be completed.
By 9:06, committee of 9 persons of integrity with 3 women among them is sitting at the front of the room. The chairperson gives directives:
“No cell phone during the session, it must be ordered. Every one is free to give his point of view, ask a question or to contribute to what has been said,” he said. “You have to raise your hand and be given a word.”
The chairman calls upon the seven witnesses – 4 women and 3 men. Before they give their testimonies; each must take an oath in the name of God. The accused are seated in front of the audience, a guard is standing alongside the room with a gun. The number of attendants in the room is approximately 120.
Among them are teachers at the secondary schools, professors at the university, businesspersons, and peasants.
Some are concentrating on the proceedings, others are reading the newspapers, and even some are sleeping. It seems that the testimonies might not be interesting. Cell phones are ringing time to time.
Among witnesses, there is a sister by the names of Micheline Mukayibanda born in 1955 at Cyangugu, who served at the orphanage in Butare since 1990. Her testimony makes people shout in anger. The chairman and the committee ask many questions, but the sister has no sufficient and interesting answers, and people don’t believe her. After a short time while Michel Ndejuru is being interviewed, Micheline, the sister starts crying and goes out of the room, perhaps after remembering some details she omitted or forgot to give.
Michel, who was 16 at the time, participated actively in the killings, he said, and is accused of murdering 450 people. His father was killed during the genocide.
“I am really sorry to all what I did. I was a part of group who killed Claudine. I beg a pardon in front of you all and the entire Rwandan society,” he declared confidently.
He was arrested on May 3, 1995 and released from prison by the presidential instruction in 2006.
By mid-morning, the room is full of people, the number attending is double.
By noon all testimonies are finished and the accused have to defend themselves without a lawyer, which is the tradition in gacaca.
The trials must go on until 1600 without interruption, it is tiresome and people are annoyed by this. They start shouting, going out and back to their seats.
17 January 2007
It’s 8:30 on Wednesday. Normally it’s working hours. Butare town is quiet and people are closing shops and offices. They almost are running out of time. They are late. In Butare town all activities are supposed to be suspended from 8:00 to 16:00. In every cell of Butare, people must attend gacaca activities
More than 1million Rwandans perished in the 1994. Orphans, victims and widowers are waiting for justice to be done and try the perpetrators. Prisons are full of suspected people, placing a huge burden on the normal court system.
It was therefore necessary to set up a kind of justice system, inspired by the traditional Rwandan system of settling disputes. This system requires the participation of every one to rebuild justice, because it is in that participatory manner that the crimes were publicly committed in the eyes of the population.
The law establishing the organization, competence and functioning of gacaca stipulates in that every Rwandan citizen has the duty to participate in the Gacaca court activities..
The process began in the country 15 January 2005 in 3 stages: data collection in 2 phases and an information validation stage. The trial phase began in April 2006. The total number of suspects by Gacaca is approximately 761 448, according to the official website by the gacaca courts national commission (www.inkiko-gacaca.gov.rw). It is recommended that by the end of 2007 all trials be completed.
By 9:06, committee of 9 persons of integrity with 3 women among them is sitting at the front of the room. The chairperson gives directives:
“No cell phone during the session, it must be ordered. Every one is free to give his point of view, ask a question or to contribute to what has been said,” he said. “You have to raise your hand and be given a word.”
The chairman calls upon the seven witnesses – 4 women and 3 men. Before they give their testimonies; each must take an oath in the name of God. The accused are seated in front of the audience, a guard is standing alongside the room with a gun. The number of attendants in the room is approximately 120.
Among them are teachers at the secondary schools, professors at the university, businesspersons, and peasants.
Some are concentrating on the proceedings, others are reading the newspapers, and even some are sleeping. It seems that the testimonies might not be interesting. Cell phones are ringing time to time.
Among witnesses, there is a sister by the names of Micheline Mukayibanda born in 1955 at Cyangugu, who served at the orphanage in Butare since 1990. Her testimony makes people shout in anger. The chairman and the committee ask many questions, but the sister has no sufficient and interesting answers, and people don’t believe her. After a short time while Michel Ndejuru is being interviewed, Micheline, the sister starts crying and goes out of the room, perhaps after remembering some details she omitted or forgot to give.
Michel, who was 16 at the time, participated actively in the killings, he said, and is accused of murdering 450 people. His father was killed during the genocide.
“I am really sorry to all what I did. I was a part of group who killed Claudine. I beg a pardon in front of you all and the entire Rwandan society,” he declared confidently.
He was arrested on May 3, 1995 and released from prison by the presidential instruction in 2006.
By mid-morning, the room is full of people, the number attending is double.
By noon all testimonies are finished and the accused have to defend themselves without a lawyer, which is the tradition in gacaca.
The trials must go on until 1600 without interruption, it is tiresome and people are annoyed by this. They start shouting, going out and back to their seats.
Friday, February 2, 2007
TO PUT TO LIGHT THE TRAUMA ISSUE AMONG GENOCIDE SURVIVOR PUPILS IN SECONDARY SCHOOLS
National University of Rwanda
Students’ Association of Genocide Survivors (AERG)
P.O. Box 195 Butare
E-mail: aergunr02@yahoo.fr
HUMURA PROJECT
TO PUT TO LIGHT THE TRAUMA ISSUE AMONG GENOCIDE SURVIVOR PUPILS IN SECONDARY SCHOOLS
CASE STUDY: Secondary School Pupils in former Butare Province
By Pie Eugene RUBAGUMYA
Euthalie NYIRABEGA
Valens BIMENYIMANA
, April 2006
CHAPITRE I: GENERAL INTRODUCTION
1.1. INTRODUCTION
After the 1994 Genocide, Rwanda remained with a lot of physical and mental injuries whose healing will take much time. Thus, since some time, we face a horrifying problem of trauma among many Genocide survivors, especially during commemoration in April. As far as time goes by, that problem gets hardier and it occurs differently in all country’s corners. Anyone who passed through grave events is likely to get trauma. Meanwhile, people manage that problem differently. We realised that children, mainly secondary school pupils, are more attached and sometimes they are obliged to drop studies. It is in that framework that project “Humura” aimed at going deep that issue, giving its evident and latent causes which underlie trauma issue that was crucial in the last two school years (namely 2004 and 2005).
1.1. Statement of the problem
The 1994 Genocide left a lot of people who underwent physical and social damages, directly or indirectly. According to the UNICEF survey, “ thousands of Rwandan children lost their parents or they were separated from them. Almost all children lived traumatising experiences during war, either having seen their family members being tortured or killed in their sight, or being injured or threatened.
Given the fact that many pupils who were still very young in 1994 kept all sad events they have assisted to in their minds, some of them now remember them and get trauma. Other causes underlie trauma among Genocide survivors. First of all, we have environment. Indeed, in some schools, pupils are threatened and ill treated through actions or words by their colleagues, or by some authorities who still keep Genocide ideology. That behaviour affects more those pupils who highly need care and affection in order to overcome the selfless and anxious situation that was caused by the sad and ignominious lose of their beloved family members. In fact, behind the appearance of joy and smile, a deep sorrow is hidden, which, after some time, explodes in trauma. Moreover, in some schools, pupils are refused the right of organizing or participating in commemoration activities, and that raises indignation and frustration which make those children think that they are abandoned to themselves or that their sorrow became commonplace. Let also mention that in some schools, pupils are not authorized to gather in Genocide associations such as AERG that aims at promoting survivors Students’ interests. That association has started in many secondary schools and when pupils meet, they share their experiences and can even find solutions to their problems. When in holydays, those children live in very hard conditions because besides the enormous problems of everyday life, some of them stay in uncertain environment where merchant people threaten or kill them, or they live near places where their relatives are not buried in dignity yet. All those constitute psychological factors that build up and explode in trauma at a small detonation.
Making that issue commonplace or keeping silent with it without tempting to find long term solution would be catastrophic from educators and community in general while we know that that youth is hope and force of the future Rwanda. If this research requires to be carried out, it has also raised two main problems to which we have to find solutions. These are:
1 What are visible and hidden causes that are on basis of trauma among secondary school pupils and what are their consequences?
2 What intervention techniques can educators use to eradicate repeating trauma?
It is in that framework that the Students Association of Genocide Survivors in National University of Rwanda (AERG-UNR), after sad experience of the last two years where many schools had to stop because many pupils had got trauma in April commemoration – and that can even happen again-, undertook a deep research and propose long term solutions to educators and decisions makers in order to face that issue which seems to be repetitive.
1.2. Objectives of the study
As for any research project, our study aims at:
a. Main objective
- Putting to light trauma issue among secondary school survivor pupils by showing its causes and consequences and their negative impact on their life and output. This study will illustrate, through pupils and authorities’ responses, needs in terms of material and psychological help that can diminish that problem.
b. Specific objectives
- Identifying trauma causes and consequences among secondary school pupils
- Gathering views from educators and pupils in order to solve that problem
- Showing the authorities and kind people in charge of people’s well fare needs and measures to be taken in order of achieving effective social integration of survivor pupils
- Proposing long-term solutions about trauma and its underling problems
1.3. Hypothesises
In our research, we will have to verify the following hypotheses:
- Secondary school pupils get trauma because of what they passed through during 1994 Genocide
- Behaviours and environment constitute psychological factors that get increased and finally explode in trauma
- Repeating trauma among pupils has negative impact on their school output
- Knowing basis skills in trauma can be a efficient way of preventing and treating trauma cases in secondary schools
1.4. Interests and limits of the research
A. Interests of the study
First of all, it is the survivor pupils who will benefit from this study, but also the whole community will get aware of their situation and be compassionate. Secondly, decision makers and other people in charge of vulnerable welfare will have credible data from which they can plan actions and strategies for an effective intervention.
B. Limits of the research
First of all, we intend to carry out a pilot test in some secondary schools of former Butare Province. The last ones will be chosen on basis of their location (rural / town). Meanwhile, we hope the outputs to clarify that problem and open ways to durable solutions. The survey will be limited to the 2004 and 2005 school years.
1.5. Methodology
This section deals with the methodology used to gather necessary data that enabled us to answer to our research questions by verifying the above hypotheses in order to reach our objectives.
A. Survey population
As far as the 2004 and 2005 school years served us as reference, our survey population comprises all survivor pupils of former Butare Province who were at school in that period up to now. Indeed, the 6th and 3rd from pupils fulfil the conditions and, given their experience, they will provide credible information about all events of the last two years.
B. Sampling
- At first level, we identified by “descriptive choice” schools which are included in our research. That choice was motivated by the fact that our system is composed of public and private schools on one side, and on other side, we took into account the location of those schools, i.e. in rural areas and in town. The existence of Students’ Association of Genocide Survivors (AERG) in school was also considered as stated in table N 0 1.
- On second level, we identified our sampling by “ simple risky technique” : from a list of students that was made by each school and who get assistance by National Survivors’ Fund, we choose randomly pupils to carry out the survey. Hence, we asked 398 pupils (32.4% of the survey population) as stated in the table below.
- Lastly, in order to complete information provided, we also asked school authorities. We could not ask all proposed candidates (3 persons for each school whose one headmaster, two animators from low and upper classes). Meanwhile, as stated in the table below, we could reach only 19 from 33 who responded to our questionnaire.
Table 1: Recapitulative table of sampling
School
Category
Location
AERG existence
Number of pupils in 2006
Number of pupils asked and (%)
Number of authorities asked
COSTE
Private
Town
101
31 (7.8)
3
Espanya
Private
Town
295
90(22.6)
2
ETN NYANTANGA
Private
Rural
-
50
28 (7.0)
1
GARY SCHEER
Private
Rural
-
87
28(7.0)
2
ETS
Public
Rural
-
14
13(3.3)
2
GSOB
Public
Town
-
82
28(7.0)
2
GSP
Private
Town
340
100(25.1)
1
IMENA COLLEGE OF RINYINYA
Private
Rural
89
25(6.3)
2
IMMACULATE CONCEPTION
Public
Rural
60
19(4.8)
2
PSB Butare
Private
Town
-
45
15(3.8)
2
SANTA MATERI DEI
Public
Town
37
21(5.3)
3
1226
398(32.4)
19
Source: Compilation of statistics of surveyed schools
Notice: (-) Schools having AERG in
() Schools not having AERG in
B. Survey questionnaire
Two questionnaires have been made, one for pupils and another for authorities. Questions that were asked ought to explicate causes, signs and consequences of trauma among survivor pupils, and the remedy to be proposed. Some questions were closed, other were of multiple-choice type with explanations to help respondents. Data have been treated with SPSS Data Editor Software.
CHAPTER II. EXPLANATION OF CONCEPTS USED
2.1. “Humura” Project
The word “Humura” can be translated by “ Be comforted “ Don’t be afraid because I am with you, “ Don’t cry, together we will overcome”.
The word “Humura” was largely used to calm a child in error or who is afraid of something. When an adult told him/her “Humura”, she/he felt comforted by that affection.
“Humura” Project is a response and support to children and to the youth who lived terrible Genocide events as stated in the UNICEF report:
“91.1 of children saw their family members dying, 48% were threatened of being killed, 90% had to hide and protect themselves”.
This study deserves to be carried out given the majority of children who underwent a lot of psychological troubles as stated in the Rwandan Government and UNICEF Reports:
- More than 300.000 Rwandan children, especially teenagers, are traumatised and need psychological support, but only 0.1% gets it appropriately.
Otherwise, Humura Project considers figures as ridiculous because a big number of youth (living at home or in adoptive families) live in precarious conditions that can cause trauma.
Moreover, one of the most damages is the lost of hope by the youth among the adults while they need their care and affection. This project intends at promoting dialogue about how to face hard life. On the other side, as mentioned by many authors, trauma can be treated only in the context that saw it arising and developing. Humura Project intends to put to light the socio economical and cultural context around those young such as family and school. For that reason, the intervention towards them passes by local community that integrates and disintegrates them. This phase will put an emphasis on trauma issue by showing its environmental factors. This project will make suggestions that can stop or attenuate its causes among the youth.
2.2. Trauma issue
We are not able to conceptualise exhaustively trauma issue, but we want to give some orientations that may help in apprehending theoretical dimensions on basis of this research.
a) Trauma
Trauma is a Greco term that means injury, damage or disaster. It is associated to a triggering event that left horror signs in the psyche, “ Sad events that left signs in our mind are likely to affect chronically our life”. This conception associates trauma to a behaviour change resulting from victim’s horrors. That book shows that sad event can cause emotional crisis defined as “ a set of disturbances resulting from a violent emotional chock”.
This research will apprehend how secondary school pupils live trauma with reference to the most cited symptoms as indicated by PARLEAMAN:
- Lack of feelings and emotions
- They tend to retire from the public
- They are aggressive, shameful, anxious and remain depressive
- They no longer trust neither in themselves nor in someone else
- They always feel in insecurity because of violence underwent or to which they assisted
- They speak to themselves (monologue)
- Etc.
b) Trauma causes
In case of trauma, some authors insist on individual internal causes, others on types of responses to external stimuli for emotional appearance. In our case, we have both because on one side, survivor students bear in their hearts what they have seen in Genocide, and on the other side, world realities where they live today affect them and trigger emotional appearance that generates in trauma symptoms among them. Hence, on one side, we will take into account their memory states as direct consequences of the 1994 Genocide, and on the other side, relational situations in family or at school and their life conditions.
c) Trauma consequences among pupils
Trauma has serious negative consequences on pupils and on society in general. At individual level, obsession behaviours such as alcoholism, lack of trust in yourself and in others, soleness, hallucinations, are current consequences of trauma. The result is poverty, lack of commitment to work… all these effects don’t affect only young people, but also the whole community and that situation causes social tissue disintegration, deterioration of education system… That is the reason why people have to think about a better psychosocial care as well as at individual and community levels.
d) Orientations of trauma care among youth
As well as psychosocial dimension is composed of domains, that are psychological and social, we won’t lose our time on those two levels because the first derives from Greco “ psyche” meaning soul and from “logos” which means “ science”. It is therefore the soul science. The second one, “social” deals with people in society. Hence, the psychosocial is a part of psychology that studies human nature and the society influence on psychological functions”.
From the two dimensions, psychosocial care will comprise complete services in favour of victims taking into account of:
- Personality system: taking into account that each person is unique and differs from others in how he/she react to a given situation
- Socio economical environment that comprises social interactions (relations), institutional organisation (family, schools…) financial and material resources at the disposal, political environment, etc. considering those orientations, we will analyse information and views from secondary school survivor pupils, and those from their authorities.
CHAPTER III. DATA PRESENTATION, ANALYSIS AND INTEPRETATION
3.1. INTRODUCTION
Considering the 1994 Genocide atrocious consequences on survivors in general and on youth in particular, this chapter aims at presenting, analysing and interpreting data from interviewees. We want to test if trauma really exists in secondary schools, show its causes and consequences, and its negative impact on pupil’s outcome. After that, we will propose intervention ways to overcome those repeating cases of trauma.
3.2. Data presentation, analysis and interpretation
This section is divided into 4 parties as follows:
- Interviews’ presentation
- Different appearances of trauma
- Trauma causes
- Suggestions made
3.2.1. Interviews’ identification
Table 2: Number of pupils interviewed per form
Form
Number of interviewees
Percentage
3rd form
205
51.5
6th form
193
48.5
Total
398
100.0
We would have taken equal number for 6th and 3rd forms, but in some schools, the number of 6th students is low, for that we used a big number in 3rd form. The low number in 6th form is due to the fact that survivor pupils stay down on one side, and that the number of pupils is bigger in lower class than in upper class.
Table 3: Pupils’ identification per sex
Sex
Number of interviewees
Percentage
Feminine
230
57.8
Masculine
168
42.2
Total
398
100.0
The girls’ rate (57.8) is higher than boys (42.2). This constitutes a contradiction with girls’ rate that is usually lower than boys. This is explained by the fact that during genocide, killers targeted men and boys so that now most of survivors are women and girls.
Table 4: Frequentation period of interviewees in the same school:
Number of years
Number of pupils
Percentage
2
28
7.0
3
269
67.6
4
69
17.3
5
2
0.5
6
19
4.8
7
8
2.0
8
3
0.8
Total
398
100.0
As the frequentation period for many pupils is three years (67.6%) and more, we can assess that they master habits, mood and practices of their schools. This makes the answers more credible because they are based on their own experience.
Table 5: Pupils’ identification per age
Age
Number of interviewees
Percentage
Age group
Percentage
14
5
1.3
15
13
3.3
16
41
10.3
17
49
12.3
18
63
15.8
19
53
13.3
20
58
14.6
21
40
10.1
22
28
7.0
23
23
5.8
24
9
2.3
25
5
1.3
26
5
1.3
27
1
0.3
28
2
0.5
29
1
0.3
32
1
0.3
40
1
0.3
Total
398
100.0
The more represented group age is 15-20 years old, and we have 21-25 years old with 26.9%. Considering the two groups, we can assess that the majority age of interviewees was 3 to 7 years old during the 1994 genocide. The age characteristics is very important to understand their psychological needs that the adult world ignore as stated by the UNICEF report: If it is true that family member’s death can trigger a series of problems to child, psychological needs are less perceived than material ones. If we want those children to develop their necessary capacity in order to face hard life, it is indispensable to pay more attention to their psychological needs.
Table 6: Pupils’ identification per province of residence
Province
Number of interviewees
Percentage
South
297
74.6
East
14
3.5
Ouest
21
5.3
Kigali City
66
16.6
Total
398
100.0
It is clear that a big number of interviewees come from Southern Province. This is due to the fact education policy in Rwanda encourages pupils to go to near schools of their residence. From that, we can ‘t extrapolate our results on national territory and on all survivor students. We based our research on Southern Region to verify our hypothesis, hoping that the outputs will offer us the image of how the problem is, especially among secondary school pupils.
Table 7: Interviewees ‘identification according to the housekeeper’s relation
where they live
Relation with housekeeper
Number of interviewees
Percentage
Having two parents
67
16.8
Having one parent
144
36.2
Living with an aunt
47
11.8
Living with an uncle
13
3.3
Brother or sister
39
9.8
Grand father and mother
16
4
Housekeeper
15
3.8
Others
67
14.2
Total
398
100.0
As far as the number of interviewees with one parent (36.2) plus interviewees with two parents constitutes 53%, we realise that 47% of interviewees are orphans without any parent. Among these, those who live with their direct family member (29.6) while housekeepers held 3.8%. Those who live with different people are 14.2%. That is how their vulnerability is explained.
Meanwhile, let know that survivor students are hope and force of “future Rwanda” as stated by Rwandan saying. That is the reason why we have to protect them and let their rights respected. Nevertheless, the following lines show that those pupils live in precarious conditions so that they wonder about they future without parents’ support.
3.2.2. Existence of trauma cases in secondary schools
Table 8: existence of serious trauma cases in schools during two last years
Answers
Number of authorities
Percentage
Number of pupils who got trauma
Percentage
No
17
89.5
133
65.5
Yes
2
10.5
261
33.4
No response
4
0.1
Total
19
100,0
398
100.0
Trauma cases are found in schools as said by the majority of authorities who responded (89.5). Only one-school authorities accepted not having met trauma in their school. A big number of respondents recognized having got grave trauma (33.4%). Four pupils refused to respond. From two tables above, we see that apart from one school, nine remaining knew trauma cases during the last two school years.
Table 9: Trauma cases by sex: authorities’ observations
More cases with:
Number of authorities interviewed
Percentage
Girls
17
89.4
Boys
1
5.3
Both
1
5.3
Total
19
100
89.4% of respondents show that girls are more attached than boys. As explanation, authorities were unanimous to assess that in Rwandan culture, girls exteriorise their feelings and anxiety more than boys, as stated by this saying “ Amarira y’umugabo atemba ajya mu nda”. In order of not being shameful, boy learns how to overcome internal conflicts and problems for a better adaptation as individual and in his society. For that, the trauma explosion in secondary school is rare, and when it happens, it is very difficult to calm it.
Table 10: Trauma symptoms found during last two years: authorities’
Observations
Symptoms
Number of respondents
Percentage
Fear
17
89.5
Hallucinations
17
89.5
Crying in night
15
78.9
Sleepless
12
63.2
Avoiding persons, places recalling Genocide
11
57.9
Keeping silent
14
73.7
Having revenge will
12
63.2
Going out of school without permission
10
52.2
Others (headache, stomach-ache, gynaecological problems, eye ache)
8
42.1
As stated in table above, trauma symptoms in secondary schools are multiple. Authorities told us that pupils cry in night especially in dormitory and they get hallucinations (89.5), others keep silent (73.3) plus avoiding other people (57.9). Some of them don’t sleep (63.2), and that phenomenon results in bad headache, stomachache and eye ache (42.1). Authorities assess they are sometimes bored and don’t know what to do. It therefore requires increasing the number of trauma counsellors and restore former National Survivors employees because they were very useful.
The animators’ role should also be revised, instead of watching over faulty students, but being cooperative and advisors when they notice abnormal behaviours with those pupils.
Table 11: Period of serious trauma cases
Period when pupils got trauma (2004 & 2005)
Number of schools
Percentage
Before Genocide commemoration (January-March)
5
26.3
During Genocide commemoration (April)
11
57.9
May- July
4
21.1
After Genocide commemoration (August- November)
3
15.3
The table above indicates that in April, trauma cases are more serious (57.9). This is crucial period when a lot of people remember genocide sad events they went through or they watched to. Trauma phenomenon decreases in August- November period because after July, school authorities know vulnerable students and they take care of them. But some of them also pass the whole year with trauma. Here are its causes among the youth in secondary schools.
3.2.3. Trauma causes among secondary school pupils
Table 12: Remembering violence actions underwent
Response
Number
Percentage
Having seen barbarism in their sight
253
63.6
Having seen a family member dying
291
73.1
Unable to bury their relatives in dignity
221
55.5
Other Genocide misdeeds (being orphans)
73
18.3
Table above illustrates that 73.1 % of interviewees have seen at least their family member dying, while 63.3% have undergone barbarism acts such as injuries, rape, insults and laugh, or they were hidden for a certain period. Those who could bury they relatives in dignity can get trauma because, according to Kanyangara: “ lack of last sight to dead or kidnapped member forces an individual to organize his/her mourning and that can cause process of interminable pathological mourning.” . The table below is an example of how people diminished in 1994 Genocide.
Table 13: Pupils’ family composition: Before and after Genocide
Before Genocide
Number of respondents
Percentage
Remaining after Genocide
Number of respondents
Percentage
1-3
80
20.2
1-3
223
56.0
4-6
151
38.1
4-6
148
37.1
7-9
136
34.4
7-9
24
6.0
10-12
24
6.1
10-12
2
0.5
>12
8
2.0
>12
0
0
Total
398
100
398
100
This table shows that the family size which was 20.2 % (1 to 3 family members) rose up to 56.0%. That demographic decrease was not due to family planning, but to genocide that took away theirs, and they are seriously affected, particularly when they meet hard problems.
3.2.3. Causes of school environment
3.3.2.1. Use of bad talks that can trigger trauma by pupils and by educators:
Interviewees’ observations
Table 14: Use of bad word by pupils and educators at school
Existence of bad word
Number of interviewees
Percentage
Yes
169
42.5
No
229
57.5
Total
398
100.0
Pupils confirmed that some animators and their colleagues use bad word towards them, but they are afraid of denouncing them in order of not being punished. In some schools, authorities noticed that and reacted, while in others they kept silent and become suspicious with them.
Table 15: Hierarchy of traumatising words used: Interviewees’ Observations
Identified words by interviewees
Number of interviewees per 169
Percentage
Sorrow words
169
100
Bad words
118
69.8
Insults
29
17.1
Others
59
34.9
The table below shows that sorrow words represent 100%, while insults are 69.8%. the last ones present genocide as logic consequence of what victims deserved; when some pupils say that survivors seek to be seen only. Comrades conclude that survivors are liar and sometimes indict family members who never participated in Genocide. Insults are lees used at schools because perpetrators are afraid to be seriously punished if they are accused. Other way of trauma is genocide denial, the jet of tracts in public places, and even terrorism acts. The main cause of this remains some favours offered to survivor students by National Survivors Fund that seem to be more than material aid given to other students (by the Ministry of Local Administration).
3.2.3.1.2. Trauma cases in relation to authorities’ behaviour
Table 16: Authorities ‘behaviour as trauma causes among pupils at school
Causes
Number of respondents
Percentage
Bad behaviour during Genocide commemoration
310
77.9
Genocide ideology
96
24.1
Bad treatment
69
17.3
To feel alone
102
25.6
Others
130
32.7
Interviewees confirmed that trauma at school is caused by:
On one side, authorities’ negligence, especially some animators, during genocide commemoration (77.9%). on other side, unsafe environment where survivor pupils feel alone, or are ill-treated at school and genocide ideology. all represent 67%. Other causes mentioned deride from physiological crisis such as stomachache, head ache and eye ache that authorities take less care of.
3.3.2. Trauma cases in relation to bad life conditions in family
Table 17: Bad social conditions in relation to home family
Existence of bad social conditions as trauma causes
Number of respondents
Percentage
Yes
343
86.2
No
51
12.8
No response
4
1.0
Total
398
100.0
The majority of respondents assess the survivors’ bad social conditions are the main cause of trauma (86.2%), while only 12.8% said no.
Table 18: Hierarchy of bad social conditions that were identified as trauma
Causes
More cited social conditions
Number of respondents
Percentage
Discrimination within family
185
46.5
Rejection by receiving family
180
45.2
Being always faulty in receiving family
178
44.7
No visit at school
172
43.2
Not having someone to give his/her points paper
136
34.2
Other family conditions
72
18.1
The social conditions above are more relational among the multiple ones. It is clear that those young lack affection that is more important. These conflict situations are due to the fact that the majority of interviewees constitute the group age of 15 up to 20 years old who are self confident and tends to be independent. On other side, receiving families are not prepared to those situations. They think the received children are incorrigibles. The small beginning conflict can get harder if it is not well managed. The country should consider this issue by putting in place social workers and counsellors for all family members. Among other causes cited, we can mention hard jobs comparatively to their physical capacity, and not being free of visiting their comrades and relatives, etc.
Trauma causes in relation to the lack of economical material needs
Table 19: Bad economical material conditions in receiving families
Bad relations due to
Number of respondents
Percentage
Families steal the received child’s property
173
43.5
Lack of school material
227
57.0
Difficult of getting return tickets
242
60.8
Inequity of home material
254
63.8
Deep poverty
243
61.1
Others
38
9.5
The table below shows that pupils lack vital minimum for better study. This is explained by their deep poverty (61.1), difficult to get return tickets and the lack of school material. It is understandable that spend their time in searching how to meet all those needs while they could get solutions from their parents (if they were alive). This is the main cause of their failure in school and psychological trauma follows. The last cause is that receiving family first of all shows interested with the child hiding the ambition of appropriate the child’s legacy (houses, account in banks…).
3.4. Trauma consequences
Table 20: Trauma consequences towards pupils: school authorities’ observations
Consequences
Number of respondents
Percentage
Serious indiscipline cases
1
5.2
Moving from schools
7
36.8
School dropping
5
26.3
Bad note (points)
4
21.0
Others
2
10.5
Moving from school was a the most trauma consequence that was cited by school authorities (36.8%). after that we have school dropping representing 26.3 %, while many of them obtain bad marks (21%) and therefore, they are obliged to resume their studies. Another cause is that these children cannot concentrate in school because of bad souvenirs. Otherwise, Genocide survivor pupils are sent at home or to hospital where they stay many days without studying.
Table 21: Trauma consequences towards school organisation: authorities’
observations
Consequences
Number of schools
Percentage
Small consequences
Serious consequences
Very serious consequences
No visible consequences
Total
4
4
9
2
19
21.1
21.1
47.7
10.5
100.0
3.5. Psychosocial care within schools
3.5.1. Commemoration activities within schools
Table 21: Existence of commemoration activities within schools
Existence of commemoration activities within schools
Number of respondents
Percentage
Yes
56
14.1
No response
340
85.5
2
0.5
The table below illustrates that many schools don’t celebrate Genocide commemoration. Pupils confirmed that they are usually invited by near political institutions such the district and others. This increases their trauma risks because they don’t find counsellors when they come back to schools. It is worth wondering if it should be better to organise internal activities within schools instead of mixing children with adults while we can’t provide them moral and material support after those affecting ceremonies.
Table 22: Satisfaction with regards to Genocide commemoration within schools
Response
Number
Percentage
Yes
48
85.7
No
8
14.3
Total
56
100.0
The majority of respondents assessed to be satisfied with commemoration activities that are organised around their schools. Respondents have also ordered them according to what they prefer and wish to be organised each April given its moral interests
Table 23: The more preferred commemoration activities
Identified activities
Number of respondents
Percentage
Testimonies
47
83.9
Conferences
16
28.5
Prays
23
41.0
Films
19
33.9
Mourning fire
30
53.5
Mourning songs
16
28.5
Others
33
58.9
No response
-
From 56 respondents who confirmed the existence of Genocide commemoration activities in their schools, 83.9 % have appreciated the mourning fire (Igishyito). Songs and conferences are less interesting. Others are related to visits by authorities of Genocide Survivors in crisis such as Students’ Association of Genocide Survivors (AERG).
Most of Genocide survivors develop trauma symptoms that can be chronic or diverse. In all cases people develops a pathological mourning. We should create appropriate environment to manage trauma issue within schools instead of letting pupils live stressing moments alone.
3.5.2. Psychosocial care with regards to traumatised people
Table 24: Pupils ask assistance from school authorities when trauma issue
occurs
Response
Number
Percentage
Yes
274
68.8
No
114
28.6
No response
10
2.5
Total
398
100
Interviewees confirm that they don’t reveal their issue to authorities for two reasons:
First of all, survivor students share most latent trauma cases; therefore, they support each other by group therapy. They only warn authorities in difficult cases and these always respond positively. When we asked them to mention recent cases they remember, they assessed that discipline authorities’ role in 2004 and 2005 was highly appreciable. Secondly, they confirmed that they rely on survivor authorities to which they tell the problem. In lack of these, they prefer to keep silent.
Table 25: How authorities receive traumatised pupils
Reception
Number of respondents
Percentage
Very bad
2
0.5
Bad
16
4.0
Less
163
41.0
Good
150
37.7
Very good
53
13.3
No response
14
3.6
Total
398
100
As far as the above classification is concerned, respondents told us that in 2004& 2005, some discipline authorities did not take into consideration the trauma issue as serious problem and in some cases they rejected patients. In some schools, those bad authorities were even suspended.
Table 26: Hierarchy of trauma care in serious trauma cases
Who helps you more in trauma issue?
Number of respondents
Percentage
Authorities
308
77.4
Teachers
54
13.6
Pupils each other
346
87.4
Counselling agents
93
23.4
Medical doctors
192
48.2
Others
42
10.6
No response
2
0.5
As stated in the table below, teachers are less implicated in the matter. Interviewees told us that many teachers do their job normally and don’t care of pupils’ life. Medical intervention was visible in 2004 and 2005, while counselling agents are resorted to in serious trauma cases. This is the explanation of their small intervention. Pupils wish permanent counselling instead of calling them in urgent situation.
Table 27: Hierarchy of psychosocial trauma care in serious trauma cases
Who helps you more in trauma cases?
Number of respondents out of 133
Percentage
Authorities
32
24.0
Teachers
6
0.4
Pupils
74
55.6
Counsellors
16
12.0
Medical doctors
35
26.3
Parents
28
21.0
Others
35
26.3
No response
2
0.1
The table above indicates that first of all pupils helped each other in last two years. Even in serious trauma cases, they did the same, secondly they were assisted by school authorities and lastly by medical staff and others. Let mention that among the others we have AERG members from National University of Rwanda who intervened usefully in 2004 and 2005.
Table 28: Authorities’ considerations with regards to trauma
Views given
Number of respondents out of 398
Percentage
Grave disease
38
9.5
Serious problem
230
57.8
Don’t mind
25
6.3
Pupils lie
42
10.6
Don’t understand
31
7.8
Others
22
5.5
No response
10
2.6
Total
398
100.0
The majority of respondents confirmed that during the last two years, school authorities took trauma as serious problem (67.3%), while another part said that some authorities are less favourable, either because they don’t understand anything about the issue, or because they make it commonplace (32.2). ten respondents did not provide an answer. While we asked the respondents to clarify their answers, those who told us that school authorities take care of traumatised pupils have appreciated their job, while negligent authorities abandon pupils in dormitory and only their comrades look after them. Some authorities don’t give tickets to traumatised pupils who need to go home. Therefore, pupils do it themselves. The research showed that some authorities try to hide trauma cases in their schools instead of treats them, as it is required. There is also kind of discrimination where some authorities take care more of rich pupils and seem not to mind for poor children.
Table 29: Ways used by authorities to help traumatised pupils
Ways used
Number of respondents
Percentage
To calm students
174
43.7
To take them to hospital
309
77.6
To bring a counsellor to school
23
5.8
To let pupils go back home
148
37.2
Others
36
9.0
No response
2
0.5
It results from the table above that the majority of traumatised pupils are directly brought to hospitals (77.6%). Secondly, many of them stay at school (43.7%) and 37.2 % go home. Among other ways, pupils mentioned soldiers who come to calm them and assure their security. Schools mostly bring pupils to hospital while counselling agents come secondly. Thus, “prevention is better than cure” that is the reason why pupils suggest regular consultation with counsellors who still don’t exist in many schools.
3.6. Solutions made by interviewees
In order to diminish trauma issue in schools, interviewees have made following solutions to major problems:
3.6.1. Propositions to schools authorities
- To set up a permanent counselling service and engage trained agents who can intervene in the neighbouring schools
- To elaborate a civic education program that will eradicate Genocide ideology
- To frequently visit pupils in order to show them sympathy and affection
- To organise counselling trainings in order to equip pupils with basic skills with what they can help their comrades in crisis
3.6.2. Pupils’ propositions
- To meet their basic needs on due time such school material and return tickets
- To organise trauma trainings so that pupils can help their colleagues and learn to live with trauma
- To promote solidarity actions and recreation movies in order to avoid being alone for a long time
- To organise trauma trainings for their receiving family members
- The government should help victims in rehabilitating their damaged property
- To continue commemoration activities where an emphasis should be put on past lessons for a better future
- To sensitise adult people on hear and dialogue with the youth
- To punish severely all bad words in order to eradicate hate
- To set up a judicial advisory system for survivor pupils that could intervene in litigation cases with other people, especially with regards to their property
CONCLUSION AND RECOMMANDATIONS
A) Conclusion
Having realised that trauma phenomenon is serious among many Genocide survivors in general secondary school pupils in particular where some of them are some times obliged to drop their studies, this research aimed at putting to light that problem, its causes and its impact. Information gathered from 398 pupils and 19 school authorities from 11 secondary schools of former Butare Province show that our research hypothesises have been confirmed. Let remind that the last two years (2004 and 2005) served us as reference for hypothesises verification.
First of all, secondary school pupils get trauma due to atrocious actions they met in 1994 Genocide. Therefore, 9 schools out of 11 recognised having known trauma cases in the last two years while 133 pupils accepted that they got serious trauma cases in that period. Among the various symptoms that appeared, we can mention fear, hallucinations, crying in night, keeping silent, sleeplessness, etc. these troubles occur often in April and they are caused by the remind of barbarism acts that were committed in their sight such watching your family members being killed, spending long hours in hiding-place, etc.
Secondly, educators’ behaviours and the environment constitute psychological factors, which accumulate slowly and lastly explode in trauma. The fact was confirmed by interviewees, accepting that some pupils and authorities use bad words and that can cause traumatic troubles among survivors. The bad social relations with receiving families and the lack of basic material also amplify trauma issue.
Thirdly, interviewees showed that repeating trauma has negative impact on survivor pupils’ outcome, especially in schools, where some of them get very bad marks or become indiscipline that sometimes lead to school dropping.
Lastly, we realised that basic skills in trauma and their application can greatly help in case trauma occurs in school before resorting to other people such as medical doctors. Thus, pupils regret the fact that some authorities, in ambiguous situation, hurry in bringing attached pupils at hospital while they could cure even at school by using those basic techniques. Interviewees propose to set up permanent counselling service in neighbouring schools in order to prevent trauma cases instead of intervening when it is declared or later.
B) Recommendations
As far as trauma problems are concerned among secondary schools pupils, we would like to make recommendations to all people in order to think of their better psychosocial care and of effective integration in the evolving Rwandan society. We focused our recommendations to students and their receiving families, schools’ authorities, Genocide Survivors’ Associations, other organisations, and to Rwandan government.
We recommend to Genocide survivor students:
- To envisage excellency and competition because some of them are accused of not committing to studies
- To be more disciplined and keep solidarity spirit
- Not to resign before hard life, but to fight for a bright future
- To remember their tragic past time and work hard because they have no other source
We recommend the receiving families to:
- To know that those teenagers need more affection and avoid loyalty conflicts
- To engage franc dialogue with the youth they look after by using “ Win-Win” method in order to manage together relational conflicts they meet
- To visit pupils at school and enquire about their discipline
We recommend the Genocide Survivors’ Associations to:
As far as counselling benefits are concerned, they should:
- Enlarge operational counselling system to schools
- Intervene in receiving families in order see what goes on there
- To carry out regular follow-up in schools for knowing how survivor students are
- Carry out scientific researches in order to make an inventory of survivors’ problems in general and students ‘problems in particular
- Participate in solving their problems, either materially or at advocacy level
- Participate in decisions-making by administration authorities with regards to survivors’ assistance
- Set up middle and long-term strategic planning according to the objectives set with regards to survivors’ assistance
We recommend schools’ authorities:
- To authorise the formation of solidarity associations because these can enhance mutual support and help group therapy
- To avoid all discriminatory and humiliation actions towards pupils who have psychological troubles in order to facilitate their psychosocial integration.
- To be more affective and compassionate towards pupils, especially those with psychological troubles
- To make advocacy to public institutions and other organisations that can help those pupils
- To reintegrate former National Survivors’ Fund employees and redefine their attributions
- To improve teaching methodology because some schools have a big number failures among their students
We recommend the Rwandan government to:
- Continue total assistance to vulnerable survivors i.e. the payment of school fees and necessary material distribution
- Reintegrate former National Survivors’ Fund employees for better care of survivors’ problems
- Provide trainings to psychosocial interveners and other people who are in contact with pupils
- Assist the receiving families for a better material care
- Maintain and reinforce all kinds of solidarity meetings during holidays because they enable students to share their experience and information and to learn bravery and patriotism
- To promote leisure opportunities and meetings where all youth classes of Rwandan society can learn civic education especially with regards to justice, unity and reconciliation, and other development programs
- Plan deep national research of psychosocial and economical life conditions of survivors in general, with an emphasis put on students and on orphans who are housekeepers.
END
Students’ Association of Genocide Survivors (AERG)
P.O. Box 195 Butare
E-mail: aergunr02@yahoo.fr
HUMURA PROJECT
TO PUT TO LIGHT THE TRAUMA ISSUE AMONG GENOCIDE SURVIVOR PUPILS IN SECONDARY SCHOOLS
CASE STUDY: Secondary School Pupils in former Butare Province
By Pie Eugene RUBAGUMYA
Euthalie NYIRABEGA
Valens BIMENYIMANA
, April 2006
CHAPITRE I: GENERAL INTRODUCTION
1.1. INTRODUCTION
After the 1994 Genocide, Rwanda remained with a lot of physical and mental injuries whose healing will take much time. Thus, since some time, we face a horrifying problem of trauma among many Genocide survivors, especially during commemoration in April. As far as time goes by, that problem gets hardier and it occurs differently in all country’s corners. Anyone who passed through grave events is likely to get trauma. Meanwhile, people manage that problem differently. We realised that children, mainly secondary school pupils, are more attached and sometimes they are obliged to drop studies. It is in that framework that project “Humura” aimed at going deep that issue, giving its evident and latent causes which underlie trauma issue that was crucial in the last two school years (namely 2004 and 2005).
1.1. Statement of the problem
The 1994 Genocide left a lot of people who underwent physical and social damages, directly or indirectly. According to the UNICEF survey, “ thousands of Rwandan children lost their parents or they were separated from them. Almost all children lived traumatising experiences during war, either having seen their family members being tortured or killed in their sight, or being injured or threatened.
Given the fact that many pupils who were still very young in 1994 kept all sad events they have assisted to in their minds, some of them now remember them and get trauma. Other causes underlie trauma among Genocide survivors. First of all, we have environment. Indeed, in some schools, pupils are threatened and ill treated through actions or words by their colleagues, or by some authorities who still keep Genocide ideology. That behaviour affects more those pupils who highly need care and affection in order to overcome the selfless and anxious situation that was caused by the sad and ignominious lose of their beloved family members. In fact, behind the appearance of joy and smile, a deep sorrow is hidden, which, after some time, explodes in trauma. Moreover, in some schools, pupils are refused the right of organizing or participating in commemoration activities, and that raises indignation and frustration which make those children think that they are abandoned to themselves or that their sorrow became commonplace. Let also mention that in some schools, pupils are not authorized to gather in Genocide associations such as AERG that aims at promoting survivors Students’ interests. That association has started in many secondary schools and when pupils meet, they share their experiences and can even find solutions to their problems. When in holydays, those children live in very hard conditions because besides the enormous problems of everyday life, some of them stay in uncertain environment where merchant people threaten or kill them, or they live near places where their relatives are not buried in dignity yet. All those constitute psychological factors that build up and explode in trauma at a small detonation.
Making that issue commonplace or keeping silent with it without tempting to find long term solution would be catastrophic from educators and community in general while we know that that youth is hope and force of the future Rwanda. If this research requires to be carried out, it has also raised two main problems to which we have to find solutions. These are:
1 What are visible and hidden causes that are on basis of trauma among secondary school pupils and what are their consequences?
2 What intervention techniques can educators use to eradicate repeating trauma?
It is in that framework that the Students Association of Genocide Survivors in National University of Rwanda (AERG-UNR), after sad experience of the last two years where many schools had to stop because many pupils had got trauma in April commemoration – and that can even happen again-, undertook a deep research and propose long term solutions to educators and decisions makers in order to face that issue which seems to be repetitive.
1.2. Objectives of the study
As for any research project, our study aims at:
a. Main objective
- Putting to light trauma issue among secondary school survivor pupils by showing its causes and consequences and their negative impact on their life and output. This study will illustrate, through pupils and authorities’ responses, needs in terms of material and psychological help that can diminish that problem.
b. Specific objectives
- Identifying trauma causes and consequences among secondary school pupils
- Gathering views from educators and pupils in order to solve that problem
- Showing the authorities and kind people in charge of people’s well fare needs and measures to be taken in order of achieving effective social integration of survivor pupils
- Proposing long-term solutions about trauma and its underling problems
1.3. Hypothesises
In our research, we will have to verify the following hypotheses:
- Secondary school pupils get trauma because of what they passed through during 1994 Genocide
- Behaviours and environment constitute psychological factors that get increased and finally explode in trauma
- Repeating trauma among pupils has negative impact on their school output
- Knowing basis skills in trauma can be a efficient way of preventing and treating trauma cases in secondary schools
1.4. Interests and limits of the research
A. Interests of the study
First of all, it is the survivor pupils who will benefit from this study, but also the whole community will get aware of their situation and be compassionate. Secondly, decision makers and other people in charge of vulnerable welfare will have credible data from which they can plan actions and strategies for an effective intervention.
B. Limits of the research
First of all, we intend to carry out a pilot test in some secondary schools of former Butare Province. The last ones will be chosen on basis of their location (rural / town). Meanwhile, we hope the outputs to clarify that problem and open ways to durable solutions. The survey will be limited to the 2004 and 2005 school years.
1.5. Methodology
This section deals with the methodology used to gather necessary data that enabled us to answer to our research questions by verifying the above hypotheses in order to reach our objectives.
A. Survey population
As far as the 2004 and 2005 school years served us as reference, our survey population comprises all survivor pupils of former Butare Province who were at school in that period up to now. Indeed, the 6th and 3rd from pupils fulfil the conditions and, given their experience, they will provide credible information about all events of the last two years.
B. Sampling
- At first level, we identified by “descriptive choice” schools which are included in our research. That choice was motivated by the fact that our system is composed of public and private schools on one side, and on other side, we took into account the location of those schools, i.e. in rural areas and in town. The existence of Students’ Association of Genocide Survivors (AERG) in school was also considered as stated in table N 0 1.
- On second level, we identified our sampling by “ simple risky technique” : from a list of students that was made by each school and who get assistance by National Survivors’ Fund, we choose randomly pupils to carry out the survey. Hence, we asked 398 pupils (32.4% of the survey population) as stated in the table below.
- Lastly, in order to complete information provided, we also asked school authorities. We could not ask all proposed candidates (3 persons for each school whose one headmaster, two animators from low and upper classes). Meanwhile, as stated in the table below, we could reach only 19 from 33 who responded to our questionnaire.
Table 1: Recapitulative table of sampling
School
Category
Location
AERG existence
Number of pupils in 2006
Number of pupils asked and (%)
Number of authorities asked
COSTE
Private
Town
101
31 (7.8)
3
Espanya
Private
Town
295
90(22.6)
2
ETN NYANTANGA
Private
Rural
-
50
28 (7.0)
1
GARY SCHEER
Private
Rural
-
87
28(7.0)
2
ETS
Public
Rural
-
14
13(3.3)
2
GSOB
Public
Town
-
82
28(7.0)
2
GSP
Private
Town
340
100(25.1)
1
IMENA COLLEGE OF RINYINYA
Private
Rural
89
25(6.3)
2
IMMACULATE CONCEPTION
Public
Rural
60
19(4.8)
2
PSB Butare
Private
Town
-
45
15(3.8)
2
SANTA MATERI DEI
Public
Town
37
21(5.3)
3
1226
398(32.4)
19
Source: Compilation of statistics of surveyed schools
Notice: (-) Schools having AERG in
() Schools not having AERG in
B. Survey questionnaire
Two questionnaires have been made, one for pupils and another for authorities. Questions that were asked ought to explicate causes, signs and consequences of trauma among survivor pupils, and the remedy to be proposed. Some questions were closed, other were of multiple-choice type with explanations to help respondents. Data have been treated with SPSS Data Editor Software.
CHAPTER II. EXPLANATION OF CONCEPTS USED
2.1. “Humura” Project
The word “Humura” can be translated by “ Be comforted “ Don’t be afraid because I am with you, “ Don’t cry, together we will overcome”.
The word “Humura” was largely used to calm a child in error or who is afraid of something. When an adult told him/her “Humura”, she/he felt comforted by that affection.
“Humura” Project is a response and support to children and to the youth who lived terrible Genocide events as stated in the UNICEF report:
“91.1 of children saw their family members dying, 48% were threatened of being killed, 90% had to hide and protect themselves”.
This study deserves to be carried out given the majority of children who underwent a lot of psychological troubles as stated in the Rwandan Government and UNICEF Reports:
- More than 300.000 Rwandan children, especially teenagers, are traumatised and need psychological support, but only 0.1% gets it appropriately.
Otherwise, Humura Project considers figures as ridiculous because a big number of youth (living at home or in adoptive families) live in precarious conditions that can cause trauma.
Moreover, one of the most damages is the lost of hope by the youth among the adults while they need their care and affection. This project intends at promoting dialogue about how to face hard life. On the other side, as mentioned by many authors, trauma can be treated only in the context that saw it arising and developing. Humura Project intends to put to light the socio economical and cultural context around those young such as family and school. For that reason, the intervention towards them passes by local community that integrates and disintegrates them. This phase will put an emphasis on trauma issue by showing its environmental factors. This project will make suggestions that can stop or attenuate its causes among the youth.
2.2. Trauma issue
We are not able to conceptualise exhaustively trauma issue, but we want to give some orientations that may help in apprehending theoretical dimensions on basis of this research.
a) Trauma
Trauma is a Greco term that means injury, damage or disaster. It is associated to a triggering event that left horror signs in the psyche, “ Sad events that left signs in our mind are likely to affect chronically our life”. This conception associates trauma to a behaviour change resulting from victim’s horrors. That book shows that sad event can cause emotional crisis defined as “ a set of disturbances resulting from a violent emotional chock”.
This research will apprehend how secondary school pupils live trauma with reference to the most cited symptoms as indicated by PARLEAMAN:
- Lack of feelings and emotions
- They tend to retire from the public
- They are aggressive, shameful, anxious and remain depressive
- They no longer trust neither in themselves nor in someone else
- They always feel in insecurity because of violence underwent or to which they assisted
- They speak to themselves (monologue)
- Etc.
b) Trauma causes
In case of trauma, some authors insist on individual internal causes, others on types of responses to external stimuli for emotional appearance. In our case, we have both because on one side, survivor students bear in their hearts what they have seen in Genocide, and on the other side, world realities where they live today affect them and trigger emotional appearance that generates in trauma symptoms among them. Hence, on one side, we will take into account their memory states as direct consequences of the 1994 Genocide, and on the other side, relational situations in family or at school and their life conditions.
c) Trauma consequences among pupils
Trauma has serious negative consequences on pupils and on society in general. At individual level, obsession behaviours such as alcoholism, lack of trust in yourself and in others, soleness, hallucinations, are current consequences of trauma. The result is poverty, lack of commitment to work… all these effects don’t affect only young people, but also the whole community and that situation causes social tissue disintegration, deterioration of education system… That is the reason why people have to think about a better psychosocial care as well as at individual and community levels.
d) Orientations of trauma care among youth
As well as psychosocial dimension is composed of domains, that are psychological and social, we won’t lose our time on those two levels because the first derives from Greco “ psyche” meaning soul and from “logos” which means “ science”. It is therefore the soul science. The second one, “social” deals with people in society. Hence, the psychosocial is a part of psychology that studies human nature and the society influence on psychological functions”.
From the two dimensions, psychosocial care will comprise complete services in favour of victims taking into account of:
- Personality system: taking into account that each person is unique and differs from others in how he/she react to a given situation
- Socio economical environment that comprises social interactions (relations), institutional organisation (family, schools…) financial and material resources at the disposal, political environment, etc. considering those orientations, we will analyse information and views from secondary school survivor pupils, and those from their authorities.
CHAPTER III. DATA PRESENTATION, ANALYSIS AND INTEPRETATION
3.1. INTRODUCTION
Considering the 1994 Genocide atrocious consequences on survivors in general and on youth in particular, this chapter aims at presenting, analysing and interpreting data from interviewees. We want to test if trauma really exists in secondary schools, show its causes and consequences, and its negative impact on pupil’s outcome. After that, we will propose intervention ways to overcome those repeating cases of trauma.
3.2. Data presentation, analysis and interpretation
This section is divided into 4 parties as follows:
- Interviews’ presentation
- Different appearances of trauma
- Trauma causes
- Suggestions made
3.2.1. Interviews’ identification
Table 2: Number of pupils interviewed per form
Form
Number of interviewees
Percentage
3rd form
205
51.5
6th form
193
48.5
Total
398
100.0
We would have taken equal number for 6th and 3rd forms, but in some schools, the number of 6th students is low, for that we used a big number in 3rd form. The low number in 6th form is due to the fact that survivor pupils stay down on one side, and that the number of pupils is bigger in lower class than in upper class.
Table 3: Pupils’ identification per sex
Sex
Number of interviewees
Percentage
Feminine
230
57.8
Masculine
168
42.2
Total
398
100.0
The girls’ rate (57.8) is higher than boys (42.2). This constitutes a contradiction with girls’ rate that is usually lower than boys. This is explained by the fact that during genocide, killers targeted men and boys so that now most of survivors are women and girls.
Table 4: Frequentation period of interviewees in the same school:
Number of years
Number of pupils
Percentage
2
28
7.0
3
269
67.6
4
69
17.3
5
2
0.5
6
19
4.8
7
8
2.0
8
3
0.8
Total
398
100.0
As the frequentation period for many pupils is three years (67.6%) and more, we can assess that they master habits, mood and practices of their schools. This makes the answers more credible because they are based on their own experience.
Table 5: Pupils’ identification per age
Age
Number of interviewees
Percentage
Age group
Percentage
14
5
1.3
15
13
3.3
16
41
10.3
17
49
12.3
18
63
15.8
19
53
13.3
20
58
14.6
21
40
10.1
22
28
7.0
23
23
5.8
24
9
2.3
25
5
1.3
26
5
1.3
27
1
0.3
28
2
0.5
29
1
0.3
32
1
0.3
40
1
0.3
Total
398
100.0
The more represented group age is 15-20 years old, and we have 21-25 years old with 26.9%. Considering the two groups, we can assess that the majority age of interviewees was 3 to 7 years old during the 1994 genocide. The age characteristics is very important to understand their psychological needs that the adult world ignore as stated by the UNICEF report: If it is true that family member’s death can trigger a series of problems to child, psychological needs are less perceived than material ones. If we want those children to develop their necessary capacity in order to face hard life, it is indispensable to pay more attention to their psychological needs.
Table 6: Pupils’ identification per province of residence
Province
Number of interviewees
Percentage
South
297
74.6
East
14
3.5
Ouest
21
5.3
Kigali City
66
16.6
Total
398
100.0
It is clear that a big number of interviewees come from Southern Province. This is due to the fact education policy in Rwanda encourages pupils to go to near schools of their residence. From that, we can ‘t extrapolate our results on national territory and on all survivor students. We based our research on Southern Region to verify our hypothesis, hoping that the outputs will offer us the image of how the problem is, especially among secondary school pupils.
Table 7: Interviewees ‘identification according to the housekeeper’s relation
where they live
Relation with housekeeper
Number of interviewees
Percentage
Having two parents
67
16.8
Having one parent
144
36.2
Living with an aunt
47
11.8
Living with an uncle
13
3.3
Brother or sister
39
9.8
Grand father and mother
16
4
Housekeeper
15
3.8
Others
67
14.2
Total
398
100.0
As far as the number of interviewees with one parent (36.2) plus interviewees with two parents constitutes 53%, we realise that 47% of interviewees are orphans without any parent. Among these, those who live with their direct family member (29.6) while housekeepers held 3.8%. Those who live with different people are 14.2%. That is how their vulnerability is explained.
Meanwhile, let know that survivor students are hope and force of “future Rwanda” as stated by Rwandan saying. That is the reason why we have to protect them and let their rights respected. Nevertheless, the following lines show that those pupils live in precarious conditions so that they wonder about they future without parents’ support.
3.2.2. Existence of trauma cases in secondary schools
Table 8: existence of serious trauma cases in schools during two last years
Answers
Number of authorities
Percentage
Number of pupils who got trauma
Percentage
No
17
89.5
133
65.5
Yes
2
10.5
261
33.4
No response
4
0.1
Total
19
100,0
398
100.0
Trauma cases are found in schools as said by the majority of authorities who responded (89.5). Only one-school authorities accepted not having met trauma in their school. A big number of respondents recognized having got grave trauma (33.4%). Four pupils refused to respond. From two tables above, we see that apart from one school, nine remaining knew trauma cases during the last two school years.
Table 9: Trauma cases by sex: authorities’ observations
More cases with:
Number of authorities interviewed
Percentage
Girls
17
89.4
Boys
1
5.3
Both
1
5.3
Total
19
100
89.4% of respondents show that girls are more attached than boys. As explanation, authorities were unanimous to assess that in Rwandan culture, girls exteriorise their feelings and anxiety more than boys, as stated by this saying “ Amarira y’umugabo atemba ajya mu nda”. In order of not being shameful, boy learns how to overcome internal conflicts and problems for a better adaptation as individual and in his society. For that, the trauma explosion in secondary school is rare, and when it happens, it is very difficult to calm it.
Table 10: Trauma symptoms found during last two years: authorities’
Observations
Symptoms
Number of respondents
Percentage
Fear
17
89.5
Hallucinations
17
89.5
Crying in night
15
78.9
Sleepless
12
63.2
Avoiding persons, places recalling Genocide
11
57.9
Keeping silent
14
73.7
Having revenge will
12
63.2
Going out of school without permission
10
52.2
Others (headache, stomach-ache, gynaecological problems, eye ache)
8
42.1
As stated in table above, trauma symptoms in secondary schools are multiple. Authorities told us that pupils cry in night especially in dormitory and they get hallucinations (89.5), others keep silent (73.3) plus avoiding other people (57.9). Some of them don’t sleep (63.2), and that phenomenon results in bad headache, stomachache and eye ache (42.1). Authorities assess they are sometimes bored and don’t know what to do. It therefore requires increasing the number of trauma counsellors and restore former National Survivors employees because they were very useful.
The animators’ role should also be revised, instead of watching over faulty students, but being cooperative and advisors when they notice abnormal behaviours with those pupils.
Table 11: Period of serious trauma cases
Period when pupils got trauma (2004 & 2005)
Number of schools
Percentage
Before Genocide commemoration (January-March)
5
26.3
During Genocide commemoration (April)
11
57.9
May- July
4
21.1
After Genocide commemoration (August- November)
3
15.3
The table above indicates that in April, trauma cases are more serious (57.9). This is crucial period when a lot of people remember genocide sad events they went through or they watched to. Trauma phenomenon decreases in August- November period because after July, school authorities know vulnerable students and they take care of them. But some of them also pass the whole year with trauma. Here are its causes among the youth in secondary schools.
3.2.3. Trauma causes among secondary school pupils
Table 12: Remembering violence actions underwent
Response
Number
Percentage
Having seen barbarism in their sight
253
63.6
Having seen a family member dying
291
73.1
Unable to bury their relatives in dignity
221
55.5
Other Genocide misdeeds (being orphans)
73
18.3
Table above illustrates that 73.1 % of interviewees have seen at least their family member dying, while 63.3% have undergone barbarism acts such as injuries, rape, insults and laugh, or they were hidden for a certain period. Those who could bury they relatives in dignity can get trauma because, according to Kanyangara: “ lack of last sight to dead or kidnapped member forces an individual to organize his/her mourning and that can cause process of interminable pathological mourning.” . The table below is an example of how people diminished in 1994 Genocide.
Table 13: Pupils’ family composition: Before and after Genocide
Before Genocide
Number of respondents
Percentage
Remaining after Genocide
Number of respondents
Percentage
1-3
80
20.2
1-3
223
56.0
4-6
151
38.1
4-6
148
37.1
7-9
136
34.4
7-9
24
6.0
10-12
24
6.1
10-12
2
0.5
>12
8
2.0
>12
0
0
Total
398
100
398
100
This table shows that the family size which was 20.2 % (1 to 3 family members) rose up to 56.0%. That demographic decrease was not due to family planning, but to genocide that took away theirs, and they are seriously affected, particularly when they meet hard problems.
3.2.3. Causes of school environment
3.3.2.1. Use of bad talks that can trigger trauma by pupils and by educators:
Interviewees’ observations
Table 14: Use of bad word by pupils and educators at school
Existence of bad word
Number of interviewees
Percentage
Yes
169
42.5
No
229
57.5
Total
398
100.0
Pupils confirmed that some animators and their colleagues use bad word towards them, but they are afraid of denouncing them in order of not being punished. In some schools, authorities noticed that and reacted, while in others they kept silent and become suspicious with them.
Table 15: Hierarchy of traumatising words used: Interviewees’ Observations
Identified words by interviewees
Number of interviewees per 169
Percentage
Sorrow words
169
100
Bad words
118
69.8
Insults
29
17.1
Others
59
34.9
The table below shows that sorrow words represent 100%, while insults are 69.8%. the last ones present genocide as logic consequence of what victims deserved; when some pupils say that survivors seek to be seen only. Comrades conclude that survivors are liar and sometimes indict family members who never participated in Genocide. Insults are lees used at schools because perpetrators are afraid to be seriously punished if they are accused. Other way of trauma is genocide denial, the jet of tracts in public places, and even terrorism acts. The main cause of this remains some favours offered to survivor students by National Survivors Fund that seem to be more than material aid given to other students (by the Ministry of Local Administration).
3.2.3.1.2. Trauma cases in relation to authorities’ behaviour
Table 16: Authorities ‘behaviour as trauma causes among pupils at school
Causes
Number of respondents
Percentage
Bad behaviour during Genocide commemoration
310
77.9
Genocide ideology
96
24.1
Bad treatment
69
17.3
To feel alone
102
25.6
Others
130
32.7
Interviewees confirmed that trauma at school is caused by:
On one side, authorities’ negligence, especially some animators, during genocide commemoration (77.9%). on other side, unsafe environment where survivor pupils feel alone, or are ill-treated at school and genocide ideology. all represent 67%. Other causes mentioned deride from physiological crisis such as stomachache, head ache and eye ache that authorities take less care of.
3.3.2. Trauma cases in relation to bad life conditions in family
Table 17: Bad social conditions in relation to home family
Existence of bad social conditions as trauma causes
Number of respondents
Percentage
Yes
343
86.2
No
51
12.8
No response
4
1.0
Total
398
100.0
The majority of respondents assess the survivors’ bad social conditions are the main cause of trauma (86.2%), while only 12.8% said no.
Table 18: Hierarchy of bad social conditions that were identified as trauma
Causes
More cited social conditions
Number of respondents
Percentage
Discrimination within family
185
46.5
Rejection by receiving family
180
45.2
Being always faulty in receiving family
178
44.7
No visit at school
172
43.2
Not having someone to give his/her points paper
136
34.2
Other family conditions
72
18.1
The social conditions above are more relational among the multiple ones. It is clear that those young lack affection that is more important. These conflict situations are due to the fact that the majority of interviewees constitute the group age of 15 up to 20 years old who are self confident and tends to be independent. On other side, receiving families are not prepared to those situations. They think the received children are incorrigibles. The small beginning conflict can get harder if it is not well managed. The country should consider this issue by putting in place social workers and counsellors for all family members. Among other causes cited, we can mention hard jobs comparatively to their physical capacity, and not being free of visiting their comrades and relatives, etc.
Trauma causes in relation to the lack of economical material needs
Table 19: Bad economical material conditions in receiving families
Bad relations due to
Number of respondents
Percentage
Families steal the received child’s property
173
43.5
Lack of school material
227
57.0
Difficult of getting return tickets
242
60.8
Inequity of home material
254
63.8
Deep poverty
243
61.1
Others
38
9.5
The table below shows that pupils lack vital minimum for better study. This is explained by their deep poverty (61.1), difficult to get return tickets and the lack of school material. It is understandable that spend their time in searching how to meet all those needs while they could get solutions from their parents (if they were alive). This is the main cause of their failure in school and psychological trauma follows. The last cause is that receiving family first of all shows interested with the child hiding the ambition of appropriate the child’s legacy (houses, account in banks…).
3.4. Trauma consequences
Table 20: Trauma consequences towards pupils: school authorities’ observations
Consequences
Number of respondents
Percentage
Serious indiscipline cases
1
5.2
Moving from schools
7
36.8
School dropping
5
26.3
Bad note (points)
4
21.0
Others
2
10.5
Moving from school was a the most trauma consequence that was cited by school authorities (36.8%). after that we have school dropping representing 26.3 %, while many of them obtain bad marks (21%) and therefore, they are obliged to resume their studies. Another cause is that these children cannot concentrate in school because of bad souvenirs. Otherwise, Genocide survivor pupils are sent at home or to hospital where they stay many days without studying.
Table 21: Trauma consequences towards school organisation: authorities’
observations
Consequences
Number of schools
Percentage
Small consequences
Serious consequences
Very serious consequences
No visible consequences
Total
4
4
9
2
19
21.1
21.1
47.7
10.5
100.0
3.5. Psychosocial care within schools
3.5.1. Commemoration activities within schools
Table 21: Existence of commemoration activities within schools
Existence of commemoration activities within schools
Number of respondents
Percentage
Yes
56
14.1
No response
340
85.5
2
0.5
The table below illustrates that many schools don’t celebrate Genocide commemoration. Pupils confirmed that they are usually invited by near political institutions such the district and others. This increases their trauma risks because they don’t find counsellors when they come back to schools. It is worth wondering if it should be better to organise internal activities within schools instead of mixing children with adults while we can’t provide them moral and material support after those affecting ceremonies.
Table 22: Satisfaction with regards to Genocide commemoration within schools
Response
Number
Percentage
Yes
48
85.7
No
8
14.3
Total
56
100.0
The majority of respondents assessed to be satisfied with commemoration activities that are organised around their schools. Respondents have also ordered them according to what they prefer and wish to be organised each April given its moral interests
Table 23: The more preferred commemoration activities
Identified activities
Number of respondents
Percentage
Testimonies
47
83.9
Conferences
16
28.5
Prays
23
41.0
Films
19
33.9
Mourning fire
30
53.5
Mourning songs
16
28.5
Others
33
58.9
No response
-
From 56 respondents who confirmed the existence of Genocide commemoration activities in their schools, 83.9 % have appreciated the mourning fire (Igishyito). Songs and conferences are less interesting. Others are related to visits by authorities of Genocide Survivors in crisis such as Students’ Association of Genocide Survivors (AERG).
Most of Genocide survivors develop trauma symptoms that can be chronic or diverse. In all cases people develops a pathological mourning. We should create appropriate environment to manage trauma issue within schools instead of letting pupils live stressing moments alone.
3.5.2. Psychosocial care with regards to traumatised people
Table 24: Pupils ask assistance from school authorities when trauma issue
occurs
Response
Number
Percentage
Yes
274
68.8
No
114
28.6
No response
10
2.5
Total
398
100
Interviewees confirm that they don’t reveal their issue to authorities for two reasons:
First of all, survivor students share most latent trauma cases; therefore, they support each other by group therapy. They only warn authorities in difficult cases and these always respond positively. When we asked them to mention recent cases they remember, they assessed that discipline authorities’ role in 2004 and 2005 was highly appreciable. Secondly, they confirmed that they rely on survivor authorities to which they tell the problem. In lack of these, they prefer to keep silent.
Table 25: How authorities receive traumatised pupils
Reception
Number of respondents
Percentage
Very bad
2
0.5
Bad
16
4.0
Less
163
41.0
Good
150
37.7
Very good
53
13.3
No response
14
3.6
Total
398
100
As far as the above classification is concerned, respondents told us that in 2004& 2005, some discipline authorities did not take into consideration the trauma issue as serious problem and in some cases they rejected patients. In some schools, those bad authorities were even suspended.
Table 26: Hierarchy of trauma care in serious trauma cases
Who helps you more in trauma issue?
Number of respondents
Percentage
Authorities
308
77.4
Teachers
54
13.6
Pupils each other
346
87.4
Counselling agents
93
23.4
Medical doctors
192
48.2
Others
42
10.6
No response
2
0.5
As stated in the table below, teachers are less implicated in the matter. Interviewees told us that many teachers do their job normally and don’t care of pupils’ life. Medical intervention was visible in 2004 and 2005, while counselling agents are resorted to in serious trauma cases. This is the explanation of their small intervention. Pupils wish permanent counselling instead of calling them in urgent situation.
Table 27: Hierarchy of psychosocial trauma care in serious trauma cases
Who helps you more in trauma cases?
Number of respondents out of 133
Percentage
Authorities
32
24.0
Teachers
6
0.4
Pupils
74
55.6
Counsellors
16
12.0
Medical doctors
35
26.3
Parents
28
21.0
Others
35
26.3
No response
2
0.1
The table above indicates that first of all pupils helped each other in last two years. Even in serious trauma cases, they did the same, secondly they were assisted by school authorities and lastly by medical staff and others. Let mention that among the others we have AERG members from National University of Rwanda who intervened usefully in 2004 and 2005.
Table 28: Authorities’ considerations with regards to trauma
Views given
Number of respondents out of 398
Percentage
Grave disease
38
9.5
Serious problem
230
57.8
Don’t mind
25
6.3
Pupils lie
42
10.6
Don’t understand
31
7.8
Others
22
5.5
No response
10
2.6
Total
398
100.0
The majority of respondents confirmed that during the last two years, school authorities took trauma as serious problem (67.3%), while another part said that some authorities are less favourable, either because they don’t understand anything about the issue, or because they make it commonplace (32.2). ten respondents did not provide an answer. While we asked the respondents to clarify their answers, those who told us that school authorities take care of traumatised pupils have appreciated their job, while negligent authorities abandon pupils in dormitory and only their comrades look after them. Some authorities don’t give tickets to traumatised pupils who need to go home. Therefore, pupils do it themselves. The research showed that some authorities try to hide trauma cases in their schools instead of treats them, as it is required. There is also kind of discrimination where some authorities take care more of rich pupils and seem not to mind for poor children.
Table 29: Ways used by authorities to help traumatised pupils
Ways used
Number of respondents
Percentage
To calm students
174
43.7
To take them to hospital
309
77.6
To bring a counsellor to school
23
5.8
To let pupils go back home
148
37.2
Others
36
9.0
No response
2
0.5
It results from the table above that the majority of traumatised pupils are directly brought to hospitals (77.6%). Secondly, many of them stay at school (43.7%) and 37.2 % go home. Among other ways, pupils mentioned soldiers who come to calm them and assure their security. Schools mostly bring pupils to hospital while counselling agents come secondly. Thus, “prevention is better than cure” that is the reason why pupils suggest regular consultation with counsellors who still don’t exist in many schools.
3.6. Solutions made by interviewees
In order to diminish trauma issue in schools, interviewees have made following solutions to major problems:
3.6.1. Propositions to schools authorities
- To set up a permanent counselling service and engage trained agents who can intervene in the neighbouring schools
- To elaborate a civic education program that will eradicate Genocide ideology
- To frequently visit pupils in order to show them sympathy and affection
- To organise counselling trainings in order to equip pupils with basic skills with what they can help their comrades in crisis
3.6.2. Pupils’ propositions
- To meet their basic needs on due time such school material and return tickets
- To organise trauma trainings so that pupils can help their colleagues and learn to live with trauma
- To promote solidarity actions and recreation movies in order to avoid being alone for a long time
- To organise trauma trainings for their receiving family members
- The government should help victims in rehabilitating their damaged property
- To continue commemoration activities where an emphasis should be put on past lessons for a better future
- To sensitise adult people on hear and dialogue with the youth
- To punish severely all bad words in order to eradicate hate
- To set up a judicial advisory system for survivor pupils that could intervene in litigation cases with other people, especially with regards to their property
CONCLUSION AND RECOMMANDATIONS
A) Conclusion
Having realised that trauma phenomenon is serious among many Genocide survivors in general secondary school pupils in particular where some of them are some times obliged to drop their studies, this research aimed at putting to light that problem, its causes and its impact. Information gathered from 398 pupils and 19 school authorities from 11 secondary schools of former Butare Province show that our research hypothesises have been confirmed. Let remind that the last two years (2004 and 2005) served us as reference for hypothesises verification.
First of all, secondary school pupils get trauma due to atrocious actions they met in 1994 Genocide. Therefore, 9 schools out of 11 recognised having known trauma cases in the last two years while 133 pupils accepted that they got serious trauma cases in that period. Among the various symptoms that appeared, we can mention fear, hallucinations, crying in night, keeping silent, sleeplessness, etc. these troubles occur often in April and they are caused by the remind of barbarism acts that were committed in their sight such watching your family members being killed, spending long hours in hiding-place, etc.
Secondly, educators’ behaviours and the environment constitute psychological factors, which accumulate slowly and lastly explode in trauma. The fact was confirmed by interviewees, accepting that some pupils and authorities use bad words and that can cause traumatic troubles among survivors. The bad social relations with receiving families and the lack of basic material also amplify trauma issue.
Thirdly, interviewees showed that repeating trauma has negative impact on survivor pupils’ outcome, especially in schools, where some of them get very bad marks or become indiscipline that sometimes lead to school dropping.
Lastly, we realised that basic skills in trauma and their application can greatly help in case trauma occurs in school before resorting to other people such as medical doctors. Thus, pupils regret the fact that some authorities, in ambiguous situation, hurry in bringing attached pupils at hospital while they could cure even at school by using those basic techniques. Interviewees propose to set up permanent counselling service in neighbouring schools in order to prevent trauma cases instead of intervening when it is declared or later.
B) Recommendations
As far as trauma problems are concerned among secondary schools pupils, we would like to make recommendations to all people in order to think of their better psychosocial care and of effective integration in the evolving Rwandan society. We focused our recommendations to students and their receiving families, schools’ authorities, Genocide Survivors’ Associations, other organisations, and to Rwandan government.
We recommend to Genocide survivor students:
- To envisage excellency and competition because some of them are accused of not committing to studies
- To be more disciplined and keep solidarity spirit
- Not to resign before hard life, but to fight for a bright future
- To remember their tragic past time and work hard because they have no other source
We recommend the receiving families to:
- To know that those teenagers need more affection and avoid loyalty conflicts
- To engage franc dialogue with the youth they look after by using “ Win-Win” method in order to manage together relational conflicts they meet
- To visit pupils at school and enquire about their discipline
We recommend the Genocide Survivors’ Associations to:
As far as counselling benefits are concerned, they should:
- Enlarge operational counselling system to schools
- Intervene in receiving families in order see what goes on there
- To carry out regular follow-up in schools for knowing how survivor students are
- Carry out scientific researches in order to make an inventory of survivors’ problems in general and students ‘problems in particular
- Participate in solving their problems, either materially or at advocacy level
- Participate in decisions-making by administration authorities with regards to survivors’ assistance
- Set up middle and long-term strategic planning according to the objectives set with regards to survivors’ assistance
We recommend schools’ authorities:
- To authorise the formation of solidarity associations because these can enhance mutual support and help group therapy
- To avoid all discriminatory and humiliation actions towards pupils who have psychological troubles in order to facilitate their psychosocial integration.
- To be more affective and compassionate towards pupils, especially those with psychological troubles
- To make advocacy to public institutions and other organisations that can help those pupils
- To reintegrate former National Survivors’ Fund employees and redefine their attributions
- To improve teaching methodology because some schools have a big number failures among their students
We recommend the Rwandan government to:
- Continue total assistance to vulnerable survivors i.e. the payment of school fees and necessary material distribution
- Reintegrate former National Survivors’ Fund employees for better care of survivors’ problems
- Provide trainings to psychosocial interveners and other people who are in contact with pupils
- Assist the receiving families for a better material care
- Maintain and reinforce all kinds of solidarity meetings during holidays because they enable students to share their experience and information and to learn bravery and patriotism
- To promote leisure opportunities and meetings where all youth classes of Rwandan society can learn civic education especially with regards to justice, unity and reconciliation, and other development programs
- Plan deep national research of psychosocial and economical life conditions of survivors in general, with an emphasis put on students and on orphans who are housekeepers.
END
Subscribe to:
Posts (Atom)
Rwanda
Administrative map