Fekamia Rita Epse Tangwe

// DISSERTATION PROJECT

Inclusive education: Understanding parents’ perspectives on the education of their children with disabilities in Rwanda

Although inclusive education has become a central policy priority in Rwanda, children with disabilities still experience significant educational exclusion, particularly when transitioning from early childhood to lower secondary education. Although existing research emphasises the importance of parental involvement in a child's educational success, there is limited empirical evidence regarding how parents of children with disabilities in sub-Saharan Africa, and in Rwanda in particular, perceive their children's education. This study aims to address this knowledge gap by exploring the perspectives of parents of children with disabilities in Rwanda.

Adopting a qualitative research approach, the study aims to understand how parents perceive and interpret their children’s educational experiences within the context of inclusive education. The main research question is: 'What are parents’ perceptions of the education of their children with disabilities'? This question has been broken down into sub-questions focusing on parents’ educational expectations, their perceived roles and involvement in their children’s education, the challenges they face, and the support and assistance available to them. Data will be collected through semi-structured narrative interviews with parents of children with various types and degrees of disability and analysis will proceed simultaneously through theoretical sampling until theoretical saturation is reached. To ensure meaningful participation, interviews will be conducted in Kinyarwanda and transcribed and translated for analysis. An inductive-deductive qualitative content analysis will be employed to generate categories based on participants' accounts and informed by existing literature. The findings are expected to contribute to the limited literature on parental perspectives in inclusive education in Sub-Saharan Africa, informing policy implementation, educational practice and future research. Ultimately, the study seeks to promote more responsive and equitable inclusive education practices that recognise parents as important partners in educating children with disabilities.

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// ACADEMIC BACKGROUND

2021 – 2023
Master of Arts (M.A.) in Educational Quality in Developing Countries, University of Bamberg. Master’s thesis “Inclusive Education: Perception and experiences of secondary school teachers in the North West Region of Cameroon.

2009 – 2012
Bachelor of Education (B. Ed.) in Special Education, University of Buea, Cameroon.

2003 – 2006
Secondary School Teacher Diploma in Economics, Higher Teacher Training College, University of Bamenda (Former University of Yaounde I)

Awards / Academic Achievements and Scholarships:
 

• DAAD Scholarship in the Bamberg Graduate School Scholarship Programme, 2026-2030

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// RESEARCH & PUBLICATIONS

Tangwe, R. F. (2026): “Inclusive Education: Perceptions and experiences of secondary school teachers in the North West of Cameroon”. In: Ress, S., Nyiramana, C., Markus, L., Niyibizi. E., Hassun, H., and Scheunpflug, A (eds.) New Perspective on Quality Education in Sub-Sahara Africa: Butare-Huye PUR Publications Series No 42.

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// CONFERENCES & WORKSHOPS

Organised a teacher training workshop on inclusive education for secondary school teachers in Bamenda, North West Region, Cameroon, on 11 December 2020.

Organised a teacher training workshop on ensuring efficient classroom management through effective communication for protestant secondary school teachers in Huye District, South Province, Rwanda, from 3-4 September 2025

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// EXPERIENCE

Academic Experience

02/2026 – 12/2025
Assistant lecturer of inclusive education at the Protestant University of Rwanda in the Faculty of Education

05/2007 – 08/2021
Teacher of Economics at Bilingual Grammar School Molyko Buea and Government High School Macha - Bambui, Cameroon

Non-Academic Experience

02/2026 – 08/2026
Administrative Assistant for ELID (Educational Leadership Implementation and Development in Developing Countries at Christian Schools and Universities in Sub-Saharan Africa) at the Protestant University of Rwanda.

03/2025 – 12/2025
Administrative Assistant for IMPEQ (International Master Program for Educational Quality in Developing Countries) at the Protestant University of Rwanda.

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Image Credits: © Stafanie Crum