An Accessible Future for Persons with Disabilities

120 kilometers south of Kigali, in a remote part of Southern Rwanda’s Huye District, dl1b0245wb-iei-rwanda-1-900x1350 lies the G.S. Kabuga school.  

Warm sunshine—with the occasional drizzle of rain—greets students as they trickle into class on a Monday morning. Led by their class prefect and teacher, the kids assume their seats inside a spacious classroom with two large blackboards on opposing flanks. One learner, a wheelchair user, rolls up alongside a bench and shuffles in alongside a classmate. 

“Children with disabilities are just like other children,” remarks Brother Jovite Sindayigaya, headmaster at the school. “The country needs them and so does the world in general. I get happiness from seeing them succeed.” 

G.S. Kabuga is one of 3,388 schools in Rwanda that have benefitted from reconstruction and refurbishment efforts, funded by the government of Rwanda and the World Bank, with technical assistance provided by the Bank’s Inclusive Education Initiative. In the span of just one year, 22,505 classrooms across all 30 districts of Rwanda were built or refurbished with some accessibility features for learners with disabilities.

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Addressing fragility is critical for development

The outlook for people in developing countries remains grim.  The COVID-19 pandemic anddm_fcv_blog_feb_17_1140 related shutdowns are challenging the effectiveness of civil and institutional structures around the world and adding to fragility and violence, resulting in interrelated crises for foreign policy, development, and economics.

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What You Need to Know About Oceans and Climate Change

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The Fragility Forum 2022 is committed to peace and development in the midst of new and intensifying crisis

Over the last two years the world has been on edge, with serious implications for the mostshutterstock_648806605_blog_resized fragile economies.

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eC2: Analysis of energy efficient cold chains for Agriculture in Guatemala

Deadline: LM2109_F_TBP_ColdChain-800px 28-Feb-2022 at 11:59:59 PM (Eastern Time – Washington D.C.)

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When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss.

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Mobilizing against child malnutrition

A child born at the start of 2020 was less likely to become malnourished than a child born at nutritionherothe turn of the Millennium. Investment, innovation and commitment has seen rates of malnutrition fall. Yet despite this progress, malnutrition is still blighting lives around the world. What’s more, it is being dramatically exacerbated by the COVID-19 pandemic, which has rolled back decades of progress in child undernutrition and worsened the growing challenge of overweight and obesity. Poverty and food shortages have increased food insecurity and shifted diets towards cheaper less nutritious foods, particularly in low-income and conflict-affected countries.  This has been compounded by disruptions to health and nutrition delivery systems, which are crucial in preventing, diagnosing and treating malnutrition.

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