Learners share a joyful moment in the classroom

Financial hardship once forced KANYANA Gadiella out of school. Today, she is in Primary Five at EP Agahabwa, having progressed with 85%, and dreams of becoming a doctor. School materials provided through the LIFT Program helped remove the barrier that had interrupted her education.

For Gadiella, the change means being a student again and having a future to work towards.

Her experience sits alongside the stories of other learners returning to primary school, young people developing vocational skills, and families finding ways to support education. Together, their testimonies show how practical assistance, patient teaching and community cooperation can help restore opportunities to learn.

Through the Back-to-School (BTS) and Alternative Learning Pathways (ALP) approaches, the LIFT Program supported different routes back into education. FMI “Ubumuntu” contributed through community outreach and follow-up, working with families, educators, volunteers and local leaders.

    Back in the classroom

  KANYANA Gadiella | Primary Five Learner, EP Agahabwa

Gadiella is back at EP Agahabwa and working towards her dream of becoming a doctor.

“My family could not afford school materials, so I dropped out and lost hope for my future. The LIFT Program helped me return and provided the materials I needed. I progressed to Primary Five with 85%. I am grateful for this opportunity. My dream is to complete my education and become a doctor to support myself and my family,” KANYANA Gadiella said.

Her progression is an achievement built on both opportunity and effort. Receiving school materials made returning possible; learning after time away also required support.

Catching up and moving forward

At EP Agahabwa, teacher and mentor UWINEZA Marie Jeanne describes how additional teaching helped children rebuild confidence and reconnect with their studies.

UWINEZA Marie Jeanne | Teacher and Mentor, EP Agahabwa

Marie Jeanne, EP Agahabwa teacher and mentor helping returning children catch up in class.

“When the children returned, they had lost confidence and forgotten much of their learning. Through weekend support in English and mathematics under the LIFT Program, they regained confidence and progressed from Primary Four to Primary Five with good results. FMI ‘Ubumuntu’ also mobilised parents into school-based savings groups, helping us work together to address barriers and keep children learning,” UWINEZA Marie Jeanne said.

At GS Munyegera in Musha Sector, DUKUNDIMANA Eric dropped out in Primary Four because of his parent’s ignorance. They did not see the value of education. They wanted him to help with their farming and collect grass for their livestock. After receiving support through the LIFT Program, Eric returned to school and progressed to Primary Five with 65%.

DUKUNDIMANA Eric | Primary Five Learner, GS Munyegera, Musha Sector

Eric raises his hand in class at GS Munyegera after returning to school.

“I left school because my parents believed education was not useful when even educated people struggled to find jobs. They wanted me to help with farming and collect grass for our livestock. Through the Back-to-School campaign and home visits conducted by FMI “Ubumuntu”, my parents and I learned about the importance of education. They changed their minds and agreed to send me back to school, and I was willing to return. I progressed to Primary Five with 65%. I am happy to be learning again, and my dream is to become a soldier and serve my country.” DUKUNDIMANA Eric said.

For Eric, progress has brought the chance to continue an education that had stopped. For his mentor, understanding learners’ difficulties is central to helping them move forward.

UWINEMA Donatha | Teacher and Mathematics Mentor, GS Munyegera

Donatha, teacher and mathematics mentor helping returning learners progress at GS Munyegera.

“Through LIFT Program catch-up sessions, we provide mathematics support and assess children’s progress to identify where they need help. We have seen them improve, enjoy school and progress to the next grade. Teachers and parents are pleased with their achievements. We will continue supporting their learning and encouraging them to stay in school, complete their education and pursue their dreams,” UWINEMA Donatha said.

These testimonies show why re-enrolment matters most when followed by learning support, Materials, catch-up sessions and encouragement play different roles in helping children continue their education.

 New skills and new possibilities

For other young people who had left school, vocational training offered another way to resume learning and prepare for work. Safe spaces supported confidence and life skills before learners entered vocational training.

Diane DUSABIMANA | ALP Tailoring Learner

Diane sits at a sewing machine as she learns the skills to open her own workshop.

“I left school because of financial issues. Through FMI ‘Ubumuntu’ outreach under the LIFT Program, I joined safe spaces, learned values, saving and life skills, and regained confidence again. Now I study tailoring and can take on small sewing jobs. My dream is to open my own workshop,” Diane DUSABIMANA said.

DUSHIMIMANA Ildephonse had been out of school for three years. He also began in safe spaces before choosing welding. His story shows how practical learning has started to connect skills with earnings and saving.

DUSHIMIMANA Ildephonse | ALP Welding Learner, Musha Sector

Ildephonse at his training site (right) and measuring metal for practical work (left).

“After three years out of school because of poverty, the LIFT Program gave me another opportunity. Safe spaces taught me values, saving and how to relate to others before I began welding training. I now earn from small jobs while learning and save part of my earnings. My dream is to open a workshop and help others as I was helped,” DUSHIMIMANA Ildephonse said.

Both learners are still building their skills. Their small paid jobs represent an early step towards their ambitions, rather than the completion of that journey.

BIMENYIMANA Jean Pierre | Welding Trainer, Musha Sector

BIMENYIMANA Jean Pierre, the welder trainer of  32 LIFT Program learners in Musha.

“I train 32 learners supported by the LIFT Program in my welding workshop. They are eager to learn, and practical training allows them to apply new skills immediately. They can also earn money while continuing to learn. I appreciate the LIFT Program for giving them this opportunity and enabling me to share my trade as they prepare for work,” BIMENYIMANA Jean Pierre said.

Learning in a working environment gives trainees opportunities to apply new knowledge to real tasks and prepare for the responsibilities of a trade.

Supporting education at home and school

A child’s return to school does not remove every financial pressure facing a household. Families still need ways to plan for school needs and respond when difficulties arise. For BIZIMANA Vincent, a savings group loan created an opportunity to invest in small livestock.

BIZIMANA Vincent | School-Based Parent Savings Group Member

Vincent takes part in group savings (left) and cares for livestock supporting school costs (right).

“My child dropped out of school because our family had a low income. Through FMI “Ubumuntu” outreach under the LIFT Program, my child returned to school. Me also joined a school-based savings group established to help us save and access loans, so we can continue buying school materials and prevent children from dropping out again because they lack them. I used a loan to buy small livestock, which help me meet school expenses and provide manure for farming. I am determined to work hard so that my children can stay in school and complete their education.” BIZIMANA Vincent said.

His experience gives the savings group a practical meaning: a parent taking steps to strengthen the household’s ability to support learning.

At the time of her testimony, Headteacher NYIRANSABIMANA Theopiste reported that none of the 69 returning children at GS Munyegera had dropped out again.

NYIRANSABIMANA Theopiste | Headteacher, GS Munyegera

Theopiste meets with FMI “Ubumuntu” at GS Munyegera, where 69 children returned to school.

“Through the LIFT Program and FMI ‘Ubumuntu’, 69 children who had dropped out returned and are now performing well. Our school-based parent savings group helps meet school needs, while closer cooperation with parents helps resolve challenges.
None has dropped out again. We will keep working together to sustain this progress,” NYIRANSABIMANA Theopiste said.

At EP Agahabwa, the headteacher emphasises identifying difficulties and responding together before a child’s education is interrupted again.

KALISA Jean Claude | Headteacher, EP Agahabwa

KALISA Jean Claude, Headteacher of EP Agahabwa, seated at his Office.

“Through the LIFT Program, we worked with teachers, mentors and parents to understand the challenges facing children returning to school and find solutions together. Continued follow-up helps us identify difficulties that could interrupt their education again. We want to sustain this cooperation and ensure that every child feels safe, listened to and supported to remain in school and continue learning,” KALISA Jean Claude said.

Community action that sustains progress

Through the LIFT Program, FMI “Ubumuntu” volunteer HAKORIMANA Beltin helped families understand why their children had dropped out and encouraged them to support their return to school, while strengthening his own skills and livelihood.

HAKORIMANA Bertin | FMI “Ubumuntu” Volunteer, Agahabwa Cell, Kigembe Sector

Bertin, the FMI “Ubumuntu” volunteer helping families bring children back to learning.

“Through Back-to-School campaigns and home visits, we listened to families, understood why children had left school and encouraged their return. This experience strengthened my public speaking skills and earned my community’s trust, leading to my election to local leadership positions. I also saved part of my facilitation allowance and bought 50 chickens. Helping children return to school has also opened new opportunities for me. I am proud to see children succeeding while also improving my skills.” HAKORIMANA Beltin said.

In Kigembe Sector, Education Officer HAKIZIMANA Venuste identifies a practical commitment for continued outreach: back-to-school campaigns at the beginning of every term.

HAKIZIMANA Venuste | Education Officer, Kigembe Sector

Venuste works at his Office in Kigembe, where he supports efforts to keep children in school.

“We appreciate the LIFT Program and FMI “Ubumuntu” for helping children return to school and access vocational training. Around 124 learners are now studying at Kigembe TSS. To sustain this progress, we have agreed with FMI “Ubumuntu” to conduct back-to-school campaigns every term, working with families and schools to reach those still out of school and prevent further dropout,” HAKIZIMANA Venuste said.

 Keeping the opportunity open

Gadiella’s progression to Primary Five, Eric’s return to learning, and the practical skills being developed by Diane and Ildephonse show what renewed access to education can mean. Their experiences are supported by the efforts of parents, mentors, trainers, volunteers and local leaders.

The LIFT Program and FMI “Ubumuntu” have helped address barriers that interrupted these learners’ education. School materials, catch-up support, vocational training and parent savings groups have contributed in different ways to the progress described in their testimonies.

The next priority is to sustain that progress. Continued follow-up, support for school needs and opportunities to strengthen vocational skills can help learners remain engaged and take their next steps. The commitment to back-to-school campaigns every term provides a practical foundation for continued community cooperation.

For existing and future partners, these stories offer a reason to continue investing in learning, guided by assessed needs and clear plans. The children and young people have expressed their ambitions. Sustained support can help them continue the education and training needed to pursue them.

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