Albinism is one of the commonly misunderstood conditions in many African communities. In some communities, albinism was viewed as a curse, a bad omen, or a punishment from the ancestors for atonement of wrong deeds. In others, albinism was viewed as a sign of bad luck that brought about either sickness or even death. These misconceptions have fueled much hatred, discrimination.
Children living with albinism in Democratic Republich of Congo often face discrimination and exclusion from their peers, causing some of them to skip school or drop out altogether. AVSI Foundation with funds from the European Union, and in partnership with Actions et Interventions pour le Développement et l’Encadrement Social, Transcultural Psychosocial Organization and E4impact are working with the Ministry of Education to make sure that children with albinism and other vulnerable students get the support they need to stay in school.
Through the EDU'KAS project, implemented in 40 schools across Kasai Central, efforts are underway to provide educational opportunities for 16,400 children, train 880 educators, and support the social and economic integration of 440 adolescents, alongside the distribution of essential school supplies.
The encounter with Nolela
In January, AVSI Education Officer Destin Amisi visited Bakafua Primary School in Kasai Central, where he met 13-year-old Nolela Tuapa. Raised in a poor family, Nolela has faced a lifetime of discrimination due to her albinism, a condition that deprives the hair, eyes, and skin of melanin. In the Democratic Republic of Congo, as in many African countries, people with albinism often endure fear, rejection, and social exclusion, even in schools.
During their conversation, Nolela shared her challenges. “At school, I have friends, but some children are still afraid of me,” she said. “I’ve had to learn to ignore what others say about me, though it hasn’t always been easy.” In addition to social discrimination, Nolela also deals with physical challenges caused by albinism, such as impaired vision. “I need to sit at the very front of the classroom, sometimes just inches from the blackboard to see properly,” she explained.
Despite these difficulties, Nolela is determined to succeed. With support from her family, teachers, and friends, she continues to pursue her education with resilience and hope. “When I finish school, I want to become a tailor,” she shared with a quiet confidence.
Inclusive education: A solution for Nolela’s challenges
Nolela’s story highlights the challenges faced by children with albinism in accessing education, but it also showcases the transformative impact of the EDU’KAS project. To address issues like hers, the project equips teachers with the skills and strategies needed to create inclusive and supportive learning environments.
One of these teachers is Nkongolo Jean, who has been teaching fifth grade at Bakafua Primary School for three years. “Children with albinism often suffer from discrimination and mockery, and some eventually drop out,” he explains. “That’s why this project was launched—to integrate and support the most vulnerable children and ensure they do not abandon their dreams.”
Through the EDU’KAS program, Nkongolo participated in the Formation sur le Cours Accéléré, a training program designed to help teachers address the educational gaps of students like Nolela, many of whom have been out of school for years. The training provided him with techniques to help students catch up academically and emotionally, while fostering a sense of belonging.
Nkongolo pays particular attention to Nolela, ensuring she has a supportive learning environment despite her physical challenges, such as impaired vision. “She doesn’t have glasses because her family can’t afford them, but I make sure she can sit close to the blackboard,” he says. Her determination and resilience inspire him. “Nolela is one of my best students—focused, hardworking, and a source of pride for our school.”
As the world celebrates Education Day 2025, stories like Nolela’s remind us of the critical role of inclusive education.
International Day of Education 2025
Proclaimed by the United Nations General Assembly, International Day of Education highlights education as a human right, a public good, and a shared responsibility. Without inclusive and equitable education, the cycle of poverty and inequality persists, leaving millions of children, youth, and adults behind. On this day, AVSI renews its commitment to transforming education systems, ensuring access to quality learning opportunities for all, and promoting the development of each person’s potential.
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