At Don Bosco Gatenga Technical Secondary School in Kigali,
A student named Damour TUYIZERE is proving that disability is no barrier to success, Born deaf and unable to speak, he is excelling in the school’s hospitality and tourism program; especially in cooking and guest services.
Despite his impairment, Damour communicates clearly using Rwandan Sign Language, gestures and even a mobile phone to take notes.
His teachers praise him as dedicated and creative and his classmates admire his warm, uplifting spirit.
Those who work with him say he often volunteers new ideas in the kitchen and handles guests with a bright smile, demonstrating both skill and kindness.
Course of study;Damour is pursuing a vocational diploma in Hospitality and Tourism, with classroom studies and practical kitchen internships.
Hands on training;
He learns by doing from recipe design to serving guests at Don Bosco’s own Hospitality Centre and partner establishments.
Communication tools: Though deaf and non verbal, Damour uses sign language and gestures in class and a smartphone to clarify written messages with instructors.
Personal strengths;
His creativity, perseverance and warmth set him apart. Classmates note that Damour’s enthusiasm “inspires us to do better,” and teachers say he has become one of the standout students in the cohort.
A School Built on Inclusion
Damour’s success reflects a broader commitment in Rwanda to education for all.
The national Special Needs and Inclusive Education Policy stresses “equal access to learning opportunities for all learners with special education needs”, affirming that disability should not exclude anyone from schooling.
The Salesians of Don Bosco, who run the Gatenga school, have been pioneers in Rwanda’s TVET (technical and vocational) sector.
They have established three TVET schools in the country (including Gatenga), “all renowned for providing life skills education and training to the youth.”
Indeed, the Rwandan government explicitly views TVET as key to development; it has identified vocational training as “a pillar for sustainable development,” aligning exactly with Don Bosco’s mission to train self-reliant, skilled young people.
School leaders say Damour’s achievements are exactly what they hope to foster.
Clementine Uzamureba, the Gender Officer at Don Bosco Gatenga, emphasizes that the school is “dedicated to fostering equality and ensuring that our students are equipped with the skills they need to thrive.”
Principal Father Callixte Ukwitegetse likewise stresses the importance of reaching every young person.
He recalls that “some families still hide children with disabilities, not wanting others to know,” but explains that Don Bosco steps in to help any student who is marginalized.
“When we discover such cases, we help,” he says, and adds that “when someone is left behind, we must reach out and bring them into the education system.” These remarks capture the school’s inclusive ethos, every student, regardless of ability, is supported on the path to a vocation.
Educators also note that Damour’s presence enriches the learning environment for everyone.
A global guide on inclusive TVET training observes that when students with and without disabilities learn together, they find that there is more than one way to accomplish something and that acceptance and respect for diversity enriches the learning environment for everyone.
At Don Bosco Gatenga, this is evident as classmates work alongside with Damour.
His inventive approach to tasks and his determination encourage peers to communicate more imaginatively and to appreciate different perspectives.
The same guide points out that inclusive training benefits communities; “Employers will see that people with disabilities are capable of acquiring skills that employers value”
And families witness disabled youth gaining real, job-ready expertise. Damour’s progress is a living example of these benefits.
Learning Together for a Brighter Future
Damour’s story is part of a larger shift toward inclusive vocational education in Rwanda.
In 2019, Light for the World reported on a Rwanda “Disability Inclusion Lab” created to ensure that deaf youth; even thosel with no formal sign-language training could access TVET programs.
The Schools like Don Bosco Gatenga are on the front lines of this effort, putting inclusive principles into practice every day.
Observers note that such initiatives are bearing fruit; as one commentator says of the Salesian schools, they are “paving the way for a brighter future for Rwandan youth”.
For Damour, that future is already taking shape.
In the kitchen, he is laying the groundwork for a career in hospitality.
Beyond that, he has become a role model proving that hearing loss and muteness need not silence one’s talents or hopes.
With sign language and smiles, Damour continues to break barriers, showing how inclusive TVET training can empower all students to achieve their dreams.
Marie Chantal Nyirabera 
