LYCEE DU SAINT ESPRITLSE Class

Lycée du Saint Esprit (Lyceum of the Holy Spirit) is a public secondary school, located in Gihosha, in the City of Bujumbura, Burundi. The school was founded in 1952 as “Collège Interracial d’Usumbura” (Interracial College of Usumbura) at Kiriri. In 1959 it was renamed “Lycée du Saint Esprit.” The school moved from Kiriri to Gihosha on 12th September 1992.

Lycée du Saint Esprit is a day school open to all young men and women who fulfill the conditions of admission as specified by the Ministry of Education of the Republic of Burundi. The school has O’ Level (collège) and A’ Level (lycée) sections. Currently, the school runs four departments in the A’ Level section: Modern Languages, Sciences A (Mathematics-Physics), Sciences B (Biology-Chemistry), and Economics.

Faithful to the Ignatian tradition, the Lycée du Saint Esprit aims to provide an integral human and Christian formation. This is achieved by promoting personal reflection and communion with Christ. In addition to acquiring knowledge and know-how through academics, the students are encouraged to pay attention to events in their surroundings and the world. Such formation invites students to adopt an attitude of service towards their fellow human beings. It is in this sense that a student of Lycée du Saint Esprit is formed to be a man or woman for others.

 


ECOLE FONDAMENTALE SAINT LOUIS DE GONZAGUE

NyabiyorwaÉcole Fondamentale Saint Louis de Gonzague” is located in a rural area, on the hills of Nyabiyorwa, just outside Bujumbura. The Nyabiyorwa neighbourhood is very poor, having served as a base for rebel movements which have been destabilizing the country since 1972. Over the years, education has been undermined in Nyabiyorwa owing to the recruitment of child-soldiers. As a haven for anti-government militia groups, few development efforts could be undertaken and the population lives in abject poverty.

The Jesuits of the Rwanda - Burundi region took this situation into account when founding a school that provides a basic education to children. The school project started in 2004 and today counts 12 classrooms and more than 850 pupils.

The school continues to face a number of challenges, not least getting qualified teachers who are willing to brave the mountainous relief of Nyabiyorwa. The current infrastructure is also inadequate for the growing number of students and will soon need to be complemented by new classrooms.


ECOLE PRIMAIRE SAINT IGNACE

EPSI DancersÉcole Primaire St Ignace (EPSI) is a primary school that forms part of the Jesuit School Complex at Kibagabaga in Kigali, Rwanda. It is a private school founded on the principles of Ignatian pedagogy. Inspired by the long tradition of Jesuit education, the school ensures a holistic formation for its pupils. Teachers at EPSI are trained educators who accompany and diligently support children as they acquire skills that can help transform their society.

Since its inception in 2008, EPSI has grown demographically and in its performance. The school began with 130 pupils and now counts over 580. All the pupils in the first class to sit national exams passed with distinction. They set a precedent which their successors strive to match every year.

The growth and success of the school could not be possible without the highly committed members of staff: 24 teachers, 12 support staff, and 6 administration personnel.


 ST. IGNATIUS HIGH SCHOOL (SIHS)

sihs chem labSIHS is a private school run by the Jesuit fathers of Rwanda-Burundi region. It is located in Kibagabaga, at the outskirts of the City of Kigali, Rwanda. Building on the Ignatian pedagogy, a system that has been celebrated for more than 400 years and counting, the school is determined to offer quality education to all its beneficiaries. It strives to instill values of Magis (excellence), mutual respect and solidarity in all its students, and insures that every child in the school is supported at individual level (cura personalis) by qualified staff.

Besides academic excellence, students are molded to become men and women for others. This is insured through extra-curricular activities that challenge students to think about their surrounding environs aiming at calling to their minds the importance of looking at the world around them as a field into which everyone should play their role so as to bring about positive change and build stronger foundations for generations to come.

Since its inception, its excellent performance in national examinations has made the school an envied destination. And its demography validates the claim: it has moved from 133 student body at its start in 2012 to 317 in 2017. The school has Ordinary level and three sections in Advanced level: MCB (Mathematics-Chemistry-Biology), MCE (Mathematics-Computer Science-Economics), and MPC (Mathematics-Physics-Computer Science).

It is also important to highlight that the current successes that the school has achieved are credited to the hard work of a very able team made of 24 teachers, 15 support staff and 7 administrative officers.


MIZERO VOCATIONAL TRAINING CENTRE (VTC-Mizero) 

MizeroMizero Vocation Training Centre was opened to students in 2000, aiming to assist young men and women who had not had the chance to pursue secondary education. It started as a Youth Centre for Vocational Training offering training in sewing and embroidery. With time, the Centre introduced other departments: sewing, hospitality, construction and electricity. The training lasts for two years, and students receive certificates accredited by the Ministry of Education.
School fees, paid in Rwandan francs, is equivalent to 30 Euros per term. Many students come from poor families, and cannot afford to pay the school fees. Fortunately, a number of them receive a bursary from charitable organizations.
The expenses incurred by the school are covered by school fees and subsidies from the Jesuits and the Rwandan government. The government subsidies are used to pay salaries for three of the seven teaching staff.
VTC-Mizero offers an invaluable service to youth whose future would otherwise be uncertain. The Centre still needs to improve: it currently requires new equipment and an expansion of its facilities to match the training of its students to the demands of the job market.

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