Former school dropout Agnes found her way back from selling fish to prosper in her classroom
To compensate the lost years of young school dropouts, FCA implements the Accelerated Education Programme in five refugee-hosting districts in Uganda.
AGNES KAIRANGWA, 20, was in senior two at Bujubuli secondary school in Kyaka II refugee settlement when she became pregnant.
“The father of my baby convinced me to drop out of school and become his wife. However, a year into the marriage, everything turned bitter as my husband started to mistreat me,” Agnes now says.
“It got to a point when I couldn’t stand it anymore, so I left the marriage and returned to my father’s home. I started selling silver fish in the market to get money to take care of my baby.”
Born in a family of five, Agnes Kairangwa is the youngest child of a single parent household. Two of her elder siblings have already completed Secondary Education. The rest of her brothers and sisters are still in school.
Seven years have passed since Agnes dropped the school and she is now a mother of two. Listening to her siblings talk about their classes and what they have learned in school has made Agnes feel left out.
“Even though deep down I felt I wanted to go back to school, I knew it was impossible as I had spent many years out of class, and I felt I was too old to return to school.
One afternoon, while Agnes was at her market stall, she heard a radio announcement from Finn Church Aid (FCA) calling and encouraging adolescent mothers to return to school.
“They stressed the importance of education and I felt encouraged to return to school,” she tells.
Unfortunately, she couldn’t afford to pay fees for herself. She had just enrolled her young daughter in school and all the money from her business was going to be spent in the child’s scholastic fees and other needs.
Finally, with support from FCA, Agnes was enrolled at Bukere Secondary School. FCA staff members also visited Agnes’ father and encouraged him to support her education.
Accelerated Education project supports those who have lost years of school
There are many young women like Agnes Kairangwa. To speed up the learning after years spent out of school, FCA implements the Accelerated Education Programme (AEP) in five refugee-hosting districts of Kyegegwa, Kikuube, Isingiro in South Western Uganda and Terego and Madi Okollo in West Nile. The programme is funded by European Union Humanitarian aid (ECHO).
The programme is an integral part of the Innovative and Inclusive Accelerated Education project (INCLUDE) and it uses specially designed and condensed version of the Ugandan curriculum. By covering two to three grades of primary education in one year and using teaching methods appropriate for different age groups, learners who have lost many school years can transit into the formal schooling system.
“Sometimes I would dodge school”
Going back to school is not easy.
“During the first weeks at school, I found it challenging and wanted to drop out, but officers from Finn Church Aid kept encouraging me to stay in school,” says Agnes.
“Considering the years spent out of school, I was afraid I wouldn’t be able to catch up. I was also afraid my schoolmates would body shame me as I had gained weight and I was older than them,” she says.
Adding to her agony in the beginning, Agnes’ ex-husband kept approaching her on her way to school, trying to convince her to drop it and get married again.
“Sometimes I would dodge school, so I didn’t have to meet him on the way,” she tells.
“I appreciate the Finn Church Aid staff who kept encouraging me and providing me with the moral and psychosocial support.”
Not only is Agnes now studying but performing well in her class. FCA got her a full education scholarship through the UN Refugee Agency, and she is working hard to be an accountant in one day.
Finn Church Aid implements the INCLUDE programme in a consortium of four partners including Save the Children, Norwegian Refugee Council, War Child Holland and Humanity and Inclusion.
“This is my decision” – Story of an independent business woman inspires others in Somaliland
Naciima found her way to make her dreams come true while attending to FCA’s Technical and Vocational Education Training.
WHAT DOES an independent businesswoman look like?
Naciima, who recently graduated from Technical and Vocational Education Training (TVET) programme, is a perfect example. She lives with her family of eleven in Gacan Libaax in Somaliland. They have a very limited income and her father, though he struggles to pay her school fees, has always encouraged her to find something she is passionate about.
“After deciding to drop out from the university, I put my entire focus on the training that I was getting. It was sensational and the most skillful experience I have ever gotten before,” says Naciima, who joined the Finn Church Aid’s TVET program recently.
She got to know about the course from one of her friends who went to the Horn of Africa Voluntary Youth Committee TVET Center. When deciding to apply, she says she felt at peace.
“My dream has always been to design clothes – coming up with ways to make them look fashionable. It was a dream come true when I found out about the training and I immediately joined without consulting my family. However, afterwards I told them about my decision.”
“Without the training I would not have become the woman I am today”
Naciima says that she gained skills from the tailoring course, including how to start business and practical tailoring skills. During the training, she was inspired by two things. Firstly, the way to come up with new designs and, secondly, the profits she could be make, especially since tailoring skills are in demand the country.
Naciima has become an advocate for TVET and wants to explain the benefits of it and how it leads to profit making.
“Without the training I would not have become the woman I am today – a business woman, an independent woman, and career-oriented individual.”
After graduating from the program, Naciima and the other graduates, received business start-up grants and equipment that helped her to start a business that could also support her family. Her idea was to start a tailoring shop that produces fresh looks in women’s clothing. She knew that the majority of ladies in Somaliland liked to wear tailored clothes and knowing her market helped her come up with her designs.
High hopes for the future
Within the first three months, the business was booming and made a decent profit. She hopes that in future she can support her family even more. At the moment she supports family in other ways than just financially – she makes clothes for her younger siblings. Some of her earning go into servicing her machines but her support for her family motivates her siblings and helps them to believe that they too can start a business and support the family in future.
Naciima is optimistic about the future and dreams of hiring more people for her business to meet the growing demand. This woman, who had waited to be supported by her family, has now become the one who supports them.
“I am able to save the money; average $100–150 in month,” she says. This is what a successful businesswoman looks.
Worst drought in forty years and aid cuts causehunger for millions in East Africa
The worst drought in forty years is hitting East Africa, pushing many in the region to the brink of famine. Despite the situation, governments across the Europe, including Finland, are cutting funding from development budgets and reallocating it to Ukraine. Tackling one crisis at the cost of another is not a sustainable solution.
IN KENYA, an assessment conducted by Finn Church Aid (FCA) revealed that some main water sources – rivers, boreholes, water pans and shallow wells – have insufficient water for both humans and livestock. Many boreholes are already dry, forcing people to travel over seven kilometers to collect water. Almost one million head of livestock have died in Garissa county in Kenya.
In Somalia, armed clashes, terrorist attacks, growing prices of food commodities are increasing the hardship caused by the drought.
“Aid actors are afraid that violence is making access to hard-to-reach communities even more limited, even to assess what the needs are, and we fear the worst,” said Ikali Karvinen, FCA Country Director, Somalia.
Climate change is a man-made crisis
FCA is assisting people in Kenya and Somalia with cash transfers, particularly to families without adult members or those headed by pregnant or lactating mothers, which will allow these people to buy food until the rainy season. However, the World Food Programme reports that 13 million people are facing acute food insecurity and severe water shortages in East Africa.
“This is another man-made crisis, just like Ukraine, except that the cause of the drought is climate change,” said Jouni Hemberg, Executive Director, FCA. “Those of us who still remember the famine in Ethiopia in the ‘80s are haunted by it. This is a similar event across a larger scale, but we have the means to prevent the suffering that the ‘80s famine caused.”
While climate change is increasing the frequency and severity of weather events, the funding needed to aid those who suffer is decreasing. Simultaneously, governments in Europe are reallocating funding to Ukraine. In 2017, 10% of development funding from Finland was spent on humanitarian programmes. In 2022, it is anticipated to be only 7% with the Finnish government planning to further slash aid levels for 2023.
Tackling one crisis while increasing instability somewhere else is not a sustainable solution. Concurrently these decisions seriously harm the relations created with developing countries.
“Developed countries, those who are largely responsible for climate change, must take responsibility for this. We must help those who are suffering because of it,” said Hemberg.
The impact of the war in Ukraine isn’t limited to Europe
The war in Ukraine not only transformed European security policy – it also has global effects that can bring about new security threats. Whilst we support Ukraine and tackle a humanitarian crisis in Europe, the wider consequences of the war must be noted, too.
By various measures, the world has taken a turn for the better in the past few decades. Economic developments, investments in public services, and development co-operation for its part have been successful. Extreme poverty has halved, an increasing number of girls go to school, and the global child mortality rate has decreased, although the differences between countries remain sizeable.
The covid-19 pandemic has undermined human development significantly, and the need for humanitarian aid around the world is at a historic high. Lengthy school closures have led to enormous learning loss particularly in developing countries, where the opportunities for providing remote teaching have been limited. In Finn Church Aid’s countries of operation, for example in Uganda, schools were closed for two years.
The war in Ukraine has raised the prices of food and fuel, which undermines food security in developing countries, already weakened by the pandemic and climate crisis. The food crisis also has an immense impact on education. Longstanding positive progress is about to grind to a halt and extreme poverty is on the rise again. An increasing number of countries are threatened by a prolonged and deepening crisis.
“Longstanding positive progress is about to grind to a halt and extreme poverty is on the rise again.”
The food crisis increases the likelihood of more and more children and young people suspending or quitting their studies. In poor households living off small-scale farming, children and young people are needed for work and making a living for their families. Girls are particularly at risk of having to drop out of school, because growing poverty leads to a rise in the number of child marriages and teenage pregnancies.
In addition, governments in Finland and some other European countries are planning cuts on development funding or reallocating funds to Ukraine. Dealing with one crisis in a way that threatens to increase instability in other nearby areas is a poor solution, as well as damaging important partnerships with developing countries.
For the European Union, building equal partnerships with developing countries, such as African states, should be an important strategic direction. In a multipolar world, developing countries can choose their partners too. Democracy, human rights and a rule-based international community are best promoted through equal partnerships. The warmer welcome to Ukrainian refugees in comparison to those from elsewhere has been noted around the world. Compare also the EU recently being unwilling to compromise on questions that African states find important, such as patent waivers on covid-19 vaccines and treatments, and migration issues.
The war in Europe only emphasises the fact that investments in education, livelihood, conflict prevention, peace work, and genuine partnerships are the most effective and affordable forms of crisis management. As a counterbalance, there is a danger of growing instability in the vicinity of Europe. This is not unavoidable, if we’re ready to invest in positive solutions.
The author is the Executive Director of Finn Church Aid.
Somaliland tailoring students graduate with flair in their homemade gowns
The students, majority of them women, accepted their qualifications in professional tailoring and garment design.
70 PROUD WOMEN and men graduated from our latest vocational training course in Somaliland in early December. The students, majority of them women, accepted their qualifications in professional tailoring and garment design at a ceremony in Maansoor, as their friends and family watched.
The course was part of a vocational training project funded by FCA and implemented by the General Assistance and Volunteer Organization (GAVO) and the Horn of Africa Voluntary Youth Committee (HAVOYOVO).
Suhur Yusuf, a young and talented graduate, spoke about how the course changed her life, sporting her handmade gown.
“On the day of my university graduation, I nearly spent USD 200 on the graduation outfit, but today I spent just USD 10 on the dress, which I tailored with my own hands. ”
Every student tailored their own gown in an incredible display of how much they’d learned on the course.
“Aside from these stunning dresses, what strikes me is how you blended colors to create a really attractive ensemble, demonstrating how our efforts are fruitful,” said Sahra-Kiin, an FCA representative.
Sustainable livelihood skills for the future
In addition to the students’ families and friends, the ceremony was attended by high level guests, such as Abdirashid Ibrahim, Director of Ministry of Employment and Social Affairs.
“I’d like to express my heartfelt gratitude to the Finnish government, which is not only sponsoring this project but also many other development initiatives to support the Somaliland Government’s Development Plans, ” he said.
Also in attendance were Ahmed Omar and Abdillahi Hassan, Executive Directors from GAVO and HAVOYOCO, who welcomed guests and explained to the audience the unique nature of this particular course wasn’t confined to the beautiful garments on display. They celebrated that an outstanding 46 students working in 12 groups had been chosen for start-up grants, while the others receive toolkits to help with their own businesses.
Finally Qani Abdi, a representative of the Somaliland private sector discussed the importance of tailoring skills and gave a taste of how the graduates could turn their skills into a profitable business in the future. “I am impressed by the designs you have displayed. That tells the advanced training you have received. ”
Girls’ education gains ground in Somalia’s hard-to-reach area
Five thousand learners enrolled in school in Hudur in one of the first education interventions in the area, supported by EU Humanitarian Aid (ECHO). Almost half of the learners were girls.
Parents in Somalia’s rural areas have traditionally not valued education, and if the opportunity exists, families typically send only their boys to school. As a result, the interventions in the education sector were few when FCA launched its program in six schools in Hudur in June 2020.
FCA started implementing the education project funded by EU Humanitarian Aid (ECHO) by launching mass awareness-raising campaigns on the importance of education. In addition, community meetings and the forming of local education committees increased the engagement of people.
Child marriage is one of the most significant barriers to girls’ education in areas such as Hudur. Becoming a caretaker of the family and a mother can end their chances of progressing at school.
Poverty is another obstacle to sending children to school. However, within this program, education is free, and the quality of learning is ensured through teacher training and quality learning materials. As a result, the project reached its goal of enrolling five thousand learners. The learners include 2,387 girls, almost half of the total. To keep girls in school during menstruation, 806 girls received monthly sanitary kits. In addition, older boys and girls were given gender-sensitive recreational materials.
Muna Mohamed Haydar, 17, washes her hands outside the school. She says, “My teachers are good and teach well. Math is my favorite subject because I enjoy doing calculations. It is important for us to attend school. Education will help us build a bright future.”
Teacher Lul Mohamed Nur is responsible for the protection and safety of the students. She encourages girls to receive good education. Today, the number of girls is higher than the number of boys in my school. She tells that, “we have achieved this after conducting relentless awareness in the neighborhood, telling families the importance of sending their girls to schools. We give special attention to learners with disabilities. They are often allocated seats at the front of the classroom.”
Hawa Isak Warsame, 16, tells, “my parents couldn’t afford to pay for my school fees but since it is free and they give us uniforms and other learning materials. I am keen to take advantage of this opportunity to educate myself.” Her favourite subject is English and she would like to work for a humanitarian organisation in the future. She also praises the safety of the school: “If one of the learners feel threatened they can submit their complaint into the box FCA has brought us. This really given me and my classmates a strong sense of safety.”
Suleqo Hassan Adan, 10, tells, “I like math because it is easy for me. I want to become a well-known engineer and rebuild my country or a teacher to help those in need in the community.” She also has a strong opinion about equality: “Education is important for everyone whether be it a boy or a girl. Parents must give equal opportunity to their children.”
Hamaro Mohamed Nur is Suleqo’s mother. “My daughter has been attending the school for a year. I always encourage her to go to the school and learn something. At first she used to resist but now she got used to it and she likes going to the school. Her interest has increased since she received uniform and learning materials. She has a lot of energy for her books now. My daughter is a child with special needs, she cannot see well due to her albinism. She told me the teachers make her sit next to the blackboard so that she sees what is written on the board. She really likes her teachers.”
Mohamed Hassan Abdirahman teaches English to internally displaced pupils. “I was motivated by the need of my community. There was no school in the area before we came up with the idea of establishing this learning center. All of the children here were out of school, so I decided to take action along with like-minded friends. As for the learners with disabilities, we pay special attention to them. We try to listen their demands and protect them from bullying. Safety and protection of the students is of high priority for us” and adds that it can protect girls from early marriages.
Zainab Abdullahi Ahmed, 10, goes to school for accelerated basic education (ABE) and says that she enjoys learning new things. “My teachers help me a lot. I don’t feel any problems attending the classes.” She also wants to help others in the future: “When I grow up, I want to become a doctor.”
Maryan Warsame tells that her child has been attending the school for five years. She says that, “as a parent, I am grateful for helping to educate my daughter. Here we consider teachers as second parents and indeed they are second parents because they treat our kids as their own.” She tells that, “I have both daughters and sons and I send all of them to school, but I am more confident in my daughters. An educated girl will always be helpful to her parent.”
Bashir Moallin Mohamed, 18, says he is very ambitious about his education. He praises the teacher for being kind and highly qualified. “English is my favorite subject because I am good at the grammar. I hope to speak good English soon. I want to become a teacher like my teachers and educate the the people in need in the community.”
As I am writing this, the Covid-19 pandemic is dominating the news and daily politics for the second year running. In fact, this topic has overshadowed other news to such an extent that it is hard to remember what went on in the world before Covid-19 testing, vaccines and coronavirus variants. Climate change, protracted conflicts, swarms of locusts destroying crops – does any of that ring a bell?
The work carried out by Finn Church Aid focuses on providing education, securing livelihoods and building peace. The objective of long-term development cooperation is to help entire communities become stable and self-sufficient.
We also respond to more urgent needs. After a massive explosion in the port of Lebanon’s capital Beirut in August 2020, we delivered emergency assistance to those affected. When Covid-19 stopped trade and food deliveries at state borders in several parts of the world, we continued to provide emergency food assistance.
Some of the areas where we promote development cooperation, humanitarian assistance and peace do naturally overlap, just as global crises are inextricably intertwined. Many of our programme countries faced profound challenges even before the Covid-19 pandemic. Changes in climate and protracted conflicts have caused food crises, health crises and displacement of millions of people.
In South Sudan, the world’s youngest country, devastating floods have left two thirds of the country’s 11 million inhabitants in need of some form of humanitarian assistance as they are suffering from food insecurity and malnutrition.
Syria also has a disastrous decade of suffering behind it. This conflict-ridden country has spiralled into an economic crisis that, for Syrian people, translates into a shortage of food and lost income opportunities. An entire generation of children has gone to school in emergency conditions.
The global pandemic has ruthlessly exposed the weaknesses of many countries. In Nepal, more than 25 per cent of the country’s GDP has in recent years consisted of remittances by Nepalese working abroad. With the pandemic forcing migrant workers to return home, families have struggled for more than a year, trying to cope without an adequate income to guarantee a decent living.
But the pandemic has not brought all progress to a halt, even if we sometimes feel like it. In a number of projects, the situation has forced us to take a big leap forward in technology. For instance, in Kenya we distributed radios to enable women to participate in peace dialogues. Our objective in such projects was to make communities better equipped to resolve conflicts involving natural resources.
Without a doubt, we will face more challenges in the future. Our climate is becoming increasingly harsh, and in these changing conditions, it is likely that more epidemics will circulate in the population. Natural disasters will force people to leave their homes in growing numbers. According to forecasts, a high population growth rate in Africa will result in massive migration within the continent.
But the good news is that resilient societies are able to take better precautions and prepare for disasters. In time, the Covid-19 crisis will pass, and this is when Finn Church Aid’s efforts to improve education, support livelihoods and forge peace will bear fruit and produce even more tangible results. Those who have participated in our projects have been building a stronger foundation for their lives, enabling them to pursue a brighter future.
Ulriikka Myöhänen, Communications Specialist.
This text twas originally published in our Annual Report 2020 that came out recently. Would you like to know more about what was done?
Distance learning, quarantines and travel bans. Lockdowns, cancelled events, and hundreds of online meetings. Remembered as the year of the Covid-19 pandemic, 2020 was an exceptional year for everyone, including Finn Church Aid, writes executive director Jouni Hemberg.
Conditions have been dire in our programme countries before; however, this was the first time that a crisis affected the entire organisation. Even though we have experienced conflicts, earthquakes, natural disasters and epidemics, none of us had ever experienced a global pandemic.
Although what happened during the year took us and everyone else by surprise, we weren’t entirely caught off guard. As our teams are geographically dispersed, remote working is not unusual. In Finland, our entire Helsinki office relocated to employees’ homes practically overnight. When I compare the ease of remote working now to what it was a year ago, it’s as different as night and day. Our country offices in Asia, Africa and the Middle East were also able to ward off coronavirus infections for a long time, which was crucial for our Covid-19 response in 2020
The pandemic has inevitably affected our education, livelihoods and peace programme work. Schools worldwide switched to distance learning, and some had to shut down entirely in 2020. While families in Finland agonised over remote school and remote work arrangements from home, people in our programme countries needed to be even more resourceful. Without access to internet or any infrastructure, teachers travelled from village to village teaching children, and radio lessons were provided.
Covid-19 has had a dramatic impact on livelihoods. Unlike in Europe where governments have taken responsibility for helping people and businesses cope, people in developing countries have been left to their own devices. In countries where social safety nets are weak, an epidemic much less dramatic than the Covid-19 pandemic can make life difficult. Unable to earn a living, people are forced to leave their homes and seek opportunities elsewhere. Forced migration is not only a risk in terms of the pandemic, but it also increases regional tensions. Conflicts arise regardless of epidemics, and this has made our peace work all the more challenging.
Despite such challenging circumstances, we as an organisation have performed extremely well. A significant increase in our international funding shows that partners such as the UN, the EU and other public funding providers, have strong faith in us and our vision.
However, the Covid-19 epidemic diminished our church collection income. With various social restrictions in place, we have been unable to reach our donors as we normally would. Passing the collection plate online is very difficult, and our hardworking face-to-face fundraisers were forced to stay at home. But while our internal funding in Finland decreased, so did our expenditures, as travel-related costs shrank. With that being said, we were fortunate to not experience significant losses in 2020.
A year amidst the pandemic has opened our eyes to new opportunities. We must be able to grow as an organisation and learn how to make effective use of new digital tools. Going forward, a large part of our education activities will no longer take place in physical buildings despite a vast number of people in places like Africa will still need access to education. This is where digital learning could come into play. The fact remains that the way we work will never be the same it was before the pandemic. We need to contemplate on the lessons learned during the pandemic and adopt new working modalities in the future.
As the Executive Director of Finn Church Aid, it is my heartfelt wish that we will soon defeat the pandemic and begin our journey to recovery. Our post-Covid-19 work will focus strongly on sustainable development. We will continue our efforts to promote education, peace, livelihoods and equality. And now that remote working has proved successful, we can start pursuing more ambitious environmental objectives, such as rethinking what constitutes as necessary travel.
Although 2020 was an extremely tough year for us at Finn Church Aid, it was also a major success story, thanks to our employees, board members and other elected representatives and volunteers. You are our most significant resource, and your valuable input allows us to help those most in need.
You are also the best indicator of quality and trust in our activities. Thanks to your efforts to develop our operations, our funding has increased. We learned a valuable lesson from the pandemic: when all the parts of our organisation come together, we can weather any crisis.
Jouni Hemberg, Executive Director for Finn Chruch Aid
This text twas originally published as the preamble of our Annual Report 2020 that came out recently. Would you like to know more about what was done?
FCA improved access to education for 1146 overage and out-of-school children in hard-to-reach areas in Somalia
FCA has improved access to quality education for 1146 overage and out-of-school children in areas that are hard to reach in Hudur, Somalia under the Accelerated Basic Education (ABE) programme.
The main primary drivers of humanitarian needs in Somalia are conflict and natural disasters such as drought and flooding. According to Protection Return Monitoring Network (PRMN), around 893,000 people have been displaced in Somalia between January and August 2020, of whom 633,000 were displaced due to food insecurity, 177,000 affected by conflict and 71,000 by drought.
Of all the people displaced in 2020, around 357,200 (40 %) are school-aged children. Often they drop of education because of the disruption in their lives.
The COVID-19 pandemic in early 2020 exacerbated the situation as the government was forced to close schools in early March 2020. This led meant that fewer students could access quality education and more than one million children in Somalia were completely outside of schooling.
The situation is worse for marginalised groups, such as girls, children with disabilities, those who live in hard-to-reach areas and those who are overage or outside formal education.
It is against this backdrop that FCA Somalia has implemented an Integrated and Inclusive Education in Emergencies (EiE) Response for Crisis Affected Children in hard-to-reach ares in Hudur district in Bakool region of the Southwest state from June 2020 to June 2021. The project is funded by ECHO.
The response has focused on quality primary education for internally displaced school-age children, catch-up and ABE programmes for out-of-school and overage children within the population that was affected by the conflicts and natural disasters such as drought and floods. In the process, a total of 1146 ABE students, including 600 girls (52 %), were reached and supported at three school centres in Hudur district in level one and level two learning stages of the ABE programme for one academic year from August 2020 to June 2021.
Objectives of the ABE programme
The primary purpose of Accelerated Basic Education (ABE) is to provide learners who missed a primary school education for whatever reason with the opportunity to obtain primary education competencies and sit for the Primary Centralized Examination. It is also meant to reduce and remove the barriers of access to education that lead to children dropping out of or never enrolling in primary school education.
The ABE programme further allows for flexibility in the teaching and learning processes with negotiable timetable that allows students and their families to meet other demands for their time and attention, including employment and childcare. The ABE programme also emphasises the development of practical skills and transition pathways to both formal education and vocational training after the completion of all the four levels of the programme.
Somalia’s Ministry of Education National ABE policy framework was recently launched with the support of USAID.
ABE students assessment and transition to ordinary classrooms
After one year of schooling in June 2021, the ABE students were allowed to sit the examinations prepared by their teachers. The exams varied according to their levels of education, age and abilities. 1,121 students (51 % of whom were girls) sat for the final examination.
637 students (50 % both girls and boys) took the level one examination and 457 (50 % both girls and boys) of them successfully transited to grade 3 in the formal school. Unfortunately 180 students (84 girls) were not able to transit. They will be allowed to continue to level two under the new ECHO project that is starting in July 2021.
On level two, 484 students (257 girls, 53 %) sat for the examination and 87 % of them (422/51 % girls) successfully passed and transited to grade five in an ordinary classroom. In comparison, 61 students (39 girls) failed the exam. They will be supported for another six months under the new ECHO project within the Catch programme before their performance is assessed again.
The students who could not sit for examination because of various reasons, such as Covid-19 and other illnesses and their families’ displacement will be offered another chance once the schools reopen in August.
Overall under the FCA ABE programme 2020, 77 % of the students (51 % of them girls) successfully transited to ordinary classrooms. In the beginning of the academic year in August they will start their new classes in formal schools.
FCA launches an ECHO-funded project to enhance access to Education for displaced children in hard-to-reach areas of Southwest State of Somalia
We are happy to announce the launch a 12-month Education in Emergencies project in the Southwest State (SWS) of Somalia to fulfil the right to education of displaced children in areas that especially hard to reach. The READ Project is aimed at restoring and maintaining safe access to quality education for 7,000 crises-affected children so that they can enter or return to protective learning opportunities.
FCA will be implementing the project with its local partner Gargaar Relief Development Organization (GREDO) and it will operate in hard-to-reach areas of El-Berde Baidoa and Hudur. The project is funded by EU Civil Protection and Humanitarian Aid (ECHO) in its quest to support the improvement of access to quality education in Somalia.
The READ project is striving to improve children’s access to a safe, inclusive and protective learning environment; to enhance the capacity of teachers and other education personnel to provide quality education and learning outcomes; and to strengthen safety and child protection mechanisms in target schools for psychosocial well-being, protection and safeguarding of affected children.
In El-Berde, only 8 % of school-aged children (1,574 in total, incl. 884 males and 690 females) are enrolled in one public primary school and eight meant for IDPs, with 12,198 children estimated to be out of school. Although the district only hosts 3,500 IDPs, FCA assessed that the needs for education are incredibly high, as 698 children (402M; 296F) are learning in the only available six classrooms, where there are on average 116 students per classroom.
Similarly, Hudur has the population of around 100,437 with around 42,504 IDPs (24,322 males and 36,482 females) residing in 26 IDP settlements across the district.
The Director General of Ministry of Education (MoE) of Southwest State of Somalia Fadal Abdullahi Mursal attended the launch meeting. He told that a delegation from the MoE visited Hudur town late last month to investigate the impact of FCA’s earlier ECHO-funded education project. They found great impact on the ground in terms of improved access to education.
“During our stay in Hudur, we had a meeting with the CECs and parents and they informed us that they are fully satisfied with FCA’s education program, especially the Accelerated Basic Education (ABE) system which supported many out-of-school children,” says Fadal Abdullahi Mursal, the DG of Ministry of Education of Southwest State.
The deputy minister for Education of Southwest hailed the ongoing FCA efforts in Bakool Region and requested FCA to expand their education projects and reach to the other Southwest State regions.
“Giving children a brighter future through education comes with commitment. I therefore request FCA to expand their education programmes to Lower Shebelle which is also part of Southwest State Regions,” says Abdifatah Isak Mohamed.
Finally, FCA’s Acting Somalia Country Director and the Programme Manager Mr. Bashir Fidow has appreciated the MoE-SWS partnership and pledged that FCA will continue working to enhance education for displaced people in hard-to-reach areas.
“On behalf of FCA Somalia, we are happy to be working closely with the Mistry of Education of Southwest State as a partner. FCA has been providing and implementing Education in Emergencies programmes in SWS since 2018, including Hudur town in Bakool region, which is a hard-to-reach zone,” Bashir Fidow says. “Our new ECHO project 2021-2022 is expanded to Elberde, which is also a hard-to-reach area. FCA will continue working with the MoE of the Federal Government of Somalia and Federal Member State of Southwest to make sure that children in hard-to-reach areas receive quality education and that teachers are qualified.”
FCA has started its EiE response in Baidoa and other hard to reach areas of SWS in 2018, with support from ECHO HIP 2018 and 2020, Ministry for Foreign Affairs of Finland (MFA) and FCA’s own Disaster Fund. To date, the interventions have enabled 15,500 crisis-affected children (45 % girls and 400 CWD) have access inclusive education through safe learning environments, improved quality of education and school-based protection mechanisms. Among these children, 1299 (45 % girls) are Accelerated Basic Education (ABE) learners.