Uganda’s First Lady praises Finn Church Aid for quality education support
Mrs. Janet Museveni, the First Lady and Minister of Education and Sports, has expressed gratitude to Finn Church Aid Uganda for their support and promotion of quality education in the country.
ON OCTOBER 8, 2024, Mrs. Museveni hosted a high-level delegation from Finland at State House, Entebbe.
She highlighted Finn Church Aid’s (FCA) significant work, particularly in refugee-hosting districts, providing technical assistance to the Education Policy Review Commission, developing infrastructure, and supporting continuous teacher development.
The visit to Uganda was to celebrate FCA’s 10th anniversary of operations in the country.
The delegation was led by the Most Rev. Dr. Tapio Luoma, Archbishop of the Evangelical Lutheran Church of Finland. It included H.E. Pirkko Tapiola, Finnish Ambassador to Uganda and Kenya; H.E. Margaret Otteskov, Uganda’s Ambassador to the Nordic states; Tomi Järvinen, Global Executive Director for FCA; and Wycliffe Nsheka, Country Director for FCA Uganda and Ethiopia country programmes, among others.
During the meeting, Mrs. Museveni praised the quality and excellence of all FCA-built schools. She emphasised the importance of such attention to detail for skills development, noting that it encourages the prioritisation of quality in all endeavours.
She acknowledged the global admiration for Finland’s education system, citing it as the reason for the Education Service Review Commission’s benchmark visit to Finland.
Mrs. Museveni requested Finnish support for vocational education in Uganda, particularly in training instructors for Technical and Vocational Institutes.
“We would like to see how we can cooperate and work together in some areas of our education, like skills development, if there is any opportunity at all. I wonder whether Finland could help us in this area, either by taking our trainers to Finland to be trained and, when they return, they train others,” she suggested.
The First Lady also highlighted the Ministry of Education and Sports’ embrace of digital information management systems, expressing interest in improving techniques for registering all school children in the country.
Mrs Museveni, Uganda’s Minister of Education and Sport, praised FCA’s work in Uganda.
“We are trying to get all the school children in the country registered, and we have been attempting many times, but our exercises don’t seem to work permanently. We keep doing what they call a head count from time to time,” she explained. “In order for the Government to send the accurate Capitation Grant, you have to know the actual number of children in a particular school. Therefore, getting information regarding the children would help us clear that problem once and for all,” she said.
Mrs. Museveni expressed interest in emulating Sweden’s efficient citizen registration system, where all information about an individual is accessible with a single click. She asked Uganda’s Ambassador to the Nordic States to investigate the possibility of adopting a similar system.
Regarding Uganda’s open-door refugee policy, Mrs. Museveni explained that many Ugandans, including her family, were once refugees themselves. This experience helps them understand the forces that drive people from their homeland.
“We basically offer what we can, knowing that nobody just wants to run away from their country. So, because we have that background, it helps us to remember where we have come from and what we can do for others when they stand where we once stood,” she added.
The Most Rev. Dr. Tapio Luoma commended the First Lady and President Museveni for Uganda’s progressive refugee policies.
The Most Rev. Dr. Tapio Luoma during the meeting with Uganda’s First Lady.
“One thing that Finland and many other countries could learn from Uganda is the way the country welcomes refugees and how it handles the problem of internally displaced people,” he remarked.
Tomi Järvinen, FCA’s Global Executive Director, reaffirmed their commitment to working with African countries. He reported on their efforts to promote digital means of connecting students with businesses and the business community. “We recognise that the future demands not just one profession, but multiple skills that allow quick adaptation to different types of work,” he said.
Wycliffe Nsheka, FCA Country Director for Uganda and Ethiopia, announced that Finn Church Aid had recently revised its global strategy, with the right to quality education remaining a top priority.
Wycliffe Nsheka (holding microphone) is FCA Country Director for Uganda and Ethiopia.
He reported that FCA works with refugees and has also partnered with UNICEF under the Quality Enhancement Initiative in underperforming districts.
Text: Kadlah Nabakembo Photos: courtesy of the office of the First Lady
Main photo: Mrs. Janet Museveni, the First Lady and Minister of Education and Sports presents FCA’s Executive Director, Tomi Järvinen, with a commemorative book.
Gaza is one of the most dangerous places in the world to learn and teach – over 400 teachers have died in the war
On 5 October, World Teachers’ Day, our thoughts turn to Gaza, where children and young people living in the midst of war have been deprived of formal education for almost a year. FCA’s new work in Gaza focuses on education and psychosocial support in a difficult humanitarian situation
GAZA is currently one of the most dangerous places in the world for learning and teaching.
“The situation in schools in Gaza is catastrophic and children are severely traumatised. They have not been able to go to school for a whole year, which is particularly important for children in crisis. Schools and professional teachers offer children a routine and a chance to forget about the war, if only for a moment,” says Sabina Bergholm , FCA Country Director.
World Teachers’ Day is celebrated on 5 October to remind people of the importance of the work that teachers do and the importance of investing in their training and working conditions.
In Gaza, teachers do not have the opportunity to work in a safe environment.
Over 10,000 school children and more than 400 teachers and other education professionals have been killed in the Gaza war this year. In addition, more than 16,000 students and 2,400 teachers have been wounded, according to data from the Ministry of Education in Gaza, available via the UN Office for the Coordination of Humanitarian Affairs (OCHA) as of 2 October 2024.
Around 625,000 schoolchildren and students in Gaza have no access to formal education. 87% of school buildings have either been destroyed or severely damaged.
In September 2024 alone, 17 air strikes hit Gaza schools. According to OCHA data, 14 schools were occupied by refugees at the time of the attacks. Attacking schools is a violation of international humanitarian law.
“Schools should never be the target of bombing. During the war in Gaza, schools have also been used as shelters for refugees. Attacks on schools have killed and injured a huge number of civilians. When the war ends, it will also be difficult to resume teaching in schools, because either there are no schools or they have been damaged in the war,” said Bergholm.
FCA starts education and psychosocial support work in Gaza
Education in emergencies is at the core of FCA’s work. In the midst of crises and disasters, schooling offers children both the opportunity to continue learning and a sense of security and routine.
Working with partner organisations, the programme will focus on reaching out to traumatised and war-affected children, teachers, and other adults around them.
“A temporary school will be set up in Gaza City to provide a range of after-school activities, support and additional education. Gazan teachers will be involved and will be offered psychosocial support and the opportunity to participate in training on teaching in crisis situations,” said Bergholm.
The project is also significant because students who have been caught up in the war have been without formal education for almost a year. Only a small number of children and young people in Gaza have been able to participate in non-formal school activities during the year.
“Teachers are both facilitators of learning for children and important adults who provide security and support during difficult times in their lives. This is why FCA is investing in supporting and further training teachers in the midst of the crisis. We have seen the positive impact that a competent teacher can have on their students,” says Bergholm.
The war in Gaza has also complicated the situation in the occupied West Bank, where FCA’s volunteer network Teachers Without Borders has continued to support teachers over the past year.
Further information and interview requests:
Country Director Sabina Bergholm, +358 40 669 3930, sabina.bergholm@kua.fi
Photo shows Gazan children attending a lesson in a tent school in the town of Deir-al-Balah in central Gaza on 28 September 2024. Only a small number of Gazan children have been able to participate in a school-like activity in the past year. File photo from Xinhua.
Four refugee students head from Uganda to Belgium thanks to EU-funded and transnational programme, supported by FCA
The Belgium EUPW Scholarship Programme is a collaborative effort between UNHCR Uganda, the Ugandan Government, the Government of Belgium, Finn Church Aid – Uganda, Université Catholique de Louvain (UCLouvain), and Caritas Belgium.
This innovative initiative offers refugee students the opportunity to pursue master’s degrees at leading Belgian universities, with comprehensive support covering tuition, living expenses, accommodation, travel, language assistance, and orientation services.
Four exceptional refugee youth
In August 2024, four exceptional refugee youth were selected to pursue their studies in Belgium. They all fled the Democratic Republic of Congo at various times for Uganda due to the ongoing conflict and instability in the country.
Ruhamanga Mwami, 35, fled to Uganda in 2018. Starting a new life in a foreign land was tough, but he persevered. In the capital city, Kampala, he found work with an internet company, earning just enough to survive.
Determined to make a difference, Ruhamanga applied for the Belgium EUPW Scholars Program. He’s now pursuing a master’s in economics and social policies with the aim to return to DRC. His goal is to address social inequality through education.
The four scholars being received in Belgium. L-R Morisho Kovokovo, Eliya Cigiriza, François Kalenga and Ruhamanga Mwami.
Eliya Cigieiza, 29, also fled DRC two years earlier in 2016. In his home country he studied geology, as well as being a student leader, but left behind his studies, family, and country, to seek refuge in Uganda. In Kampala, a church hosted him, and his enthusiasm inspired the senior pastor to start a youth engagement programme, leading to the creation of “Women and Children at Risk,” an organisation helping vulnerable individuals.
Eliya applied for the competitive Belgium EUPW Scholars Programme and was selected. He is now pursuing a master’s in economics, determined to drive economic growth and empower African youth. “When we believe in the beauty of our dreams, we unleash the power to make them a reality,” he told FCA Uganda shortly before his departure to Belgium.
Morisho Kovokovo, 30, is a passionate anthropology enthusiast driven to make a positive impact. However, his home country’s insecurity and instability forced him to flee in 2023. Despite completing his degree in anthropology and securing a decent job, Morisho’s safety was at risk.
He made the difficult decision to leave behind his family, friends, and career to find refuge in Uganda. In Uganda, Morisho took a simple job at a research centre to survive. When he heard about the Belgium EUPW Scholars Program, Morisho applied and was selected. He’s now eager to pursue his master’s in Belgium, furthering his growth and dedication to making a difference in others’ lives. Morisho says, “My purpose is to serve others.”
Francois Kalenga, 23, is set to pursue Economics at the Université Catholique de Louvain (UCLouvain) University. His ambitions are set high: he aims to become a pioneering entrepreneur and minister of economics, driving innovative solutions for his community. “Courage is the catalyst for success,” Francois asserts. “Securing this opportunity is the key to unlocking my dreams, and I’m ready to seize it with both hands.”
EU scholarship is pilot in three countries
The EUPW (EU-Passworld) scholarship is a pilot project funded by the EU’s Asylum, Migration and Integration Fund and taking place in Belgium, Ireland and Italy. The aspiration is that the pathways implemented under EUPW will grow into self-sustaining national programmes after 2024, and to contribute to establishing similar initiatives in other countries.
Finn Church Aid played a key role in identifying and referring qualified candidates based on the program’s criteria. UNHCR provided strategic support through advocacy, verification, and vetting processes. FCA together with UNHCR Belgium and UNHCR Uganda facilitated the pre-departure formalities.
The Government of Belgium, Université Catholique de Louvain (UCLouvain), and Caritas Belgium generously funded the program, covering tuition, living expenses, accommodation, travel, language assistance, and orientation services. These key stakeholders collectively enabled the scholars to enroll in top Belgian universities for their master’s degrees.
Text: Kadlah Nabakembo Photos: Sozzi Daniel /UNHCR
Over 13,000 textbooks given out to schools in Uganda refugee settlements
FCA Uganda distributed over 13,000 textbooks to refugee schools, addressing an urgent gap in the availability of education materials.
OVER 1 MILLION refugees in Uganda are under the age of 18 with over 600,000 being school age, according to UNHCR statistics. However, access to essential learning resources, such as textbooks, remains a significant challenge in many refugee settlements.
As part of FCA’s Lasting Education Achievements Responding to Needs (LEARN) project, FCA Uganda’s office distributed over 13,000 textbooks to secondary schools in several refugee settlements.
A survey conducted by the Uganda Refugee Response Monitoring Group in January 2024 revealed that 70 per cent of schools in these settlements lack textbooks, underscoring the urgent need for books.
Mr. Ronald Karamuzi, Area Manager FCA Kyaka II Refugee Settlement (centre), distributes books to learners at Bukere Secondary School in Kyaka II Refugee Settlement.
Jistey Mapenzi, a senior student from Bukere Secondary School in Kyaka II Refugee Settlement, says, “without enough science text books in school, it’s hard to study and do research.”
The textbooks were distributed to schools in the following refugee settlements: Kyaka II Refugee Settlement – Kyegegwa District; Rwamwanja Refugee Settlement – Kamwenge District; Nakivale Refugee Settlement – Isingiro District, Kyangwali Refugee Settlement – Kikuube District, Palorinya Refugee Settlement – Obongi District; Pagirinya, Nyumanzi, Olua, Ayilo I and Maaji II Refugee Settlements in Adjumani District.
Education as a protection tool
Mr. Wycliffe Nsheka, Country Director of FCA Uganda, emphasised the importance of the initiative. In a refugee setting, FCA considers education as a protection tool and is committed to ensuring every child has a chance to access education as a fundamental right.
Finn Church Aid Country Director Mr. Wycliffe Nsheka (right) hands textbooks to Mr. Valence Tukacungurwa (left), Headteacher of Bukere Secondary School in Kyaka II Refugee Settlement, at FCA offices in Kampala.
“Finn Church Aid’s effort directly addresses the critical shortage of educational materials, providing much-needed support to bridge the resource gap. This distribution is a crucial step towards improving secondary educational access and quality for both refugees and host communities. By supplying schools with these essential resources, we are not only enhancing their educational experience but also contributing to their long-term wellbeing and future opportunities,” he said.
Mr. Valence Tukacungurwa, the Headteacher of Bukere Secondary School, a beneficiary of the initiative, was very grateful to FCA and PRM for the support.
“This invaluable contribution will have a profound impact on our students and the wider community. They will not only enhance the learning experience of our students but also help to bridge the educational gap that many of them faced. The availability of these high-quality educational resources will be instrumental in improving the academic performance of our students. They will now have access to the necessary tools to deepen their understanding of the curriculum, which will boost their confidence and enthusiasm for learning.”
He noted that the initiative’s impact will extend beyond the classroom walls benefiting the community with improved educational outcomes. “When students are better equipped, they will contribute to the social and economic development of the region,” he added.
Students excited for new resources
Jistey Mapenzi was extremely pleased at the new books telling FCA Uganda staff, “with more science textbooks, we hope to perform better in science subjects. Some of these books even have self-study materials that will help me with my personal study and research. We are very grateful to the donors behind FCA for this support.”
Patience Kabarokole, a Senior Three student in Kyaka II Refugee Settlement, added, “as a student under the new lower secondary curriculum, these textbooks are essential for helping me gain a better understanding of my subjects. Having these new textbooks is so important for us, they make it easier to understand our lessons and give us hope for a brighter future. This support encourages us to keep working hard in our studies.”
FCA Palorinya field office staff display copies of the new textbooks, ready for distribution to schools in Palorinya refugee settlement
The LEARN project is funded by the United States Bureau of Population, Refugees, and Migration (PRM) and has been operational for the past five years, focusing on several key areas. These include ensuring inclusive access to quality education so that both refugee and host community children in the targeted settlements receive a high standard of education and experience improved learning outcomes; creating and maintaining safe and inclusive learning environments for all students; enhancing the quality of education by improving how it is delivered to provide the best possible experience; and prioritizing the protection and wellbeing of learners to support their overall development and success.
With continued funding from PRM, the project has benefited over 166,000 individuals, including 19,612 secondary learners, 145,215 primary learners, and 734 Accelerated Education Program (AEP) learners in primary schools. It also supports 1,492 primary teachers, 50 AEP primary teachers, and 589 secondary teachers. This extensive support system addresses educational needs and improves learning conditions across the targeted settlements.
Text: Linda Kabuzire Images: Renah Atuhaire and Evelyn Nabasa / FCA
New 15m EUR education project in Central African Republic will give 5000 children access to inclusive, quality education
An agreement with French Development Agency AFD worth over 15 million euro will enable FCA, as lead in a consortium, to provide holistic support to children and their families to help them both access and stay in quality education.
Children in Central African Republic (CAR) have severe challenges accessing quality education. Organsations like the World Bank and UNESCO estimate that learning poverty – defined as the share of children unable to read and understand an age-appropriate text by ten – stands at 89 per cent. Dropping out is also a huge problem, with only half of boys and less than half of girls finishing primary school. As children get older, the situation becomes worse, with only 8.3 per cent of girls and 13.5 per cent of boys completing secondary school.
FCA is starting a new 15 million euro education project in the country, funded by the French Development Agency (AFD). Led by FCA, the project will be implemented by a consortium of NGOs, including the Central African Women’s Organisation (OFCA), The Alliance for International Medical Action (ALIMA) and Mercy Corps.
Quality education experience in CAR
With over a decade of experience in Central African Republic, FCA’s local country team are well-placed to understand the needs of children, families and their communities. In a gesture of recognition of that experience, this is the first time that AFD has funded an FCA project.
“Our staff in Central African Republic have been working nearly for two years to gain a collaboration agreement with AFD to assist children and young people to have quality access to schooling,” says Marja Jörgensen, Director for International Programmes.
“This would not have been possible without the hard work and strong commitment of the FCA Central African Republic team leadership and staff.”
A youth peace club supported by FCA arranging a popular event at one of our supported schools in Bouar. Photo: FCA/ Björn Udd
Education solutions must be comprehensive
Because the hurdles to access education are myriad and complex, the solutions to remove them are many and comprehensive. The project will not only focus on the schools themselves – refurbishing classrooms, providing good sanitation facilities, teacher training – but also more widely in the community, as describes Country Director Marcel Damba,
“Outside of the classroom, we’ll also develop protection activities like alert systems; counselling centres and protection committees. We’ll also engage parents and families through projects to generate income and by setting up parent-teacher associations and school management committees. Additionally, we’ll help people access necessary documentation, such as birth certifications; provide accelerated education programmes for drop-outs who wish to rejoin education; and use radio broadcasts to reach people for training purposes.”
Five thousand children will be able to access quality education
Lasting four years, the project will initially target people in the prefectures of Mambéré-Kadéï and Mambéré. With a budget of EUR 15,463,917, it will be the largest active education project in Central African Republic.
Mr Damba continues: “the overall objective is to help children and young people realise their potential and build their resilience to reduce inequalities and ensure a fair, peaceful and inclusive future for them in the Central African Republic. The project will take advantage of this reconstruction momentum to bring about lasting changes in procedures, policies and structures, by promoting equality between women and men, and in this way help to bring the crisis to an end and support the consolidation of peace.”
Five thousand children will benefit from the project, which will officially start on 1st of September 2024.
In the midst of an emergency – can education save lives?
Why is education important in the middle of a war or after an earthquake? Why is FCA investing in education while people are simultaneously short of basic needs like water and food? Is education a basic right and what does it mean to say that education saves lives?
Unstable environments always affect education
FCA works in countries where schooling and quality education cannot be taken for granted. Conflict, disaster or other negative circumstances interfere with children’s development and learning in multiple ways.
Where FCA works, there are often wars and conflicts that make schooling difficult and even dangerous. The journey to school may not be safe. Schools may be the targets of bombings and other acts of war. For example, in Ukraine, 365 school buildings have been destroyed by war and nearly 3,800 damaged as of summer 2024.
We all have memories of the Covid pandemicthat closed down societies around the world. In Uganda, schools were closed for two years. It was the world’s longest-ever school closure and its consequences will be felt for a long time to come. Other epidemics can also prevent school attendance: in Mubende, Uganda, school closures continued into late 2022 due to the spread of Ebola virus.
Climate change can also decide fate of children’s education: changing conditions mean that water-fetching trips and the effort to get food for the whole family take up a large part of the day. In the worst case, the changing climate will make areas uninhabitable and force families to leave their homes. In addition, for many families, the economic situation makes schooling impossible. Children have to help out at home or go to work instead of attending school.
Rebeka plays at an aid station at the Ukrainian-Hungarian border in Barabás on March 2, 2022. Alyona is sitting on the backgroung. Her family fled Zaporizhzhia near the Crimean Peninsula. Photo: Antti Yrjönen
In crises, education facilities become shelters
In a sudden crisis, such as a natural disaster or the outbreak of conflict, communities enter extraordinary times. Those who have lost their homes, those who have fled and those who have otherwise faced a crisis face a shortage of basic necessities. In a humanitarian disaster, people need shelter, warmth, food, water, medicine and protection.
When Russia invaded Ukraine in late February 2022, huge numbers of Ukrainians fled westwards. Some crossed the border into neighbouring countries, others remained in their home countries as internally displaced persons. Towns and villages were suddenly at the limits of their endurance. Shelters were set up for the refugees in churches, parish halls and village halls. Without exception, schools were also made available to the refugees: schoolchildren stayed at home, beds and mattresses were brought into classrooms, school cooks prepared food for the refugees instead of school meals.
In the face of a humanitarian disaster, schools provide people with vital shelter. Often the situation is also prolonged. The devastating earthquake of February 2023 affected more than 73,000 Aleppo families in Syria. Many families were still living in temporary shelters set up in schools during the summer. Instead of normal lessons, small classrooms were used day after day to carry out the daily chores of large families.
The prolongation of an exceptional situation suddenly creates a new set of headaches: children and young people have no structure to their days, regular teaching is not possible and pupils fall behind. They also miss out on important socialising with their peers. Psychologists in Ukraine report that after years of remote learning due to Covid and then the war, children struggle with communicating and cooperating with their classmates on returning to school.
International and local aid agencies, volunteers and authorities are doing what they can with their resources. For example, FCA has organised after-school activities for children in temporary facilities to allow them to socialise and relax, tutoring to bridge educational gaps, and psychosocial support to deal with trauma.
However, it is in the interests of children and young people that, in the long term, schools should be used for education and training.
Malyun Nishow Mohamed (12) attends class at Mama Gedia Primary School in Hudur Bakool, Somalia. Finn Church Aid continues to support various safety, psychosocial and capacity-building programmes in rural schools across Somalia. Photo: Ismail Taxta.
Education saves lives
International education experts share the view that education has a life-saving impact. This view can be viewed from several angles: for example, the immediate impact of schooling in a crisis situation, and the long-term effects of education.
In the midst of crises and conflicts, schools have a stabilising and embedding effect on their pupils. At school, they can meet their peers and stay in touch with safe adults. After trauma, the human mind needs routines and a sense of normality that can be nurtured at school. In Ukraine, FCA has supported the provision of bomb shelters in schools. While air raids disrupt the normal school routine every few days, learning and everyday life can continue in underground classrooms where childrens can do their homework, play and participate in lessons. Some schools have also built sleeping and washing facilities in bomb shelters.
In situations of war and conflict, schools can also provide information on hazards and risks: classrooms are good places to raise awareness of mines and explosives, for example. A school can also be the place where a child or young person gets the only decent meal of the day – school lunch. A well-functioning school and professional staff also protect pupils from abuse and child labour.
In addition to the immediate, protective and acutely positive impact on quality of life, school attendance also has long-term positive effects. Through education, children and young people have a better chance of building a better future for themselves. Through education, children and young people learn to recognise their own strengths. Even learning to read, count and digital skills provides the necessary prerequisites for a more independent life.
Education is particularly important for young people to help them identify their potential on the labour market of the future as theyapproach adulthood. For some, success at primary school means further study and an academic career. For others, vocational training offers the opportunity to learn skills such as tailoring, farming, mechanics or digital marketing, which will help them to secure at least part of their future livelihoods. Schooling for girls is particularly important because it enables women to earn their own income and support themselves. A woman’s livelihood, in turn, often benefits the whole family. An educated woman also encourages her children to go to school.
Civil Construction Student, Nhuch Sreynut practice installing auto level machine with her teacher and classmates at Regional Polytechic Institute Techo Hun Sen Siem Reap, Cambodia. Photo: Roun Ry
Teachers are key to education success
Teachers play a huge role in the lives of children and whole communities. For a child or young person, a teacher can be an important safe adult who cares for them and meets them face to face daily. Teachers set an example that children and young people are happy to follow.
FCA has supported schools in rural areas in Mubende, Uganda. In recent years, schoolchildren there have improved their learning outcomes significantly. This is the result of a project that trained teachers, involved parents in school activities and provided better learning opportunities for pupils from all backgrounds. Before the project, even teachers did not always bother to come to school: this could be because of low pay, long commutes or a general lack of motivation to teach. When the teacher did not come to school, the children did not come either.
Slowly, the change took root in the community. Parents began to see the importance of education. Teachers were trained, provided with housing near schools and plots of land to cultivate. The maize trade boosted teachers’ small monthly incomes. Teachers began to visit homes to talk to families. Teenage mothers and disabled children were brought into the classroom. Many families now praise the teachers’ work and say that schooling has brought meaning and positive energy to their children’s and families’ lives.
The work of a motivated teacher can be a game changer for the whole community, and their work is also important in humanitarian crises. That is why we need to invest in teachers’ skills and well-being. FCA has organised training courses to strengthen teachers’ knowledge and pedagogical skills, as well as career mentoring to provide a sense of professional pride and trajectory. In war-torn Ukraine and in Syria, where humanitarian crises have saturated the country, our work has focused in particular on psychosocial support: teachers have taken part in training courses to improve their own coping skills, but also their daily teaching work. Teachers have developed skills to deal with trauma with children and young people, whether they are dealing with the experience of being a refugee or the loss of family and home.
FCA Teacher Trainer William Kuony guides educators during a FCA teacher training workshop in New Fangak, Jonglei State, South Sudan. Photo: Maria de la Guardia
Education is a basic right – even in times of crisis
School is a place to learn the skills of the future, be they mathematical, linguistic, social or digital. For children, school is also a safe environment where children can be children: meet their peers, play and learn new skills.
Despite the life-saving impact of education, education in emergencies is grossly underfunded. It accounts for only about three per cent of global humanitarian funding. This is woefully inadequate given that, according to the UN, one in five children in the world lives in an area of armed conflict. In addition, millions and millions of children live under the impact of other types of humanitarian crises. This is a generation that must have the opportunity to build a future of livelihood, economy and peace.
Text: Ulriikka Myöhänen Illustration: Julia Tavast
FCA and EU Humanitarian Aid launch new project in Uganda
A new European Union Humanitarian Aid funded programme in Uganda, called “Towards Greater Effectiveness and Timely Humanitarian Education Response (TOGETHER)” will support over fifty thousand schoolchildren in Uganda to rejoin and stay in school.
Kampala, 20/06/2024 — Finn Church Aid (FCA) in partnership with Cheshire Services (CSU), Hopelink Action Foundation (HAF) Uganda, Promoters of Agriculture and Market Linkages (PALM Corps), and Forum for Education NGOs (FENU) are thrilled to announce the launch of the TOGETHER (Towards Greater Effectiveness and Timely Humanitarian Education Response) project, funded by European Union Humanitarian Aid.
This project aims to directly support 50,861 children, in primary, secondary, and Accelerated Education for a period of 24 months. The overall objective is to provide access to quality and inclusive formal and non-formal education for South Sudanese and Sudanese refugees, asylum seekers, and host community children in Palorinya, Rhino Camp, Palabek, Kiryandongo, and Imvepi refugee settlements in Uganda.
The project will focus on increasing enrolment, retention, and transition of conflict-affected girls and boys, strengthen child protection and safeguarding mechanisms, improve response and referral systems, and promote child participation through girl child empowerment.
Local leadership in Uganda
FCA Uganda Country Director, Wycliffe Nsheka explained, “the project will be implemented by the TOGETHER Consortium led by Finn Church Aid (FCA). It promotes strong local leadership with Cheshire Services (CSU) leading inclusion activities, Hopelink Action Foundation (HAF) Uganda leading psychosocial support, Promotes of Agriculture and Market Linkages (PALM Corps) leading resilience activities and Forum for Education NGOs (FENU)for policy advocacy efforts.”
He added “the project will respond to the regional challenge of increased school dropouts and child protection risks resulting from lack of livelihoods. It will focus on new arrivals, ensuring they have access to proper levels of education in safe and protective environments. I would like to appreciate the EU’s continued commitment towards supporting Education in situations of crisis.”
Bruno Rotival, Head of the EU’s Humanitarian Aid office in Kampala, emphasised that “children’s right to quality education does not stop in times of humanitarian emergencies. Our Education in Emergencies policy helps children in fragile contexts stay in school or continue their interrupted education, building resilience and developing their skills for the future. For 2024, the EU has set aside €157 million to support learning for children and youth caught in humanitarian emergencies, supporting also host communities.”
The project aligns with the Uganda Education Response Plan for Refugees and Host Communities policy framework, addressing both supply and demand side barriers to education, ensuring access to quality education for all children.
About EU Civil Protection and Humanitarian Aid
The European Union and its Member States are the world’s leading donor of humanitarian aid. Relief assistance is an expression of European solidarity with people in need all around the world. It aims to save lives, prevent and alleviate human suffering, and safeguard the integrity and human dignity of populations affected by natural disasters and man-made crises.
Through its Civil Protection and Humanitarian Aid Operations department, the European Union helps millions of victims of conflict and disasters every year. With headquarters in Brussels and a global network of field offices, the EU provides assistance to the most vulnerable people on the basis of humanitarian needs.
Snakes, crocodiles and swamps – in South Sudan, the walk to school can be extreme
In the north-east of South Sudan, rugged swamp dominates the landscape and the daily lives of the people who live there. We joined school children as they embarked on the world’s most extraordinary school trip, where the water is waist-deep and dangers range from poisonous snakes and crocodiles to the scorching sun.
FCA runs an EU Humanitarian Aid-funded project to support children and their families in the Fangak region to access quality education and livelihoods.
Text & interviews by Ulriikka Myöhänen Additional interviews by Björn Udd Photos by Antti Yrjönen
THE COCK CROWS at five in the morning. Trees and flowers rustle as the deep black night lets go of its grip and the sun peeks through the sky.
In New Fangak, Bichul Kuon, a village community wipes the sleep from its eyes. 16-year-old Nyaluit Tang Chuol changes clothes and then digs out a stack of books. Chuol’s father waters his small vegetable garden, her mother lets out chickens that have spent the night in their coop and they scratch across the yard.
After six o’clock, the sun has turned into a warm yellow spot on the horizon, and Chuol sets off to lead her siblings through the village and towards the school. The land is dry with grass, bushes and low trees growing here and there. Crickets are chirping.
Soon more children join the group, and Chuol’s friend, 15-year-old Nyatiem Lam Lok, also joins the group from the back. The children shout greetings to each other in Nuer.
“Male!” (Meaning: “Hi!” Literally: “is there peace?”)
“Male mi goa?” (Meaning: “How are you?” Literally: “Is there a good peace?”)
When the party has gone on for ten minutes, the children stop and take off their long pants or raise the hem of their skirts. This is where it begins, perhaps one of the most extraordinary school trips in the world.
The swamp stretching out before us seems to sigh: “come, children, I will do my best to carry you.”
Books and shoes are held as the children make their way through the swamp. Dangers can lurk all over, such as snakes or crocodiles.
Located in the north of South Sudan, close to the Sudanese border, al-Sudd marsh is one of the largest swamps in the world, drawing its moisture from the White Nile and rainfall. The size of the swamp varies according to the season. In the dry season, the swamp can cover an area about the size of Estonia (45 339 square kilometres), while in the rainy season the swamp grows to up to twice as much.
The Arabic name al-Sudd refers to an obstacle, and that is what the swamp has proved to be for many throughout the ages. The mighty mire has cut off the journey of inexperienced travellers since the days of the ancient Egyptians or the Roman Emperor Nero’s exploration through Africa. The challenges continued centuries later, when explorers in the 19th Century continued to search for the source of the Nile.
On the other hand, the difficult terrain of the marsh has also provided shelter for those who know it. The last time this happened was during South Sudan’s brutal civil war (2013–2020). Then the population of the swamp area increased tenfold in some places, because in the complex network of bogs refugees felt safe from attacks.
At first glance, it seems that the swamp is not easy to read. It’s like a self-contained, stubborn prince of an illustrious family. It is haughty, a little arrogant and often full of surprises. But as you get to know Prince al-Sudd, you begin to understand his tricks.
The cadre of schoolchildren on their way to school seems to know the vagaries of the swamp like the back of their hand.
At the start of the journey, the water is half up to your shins and the slippery mud sucks on your feet up to your ankles.
Then it gets deeper. The youngest children reach over their heads with their schoolbooks as the water reaches their waists and even their armpits.
Fortunately, it’s not cold. The thermometer reads thirty degrees Celsius, and in these conditions the water just feels refreshing.
“I always concentrate on the books so as not to drop them in the swamp,” Chuol later explains.
“I dropped a book once,” Lok reveals, and continues, “The teacher gave me a warning and told me to take better care of my things. My parents also scolded me and reminded me that we cannot afford to buy new books.”
The children have to carry their books and clothes through the muddy, and sometimes deep, swamp to school. The amount of water and the surface area of the swamp vary depending on whether it is dry or rainy.
The school goers tell us that the depth of the swamp is a real challenge on the way to school. The situation is better now in March than it will be during the imminent rainy season. The only way to get around the swamp then is by canoe, which few families can afford. During the rainy season, children compete for school transport from local fishermen.
On the way to school, children are tormented by mosquitoes. Chuol says that her skin is often also damaged by the swamp vegetation, especially on the feet. After crossing the swamp, she often has nicks and small cuts.
But there are bigger dangers lurking along the way. Children warn each other not to go too deep into the grassy mounds. The Al-Sudd swamp is home to a wide variety of poisonous snakes and even crocodiles. It is common to see a long, thick-legged serpent swimming away at speed from a boat’s bow in the rivers that crisscross the swamp.
Despite the risks, the children soldier on. The sun is climbing higher and higher, and the school day is about to begin.
Nyaluit Tang Chuol, 16, is motivated to go to school. She is doing particularly well in English. Chuol hopes that education will enable her to live without depending on others for help.
The flood took our school
Finally, the schoolchildren emerge from the watery marsh onto the shore, put on the clothes they had taken off earlier and rinse their feet clean of mud. The last part of the journey is a walk of about a quarter of an hour through a dry, cracked plane. Spiky bushes grow everywhere and leave their thorns clinging to trouser legs, skirt beads and shoes.
Chuol and Lok say that their journey to school has been an hour-long slog like this for years. Four years ago, New Fangak was hit by a huge flood that washed away a school building built near the river.
Due to the flooding, the school site was moved further away from the river, significantly increasing the children’s journey to school. A new school building was never built. On this Monday morning in March, pupils are carrying chalkboards under the few trees that can grow from the dry soil.
“Teachers make the school. As long as you have a good teacher, you can have a school. A classroom without a teacher is not a school,” says Chuol, who says she herself dreams of becoming an English teacher.
FCA pays Gutyiel Lony Gutluuk and other teachers a fee. Many teachers also fish and farm to support their families.
But teachers in New Fangak are in a difficult situation. One of these is that their salaries are often only sporadically paid since South Sudan descended into civil war in 2013.
FCA receives European Union Humanitarian Aid funding for a project that supports Chuol and Loki’s school not only with teaching materials, but also by paying teachers a monthly stipend of 35 000 South Sudanese pounds (about 20 US dollars at March 2024 exchange rates). This is helpful, but too small. Locals estimate that a monthly income of around USD 100 would provide a good living. Many teachers fish and farm alongside their teaching work to support themselves and their families.
“Many South Sudanese children go to school in neighbouring countries, but not all families can afford it. We want to provide the opportunity for education in our own village, so that our community can develop,” says teacher Gutyiel Lony Gutluuk.
Conditions at the school are challenging, as reflected in the declining numbers of pupils. In 2023, the school had around 800 pupils, compared to around 500 today.
The main obstacles to an even somewhat normal school life are the lack of buildings combined with extreme weather events. When the rainy season starts, students and teachers have no roof to shelter under. What was cracked clay soil during the dry season, becomes treacherous mud when the rain falls. Who wants to study or teach up to their waist in mud and with a torrential downpour coursing down their neck?
School days are also made challenging by the lack of toilets and the fact that the nearest water source, a river, is a long walk away. The extreme conditions affect all aspects of daily life. Teachers tell us that just a few months earlier, children would not come to school because their families did not have enough food.
Despite the difficulties, teachers have reason to be proud of their students. Last year, all the school’s pupils passed the national exams, some even with distinction. Going to school feeds young people’s dreams.
The shade of the tree protects schoolchildren from the sun only for the first few hours of the school day. Just over a week after this photo was taken, the South Sudanese government closed schools due to a dangerous heatwave.
THE EXTREME NATURE of the weather becomes more intense as the school day progresses. In the first hours of the morning, a slight breeze sweeps across the tundra, but the higher the sun climbs, the less shade the trees provide for the groups gathered under them.
Children have been sitting on the stools they have brought with them for several hours when the temperature exceeds 40 degrees Celsius. It’s time for a drink break. They dig out bottles, cups and old coffee cans that can be used as drinking vessels and, led by their teacher, head for the river.
“My goal is to be able to manage in the future without having to depend on others,” says Chuol.
Twenty minutes later, the flock arrives at the bank of the river. The water is brown next to the shore, but some of the children wade into the water, wet their hands and faces and fill their drinking bowls, drinking greedily.
“Going to the river and taking water is a risk. We can’t see what’s underneath the surface. There could be sharp things, snakes or even crocodiles.” says Lok.
Chuol says she once saw a crocodile at the watering hole.
“I was really scared and ran away.”
Drinking direct from the river is also a daily risk for schoolchildren, where debilitating diarrhoea and other water-borne diseases are commonplace. On the other hand, a drinking break may be the only thing that keeps children on their feet through a hot school day.
The girls have a wish: a clean water borehole. It would make life easier.
Schoolchildren scramble up the bank after half an hour of crossing the swamp. The final part of the school trip is a walk across dry land.
Families start to send daughters to school
The school day in New Fangak ends at noon when the heat becomes unbearable. Hunger drives Chuol and Loki through the swamps back to their home village of Bichul Kuon. There, the girls eat their first meal of the day, a lunch that their mothers have prepared by the end of the school day.
Come evening, Chuol’s father, Tang Chuol Koryom, is back to what he was doing the morning after the children left for school: watering his small garden, where he grows okra, tomatoes and beans.
The vegetable garden is currently Koryom’s only means of supporting his school-going children. It is where the family gets the ingredients for their daily meals, and the rest of the harvest is sold on the market. Four years ago, the family also owned cattle, but the animals drowned and disappeared in the flooding.
Chuol and Lok dream of becoming highly educated but eventually returning to their home village.
Neither of Chuol’s parents has any education. In general, the level of education in the New Fangak region was very low before the civil war. In the last ten years, more and more families have started to send their daughters to school, not only because of the advocacy work of the organisations, but also because there is a school nearby that provides educational materials for its students.
Choul has done well in English. Koryom says he is particularly proud of this.
“I can’t write myself and I don’t have any special skills. I hope my children’s path will be different than mine,” he says.
Are parents afraid of their children’s dangerous journey to school?
Koryom admits that crossing the swamp is a challenge, but says he would be more afraid to put his children on a bus trip to the city.
“There are no car accidents here because we don’t have cars. I am not afraid for my children.”
AND WITH THAT, the school day ends. The al-Sudd swamp is indeed difficult and ruthless, but everything is relative. As well as being unpredictable, the stubborn prince has his charms.
From the high heather on the shores, lanky herons and African Jacanas take flight. Blue and purple water lilies dot the waterways, and tree trunks curl skywards like royal sceptres. In the rivers, children and adults alike bathe in the heat of the day and chuckle cheerful greetings to boaters. For many, the fishing rivers also provide a daily meal.
Everyday life is modest, but for the inhabitants of the swamp, it is often the only life they can imagine.
“If I go to university, I will have to move away for four or five years. But when I finish my studies, I will return home to develop my community,” Lok plans.
Chuol also dreams of completing as much education as possible but eventually returning home.
This is good news for the village.
Stephen Chan, an FCA education mentor working in South Sudan, was also interviewed for this story.
The school day in New Fangak ends at noon when the heat becomes unbearable. That’s when the children head back home.
Key facts
We work with EU Humanitarian Aid (ECHO) funding in an innovative project to build the resilience of the population in New Fangak to respond to challenges, such as conflict and adverse weather conditions leading to a lack of food.
Through a holistic method of improving schools, training teachers and assisting families of children with livelihood support, the whole community’s quality of life improves.
In addition, we help families find alternative livelihoods, provided seeds and agricultural tools with relevant training. We also conduct door to door awareness campaigns on child protection and back to school information.
FCA to implement a new MFA and EU commissioned education sector planning process in Nepal
FCA will be partnering with University of Helsinki Centre for Continuing Education (HY+) and Häme University of Applied Sciences (HAMK) in the implementation of a new EUR 10 million education sector planning process in Nepal.
THE FIVE-YEAR collaboration is led by HY+ and funded by the Ministry of Foreign Affairs in Finland and the European Union (EU) and it will be launched in June 2024.
HY+ won the tender for the implementation of Technical Support Cooperation to School Education Sector in Nepal (TECSES) together with University of Helsinki Faculty of Educational Sciences, FCA and Häme University of Applied Sciences (HAMK).
The TECSES project supports Nepal’s education sector by improving teacher education, including pre- and in-service teacher training. The implementation in provinces, local governments and schools will support quality, equity and inclusion of teaching and learning in Nepal’s Karnali, Madhesh and Sudurpaschim provinces where for many years the learning results have been below the country’s average.
“In Nepal, we are really excited to be collaborating in the TECSES project together with HY+ and other stakeholders in the education space,” says Sofia Olsson, FCA’s Nepal Country Director.
“We look forward to supporting in the project’s implementation over the next five years and see this project as an important cornerstone in the development and modernisation of Nepal’s education sector,” Olsson says.
Aiming for permanent changes in Nepal’s education system
The education sector cooperation between Finland and Nepal aims to support the improvement of teacher training at the three levels of the governance in Nepal. Finland and Nepal have maintained close relations for 50 years with emphasis on developmental cooperation.
“We see education as a key to success and prosperity in our countries of operations. One of our projects that provides technical support to the education sector in Nepal is a good example of our approach: by working closely with various kinds of partners, as well as the host government, we want to aim at having permanent changes in the education system that benefit the people of Nepal,” says Ikali Karvinen, Deputy Executive Director of FCA.
The project will be implemented in close cooperation with the Ministry of Education, Science and Technology of Nepal; with key stakeholders, universities, provincial education training centres, and local governments and in consultation with civil society, municipalities and funding agencies.
“This multi-stakeholder collaboration demonstrates that Finnish actors have much to give in the developing contexts. Finnish education is well known, and we believe that Nepal can benefit out of this expertise – however, at the same time this is also a genuine learning opportunity for us,” Karvinen concludes.
For more information:
Nepal Country Director Sofia Olsson, FCA, Sofia.Olsson@kua.fi, tel. +977 980 662 5668 Deputy Executive Director Ikali Karvinen, FCA, Ikali.Karvinen@kua.fi, tel. +358 40 509 8050
Aid workers at the core of crises – where to find the courage to help?
FCA staff in Ukraine, South Sudan and Syria face seemingly insurmountable challenges every day.
Text: Ruth Owen
WORKING IN CRISIS CONDITIONS means frequent threats to your safety and a constant challenge to your mental well-being. In this story, three FCA Country Directors share the unique challenges they face in their work amid conflict and humanitarian crises. They also reveal what inspires and motivates them to continue their work despite the challenges.
Seme Nelson, Country Director of Church Aid South Sudan, is motivated to see the change that his work brings. “Every time we witness a change, for example among children going to school, I get the feeling that our work is contributing to social change, improving people’s lives and opportunities to claim their rights.” Photo by Ulriikka Myöhänen / FCA
“Every time I come to work, I know that what I do has a direct impact on other people”
Seme Nelson studied peace, conflict and development studies at universities on three different continents. However, he decided to return to his native South Sudan, where he now heads the FCA’s Country Office.
“The challenges in South Sudan are manifold. The country is unstable and its economy is fragile. Many live in poverty, exacerbated by conflict, refugees and war in neighbouring Sudan.
South Sudan was basically founded on a background and legacy of violent conflict and internal civil wars. It’s continued to affect the entire stability of the state. We have also faced threats to our security at FCA. Our Pibor office was ransacked by local people in 2016 amongst widespread attacks on NGOs. And in 2022 our Fangak office destroyed fighting between armed groups, but our staff remain, as do I.
In 2020, I considered remaining in Japan, where I did my master’s degree. But I considered whether what I do would make a significant difference to people’s lives or not. When I remain here in South Sudan, every time I come to work, there is a very direct connection between what I do and how it impacts people.
What has continued to push our staff to continue to work despite the difficulties and challenges is the impact that our programme makes on the people. Every time you see these beautiful stories of change. From young people, mothers, kids who are able to go to school. You feel like our work is contributing to transforming societies, improving people’s access to livelihoods and helping citizens demand their rights.
When the Sudanese conflict broke out in 2022, a lot of Sudanese fled to South Sudan along with former South Sudanese refugees who decided to return to their country. At present, I think only five per cent of these refugees from Sudan are living in refugee camps or settlements inside South Sudan. Probably 80 per cent of them are housed by South Sudanese – people who have decided to open their homes to welcome Sudanese refugees to share the little that they have. The media always wants to document stories of suffering, of desperations, but for me I think we should highlight positive stories like these more.
Yes, my country is founded on a story of conflict and desperation – the process of state building has almost started from zero. But if we look at the infrastructural transformation of the country from 2005 when the second civil war ended, there has been a tremendous growth process. The country has a city called Juba that we’re proud of today, that never even existed before! Regardless the situation of desperation in this country, the generosity, strength and courage of people is something worth acknowledging.
“It is important to distinguish between political problems and solidarity with people who are suffering”
Mazen Khzouz’s home is in Jordan, but his work requires him to spend long periods away from his family. As FCA Country Director for Syria, he believes it is important for him to be close to the communities he works with.
Mazen Khzouz, FCA Country Director for Syria. Photo by Mohammed al-Masrab
“I’m not the kind of person who’s satisfied with only doing the basic in my life. I need to do more. I need to be closer to people who I serve.
Syria is suffering the effects of a long conflict, economic collapse and a devastating earthquake. The country is under severe sanctions, which are contributing to the impoverishment of the population and increasing suffering. Sanctions have led to a lack of access to all basic necessities and a lack of money. Prices have skyrocketed, purchasing power has been eroded and unemployment is very high. An estimated 90% of Syrians now live below the poverty line. The cost of living has more than doubled since 2023, as measured by the Minimum Expenditure Basket.
The security situation in Syria has improved in relative terms compared to the most difficult years of the conflict. Humanitarian actors are now in a better position to reach vulnerable groups. However, the security situation remains volatile and new outbreaks of violence are possible. Sporadic attacks, inter-group clashes and multiple checkpoints between population centres can also slow down progress in the areas where the FCA’s work is taking place. Journeys to schools and communities can take as long as three or four hours.
Social tensions increase during disasters. It gets frustrating when some people get help and others don’t, even though many need it. Tensions are also a risk for our employees. To mitigate them and ensure staff safety, we build strong relationships with community leaders and local actors.
When we understand that people are struggling to meet their basic needs – to feed and clothe their children – it is easy to understand their strong reactions. We at FCA Syria wish we could do more and reach even more of those in need.
All our employees are Syrian. Staff members have lost loved ones in war, earthquake and even cholera. It is common for one of our staff to help at least two or three other relatives or households with their income.
My family back in Jordan are wondering how much I can endure from the situation, but the proximity to the country helps a lot. I explain to my family we have a strong evacuation plan and I give them assurance that we are safe.
The media constructs a certain image of Syria, which influences the perceptions and opinions about the people and that’s a very big mistake. We need to differentiate between people who are suffering and whatever problems there may be in the political domain.
The Syrian people do not deserve to be mistreated. They are human beings. They have children. They deserve to live a decent life as much as you and I do.”
Patricia Maruschak, who grew up in Canada’s Ukrainian diaspora, returned to her roots in Ukraine when FCA was looking for a Country Director for its office in the war-torn country. Photo by Antti Yrjönen / KUA
“I miss my family, but I want to see Ukraine prosper and be free”
Patricia Maruschak is the granddaughter of Ukrainian immigrants to Canada and grew up in the Ukrainian diaspora. She lived and worked in Ukraine from 2006 to 2010, before returning in 2022 to head up the FCA Ukraine office.
Ukraine has been at full since its neighbour Russia invaded in 2022. Frequent air alarms across the country, when there is a threat of attack, lead to constant disruptions to daily life. This impacts greatly on children’s education and their psychological wellbeing, as well of that of their teachers.
Recently in Chernihiv, one of the schools where we have done repairs was damaged because there was a bombing very close to the school. The alarm went off, everyone went downstairs, and were standing for the daily moment of silence for the fallen. During that moment there were three huge explosions close by. Everyone had to immediately lie on the ground, the children were very scared. It’s the teachers’ job to keep them calm in a situation that’s uncertain for everyone. In the meantime, people from the street were also trying to get into the shelter.
All over the country, when an air alarm goes off, everyone has to go into the shelter. Teachers have to try and continue with learning where sometimes there’s no separation for classes. Imagine trying to continue a lesson with 7 or 8 year olds when there are now another 100 children in the room!
We train teachers in ‘psychological first aid’ to help children in the moment. Then we also train them in ongoing mental health support for kids, who have had trauma experiences, or have family members who are away fighting or have returned severely injured and have their own traumas. And then we also help teachers take care of themselves with coping strategies.
Many of our staff never worked in NGOs previously, coming mainly from the business community, but now they’re proud to be helping fellow Ukrainains.
Our procurement officer was an IDP (Internally Displaced Person) at the beginning of the war, because her community was occupied by Russian troops for a while. Meanwhile, our head psychologist has been displaced twice, firstly from Donetsk due to Russian occupation in 2014 and then from the south-east of the country when the fullscale war began in 2021. It’s not just a job for our people, it’s also their life.
I miss my family a lot. But there are clear needs here and the ability to make an impact in Ukraine is very high. We work with capable and experienced Ukrainian education experts. It’s a pleasure and a good challenge to work alongside them and personally, I want to see Ukraine succeed and be free and capable of making its own choices.”
Seme, Mazen and Patricia will speak at the World Village Festival in Helsinki on 25 May 2024.
