Kids’ clubs provide oasis of normality for Ukraine’s children
FCA supports after school and holiday clubs in Chernihiv for children. Provided by local Ukrainian NGO DOCCU, they provide fun and inclusive spaces where teachers, children, and their parents can gain new knowledge and skills.
FROM BLARING SIRENS and shelling to conducting lessons in shelters: for more than a year and a half of war in Ukraine, it may seem that children have become used to these daily realities.
Observing schoolchildren, it’s nowadays commonplace in Ukraine to see drawings of tanks, blue and yellow flags sketched with chalks on the playground and games where kids play ‘checkpoint’, pretending to look over adult’s documents. War has filtered down to every level of children’s lives. For most, it’s taken a toll that is more or less obvious in each child.
Dmytro, is an internally displaced person. For two weeks, while attending children’s activities organised at a local school in Talalaivka, Chernihiv region, he was mostly silent, constantly building figures out of LEGO. But at the end of the second week, he started talking.
“I was born in Crimea. When the war started, I moved to Mykolaiv. Then from Mykolaiv to my grandmother in Kherson.
We had no food for 28 days. I saw airplanes, I saw armoured personnel carriers, I saw a mine on the road. It’s calmer here, at least there are no mines.”
Dmytro, KOLO club participant.
Dmytro was taking part in special children’s clubs, set up by Ukrainian NGO DOCCU. The so-called ‘KOLO Clubs’ specialise in supporting the education system in the communities of Chernihiv Oblast. This includes organising leisure activities for children after school and during the holidays, but also training teachers to provide psychosocial support for children.
Summer clubs and more
The KOLO Clubs format was launched in summer 2022. It continued this year (2023) with not only a second summer club, but also after-school clubs for children running through the autumn.
KOLO clubs take place in the Chernihiv region and accommodate more than 2500 children.
Dmytro was one of more than 2500 children who attended KOLO Clubs activities in the Chernihiv region. In addition to entertainment, such as board games, drawing, or master classes, children are also offered educational activities in the areas of democracy and human rights, media literacy and Internet safety, active citizenship, mine safety, psychological support, and STEM education.
Some classes are conducted by coaches, such as professional actors, media literacy specialists, or English language coaches. All classes are fun and easy, using all the necessary materials mentioned above to help children learn the material as best they can.
“My child always comes home with positive emotions: she talks vividly about the day, which is extremely busy. There wasn’t even a free minute to look at the phone or anything else: she was always doing something.
I believe that sessions with a psychologist are extremely useful and necessary for our children. They have had a positive impact on the children, particularly on my daughter.”
Maria Zavodenko, mother of Nadiya, a KOLO Clubs attendee
Teaching Training
As part of the clubs, not only schoolchildren acquire new knowledge, but teachers of the region are also trained. They learn how to act in emergencies (during evacuations, first aid, mine safety), how to keep students safe in shelters, digital competence and interactive tools for online and blended learning, and courses on mental health and psychosocial support.
The project also includes training for professionals working with children with special educational needs. In total, the training will cover about 850 educators in Chernihiv region by the end of 2023.
“I saw quite significant changes in the children, because I have known many of them for a long time. They learned to work in a team, learned to restrain their emotions, and sometimes to show them vividly.
After psychological relief, it became quite easy for them to communicate and unite with children from other communities who came to visit.”
Tetiana Panchenko, coordinator of the KOLO Club in the Mykhailo-Kotsiubynska community.
Repair of educational spaces
The design of the future KOLO club spaces was developed by students.
New educational spaces are also part of the project. For teachers, a modern professional training center for teachers will be created in Chernihiv at School No. 19, which was damaged at the beginning of the war. After the school building is repaired, the centre will be equipped with new furniture and equipment necessary for further teacher training. The centre will operate on a permanent basis and come under the Chernihiv Department of Education.
KOLO clubs will also operate on a regular basis in the four schools where the activities are currently taking place. School libraries are being renovated and will be converted into modern media libraries. Thanks to the project, these media libraries will be filled with everything necessary for active and interesting extracurricular activities.
“For me, KOLO Clubs is a good experience, it’s just a great place!”
Bohdan, a student of Talalayivka Lyceum.
Kids design their own spaces
The design of the future KOLO club spaces was developed by students. During their active citizenship classes, the children developed projects and chose the best ones by voting. They were used as the basis for the design of future spaces in Chernihiv, Kulykivka, Talalaivka, and Andriivka.
The creation of such spaces will make it possible to conduct active, useful, and rich extracurricular activities after the completion of the KOLO Clubs project, which runs until the end of November 2023. And such work is paying off.
“We had a case when the child of primary school age came and hardly spoke: it was very difficult for him to express his opinion, difficult to communicate with children, very reserved.
And in two weeks, while they were working with us in the classroom, while they attended various activities, the child opened up a lot: he started to communicate, found friends, and was excited to go home after classes.”
Olena Mozol, a psychologist at the KOLO Clubs location in the Kulykivka community.
Children listen to and play guitar at a KOLO club.
Each of the visitors to the clubs has their own life experience: there are many internally displaced children, children who have survived the occupation or active hostilities in their locality, many children have parents at war, and, unfortunately, some have been killed.
The work of kids’ clubs goes towards helping children not to be trapped by the realities in which they live. And for parents and teachers, the clubs allow them to raise an active and responsible future generation in the midst of war.
This is a guest contribution from DOCCU All photos courtesy of DOCCU
FCA supports KOLO Clubs in the Chernihiv region. Find out more about our work in Ukraine
In Myanmar, cash helps children, teachers and parents restart education
Myanmar is reeling from multiple shocks, including the COVID-19 pandemic, political turmoil and civil conflict. That’s meant many are missing out on their right to education.
IN CHIN STATE, schools forced to close due to the pandemic remained shut due to the ongoing conflict. On top of that, economic hardship meant parents couldn’t afford to send their children to the few schools that reopened. In addition, many teachers couldn’t afford to teach.
FCA works in Myanmar focusing on education, which includes providing cash support to families and teachers. Below a schoolchild, a teacher and a father explain the impact that has had.
Len Kheng finally returns to school
12-year-old Len Kheng lives in the East Ward of Kanpetlet, Chin State. The family’s third daughter, Len Kheng’s enrollment in kindergarten was delayed until she turned 6 in 2018.
But two years after starting her education journey, schools in Myanmar had to close due to the Covid-19 outbreak. That meant Len Kheng had to return home and help out on her parent’s farm, where the family grew elephant foot yam as their main source of income.
Len Kheng is at last able to return to school with FCA cash support.
She patiently waited for schools to reopen, hoping to continue her studies. In 2021, a group of parents and teachers attempted to establish a school nearby, allowing children to resume their education.
Unfortunately, Len Kheng’s family’s financial situation prevented her from going back to school. The pandemic froze the market for yam and led to financial struggles for her family. The ongoing political turmoil further dashed her hopes of returning to school.
“At the time I thought, ‘I don’t think I’ll ever be able to go back to school in this lifetime. I suppose I’ll have to make a living farming like my parents,'” she tells us.
FCA gave her family unconditional cash support and Len Kheng was able to go back to school. Her family received a total of 180,000 kyats (approximately 69.07 Euro), which not only helped with their financial problems but also enabled her to continue her studies at a community-based school. Despite being in a grade level that does not correspond to her age, she is currently learning alongside her classmates and embracing the opportunity for a promising educational future.
“I no longer feel left behind, because I can focus on my schoolwork without the need to help out on the farm. I am thankful to the people who have helped me return to the classroom by providing essential school supplies.”
A father with dreams for his son
Msang Thang is the father of Mg Kui Thang, a grade 6 student, residing in Makuiimnu village, Chin State. Although he and his family survive through traditional farming, he does not want his son to engage in the laborious practice.
He has always hoped to send his son to college and provide him with everything he needs for a comfortable life. Like many parents in the Chin community, he has high expectations for his son.
Msang Thang worked hard to support his son going back to school
Just like for Len Kheng, the pandemic brought a major setback for Msang Thang’s ambitions for his son through a complete-total school closure, which was extended due to the countrywide conflict.
By 2022, the community had taken the initiative and established a school. But after two years away from school, Mg Kui Thang was reluctant to return and the family lacked the funds to pay for school fees and other learning materials.
Although Msang Thang took on additional work to earn money and, through encouragement and persistence, finally convinced his son to return, he still lacked adequate funds for the boy to enrol.
In 2023, his entire community received aid from FCA through unconditional cash assistance to parents, learning materials to students, and teacher stipends. Msang Thang received a total of 60,000 kyats (approximately 23.02 Euro) for his family, enough to continue supporting his son’s education.
“I hope this kind of assistance can be extended to other places in Chin State. There are many parents out there who are just like me, I believe.”
A committed teacher
Hmuchingding Government Basic High School is located in Shin Pawng village which is an underdeveloped and rural neighborhood of Kanpetlet Township, Chin State.
Mr. Khyumsi, 53, is a senior assistant teacher, enjoying nurturing future generations and helping them adapt to a changing world. His commitment to school and community events is unparalleled in his community, and he dedicates himself to collaborating with fellow teachers to foster the intellectual development of the local youth.
Mr. Khyumsi’s has dedicated his life to making sure an entire generation is educated
The school closures hit him hard – he didn’t have a job or any paycheck for three years. However, his main concern is the long-term impact on children’s education. The emergence of a new generation that has not been exposed to education will have terrible consequences, he tells us, especially for the ethnic minority community.
Reopening the school for the children became his constant goal. He consulted with church pastors, fellow schoolteachers, the leaders of the village and parents, advocating for them to take charge and run the school on their own. They all share his perspective. However, there are still challenges regarding teachers’ salaries. Nevertheless, they successfully reopened the school in 2022 through a small teacher stipend contribution from the local church and the community, with just a handful of students. Mr. Khyumsi was appointed as the headmaster.
In 2023, FCA provided funding for teacher stipends which amount to 140,000 kyats (approximately 53.72 Euro) for 3 months, as well as a total of 291 student learning kits. This support allowed more children than last year to return to classrooms. Mr Khyumsi’s plans don’t stop there – it would be great if teaching aid materials could be supported for the school in the future as well, he requests.
The inauguration of the new FCA liaison office to the AU was attended by AU delegates, government officials, and civil society organisations, as well as experts from FCA and the Peacemakers Network.
Finn Church Aid and The Network for Religious and Traditional Peacemakers gathered with African Union delegates to inaugurate new liaison office in Addis Ababa.
A THREE-DAY EVENT, held in the capital of Ethiopia, marked a significant step toward realising shared objectives between FCA and the African Union (AU), a continental body that comprises 55 African states.
The inauguration of the new office was attended by diplomats, international organisation representatives, AU delegates, government officials, and civil society organisations. In line with FCA’s priority areas, of education, livelihoods and peace, speakers from the AU outlined the union’s commitment to inclusive education and its agenda for peace and security.
The liaison office will be a focal point for FCA’s collaboration, coordination, advocacy and partnership with the African Union, focusing on meaningful participation of African civil society actors; especially youth, women and religious and traditional actors.
A shared vision
Ambassador Sinikka Antila, Finland’s Ambassador to Ethiopia and the African Union celebrated the establishment of FCA’s AU liaison office, underscoring its role in peacebuilding amid numerous conflicts worldwide.
Ambassador Sinikka Antila (third from left) praised FCA work in peacebuilding, education and livelihoods.
She also highlighted FCA’s extensive experience in emergency education contexts, especially during 2024, which the AU has designated as the ‘year of education’.
“In Finland, like in Africa, education is a top priority. The most precious resource for any country is its human resources. Therefore, education, by leaving no one behind, is the priority investment for development.”
Ambassador Antila also lauded FCA’s work in fostering livelihoods, especially in a continent with a young population where job creation and entrepreneurship are of utmost importance.
“FCA’s efforts in livelihood development, including promoting entrepreneurship and start-ups, have the potential to play a pivotal role in empowering Africa’s young population and fostering economic growth. This aligns with the increasing importance of job creation, especially in innovative and creative industries,” she said.
2024 a year of education
Sophia Ashipala, Head of the Education Division at the African Union, conveyed her enthusiasm for the occasion in her address and commended FCA for its pivotal role in bringing the event to fruition.
Sophia Ashipala of the AU emphasised the importance of education, science, technology and innovation.
“Education, science, technology, and innovation are the cornerstones of progress and development for any nation or continent. As we embark on this journey together, it is crucial to recognise the immense potential that lies within Africa’s youth and the transformative power of education,” noted Ashipala.
Africa, like many other regions, faces profound challenges in its education systems, spanning from early childhood education to tertiary and higher education levels. These systemic issues have widened the gap towards achieving the UN Sustainable Development Goal 4 on quality education, a challenge mirrored in the Continental Education Strategy for Africa.
“Having education as the theme of the year 2024 is a significant step that is expected to shine a continental spotlight on building resilient systems for increased access to inclusive, quality, and relevant education in Africa,” Ashipala stated. This theme year will involve concrete and impactful activities and initiatives at various levels.
Focus on peacebuilding
The Network for Religious and Traditional Peacemakers came together with FCA to organise the event with network members from across the continent participating and briefing their work on conflict prevention and peacebuilding in Africa.
Members of the Network for Religious and Traditional Peacemakers posed for a photo during the AU office launch event in Ethiopia.
FCA hosts the Secretariat of the Network, a global movement of over 100 members (primarily religious and traditional actors, women, and young people) working across 40 countries worldwide to achieve peace through mediation and dialogue.
John Bongei, FCA Kenya Country Director (L) meets with Ambassador Frederic Gateretse-Ngoga (R)
Network members had the opportunity to meet with Ambassador Frederic Gateretse-Ngoga, the Senior Advisor on International Partnerships, the AU border program and regional security mechanisms in the office of the Commissioner for Political Affairs and Peace and Security.
He pointed out the vital role of religious leaders in peacebuilding, conflict prevention, and post-conflict resolution, their respected status within communities making them key figures in sustaining peace.
“There is need for Africa to have its own strategy for the world,” he said, adding that “there can be no successful peace process without the involvement of religious leaders and traditional mediation methods,” he said.
The Network’s Regional Programme Manager for Sub-Saharan Africa, Gina Dias, shared that “84% of the world’s population has a religious affiliation, and in recent years, roughly two-thirds of all conflicts have or have had a religious dimension. Religious leaders and faith-based organisations play an important mediating role in many conflict situations and yet are often not fully acknowledged, and their potential contribution remains underutilised.”
African expertise
FCA operates in five African countries and, as an organisation, recognises the critical importance of establishing deeper connections with the AU. This commitment comes at a time when Africa is resolutely working towards realising the aspirations of ‘Agenda 2063: The Africa We Want.‘
All of FCA’s Country Directors for African countries were present at the inauguration from Central African Republic, Kenya, Somalia, South Sudan and Uganda.
Mahdi Abdile, FCA’s Executive Representative to the AU, emphasised the strategic importance of the inauguration, “the reason why this event is important is because the AU is a strategic partner for us as FCA, and we want to enhance our collaboration and strengthen our partnership, understand their priorities, and identify areas where we can work together.”
Peter graduated after obtaining a scholarship provided by FCA.
Peter Salah Sam Luka is a 27-year-old South Sudanese national living as a refugee in Uganda. His journey towards higher education was made possible through a scholarship provided by FCA, funded by UNHCR.
IN 2013, PETER’S UNCLE, who resided in Uganda, extended a life-changing invitation to Peter to attend school in Koboko district, Uganda. After successfully completing his secondary school, Peter returned to South Sudan in 2015.
But in 2016, his life took an unexpected turn as conflict overrun their homeland, forcing his family to return to Uganda as refugees. Peter’s family of six children and his mother found their new home in Uganda’s Bidibidi refugee settlement.
Grief to graduation
Peter’s journey towards higher education was made possible through a full scholarship.
In his smartly tailored blue suit and shiny black shoes, Peter radiates confidence and happiness. His recent graduation with a degree in Business Administration, is a testament to his steady determination and is a source of immense joy to him.
For Peter, the path to university education was once nothing more than a distant dream. The loss of his uncle, shortly after he completed secondary education, left him facing overwhelming obstacles. Even upon receiving his exam results, he hesitated to apply to any universities.
“I am the first in my family to complete A levels, and I had a burning desire to continue my education. However, the weight of financial constraints left me feeling despondent.”
He adds, “I was genuinely afraid and heartbroken when my uncle passed away. He wasn’t a wealthy man but a modest taxi driver, and yet he managed to provide for his eight children, his wife, and me.”
Peter returned to the refugee settlement and as luck would have it, he found an advertisement for FCA and UNHCR scholarships. With determination, he hand-delivered his application to the FCA Yumbe office, hoping for an opportunity. Three weeks later, he was excited to receive news of his shortlisting and an invitation for interviews at the Refugee Welfare Committee offices.
Out of 120 applicants, only 50 were fortunate enough to receive an in country-scholarship opportunity from the National Association of Partners (NAPS) under UNHCR funding, a program implemented by FCA. Reflecting on that moment, he shares, “this phone call marked an important turning point in my life. I had once thought my educational journey had reached its end, but here I was, rekindling my hopes and dreams.”
Fully funded scholarship
Peter wants to use his own opportunity as a platform to advocate for education in refugee camps.
Peter’s undergraduate scholarship was fully funded, granting him the opportunity to enroll in a prestigious university. With guidance from a friend who was already studying at Nkumba university, Peter gathered the information needed to apply for a degree in Business Administration. He was admitted in the August 2018 intake.
“For the first time in my life, I could focus on my studies without the burden of worrying about tuition, food, accommodation, school supplies, transportation, and other uncertainties. FCA and UNHCR wholeheartedly provided for me, allowing me to study with dignity.”
Peter’s friends, who were also recipients of the scholarships, pursued their education at Uganda Christian University and Uganda Martyrs University and are now in their final semesters.
“I am deeply thankful to FCA for recognising individuals like me and providing a chance to benefit from these life-changing scholarships. I also extend my heartfelt appreciation to NAPS-UNHCR for their unwavering commitment to funding our education,” says Peter
First of his family
Through FCA’s efforts, secondary schools in Bidibidi, create opportunities for continued learning and higher education for those who aspire to further their studies, like Peter.
Peter’s mother is preparing a special feast for his return.
“I am living proof that it’s not over until it’s over. I remain committed to advocating for education within refugee camps, aspiring to rewrite the narrative for the better,” he continues.
Peter’s mother, Lorna Koropo shared her own happiness, saying, “I couldn’t be present at his graduation, but I plan to prepare a special feast for him when he returns to Bidibidi. He is our first child to progress beyond secondary level school.”
Peter, meanwhile, is looking ahead with anticipation: “I eagerly await the opportunity to join the job market, to become self-sustaining, support my family, and embrace new and better opportunities.”
FCA signs memorandum of understanding with Ministry of Education and Science of Ukraine
Oksen Lisovyi, Minister of Education and Science of Ukraine, and Tomi Järvinen, FCA Executive Director, exchanging documents in Kyiv. Photo: Antti Yrjönen
On November 6 in Kyiv Tomi Järvinen, FCA Executive Director and Oksen Lisovyi, Minister of Education and Science of Ukraine signed a memorandum of understanding. The memorandum aims to consolidate efforts at enhancing educational sector of Ukraine.
AT THE SIGNING, Minister Lisovyi said, “Today, it is especially important for us to support children’s and youth’s bids for education and help them fill them knowledge gaps caused by COVID-19 pandemic and war outbreak.”
Tomi Järvinen highlighted that it is important for children and youth to have a vision for the future even amid the crisis.
“In addition, we need to understand what the war’s cost is for mental health. We need to do all we can so that the children and youth get the support they need”, he said.
Furthermore, Minister Lisovyi underlined the importance of psychosocial support and said that the role of partner organisations is crucial, as Ukraine lacks internal resources due to the ongoing war.
A long term agreement on education
In line with the memorandum the parties agreed to cooperate on:
Rehabilitation of damaged buildings and provision of shelters in educational institutions.
Establishment of safe and inclusive learning environments.
Building capacity of educational institutions and stakeholders to provide better quality and inclusive education.
Providing capacity building and educational activities on MHPSS (Mental Health and Psychosocial Support).
Supporting the renewal of educational content.
Support of education stakeholders in overcoming learning losses.
Supporting the development of socio-emotional and interpersonal skills of teachers and students.
Support access to quality education and training for the most vulnerable groups. This includes people with disabilities, veterans and IDPs (Internal Displaced Persons).
Ensuring better transition from education to employment through development and implementation of labour marked demand-driven education and training programmes.
The memorandum extends for five years from the day of its signing with the possibility of renewal after this time.
The annual Nenäpäivä (“Nose Day”) event in Finland collects contributions to support the education of teenage mothers, underage workers, and students with disabilities. In remote Ugandan schools, these funds are helping some students achieve even the highest grades on the scale.
DRUMS BANG OUT a rhythm as children dance and sing in the schoolyard. They are celebrating the beginning of a new school year at a remote school in Mubende, about 150 kilometres west of Uganda’s capital.
As the children celebrate, the whole village celebrates. A boy sitting by a tree in the yard takes up a cue from the adults, digs up a rectangular tin box and holds it confidently between his fingers. It is not only smartphones capturing this performance – it is also saved on the imaginary memory card of the box.
The music and drama group performed at the beginning of the semester in the school yard in Mubende. The group’s activities have been supported with “Nose Day” funds.
This Ugandan school used to be one of the worst performers in the Ugandan national competency test. Now, it is the specifically preferred option for an increasing numbers of parents. Its students’ grades and reading skills have improved dramatically, teachers are getting extra training and extra-curricular music, sport and drama activities are being organized for the children.
“Some of our students still have learning difficulties, but at least now us teachers have the tools to tackle these challenges,” says Mary Tuhirirwe, who has been a teacher at the school for 12 years.
Finn Church Aid has been using Nose Day funds to support schools in Mubende since 2019. A key role has been played by Racobao, a local partner organization. In collaboration with the schools, Racobao has introduced what a crucial element to the mix: letting the whole village community to participate in helping.
COMPARABLE results have been achieved in a total of 20 Ugandan schools, many of which were often empty before the project. Sometimes even the teachers skipped school.
On the first day of school, 87 children are present at Tuhirirwe school. In a school with more than 500 students, it is not a huge number, but the teachers are not yet alarmed. The bean harvest is underway, which will keep many families busy for a few more days.
87 children attended on the first day at Mary’s school. It is not a substantial number in a school with over 500 pupils, but the teachers are not particularly worried yet. They know that the bean harvest is underway – that will keep many families busy for a few days more. Kids skipping the first few days of school to work in the fields is hardly a disaster, though Mary worries more about the children working in the nearby mine.
“I’ve been telling parents to put their kids to school – it’s always worth it. Yes, the work might get the child paid, but such money will be sent in an instant. Education, however, is an investment for a lifetime,” Mary Tuhirirwe stresses.
17-year-old teenage mother Miriam prepares a meal for the family. In Uganda, bean harvesting is a time that employs both adults and children.
Around these parts, it is never self-evident that schools are even open at any given moment. Due to COVID, Ugandan children have endured a two-year school closure – the longest one in the world.
Mubende suffered another tragedy when Ebola started spreading in the region in late 2022, with the schools closing for months yet again. The school closures have had a transformative effect on the lives of many girls, with a significant increase in teenage pregnancies.
In the end of 2022, Mubende suffered an outbreak of Ebola virus. There are still warning signs around the school area.
17-year-old Miriam (name changed) was 15 when she gave birth to a son. The father of the baby left the village after learning that Miriam was pregnant, offering no support to the young mother. Miriam tells us how she dropped out of school once her belly started getting bigger, and how sad it made her feel.
“My mom said I couldn’t go to school anymore, since I would be setting a bad example for the other children,” Miriam recalls. She is stroking her son’s head as he sits on her lap.
When Mary Tuhirirwe turned up in her backyard one day, Miriam’s world turned upside down.
“Madame Mary has come to talk about my sisters,” I thought. When I realized it was about how I could return to school instead, I was over the moon,” Miriam recalls.
Mary assured Miriam she would not have to pay school fees – just returning to school was enough. Miriam’s mother finally agreed with the plan, promising to look after the boy during school hours.
Miriam became mother when she was 15 years old. Now she’s back to school while her mother takes care of Junior, 2.
It is not easy, being a teenage mother in the countryside. The neighbors keep whispering behind her back and mocking the young mother. Many think Miriam is weird for choosing school over regular work.
“I have a child, but I also still see myself as a child. I want to educate myself and hope to have the skills to take on adult responsibilities at some point,” Miriam reflects. She offers advice to other teenage mothers:
“Pregnancy is not the end of the world, and you can always return to school after giving birth. I never regret being a mother, but still, once I grow up, I want to be a teacher – just like madame Mary.”
The interview ends with Miriam asking if she can leave home to go to school already. The day’s lessons are already in progress.
ALONGSIDE child workers and teenage mothers, teachers have also encouraged parents to ensure the education of children with disabilities. At another school, at the end of the red-sand roads, Joshua Kisakye attends classes. He is 6 years old but looks below his age and cannot move at all on his own.
When village teachers went into homes to encourage parents to send their children to school, Joshua’s mother Mariam Nakintu was exhilarated. Finally, something new to add to her son’s days.
“Joshua has been in school for a year with other children. He is no longer as shy; he no longer hides when there are other people visiting,” Marian says.
“Joshua has been at school for a year together with other children. He is no longer so shy and doesn’t hide when other guests come home,” says Nakintu in his backyard. Dressed in a pink shirt, Joshua and his little brother, 2-year-old Chrimas, are spinning on their mother’s lap.
An outsider might not see much progress, but Joshua seems to respond by making noises when teacher John Twesiime teaches him the alphabet in class.
“Many parents keep thinking that children with disabilities don’t belong in school. Joshua is very special to me, though, and I try to create a learning environment where he can learn together with his peers.”
OTHER students at Joshua’s school have also benefited from the work supported by the Nose Day funds. There are more and more children attending school these days. Interaction between families and the school has improved, which in turn affects the whole village’s experience of community identity and its value.
Nasande Aneti, Nyamdwin Johnson, Nisurunziza Bidas, Mutabazi Umal and Ssemyonga Johnson belong to school’s parents’ association. Parents play an important role in attitude education, and now more and more children in the village go to school.
Nisurunziza Bidas, a family father, is a member of the parents’ association, which actively promotes dialogue between the community and the school. The project’s start in 2019 saw a clear effect on the students’ grades. For the first time ever, schools in the Mubende district are seeing kids getting even the highest grades on the scale.
“Education is crucial. I have tried to get parents to put their children in school right from the first day on. Sure, my children have to housework to do in the evenings and during holidays, but when schools start, that’s study time,” says Nisurunziza Bidas, bluntly.
BY THE END of the first school week, more and more households have finished the bean harvest. One look at the blackboard of Mary Tuhirirwe’s school confirms this: 87 pupils came to school on Monday, 217 on Thursday.
By the end of the first school week 87 pupils came to school on Monday, 217 on Thursday.
Now the classrooms are full of joyful noise. It is lunchtime and the kids dig out the plastic cups they have brought with them. The cook pours a ladleful of corn gruel into each cup. Having school meals is a step forward in these parts in helping improve the children’s concentration. No-one learns well with an empty stomach.
Families agree to bring a few kilos of corn to the school’s common storage for the semester.
Lean as it is, the whole community is chipping in to provide this corn gruel. Families have pledged to bring a few kilos of corn for the school’s common store for the semester. The teachers also cultivate fields, not only for the school but also for their own use. The extra income from cultivation is also needed by Mary Tuhirirwe, whose monthly salary is only about EUR 100. Mary also dreams of rearing pigs – but teaching is still her chief calling.
“Students’ behaviour has changed. They know their rights and possess more skills for doing different things. I can only hope this change can be maintained.”
Text and photos by Ulriikka Myöhänen
“I’ve been telling parents to put their kids to school – it’s always worth it. Education, however, is an investment for a lifetime,” says Mary Tuhirirwe, a teacher in Mubende school.
FCA Uganda and UNHCR award 30 scholarships for refugees to study in Italy
Finn Church Aid (FCA) in partnership with the UN Refugee Agency (UNHCR) has awarded scholarships to 30 refugees to study various master’s degrees in Italy.
The students enrolled in the University Corridors for Refugees (UNICORE) project are from Uganda’s refugee settlements of Kyangwali, Kyaka II, Rwamwanja, Bidibidi, Palorinya, Adjumani, Koboko, Kiryandongo, Adjumani, Palabek and Uganda’s capital – Kampala.
THE UNICORESCHOLARSHIP programme aims to increase opportunities for refugees currently residing in Kenya, Niger, Nigeria, South Africa, Uganda, Zambia and Zimbabwe to continue their higher education in Italy in a bid to promote higher education and increase the share of refugees enrolled in higher education. The program is a funded by a consortium of 33 universities in Italy coordinated by UNHCR Italy.
FCA took part in the fifth cohort of the programme, which was the first with Ugandan participation. Out of 50 UNICORE scholarship slots across Africa, Uganda was awarded 30.
25 candidates travelled to Italy on October 12th 2023, while the remaining will follow at a later date.
Candidates from refugee settlements in Uganda were awarded UNICORE scholarships with FCA support, enabling them to study in Italy. Photo: Linda Kabuzire
Refugee advocates
Speaking during the send-off for the candidates to Italy, Wycliffe Nsheka, Country Director for Finn Church Aid Uganda, commended the successful students for receiving the scholarships and encouraged them to study hard.
“Finn Church Aid supports the right to quality education right from early childhood through primary and secondary school, as well as vocational and higher education. We will continue working with UNHCR to look into different opportunities for different pathways in order to make sure that we assist refugees in realising their education goals.
He encouraged the candidates to be ambassadors in Italy. “Go and succeed, get new opportunities, and make your life better. We would like you to inspire more refugees.”
Representatives of UNHCR also echoed Mr Nsheka’s message encouraging the candidates to act as refugee advocates.
“We have been working with Finn Church Aid for about a year to expand the complementary pathways project. A lot has been done behind the scenes for the UNICORE programme to reach here and I appreciate FCA being a good partner,” said Mike John Wells – Senior Resettlement Officer at UNHCR Kampala.
Some of the candidates arriving at Entebbe International Airport ahead of their flight to Italy. Photo: Linda Kabuzire
FCA assisted at every stage
FCA Uganda played a number of roles throughout the process including information dissemination, career guidance and counseling, scholarship application support, supporting candidates in acquisition of travel documents, visa applications and psychosocial support. The organisation collaborated with UNHCR in Uganda and Italy, as well as the Office of the Prime Minister and the Embassy of Italy to support the pre-departure processes.
The process also led to a new opportunity opening up for potential refugee students.
“As a result of this performance, Italy launched the Sports Corridor as an additional pathway for candidates to pursue their bachelor’s degree in Italy through competence in and contribution to sports. A list of 38 potential candidates (34 Male and 4 Female) has been shared with UNHCR for selection for this pathway,” said Diana Berocwiny, Complementary Pathways Officer at FCA Uganda.
The scholarship covers a large number of expenses, including, but not limited to: application and tuition fees; books, language training; a monthly stipend; housing; transportation; health insurance; mentoring or psychosocial support, travel costs to the third country and visa fees.
The students are also permitted to undertake work-study or part-time employment.
Scholarship recipients enthusiastic
Umwari Joviale at Entebbe International Airport, Uganda before her flight to Italy. Photo: Linda Kabuzire
Umwari Joviale, a Congolese refugee from Rwamwanja, is eager to study international accounting and management at the University of Siena in Italy.
“I am happy that my dream will come true. I dream of reaching far and supporting vulnerable people. Joining the university is a sign that I will.” She tells us.
Joviale came to Uganda with her family in 2014. They were escaping the war in Congo.
“When we got here, Rwamwanja refugee settlement was just a bush. The settlement at the time had a small population. My one and only hope at the time was to be able to eat. I cannot lie to you that I had any other dream then, I just dreamed of having a proper meal. We only received maize and beans, so I always dreamed of eating meat.” She adds.
“I had been studying in Congo, so after settling in the settlement I decided to look for opportunities. Every day I would walk for three hours to UNHCR offices in the settlement, sit at the gate and wait for someone to come and help me.:
After repeated trips to UNHCR offices, Joviale was able to secure funding in 2016 to attend Bugema University and pursued a diploma in accounting.
“I put a lot of effort into my academics and outperformed my peers in class. Now that I have received this UNICORE scholarship, I am grateful that I will continue my education. I will not wait until I graduate from university to start fulfilling my passion of helping girls in Rwamwanja refugee camp and other disadvantaged individuals. I shall begin working on it immediately,” she adds.
Kibrom hopes to develop a novel medication
Beyene Kibrom Abrahaley says he wants to change the medical industry in his home country Eritrea. Photo: Linda Kabuzire
Beyene Kibrom Abrahaley, an Eritrean refugee, will study medical biotechnology in Italy. He is appreciative of the scholarship since it advances his goal of changing the medical industry in his home country.
He says, “I have seen many people die, so I hope to find a new drug after my studies so that everyone can live a great life.”
Kibrom escaped his home country because of insecurity and arrived in Uganda via Sudan.
“Smugglers transported me. My journey wasn’t simple; and I still have many traumas from it. I’m grateful to the government of Uganda and UNHCR for improving my life,” he explains.
“I discovered the UNICORE programme while researching educational options online after relocating to Kampala. and was able to apply and complete the process with FCA’s assistance. I am excited to start on my master’s degree.”
More about the UNICORE programme
The University Corridors for Refugees UNICORE project is promoted by 33 Italian universities with the support of UNHCR, the Italian Ministry of Foreign Affairs and International Cooperation, Caritas Italiana, Diaconia Valdese, Jesuit Refugee Service and other partners.
Today, 7% of refugees have access to higher education compared to only 1% in 2019. This is, however, far below the global average tertiary and higher education enrollment among non-refugees, which stands at more than 40 per cent.
Ahead of this year’s Global Refugee Forum – the world’s largest annual gathering on refugees, to be held in Geneva in December 2023 – UNHCR is urging states and the private sector to come forward with pledges to increase funding for and access to higher education by joining and marking contributions to the 15by30 global pledge on refugee higher education and self-reliance, which aims to achieve enrolment of 15% of refugee youth in higher education by 2030.
FCA volunteers leave West Bank due to security situation – work on right to quality education continues
FCA’s work in the education sector in the West Bank and East Jerusalem also includes organising psychosocial support for children and school staff. PHOTO: FCA
FCA stresses that development cooperation in the Palestinian territories and Israel must continue despite the crisis.
FINNISH VOLUNTEERS for Finn Church Aid (FCA) working in the West Bank and East Jerusalem, were relocated from the area on Tuesday, October 10. The withdrawal is due to the worsening security situation in Israel and the Palestinian territories caused by the recent military escalation, started by Hamas and followed by Israeli military bombardment of Gaza.
FCA had five EAPPI – volunteer human rights observers and three Teachers Without Borders volunteers in the West Bank and East Jerusalem. The decision to withdraw the volunteers from the area was made together with the Finn Church Aid’s security and management team.
“All of our volunteers are doing well and have told us that they are satisfied with the arrangements made by FCA”, said Sabina Bergholm, head of FCA’s volunteer work.
The work continues and could take new forms
FCA hopes the violence in the occupied Palestinian territories and in Israel stops immediately. FCA also calls for the implementation of humanitarian law and human rights in the region. Violence against civilians is always wrong, and according to humanitarian law, civilians must be protected, respected and treated humanely in all circumstances.
FCA also highlights the importance of the work in the Palestinian territories and Israel continuing despite the crisis. The consequences of the possible halt to our work would further damage the lives of civilians suffering from the crisis.
FCA’s work in East Jerusalem and the West Bank focuses on supporting quality and inclusive education for all. The work will continue as far as possible, as education and access to learning are important even in crisis situations. School provides routine and support in the lives of children and young people and, in uncertain times, teachers are important, safe adults for learners. FCA’s work in the education sector also includes organising psychosocial support for learners, teachers and other school staff.
“The work of our country programme continues with the strength of our local employees and partner organisations. We will continue our work in the education sector and in these challenging times with a focus especially on psychosocial support,” says Bergholm.
FCA is in constant contact with its local employees and closely monitors the development of the security situation in the area. FCA is also looking into whether the work of volunteer experts, who have left the area, could continue remotely. The Teachers Without Borders network has significant experience with models created during the Covid pandemic, where remote connections proved to be important tools for sustaining valuable collaboration.
Day of the Girl Child 2023: Aderine went from adversity to aspiration
Aderine returned to school after giving birth thanks to the INCLUDE Project supported by European Union Humanitarian Aid
October 11th is celebrated worldwide as the International Day of the Girl Child, a day dedicated to promoting girls’ rights and opportunities, while recognising the unique challenges girls face.
AT JUST 15 years old, Uwamahirwe Aderine found herself in a challenging situation. Experiencing peer pressure from her social group, she had a relationship with a man that led to a pregnancy.
She had grown up in Rwamwanja refugee settlement in southwestern Uganda, her family and nine siblings having fled the Democratic Republic of Congo to Uganda in 2013 to seek refuge and a better life.
The news was a shock for both her and her parents, who were very disappointed. It was clear that Aderine was far too young to become a mother, and her dreams of education seemed to be over.
Support and a second chance
Through Finn Church Aid Uganda and their “Back to School” campaigns, Aderine was identified as a girl in need of help. The organisation provided crucial support to her through a career guidance assistant, who closely followed her journey and persuaded her back to school.
When Aderine was ready to rejoin the education system, she was enrolled in the Accelerated Education Programme (AEP) supported by European Union humanitarian aid (ECHO) funding. The AEP programme is designed to cater to the unique needs of young mothers and adult students.
The support allowed Aderine to refocus on her life and commitment to education. Despite her young age, she realised the immense importance of education in her life and her future aspirations.
“Because of school, I am more focused on my studies,” she says, confiding in us also her dream to become a teacher herself.
Aderine with her baby at her home in Rwamwanja refugee settlement.
Aderine’s family play a crucial role
Aderine’s parents, particularly her mother, Nzitukuze Perache, were instrumental in her journey. Though initially disappointed, they decided to support her decision to carry the pregnancy to term. Ms Perache, the mother of ten children, values education deeply, as she herself never had the chance to receive it. She, like many mothers, appreciate the importance of education as a means to a better life, not just for her family but for the community at large.
“Education is very important especially for girls. Instead of getting married, they need to finish school so they can have a bright future. I didn’t manage to complete school, but I work hard so my children can go to school and live a better life than me.” Ms Perache tell us.
Aderine and her mother Nzitukuze Perache sit in front of their house in Rwamwanja refugee settlement.
The importance of educating girls
Aderine’s story is a testament to the resilience, strength, and determination of girls worldwide. The International Day of the Girl Child serves as a reminder that every girl deserves the chance to pursue her dreams and contribute to a more equitable and better world. It is a day to acknowledge and address the challenges that girls face, promote gender equality, and support their right to education.
Aderine goes to dig in the garden on weekends when she is away from school.
The right to quality education for all is central to FCA’s work. While attention over the past years has been called to the importance of offering girls more opportunities, much work remains to be done. Climate change and the COVID-19 pandemic further increased the burden on girls and threaten to reverse progress already made. But with adversity comes resourcefulness, creativity, tenacity, and resilience.
Hundreds of millions of girls have shown time and time again that given the skills and the opportunities, they can be the changemakers driving progress in their communities. They need the international community to invest in this potential, not just pay lip service.
Finn Church Aid works to support girls’ access to education through efforts like Uganda’s Accelerated Education Programme, but also much more widely, providing school supplies, dignity kits, awareness campaigns, supporting parents’ livelihoods, and investing in schools, classrooms and teachers.
At the Kakuma-Kalobeyei refugee camp in northern Kenya, mental health services are in short supply. The residents of the camp have fled murder and rape only to find that the daily life of the camp poses its own challenges. Working as a psychologist among people whose acute need of help is overwhelming takes its toll. What are some good ways to maintain resilience in the face of such challenges?
“REMEMBER: it’s important to have a life goal,” the teacher says, speaking to approximately forty students. The students listen intently, even though the classroom is over 30 degrees hot.
“What would be an example of a good life goal?”
“A nice house,” says one student.
“Eating sweets,” says another. “A good wife,” third one exclaims, and everyone bursts out laughing.
IN KENYA, SCHOOLS were closed for two weeks in May. Nevertheless, at the Kalobeyei refugee camp, kids were learning skills like self-esteem, setting goals for oneself, and conflict resolution at a life-skills camp.
The refugee camp is one of the largest in the world, housing around 300 000 refugees, mostly children and youth. Many live alone or with their siblings, as their parents have disappeared or died.
200 youth who have regularly attended school during the last term have been invited to participate. The invitation not only serves as a reward – the camp offers the kids meals, like in school – but also helps pass the message onwards. The youth attending the camp are likely to teach their skills to their friends in future.
“During the holidays, youth often get into trouble. Some join gangs, others get pregnant. That’s why we decided to organise a camp for teaching life skills,” says Maureen Achieng, 25.
Kakuma Kalobeyei refugee camp in Kenya is one of the largest in the world, housing around 300 000 refugees, mostly children and youth. Many live alone or with their siblings, as their parents have disappeared or died. Every week, there are new people arriving to the camp from neighbouring countries.
Maureen Achieng is a psychologist at the Finn Church Aid field office in Kakuma-Kalobeyei, Kenya. Her role is supporting the psychosocial well-being of children and youth and offering counselling for difficult situations.
EVERY WEEK, there are new people arriving to the camp from neighbouring countries. Currently, the biggest source of refugees is violence in Burundi. Some are fleeing for the second time. At the same time, the camp is waiting to see the effects of the conflict in Sudan for Kenya.
“Children here have all sorts of problems: serious trauma in their home country or from being on the run, abuse at home, teenage pregnancies. On top of that come the normal young people problems, such as school or heartbreaks,” Achieng says.
Burundian 15-year-old Nelly Havariyamana arrived to Kenya as a refugee in 2017 with her family. Photo: Björn Udd / FCA
Dealing with these problems happens step by step. Achieng recommends young people set themselves goals and celebrate small achievements. Stressing the benefits of education is particularly important to girls, who are usually pressured into an early marriage. Nelly Havyarimana, 15, from Burundi, knows this very well personally.
“My mother and sisters and I came to Kenya in 2017. We had to leave home when my father died. As I had no brothers, our relatives wanted to marry us girls off. My mother thought that we should complete our studies, however, so we fled here.”
Havyarimana has learned about the importance of goals at the life skills camp.
“When I grow up, I want to be a surgeon. This can only happen through hard work – making decisions for the future and setting goals along the way. But I’m hopeful.”
Another useful skill that Havyarimana has learned in the camp: conflict resolution. The camp hosts people from many different nationalities, often without a common language. Conflicts are often inevitable.
“I’ve learned that I need to seek support from other communities. If, for example, Burundians and Sudanese are squabbling, I should at least get one person from the Sudanese side to support me, maybe some others, too. The parties to the conflict generally calm down when they realise that everyone wants them to stop.”
PSYCHOLOGIST Maureen Achieng also has other responsibilities at the camp, as she offers psychosocial support to students. In practice, this means problem-solving, therapy, academic counselling and much more. All of this is mentally taxing, even for a professional.
“I have often put myself in the shoes of a child who has had their parents murdered or a loved one raped in front of their eyes. They have had to walk to safety for days on end – without sleep, food or water.”
Achieng is also involved in an inter-organisational suicide prevention group. Both drug use and suicide attempts have recently increased alarmingly at the camp.
Maureen Achieng and other members of the staff live in relatively modest conditions and with little personal space in Kalobeyei refugee camp.
“Even if one tries to take time off, conversations with colleagues always circle back to work,” Achieng says. PHOTO: BJÖRN UDD / FCA
“The main reason is definitely the oppressive living conditions. Up to 70% of suicidal people give the living conditions as the reason of their suicidal tendencies. The same goes for drug use. It’s a way of escaping reality and hopelessness.”
The team searches for people at risk and harnesses the whole community to recognise the surrounding warning signs.
“For example, we made an agreement with the camp’s traders: if someone wants to buy a rope, a few follow-up questions are needed. What is the purpose of their purchase? All right, they want to tie up an animal. What kind of an animal? And so on. Many people give up their intentions after this sort of a thing, at least for a time.”
It is still difficult, coming to grips with things like suicide each and every day. Achieng considers it important to be able to get away from work in her free time. It’s never easy, though. There are many needing help and never enough time to help them all. On top of that, the staff live in relatively modest conditions and with little personal space.
“Even if one tries to take time off, conversations with colleagues always circle back to work. And it’s hard to avoid your colleagues if they live next door!”
IT THUS BECOMES necessary to working through the issues causing distress in others. Achieng is lucky, as she has an older colleague outside the camp for discussing ideas and getting good advice on how to solve difficult cases.
For Achieng, who is originally from Nairobi, moving to the small-scale environment of the refugee camp was also a challenge. A key part of addressing this was making their home more homelike.
“Personally, my most important household item is the video gaming console, which I take with me everywhere I go,” laughs Achieng. She admits to being a big racing game fan, but also plays other games. In addition to the console, Achieng has brought home her favourite treats, and has also taken up painting.
“Sometimes we organise art workshops for the children. Art therapy works – I have first-hand experience!” she says, smiling.
Achieng is working on a rotating schedule. In addition to the normal holidays, she has a week off after seven working weeks.
“Write this one in your story in capital letters: THE ROTATING LEAVE IS A MUST!”, Achieng urges.
“It is easy to notice that five weeks is all it takes for my colleagues to exhausted, as they start becoming very irritable easily. Especially those who have families miss their loved ones, because you can’t bring husbands, wives, or children here. A week off helps a lot.”
The psychologists in the refugee camp’s schools are casually offering their help to the students. Lilian Akinyi was discussing with two students.
PSYCHOLOGISTS ARE NOT the only ones who have to think about how to deal with the stories students tell. Teachers hear them regularly too, and it’s possible for traumas to trigger for teachers, especially those with a refugee background. This is why peer support circles are organised for teachers to talk through their experiences.
This monthly ritual is particularly important for teachers. In an empty classroom, about ten people sit in a circle. Taking turns, they tell each other what’s on the top of their minds.
“This is an opportunity for us to talk openly about our problems and discuss how best to manage our classes,” says Edward Festo, who teaches English and Social Studies.
And a necessary opportunity it is. Class sizes can easily be around 200 pupils, making the teacher’s job difficult.
Edward Festo is a refugee himself now teaching English and Social studies in Kalobeyei refugee camp.
“Every day, I come home with a hoarse voice. Usually, I’m also mentally dead tired.”
Festo, from South Sudan, decided to flee the civil war in 2016 at the age of 19, after some of his siblings were killed.
“I lived in the north of the country, so making my escape through a country fighting a civil war was difficult. Many lives were lost on the way,” Festo says.
Many schoolchildren have similar backgrounds, so their stories can bring old feelings to the surface.
“We have received a lot of support in dealing with our traumas. It is our responsibility to be the professionals and adults, always and in every situation. Therapy and comprehensive training make it easier to keep it cool when things become heated,” says Festo.
He also understands the younger generation’s situation.
“Everything is more difficult nowadays. When we arrived, we were given schoolbooks, school uniforms and free education. Now the kids have to pay for books and uniforms themselves.”
Therapy has helped Festo to work through other issues.
“Living during a civil war is terrible. One must do bad things and link up with bad groups to survive. Therapy has been a life changer for me.”
TEACHERS are not the only ones getting help from therapy. Sixth grader Rashidi Shabani, 16, says he used to be very short-tempered.
“I got angry very easily. When I was out with my friends, I would get upset and start intense arguments with them. Therapy has helped me process these feelings. We’ve gone through what makes me get upset and evaluated my feelings generally. “
“Nowadays, if I find myself in a difficult situation, I take a deep breath or talk to others about my feelings. My anger dissipates and I feel free of stress.”
Shabani fled the war in the Democratic Republic of Congo with his mother and siblings in 2016. In the future, he wants to also be able to help his friends manage their emotions. He hopes to turn helping others into a career.
“When I grow up, I would like to be a psychologist. I’ve had a lot of help from psychologists, they do so much good. I would like to be like them as an adult.”
Text and photos by Björn Udd
Nelly Havyarimana (middle) is happy to ask her friends for help in case of any conflict or crisis in her life. PHOTO: Björn Udd / FCA
