FCA contributing to profound shift in women’s political participation in Somalia
FCA’s persistent work has led to a significant increase in women’s political participation in Somalia and contributed to a change in local decision-making.
Two of Finn Church Aid’s (FCA) projects in Somalia have helped to move the country towards sustainable peace by advancing gender equality and increasing women’s political participation. FCA has strengthened women’s capacities, increased their opportunities for civic participation, and helped to build fair and equal governance bodies at different levels through trainings, discussions and multi-level advocacy.
“FCA’s team in Somalia works in a challenging environment but on the other hand, the timing of this intervention has fitted well into the state building process following the civil war,” Programme Manager Bashir Fidow from FCA Somalia office tells.
Somalia is one of the most unequal countries towards women due to cultural beliefs and institutional bias and discrimination. Many people still believe that women belong at home and do not have a place in the informal or formal decision making structures. Traditional practices and customary laws are often applied instead of state judiciary. Historically the representation of women in politics is very low.
FCA’s work to increase women’s involvement in politics and in the society
Within the Gender Equality and Social Inclusion (GESI) project framework, there have been numerous trainings, citizen interface dialogues, debates, and meetings. FCA Somalia team with their partners Centre for Research and Development (CRD) and Ministry of Women and Human Right Development (MoWHRD) have advocated for women’s participation in politics. These platforms provided by the projects have offered women an important channel to be heard but also to learn from each other. The results have been encouraging as hundreds of women have participated in trainings about their rights and the social and civic responsibility of active citizens and elected leaders which has given them the confidence and the skills to participate in decision-making processes.
FCA has advanced inclusive district council formation, including the quota of at least 30 % women in the newly formed district councils. The project has contributed to significant political developments. FCA led the consortium that supported the establishment of four district councils in Berdale and Hudur of SWS in 2018, and Afmadow in Jubaland and Galkacyo in Galmudug in late 2020 with inclusive participation of women and youth. Two women were elected as council members in Berdale, five in Galkacyo and another two in Afmadow. A National Gender Policy was developed for the South West State. In the local elections in the South West State, the number of women’s seats saw a significant increase. There are currently 16 female parliamentarians and a female deputy speaker in the SWS Assembly.
FCA Somalia has implemented several projects in Somalia to promote inclusive governance and women’s political participation. ‘Gender Equality and Social Inclusion’ (GESI) worked in Baidoa, Hudur and Berdale Districts of the South West State (SWS) and was funded by the Somalia Stability Fund (SSF).
‘Strengthening local governance structures and systems for more accountable and inclusive Federal Member States in support of the Wadajir National Framework’ Phase II’ targeted the district council formation through democratic process in the SWS, Hirshabelle, Jubaland and Galmudug, and was funded by the EU. The goal of Strengthening Local Governance project was to bring inclusiveness to District Council formation and have a 30 % quota for women.
FCA has worked in Somalia since 2008 and advanced sustainable peace from the beginning. The country programme operates in four states, South West State, Hirshabelle, Galmudug and Jubaland, and has been active during the time when the federalism and decentralisation efforts have been taking place. FCA has operations also in Mogadishu and Somaliland.
Advocacy on multiple levels of society
“A key element in these projects has been the multi-level strategic advocacy,” says Business Development Manager Leakhena Sieng from FCA Somalia.
The projects’ partners have been essential for effective advocacy. The MoWHRD has supported FCA in building networks and organised meetings and platforms for women and the political gatekeepers to meet, discuss and make decisions.
“FCA’s interventions engaged people on the local level, clan leaders as well as ordinary families,” tells Abdulwahab Osman, acting Local Governance Project Manager at FCA Somalia. “The projects have harnessed networks of women to advocate with traditional and religious leaders about the importance of women’s participation. There have been numerous occasions, workshops and discussions, where the importance of women’s engagement has been debated.”
The GESI project worked with clan elders so that they support and indeed enable women’s active political participation. Somalia’s governance system is heavily influenced by the clan-based social structure and without the support of clan elders, women’s inclusion and leadership is difficult. FCA identified traditional and local leaders as important change agents early on. When the local leaders are convinced about the need to have women in positions of power, in Somalia that is a major advantage, in relation to local communities as well as political leaders.
It has been important to challenge the traditional structures and roles that have prevented women from participating actively in the society. Women have been discouraged from education and girls have been denied their right to learn. The women that FCA has trained have visited villages and spoken to women themselves as well as their families to show how women can take an active role and why they should do it.
“One central goal has been to increase overall public awareness and now 56 per cent of the project’s beneficiaries say that they are able to influence decisions in their community,” tells Leakhena Sieng.
Women supporting and helping each other
FCA wanted to provide aspiring women the tools and the confidence that they need to participate actively in politics. The BAY Women Association Network (BAYWAN) has been key to this process. The network was established by the 207 trained women by FCA and CRD with the purpose to provide a supporting circle for women from all backgrounds and age groups to come together and exchange views and experiences.
The BAYWAN has contributed to change in various levels of society. They have been a great asset to the GESI project in arguing for and advocating women’s active participation in society and girls’ education and equal rights.
“FCA selected 150 young women from universities’ political sciences department to participate in trainings and discussions, with the aim of preparing future leaders, helping them to form networks, giving them confidence to speak out and providing them with a platform for discussions and dialogues with their peers and mentors,” Mr Fidow says.
FCA brought together the young aspiring women and female politicians to inspire the younger generation. The Ministry of Women offered internships and volunteer opportunities for university students. What these women with FCA and its partners have done locally in the South West State has been so successful and inspirational that these good practises have spread and have been adopted in different districts in Somalia.
Profound change towards sustainable peace is possible
FCA’s efforts in Somalia to increase women’s political participation and gender equality has overall been a great success. FCA has helped to bring together the media and key decision-maker and people of power. Because of the publicity that the increase of the number of women in politics has received in the media, especially in Galkacyo, Afmadow and Diinsoor, where a number of women have been elected as council members, this has become a mainstream issue, Mr Fidow says.
FCA’s projects have had a huge impact. More than 700 women and numerous clan and religious leaders have been trained as leaders and agents of change for gender equality and women’s empowerment. The number of women in politics has increased and the enthusiasm of young women at universities shows that this trend is likely to continue.
“Now we are ahead of the other federal states in terms of women’s political participation. I urge other states to be like SWS and provide women political space,” says Faduma Ali Ahmed, MP in the SWS District Assembly.
The UN Sustainable Development Goal number five states that ‘gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous and sustainable world’ and this is very important in a country like Somalia that has been suffering from civil war and violent extremism for decades.
Goal 16, ‘promoting peaceful and inclusive societies for sustainable development, providing access to justice for all and building effective, accountable and inclusive institutions at all levels’ is intimately tied to FCA’s work in Somalia. The results of FCA’s projects show that great steps have been taken in Somalia towards this goal.
Innovative Approaches Bring Refugee Children Back to School in Uganda
Finn Church Aid, with funding by EU Humanitarian Aid (ECHO), implements a condensed curriculum that allows refugee children who have not been able to attend school for long periods to catch up with their lost school years in Ugandan refugee settlements. Education helps to protect girls from early marriages.
Joyce Bisimwa, 17, a refugee from the Democratic Republic of Congo, came to Uganda with her parents and siblings in 2016. The hardship and lack of money for school fees forced her to drop out of school when she was on grade six in primary school and she spent years without education.
In 2019, of the 47,470 refugee children in Kyaka II refugee settlement only one in four were enrolled in primary school. Joyce was relieved when she could enrol in the Accelerated Education Program (AEP) in Bukere Primary School to catch up on her lost years.
Joyce, her father Bisimwa Dieudonne and her brother Charme outside their home in Kyaka II settlement.
“I was very happy when I was allowed to return. The teachers here are so nice, and I feel happy when I see myself sitting in a class like this,” Joyce says.
To speed up the learning of youth like Joyce, the programme uses a specially designed and condensed version of the Ugandan curriculum. By covering two to three grades of primary education in one year and using teaching methods appropriate for different age groups, learners who have lost many school years can transition into the formal schooling system.
“We cannot leave girls behind, and I see a good future in Joyce. I know she will be a good influence on her other siblings,” says Joyce’s father Bisimwa Dieudonne.
Education for refugee girls a priority
The AEP programme is an integral part of the INCLUDE (Innovative and Inclusive Accelerated Education) project. Finn Church Aid (FCA) implements the programme in Kyaka, Bidibidi and Omugo refugee settlements in Uganda as part of an education consortium led by Save the Children and funded by EU Humanitarian Aid (ECHO).
One of the priorities is to support girls’ education. Under the project, 3,318 female learners in the three settlements have returned to school through the AEP. In Kyaka, additional 2,696 were able to return through Education in Emergencies cash support.
FCA trains teachers to ensure that learners receive inclusive, quality education. Felix Tumwesigye, an AEP teacher at Bukere Primary School, underwent various trainings from curriculum interpretation and teacher learning circles to child protection. Tumwesigye has seen many girls struggle to access menstrual hygiene materials, and girls also face concerns like teenage pregnancies and marriages. Girls have fewer role models in school, especially among teachers, and some parents prefer to support the education of the sons rather than the daughters, he says.
Felix Tumwesigye thinks education is particularly important for girls.
The project provides menstrual hygiene materials to all girls to prevent them from missing classes, and learners also receive scholastic materials. They can attend classes without fear of being sent away due to unpaid school costs or the lack of uniforms.
“Education is especially important for girls; it gives them a future and prevents them from being forced into early marriage,” says Tumwesigye.
Learning made fun and engaging
The project aims to make learning fun, engaging and more effective for learners in lower AEP levels and primary through innovative technology-based solutions for quality education. The component called Can’t Wait to Learn give learners access to tablets loaded with interactive games that help teach literacy and numeracy using the Ugandan lower primary curriculum.
Tablets provided by War Child Holland make learning effective and engaging.
A series of recreational activities under the name of Team Up has been designed to reduce the stress that refugee children experience as a result of war. Many of these children create new social contacts or friends through such activities and strengthen their social and emotional well-being. School attendance has also been boosted through the Team Up activities.
The closure of schools due to the Covid-19 pandemic created sadness in many of the girls at Bukere Primary School. Lillian Kemigisa, 14, thought that she would not return and was relieved when the schools reopened.
“I feel safe like I have never felt before. I feel so happy because of the good teachers and the quality of education I receive here”, she says.
During distance learning, FCA together with other partners provided over 8,000 learners in Kyaka with home learning materials and distributed over 1,400 radios in the community.
“Studying from home helped me so much, but I felt happier when school resumed so that I could be with my friends again”, says Abigael, another girl from Bukere Primary School.
Bukere emerged as the best school in Uganda in 2019 in using tablets for learning and was rewarded with computers for the teachers. In a bid to support the increased number of children enrolling in school, more teachers have been recruited, trained and given instructional and learning materials. Fully furnished classrooms have also been set up, teacher’s accommodation built and gender-segregated latrines provided for learners and teachers.
Education is important to Florence, 16, because it will create employment opportunities for her in the future. “If I become a doctor, I can advise people in the villages on how to live healthy lives.”
Through the project’s innovative approaches and other education initiatives in Kyaka, primary school enrollment increased from 12,161 learners in 2019 to 23,075 in 2020.
“I feel very happy that these girls are back to school. They had lost all hope of education before we had this programme,” Tumwesigye says.
BackgroundSupporting education in Uganda’s refugee settlements
The INCLUDE project is implemented by a consortium of Save the Children, Finn Church Aid, War Child Holland and Norwegian Refugee Council, funded by EU Humanitarian Aid (ECHO).
Since 2018, 3,410 children and youth in Kyaka and 2,418 children in Omugo and Bidibidi refugee settlements have been able to enrol back to school through the AEP programme.
With Education in Emergencies (EiE) cash for vulnerable school-aged children, a total of 5,871 children have been supported in Kyaka II, out of which 4,902 enrolled in primary school.
Fighting period poverty leads to a future of confident and educated women
Monthly sanitary pad distributions at school prevent girls from missing classes or dropping out completely. Education about menstruation increases self-esteem.
When her monthly period comes, 16-year-old Michelina tears a pillow and picks out pieces of its worn stuffing – an old cloth rug that she uses in place of the sanitary pad she cannot afford. That is just the tip of the iceberg. The worst part is that Michelina, who lives in Kalobeyei refugee settlement, cannot talk to anyone about her periods.
Despite being a normal biological process, menstruation remains taboo. Many girls stay home from school during their periods, leaving them behind in their education. In class, girls say that their concern about leakages makes it harder for them to concentrate in class or dissuade them from participating in the first place. Even with sanitary pads or towels, Michelina says that finding a bathroom is an issue.
“Without safe, private places for cleaning and changing during our periods, we continue to struggle despite the supplies”, she says.
Working against period poverty is an integral part of Finn Church Aid’s (FCA) education support in the refugee settlements Kakuma and Kalobeyei. Distributions of sanitary pads have reached 5,000 adolescent girls since last year. Project officer Catherine Angwenyi says the program has supported girls in several other ways too.
Catherine Angewenyi (in the middle) from FCA distributing sanitary pads at Kalobeyei refugee settlement. Photo: Loduye Ghaisen
FCA’s sanitary pads distribution couples with sexual and reproductive health education, and the program has reduced school absenteeism among the girls.
“When parents do not take the time to talk to their girls on menstrual hygiene, the only way girls get information and support is through education programs that distribute pads,” Angweny explains.
Monthly sanitary pad distributions prevent girls from dropping out and keep them from asking for pads from men that can take advantage of them. When girls go to school, they are less likely to become pregnant or, for instance, get an HIV infection.
Angwenyi believes that by doing everything for girls to stay in school, we are heading to a future of fewer teenage pregnancies and more educated and confident women.
“When you educate a girl, you change the world,” she says.
Sanitary pad distributions are an integral part of FCA Kenya’s education program.
Nkurunziza, 16, says that learning about menstruation and hygiene practices has changed her attitude: she no longer stays home from school during her periods.
“Having pads increases my confidence and helps me focus on my studies, and I can even excel in exams”, she says.
Covid-19 increases poverty and aggravates the education crisis in developing countries, but solutions exist
For more than a year, Covid-19 has dominated the news globally. In March 2020, when the first restrictions were imposed, nobody could have imagined that we would still be combating a crisis a year later. The global impact of this pandemic has been and will continue to be enormous.
The coronavirus pandemic has increased global poverty for the first time in twenty years. The World Bank estimates that up to 93 million people were plunged into extreme poverty in 2020.
“For poor countries, the outlook is grim,” says Saara Lehmuskoski, a Senior Adviser at Finn Church Aid (FCA). When the pandemic hit, she was working as FCA’s country director in Cambodia.
“Many are reaching a level where just getting food on the table is difficult. For them, moving out of poverty will take a long time. In recent years, we have heard positive news about how people are being lifted out of poverty. Sadly, we’re now taking a big step backwards.”
With less economic activity, tax revenue will fall, which then leads to cutbacks. The World Bank estimates that two out of three developing countries have cut their education spending due to Covid-19. Combined with a rise in poverty, families and children who are already poor will be the ones most severely affected.
“In Cambodia, distance learning is only available for the richest children. The poorest rural students, who have limited access to education anyway, don’t own a television or a smartphone,” says Lehmuskoski.
In Cambodia, video lessons have been used to provide career counselling and guidance supported by Finn Church Aid. Photo: Long Ratana
Children no longer have access to education because schools are closed. And due to rising poverty, some families need children to work to make sure that everybody gets fed.
“In the long term, this is a terrible risk for the children who are now at school age. We will be dealing with the aftermath of this pandemic for another 10 to 15 years. Right now, we need to make sure that children stay at school and continue their learning so that, once the pandemic is over, young people completing their studies will be equipped to earn a living and engage actively with their communities,” says Lehmuskoski.
Digital learning provides access to education
In poorer countries, the education budget is often small in comparison to other expenditure. When a crisis such as Covid-19 strikes, funds are needed for healthcare and other similar items. Deputy executive director Tomi Järvinen at Finn Church Aid points out that decisions about short-term savings should not be taken at the expense of education.
“Research findings show that education is a key to higher gross domestic product and, of course, improved levels of personal income. Each year at school will boost the student’s future earnings. For girls, this rise is even more marked.”
School closures in response to the pandemic raised concerns about whether children, especially girls, would return to school in the poorest countries.
“What we hear from the field is that the scenarios presented at the beginning of the pandemic have, at least in part, materialised. We have seen more teenage pregnancies and child marriages, and the concerns about young people not returning to school are real,” says Järvinen.
Even during restrictions, it is important that schools maintain contact with their students. Dropping out of school is a risk, especially for girls. Photo: Hugh Rutherford
To prevent children from dropping out of school, it is important to develop ways of communicating with learners and preparing them for the eventual return to school. In Kenya, FCA has supported efforts to ensure that schools maintain contact with students and young people return to school as soon as possible.
Digital learning is part of the solution for developing countries. It contributes to enabling access to education and to providing high-quality education for all. Going forward, digital solutions will continue to make remote education possible, for example when children are ill or unable to attend contact teaching for some other reason.
“We shouldn’t think that developing countries will take up digital learning at some later date. They have already gone digital in fields such as communication and commerce, and now we need to extend these solutions to education,” says Tomi Järvinen.
In fragile countries where FCA operates, the first stage of digitalisation means low-tech solutions, such as radio lessons and WhatsApp messaging. For example, radio receivers have been distributed and radio lessons broadcast to families in refugee camps and rural areas in Kenya.
“The situation is never hopeless; there’s always something we can do. Now we need to invest in digital learning and its development, and analyse the lessons learned from the Covid-19 crisis.”
1. INVISIBLE WORK. All women work but do not necessarily earn a salary. Traditionally, only productive work is categorised as a job and all other work, such as that in households or outside the formal economy, remains invisible and therefore unpaid. Women are doing 75 per cent of all unpaid work worldwide and do it for three to six hours per day. Much of the invisible work is within homes, taking care of children, the sick and the elderly.
2. EDUCATION. More than 130 million girls aged 6–17 do not go to school. A girls’ education can also be disrupted if her family needs her to support their daily life through household work or paid jobs. Menstruation or marriage can also put an end to a girls’ education.
3. MENSTRUATION leads to discrimination. In Nepal, for instance, families and the community restrict women’s movement and participation in activities during menstruation. In Myanmar’s Rohingya communities, women are traditionally not allowed to interact with other boys and men than their own family’s after they started menstruating. Many girls face the risk of early marriage after they have had their first period.
4. PERIOD POVERTY. The lack of sanitary pads causes multiple challenges. For instance, in refugee settlements, quality pads are hardly available or sold at a very high price. If the sanitary pads do not exist or cannot be changed safely in school, girls might be forced to stay home during their periods. Repeated absence from school might cause girls to drop out.
5. LAVATORIES are part of everyone’s daily life, but many women have to search for a safe lavatory every day. According to the UN, every third of the world’s women cannot access a safe bathroom facility where they can also wash during menstruation. Women need a door that can be locked not only because of privacy and dignity but because bathroom facilities put women at risk for abuse and sexual violence.
6. EMPLOYMENT. Traditional roles and models weaken the position of women in the job market. Their invisible work as caretakers of families creates further challenges for the women to find time for paid work. Research shows that public support for daycare services increases the number of women doing paid work. A woman with a job and salary has a better chance of impacting her own life and the surrounding society.
7. VIOLENCE AGAINST WOMEN is a severe violation of human rights and a far too common practice. Women are not safe even in their own homes – every third of the world’s women report having experienced violence in a close relationship. An estimated 38 per cent of all murdered women were killed by their spouses.
8. DISASTERS worsen the situation of those in the most fragile positions even further – conflict and war increase domestic and gender-based violence. Violence against women has reportedly soared in several countries during the lockdowns caused by the coronavirus, including the countries where Finn Church Aid operates. Due to Covid-19 restrictions and the pandemic’s burden on healthcare, women are struggling to access services related to sexuality and reproduction, and this might result in a rise in, for instance, unwanted pregnancies.
9. INEQUALITY IN POWER STRUCTURES. Men form a majority in decision-making positions worldwide. Research shows that women are more likely to consider women-related issues, family politics, education and care services when they are in a leadership position. Thus, leaving women outside decision-making significantly affects these areas of life. The influence of women is also undermined by them not being part of the informal, male-dominated networks that might have an unexpected impact on society.
10. ADDITIONAL DISADVANTAGES. While women per se are in an unfavourable position, the women with additional disadvantages caused by disabilities, age, poverty or sexual orientation face even greater challenges. In emergencies, such as natural disasters and conflicts, women with disabilities are particularly vulnerable to discrimination and violence and struggle to access support. Elderly and poor women and those with disabilities are dependent on the support of others, which makes them vulnerable to abuse.
+1 FINN CHURCH AID (FCA) includes and promotes gender equality in all its operations. FCA and the Women’s Bank work for women’s rights by supporting women’s education and livelihoods in fragile countries. Livelihood activities offer training in entrepreneurship, marketing and managing finances. Creating cooperatives and savings groups are central to the projects, and the cooperatives support their members’ business activities.
The livelihood projects also strengthen women’s rights in other ways. Participating in cooperatives and their management builds confidence and experience that support women in becoming involved in broader decision-making structures. The cooperatives also offer interventions and solutions to issues, such as domestic violence and other forms of gender-based violence.
The education of girls is one of the most efficient ways of securing sustainable development. Educated women are more likely to send their children to school, and education is the key to sustaining oneself and live an independent life.
Sources: Caroline Criado Perez (2019): Invisible Women, World Health Organisation, Plan International
Of an estimated 80 million teachers in the world, more than half are women. They are everyday heroes who face their share of challenges each day but also role models for countless girls who enrol in school.
A competent teacher is a child’s gateway to society. Surrounded by war, teachers in Syria settle their pupils in their classrooms and help them forget the reality outside school, even if just for a moment. In a Ugandan school for children with disabilities, the world opens up when both teacher and learner know sign language.
A school should be a safe place to grow up in, but this is not always the case. The Global Coalition to Protect Education from Attack (GCPEA) reported at least 11,000 attacks on education worldwide between 2015 and 2019. Attacks refer to actions such as bombings, kidnappings, or sexual violence directed at pupils or staff. The threat of attacks is real in Syria, a country living with war for almost ten years.
During the past year, education has faced new kinds of challenges. According to experts, the school closures caused by the pandemic may have far-reaching consequences for an entire generation. As schools reopen, there is a lot of catching up to do, and the new normal comes with practical challenges.
Below, three female teachers share their story. One is worried about the children freezing in school, while another faces doubts because of her age and gender. A third teacher hopes for more resources for special needs education. Despite the challenges, they all think they are on the right path as teachers.
South Sudanese Simon Peter was out of school for long because he could not reach the classroom. An inclusive education project in Kakuma refugee camp brought him a new chance while teaching teachers and parents how to support persons with disabilities.
Simon Peter is 24 years old but is only in primary class 3. He enrolled in school for the first time ten years earlier after growing up in a rural area of South Sudan. Before that, schools were located too far for him.
Simon was born with hemiplegia. Hemi means “half” and hemiplegia refers to the paralysis of half of the body. He had no wheelchair to help him reach a school. His chance to join school came only when his family moved to a city.
“I never got a chance to socialize and play with other children. I was indoors most of the time”, Simon describes his childhood.
Shortly after Simon started his education, South Sudan slid into a civil war that disrupted his learning. It took a long time before he could enrol again, this time in Kakuma refugee camp in Kenya. Finn Church Aid’s project for supporting special needs education issued him with a wheelchair to help him reach the school.
Simon’s guardian Mark Loyiel is grateful for the opportunity for Simon to catch up with education.
“I used to carry him wherever he needed to go. It is a relief that I can wheel him to school, and he manages the school day by himself while I report to other duties. Then I pick him up after the classes”, he says.
Inclusive education and learning environment
Finn Church Aid’s special needs education project benefits 275 children and youth with disabilities that live in the refugee camp in Kenya. The project has also trained 69 teachers on inclusive education that bridges the language barriers of refugee learners and prepares teachers to meet the needs of learners with disabilities. The support to the learners also includes wheelchairs, stationaries, textbooks, school uniforms and food.
Ensuring an inclusive learning environment also requires construction work. The project has built disability-friendly classrooms and pit latrines in all the primary schools and Early Childhood Development and Education (ECDE) centres in Kalobeyei settlement, a part of Kakuma refugee camp.
When Kenya ordered schools to close due to the Covid-19 pandemic, FCA distributed solar-powered radios to enable Simon and other persons with disabilities to participate in radio lectures. Teachers have complemented broadcasts with home visits and by following up on the homework of learners.
Parents and guardians actively involved in their children’s education
The project has actively involved parents and guardians of children with disabilities in supporting the special needs education, says Simon’s guardian Mark Loyiel. Mark is also happy that the schools include those with disabilities in physical activities, such as ball games. Before the pandemic, they were all cheering in inter-village competitions for learners – with or without disabilities, playing together as one family.
Mark is particularly grateful for the psychosocial support that goes with the project. The staff of FCA visit their home to engage with the family and build a stronger understanding of persons with disabilities.
“We have found new aspects of understanding and respect for Simon’s personality and dignity. Persons with disabilities are not a burden – they are unique human beings like anyone”, he says.
“The home visits of the staff make us feel like we are one family to them.”
Simon Peter has grown much and describes himself as very peaceful. He dreams of becoming a teacher for primary class 1 and wants to teach mathematics and science to children with disabilities.
“I want to give back for the support I have received, and I feel that I know from experience what children with disabilities need when they grow up.”
Hand washing and social distancing are key to prevent the coronavirus from spreading.
Imagine yourself living in a tight, designated space where you have to share one latrine together with tens or even hundreds of people. You also have to queue for water and food supplies.
You live with tens of thousands of people without a chance to avoid daily human contact and receive information that a highly contagious disease is spreading from human to human. You learn that this disease could require intensive care to save your life but you know that you and your family have practically no way of accessing any of the hospitals that can provide this care for you.
It is hard to even picture this scenario if you are not living as a refugee in one of the world’s crowded refugee camps or belong to the poorest section of a developing country’s population.
Currently, over 70 million people around the world have been forced to leave their homes because of conflicts, prolonged crises and disasters – 29 million of them live as refugees.
Most of these refugees – 84 per cent – live in low- or middle-income countries, like Uganda, Somalia, Kenya and Jordan where Finn Church Aid operates.
The World Health Organisation WHO declared the coronavirus epidemic a pandemic on March 11th. It means that the spread of the coronavirus from one country to another can no longer be stopped. Officials can only slow down the pandemic to avoid worst-case victim estimates.
Inequality shows even in hand hygiene
An essential part of slowing down the pandemic is maintaining sufficient hand hygiene and avoiding human contact. An unfortunate fact is that people do not have the same possibilities to even wash their hands with soap. This is a challenge for people already in a vulnerable position.
In places like refugee camps or slum areas, human contact is also hard if not impossible to avoid because they are densely populated areas. For instance, the world’s largest refugee camp Cox’s Bazar hosts 850,000 people on an area roughly the size of Chicago’s O’Hare International Airport.
By mid-March, Bangladesh had three coronavirus cases, but the number could be higher.
In refugee camps, latrines are often shared by a large number of people. Hygiene standards are poor already without an epidemic like the coronavirus. The poorest areas in developing countries face the same challenge.
The people forced to live in refugee camps have already experienced hardship and prolonged crisis conditions that can weaken their immune system. Many suffer from long-term illnesses that make them vulnerable to infections, and they ultimately form a risk group for the coronavirus.
While populations in Africa are generally young, sub-Saharan Africa is home to 68 per cent of the world’s 38 million HIV positive people. The coronavirus is a more severe threat to their already weaker immunity than it is to others of their age.
People in refugee camps do not have access to healthcare that corresponds to their needs. They particularly lack the intensive care facilities required to save lives from respiratory infections that the coronavirus can cause.
The world’s poorest and most vulnerable countries often suffer from a lack of proper health and sanitation services as well as clean water. These resources are at least not accessible for refugees.
Refugees might also be left without information about how to prevent infections from spreading.
Hand washing prevents many kinds of infections but the possibility to wash hands with clean water and soap is not self-evident in the world’s poorest areas and refugee camps.
One can pass the disease to tens of others
The coronavirus is known to be highly contagious in social contacts, and also those without any symptoms can spread the virus in their surroundings. That is why social distancing – reducing the number of human contacts – is key to prevent the coronavirus from spreading.
Families are often big and family members stay close to each other in cramped spaces. One infected person could pass on the disease to the entire family – even three generations of it.
Small business owners are also highly vulnerable to the effects of the disease. People that depend on service- and retail-based livelihoods have to deal with other people. It exposes them to viral infections and they can also pass on the virus to a large number of people before any symptoms appear. When falling sick, they might lose the livelihood that supports their entire family.
The pandemic delays refugees’ access to safety
The pandemic creates an additional challenge for refugees: to stay where they are.
The UN’s refugee agency UNHCR is worried that the coronavirus pandemic can increase discrimination and racism towards refugees, even though the virus is more likely to spread with regular travellers from one part of the world to another.
There is still hope. In 2014-2015, West Africa suffered from the spread of the Ebola virus. It killed 11,000 people before the disease was contained. In addition to the death toll, Ebola caused severe economic losses to those already in a vulnerable position. But much worse could have happened.
Ebola spread mostly in fragile states like Liberia, Sierra Leone and Guinea. It also reached other countries but never spread widely on other continents.
The key to defeating the disease was that people received enough information and avoided contact with others.
Text: Elisa Rimaila Translation: Erik Nyström Picture: Carla Ladau
In Kenya’s poorest region, going to school requires great sacrifices, but David Edapal is convinced that education guarantees his daughter a good future.
There is a rustle of dry twigs as goats try to make their way out of their pen through narrow openings. 12-year-old Rebecca Atubo carefully guides baby goats into their own cage before letting the adult goats loose. Soon, the goats are ambling towards pastures in the gentle early-morning sun.
In a few hours, the temperature rises and turns to relentless heat, and it is hard to find shade in the desert-like environment.
”Herding is hard work when it’s so hot, and you’re thirsty all the time,” Rebecca describes.
Still, Rebecca is obedient and does what is asked of her.
For thousands of years, the nomadic people of Northwest Kenya have made their living raising cattle, and children have taken responsibility for the family’s goats and cows at a young age.
However, the distance to pastures has grown longer. There is no green in sight in the yellowish-gray landscape outside the family’s huts. Rebecca’s father David Edapal has been worried for a long time. He cannot say how old he is, but the lines on his face reveal he has seen several decades in Turkana, the poorest county in Kenya.
”The weather has grown warmer, and there are much fewer rains than before. In order to get water, we have to walk for two hours one way every day to get to the nearest river,” says Edapal.
Rebecca says she prefers school to herding. Because of the heat, herding is hard work for both children and adults, and according to Rebecca, the thirst is the worst part.
Tested by drought
Severe periods of drought are testing Turkana more and more frequently. The drought in 2017 was the worst in decades. Hundreds of thousands of animals died due to lack of water as well as diseases.
This was a hard blow for the pastoralists, who traditionally move to follow the rains. Livestock are like a bank account on legs – they are used to fulfil all needs. Livestock provide milk and meat for food. Selling livestock brings in money to pay for things such as healthcare.
In addition, men need livestock to pay dowry to the family of the bride when they get married. The death of livestock hit families like an economic recession.
”Animals ravaged by drought cannot be sold or eaten, and they provide much less milk,” Edapal explains.
The crisis also fuels tensions among pastoralist people. They compete for the shrinking pastures, and extreme poverty makes stealing cattle a tempting prospect. A camel shepherd passing by carries an assault rifle on his shoulder to keep thieves at bay. Adding to the insecurity is a stream of firearms coming to Turkana across the border from neighbouring war-torn South Sudan.
For a pastoralist, questions about property are about as personal as asking a Finn about their salary. Most keep the number of livestock to themselves. However, Edapal reveals that cattle thieves took about two hundred of the family’s animals.
The family fled the insecurity into their current place of residence in the village of Ageles near the town of Lokichar. Edapal’s wife AsekenNamasi says all their hardships hurt her heart.
”The worst moment was when thieves killed four of my friends in front of my eyes when I was retrieving water,” she says. ”You can always get more livestock, but you can never replace a human being.”
Rebecca Atubo, 12, (in front) walking to school with her friends. It is important to have the school close to home, as the journey to school is filled with danger in Turkana.
12-year-old Rebecca Atubo’s (middle) parents David Edapal (left) and Aseken Namasi sent their daughter to school. The shift from nomadic culture to a view of life that values education is seen strong in Turkana.
Almost all inhabitants of Turkana are pastoralists. Boys are brought up to raise cattle, and girls are expected to add to the family’s wealth by marrying. The dowry goes to the entire extended family.
Child marriage is still common. Because of the expectations of the traditional lifestyle, pastoralist people used to have little respect for education.
When Alice LoroLele got to school age, her mother wanted her to go to school, but her father resisted. In anger, her father threw them both out, and with no livestock, they were destitute.
After comprehensive education, Alice could not afford to go to high school. Today, Alice is a 20-year-old mother of three, and lives in a hut in Lokichar with her mother.
”I married at 15, because I thought my husband would take care of us. I was foolish, and I didn’t know much about anything,” Alice says, clearly upset.
Her husband never paid dowry, which is another example of the plight of the nomadic people. As a gifted student, Alice got a job as a preschool teacher. She also started a general store. But her husband kept all the profits and started drinking. Alice gave birth to two children, but her husband did not care about them.
”When I was pregnant for the third time, my husband was going to get a second wife. I left him and moved back in with my mother,” Alice says.
Turkana lives under the poverty line
Places like Turkana are far from the reality of the capital Nairobi. Kenyan economy has grown at a rapid pace. Nairobi is teeming with skyscrapers, technology, and innovative mobile phone applications. In Turkana, most people live in villages with no electricity or running water.
In Nairobi, 22 percent of the people live under the poverty line, while in Turkana, the number is 88 percent. The disparity is largely due to education. In Nairobi, almost everyone has at least completed comprehensive school – in Turkana, 18 percent.
Pastoralists are moving into towns of Turkana with hope of work, but few of them even know how to read.
”We encourage families to send their children to school. More and more people see this as a solution in the long term,” says FCA education coordinator Miriam Atonia.
Hundreds of thousands of animals died during the drought of 2017. The drought had catastrophic repercussions for the nomadic people whose livelihood depends on raising cattle.
Things are moving in the right direction. Today, over half of the school-aged children and young people in Turkana go to school. Almost 27,000 started school in the poorest counties in Kenya in FCA projects during 2018.
Alice was offered a scholarship to study at a high school in Lokichar. She also thanks her mother for her support: mother looks after Alice’s children while she is at school.
”My heart breaks because I see my children so rarely. But we have to make some sacrifices; if we’re idle, we can’t improve our situation,” she says.
”I want to become a teacher because I want to encourage girls to go to school. I can give them the kind of advice I needed myself.”
It is hard to communicate the benefits of education to parents who have led a nomadic life. Edapal and Namasi did not go to school, but after a great deal of consideration, they decided to send their daughter Rebecca off to get an education.
”I have seen how the people of my generation, those who went to school, are succeeding. If we had received an education, we would be sleeping on mattresses, and our hut would have a tin roof instead of cloth,” he muses.
Alice Loro Lele (left) goes to school and takes care of her three children. She happy, that she decided to return to school.
A woman with an education is independent
After letting the goats out to pasture, it only takes Rebecca a few minutes of walking to get to the first lesson of the day. Edapal compares education to marriage – Rebecca is now married to school. An educated woman does not need to depend on others. She can make her own decisions regarding marriage once she is has finished her schooling.
Edapal feels proud when after her school day, Rebecca tells him about what she has learned.
”I hope Rebecca finds herself a job she likes, and God willing, can even help her parents in the future. Education provides lots of opportunities which I can’t even imagine.”
Text: Erik Nyström, Translation: Elina Vuolteenaho, Photos: Tatu Blomqvist / Ville Nykänen
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The members of ACT Alliance, the world’s largest humanitarian and development movement of faith-based organisations, gathered this week for its General Assembly in Uppsala, Sweden.
“ACT Alliance and its members included for the first time gender justice as a programme area in the Global Strategy. This makes ACT’s commitment to gender justice and equity even stronger than before,” says Jouni Hemberg, Executive Director of Finn Church Aid (FCA).
The Governing Board approved the ACT Alliance Gender Justice Policy already in 2017.
With 150 members and operations in 125 countries, ACT Alliance’s members stress that ACT plays a major role in tackling challenges around issues like climate change, conflicts, refugees, migration, extreme poverty and more.
“On a grassroots level, ACT members often have the best access, chances for cooperation and implementation of projects. However, without the coordination of our actions, the impact of our work would be more limited”, Hemberg says.
Youth participation took a leap forward
The General Assembly also invited its member organisations’ youth representatives for a two-day pre-assembly meeting. Sophon Chau from the youth network Changemaker Cambodia and FCA thought this was a great opportunity to meet face to face with youth from around the globe.
“It was also inspiring to see their commitment to making change in their communities and to exchange ideas with them on youth participation in varying contexts”, says Chau.
“We feel that the General Assembly took us very seriously and was committed to include youth in decision-making processes. There were some bureaucratic hurdles but the spirit of the assembly was unanimously supportive for our cause and we felt welcomed, listened to and wholeheartedly supported by the Alliance,” say both Chau and Jaro Karkinen, Chair of Changemaker Finland.
The most important message of the youth delegates was asking for two chairs for the youth in the governing board of the ACT Alliance to ensure access to decision-making.
“It is said that the youth are the future, but we also want to be part of today,” say Chau and Karkinen.
“Young people have the energy and the ideas. To include us is a very easy thing to do: just allow us to participate and listen what we have to say. We want to be the Changemakers of our world.”
ACT Youth Community of Practice Pre-Assembly meeting in Uppsala, Sweden on October 26-27 2018. Photo: Simon Chambers/ACT.
