FCA Uganda receives second consecutive award for Best Education in Emergencies INGO
Stephen Ssenkima and Filbert Idha recieving the award presented by Hon. Henry Ariganyira Musasizi
Finn Church Aid (FCA) has once again been honoured with the prestigious award for Best Visionary Education in Emergencies International Non-Governmental Organization (INGO) for 2024. The award highlights the important work FCA does to support refugees and host communities in Uganda.
FCA RECEIVED the accolade for Best Visionary Education in Emergencies International Non-Governmental Organization at the Visionaries of Uganda Awards ceremony held at Kampala Serena Hotel under the theme “Celebrating Excellence and Strengthening Sustainable Inclusive Socio-Economic Development”. The event was graced by several distinguished guests, including the chief guest, Hon. Judith Nabakooba, who represented the Third Deputy Prime Minister, Hon. Lukia Nakadama.
Hon. Henry Ariganyira Musasizi, the Minister of State for General Duties in the Ministry of Finance, Planning, and Economic Development, was among the chief guests, and he handed over the award to the Head of Programs, Mr. Stephen Ssenkima, and Education Technical Lead, Mr. Filbert Idha on behalf of FCA.
FCA was commended for its unwavering commitment to improving the lives of refugees and host communities through education and vocational skills training. Mr. Ssenkima expressed his gratitude for the recognition and emphasized the significance of innovative solutions in tackling the issues faced by refugees and host communities.
FCA Uganda won the award for the second year in a row.
FCA received the award for the second consecutive year, showcasing the organisation’s exceptional contribution to advancing education and vocational skills training for refugees and host communities in Uganda. FCA’s initiatives have not only provided immediate relief but have also paved the way for long-term development and self-reliance among the beneficiaries.
i-LEARN project brings displaced Somali children quality education “right to our doorstep”
Targeting 17,800 crisis-affected children, the iLearn project is dedicated to restoring safe, protective, and high-quality education opportunities, especially for those in remote areas like Hudur and Elbarde,
In Somalia, millions of children lack access to formal education. FCA’s EU-funded, i-LEARN project is bringing quality education to displaced families.
“WHEN WE CAME to the camp, I wanted to go to school, but there were no schools here. It was hard to imagine ever getting an education.”
Siyat Mohamed Hussein is a 14-year-old boy living in the Wargeweyne camp for displaced people in Elbarde District, Somalia. Before FCA came to the area, Siyat had never had the opportunity to attend school, despite his deep desire to learn. His family had been displaced multiple times due to insecurity, and the lack of nearby schools meant that education seemed like an impossible dream.
Somali children face barriers to quality education
Since the collapse of the Somali government in 1992, the Somali population has faced numerous challenges, with education being one of the most severely impacted sectors.
According to a report from the United Nations Office for the Coordination of Humanitarian Affairs (OCHA), in 2024 between 3.6 million and 4.9 million school-aged children will lack access to formal education. Furthermore, nearly 2.4 million children will need humanitarian assistance to enable them to begin, return to, or remain in school.
Recent years have witnessed significant progress in educational access, largely due to the support of various international partners, including the European Union, United Nations and direct support from national governments.
Despite these advancements, many Somali children continue to encounter substantial barriers to quality education. These challenges are exacerbated by recurring climate-related hazards, insecurity, and frequent droughts and flash floods, which disrupt children’s right to education, displace families, and, tragically, result in the loss of children lives.
The primary obstacle to school enrollment and retention in Somalia is the financial burden associated with sending a child to school, with displaced communities being disproportionately affected.
The establishment of Emergency Community Learning Centres (ECLCs) have enabled approximately 3,500 newly displaced children to access educational opportunities.
“It brought education right to our doorstep”
Siyat experienced these obstacles firsthand. After arriving at the camp with his family, and like many other children in the camp, he had no access to formal education. The nearest schools were too far away, and without any support, the distance and cost made it impossible for him to attend. Displacement, insecurity, and the lack of infrastructure were constant barriers to his education.
Through an EU-funded project called Inclusive, Lasting Education Achievement (i-LEARN), FCA adopted an integrated approach to support education access in Hudur, Baidoa, and Elbarde in South West State of Somalia. The project is implemented in partnership with GREDO (Gargaar Relief and Development Organisation), a Somali-based humanitarian organisation.
Siyat at his studies, surrounded by classmates at the vibrant school facility.
A notable initiative of the project is the establishment of Emergency Community Learning Centres (ECLCs), which have enabled approximately 3,500 newly displaced children to access educational opportunities. These centres, set up by FCA in three major settlements for displaced people across the targeted districts in 2024, are designed as semi-static but movable structures to accommodate the needs of displaced populations. Each centre is equipped with disability- and gender-sensitive twin latrines with handwashing facilities, ensuring that children have access to essential hygiene support. Additionally, the centres are furnished with desks and other learning materials to facilitate effective learning support for these children.
“The ECLC changed everything for me,” Siyat explains. “It brought education right to our doorstep. I didn’t have to walk long distances or worry about missing out anymore.”
Much more than just a learning space
FCA’s approach went beyond just building a learning space. The Somalia team actively engaged the community, ensuring that the centre become a safe and accessible learning environment for children. Teachers were recruited from the local area, trained to handle the unique needs of displaced children, and equipped with the skills to teach basic numeracy and literacy effectively. This comprehensive support system allowed learners like Siyat to start their educational journey without further delays.
Siyat’s teacher recalls the challenges they faced initially: “When we first started, many children were shy and unsure about learning. They had been through so much already, and some had never been to school. But slowly, we saw them opening up, becoming more confident, and eager to learn. Siyat was one of the most enthusiastic students.”
After a catch-up period, learners are reassessed to evaluate their reading and numeracy proficiency. Based on their assessment results, they are transitioned to either formal or non-formal educational settings in nearby schools
Targeting 17,800 crisis-affected children, the project is dedicated to restoring safe, protective, and high-quality education opportunities, especially for those in remote areas like Hudur and Elbarde. This will then help them to enter or return to school in these regions. FCA also recruited and trained teachers to ensure the quality of education and provided desks, chairs, and other essential learning materials.
Since joining the ECLC, Siyat has made remarkable progress. He has now transitioned from the learning centre to Bula Shidle IDP School, where he continues his education. The centre not only gave him the opportunity to learn basic literacy and numeracy, but it also opened doors to formal education that he had previously thought were closed to him.
“I now go to school every day, and I dream of becoming a teacher myself,” says Siyat.
Continuous learning, even outside of the school year
Upon admission to the centre, newly displaced learners undergo a learning assessment conducted by newly recruited teachers, with support from a committee established by FCA. Following this assessment, students participate in a catch-up learning programme focused on basic numeracy and literacy skills. This can last between three to six months, depending on their individual levels, ages, and abilities. After this period, learners are reassessed to evaluate their reading and numeracy proficiency. Based on their assessment results, they are transitioned to either formal or non-formal educational settings in nearby schools.
School-aged children are placed in formal primary schools according to their age and abilities, while those who are overage join the Accelerated Basic Education (ABE) program in nearby target schools supported by FCA.
Siyat’s father Mohamed Hussein, shares how the ECLC has changed their lives: “Before the ECLC, we didn’t know how our children would ever get an education. Now, my son has hope, just like other children across the country. The ECLC brought opportunity to our camp.”
Siyat’s father Mohamed Hussein, says the iLearn project has brought opportunity to the camp.
Importantly, the learning programmes at these centres operate continuously, both during and outside the academic school year, until the project concludes in June 2026. At that point, leadership of the centres will be handed over to the established camp education committees, which FCA will train and support to ensure sustainability of these learning opportunity at the settlements for newly arrivals.
Support beyond the classroom
FCA has also appointed child protection focal points at each centre, selected from among the centre’s teachers. These focal points have received training on child protection and safeguarding, equipping them with the skills to identify children facing protection concerns, distress, or harm. They are responsible for providing support or referring children to relevant service providers within the settlements. Additionally, recreational materials are provided to promote play and ensure that children have a positive psychosocial wellbeing experience during their time at the centres.
The success of the ECLC initiative highlights several key lessons. First, bringing education directly to displaced communities is crucial in ensuring that children like Siyat can continue learning despite the challenges of displacement. Secondly, creating a safe and supportive learning environment is essential for helping children overcome the trauma of displacement and focus on their education. Finally, tracking and supporting children as they transition from emergency learning centres to formal schools ensures long-term educational success and retention.
Siyat’s teacher enthuses: “It’s amazing to see how far he has come. Siyat has not only learned to read and write, but he’s also developed a love for learning. He helps his classmates and always asks questions. I have no doubt he will achieve his dream of becoming a teacher.”
— The i-LEARN project, aims to widen inclusive access for displaced children in Southwest State. The initiative is part of FCA’s European Civil Protection and Humanitarian Aid Operations (ECHO) funded Education in Emergencies (EIE) project, in collaboration with our partners, GREDO, Daf Somalia, and the Ministry of Education in Southwest State.
—
Text: Aburus Farah and Mohamed Eisse Photos: FCA Somalia
In crises, girls’ rights are rarely realised – four ways displacement affects girls
The effects of the crisis in the Middle East are far-reaching and could be permanent if the humanitarian emergency is not addressed. In the midst of crises, the situation of girls is usually the most urgent.
Humanitarian crises affect the well-being of the younger generation in many ways. The violence in Gaza and Lebanon has had a particularly strong impact on children and the women who care for them.
More women and children have died in Gaza in the past year than in any other conflict in two decades, according to a recent analysis by aid agency Oxfam. According to UN Women, 70% of civilian casualties in Gaza are women and children.
In Lebanon, up to one million people are estimated by the authorities to have left their homes and fled to safer areas. As the crisis intensifies, more than 241,000 people have sought refuge across the border in Syria (UNHCR 8.10.2024). A significant proportion of those fleeing are children and women.
The rights of children and refugees are rarely respected. This is especially pronounced for girls. Here are four examples to explain why.
1. Conditions in refugee shelters are challenging
When people are forced to leave their homes in a crisis, girls, along with their families often seek shelter in refugee shelters such as those set up in schools, churches and hospitals. With thousands, tens of thousands and eventually hundreds of thousands of people on the move, the shelters quickly become overcrowded. The rights of girls and other refugees to privacy, clean drinking water, food and hygiene are rarely realised.
2. Health is at risk
In a humanitarian crisis, there is also a sudden shortage of health care.
The sick and wounded may not receive adequate care. In poor conditions, diseases spread and vaccination programmes are not available. Even if a child remains healthy, adult caregivers may become sick, injured or die.
Lack of health care, basic services and privacy affects everyone, but the situation for girls is particularly difficult. For example, menstrual hygiene is difficult without clean water and the risks of infection sharply increase.
Where clean drinking water is available, girls may limit their drinking to avoid frequent visits to dirty and unsafe toilets. Access to hygiene supplies and sanitation in crisis situations are essential for the well-being of girls and women in particular.
3. Increasing risk of violence and abuse
In insecure and protracted crisis situations, girls are more vulnerable to violence and abuse. Girls may be surrounded by fewer trustworthy adults, like as relatives and teachers, who would usually protect them and ensure their rights are respected.
The risk of child marriage also increases if the crisis is prolonged. In some cultures, there are misconceptions that early marriage in insecure situations protects the girl child. Risks increase if contraceptive and sexual counselling services cannot be provided because of the prevailing crisis.
4. Breaks from school affect future opportunities
In crisis situations, training is often disrupted or interrupted. Closing the learning gap is important for well-being, development and further education, as the loss of opportunities also robs children of their faith in the future. School also provides children with routines and psychosocial support in times of instability.
Only a small proportion of girls in Gaza have been able to participate in non-regular school-like activities during the year. The longer the interruption in education, the less likely they are to return to school. In turn, interruptions in education can have a direct impact on future livelihoods.
This is why we must try to keep school interruptions as short as possible in times of crisis.
+1. FCA’s work to help girls in crises in the Middle East
It is clear that many girls living in crisis in the Middle East will carry the consequences of the conflict with them for the rest of their lives. The important thing now is that we do everything we can to help, so that the impact is minimised.
Finn Church Aid is working to help girls in Gaza, Lebanon and Syria who have been displaced by the war.
In Gaza, the work aims to get more children involved in school-related activities and to support them in dealing with their trauma. In Lebanon and Syria, we help displaced families meet their basic needs in refugee shelters.
Text: Merja Färm, Erik Nyström, Ulriikka Myöhänen Photo: ACT network member, DSPR, meets the needs of Gazans by providing medical and psychosocial support 18.1.2024. Photo courtesy of DSPR
Gaza is one of the most dangerous places in the world to learn and teach – over 400 teachers have died in the war
On 5 October, World Teachers’ Day, our thoughts turn to Gaza, where children and young people living in the midst of war have been deprived of formal education for almost a year. FCA’s new work in Gaza focuses on education and psychosocial support in a difficult humanitarian situation
GAZA is currently one of the most dangerous places in the world for learning and teaching.
“The situation in schools in Gaza is catastrophic and children are severely traumatised. They have not been able to go to school for a whole year, which is particularly important for children in crisis. Schools and professional teachers offer children a routine and a chance to forget about the war, if only for a moment,” says Sabina Bergholm , FCA Country Director.
World Teachers’ Day is celebrated on 5 October to remind people of the importance of the work that teachers do and the importance of investing in their training and working conditions.
In Gaza, teachers do not have the opportunity to work in a safe environment.
Over 10,000 school children and more than 400 teachers and other education professionals have been killed in the Gaza war this year. In addition, more than 16,000 students and 2,400 teachers have been wounded, according to data from the Ministry of Education in Gaza, available via the UN Office for the Coordination of Humanitarian Affairs (OCHA) as of 2 October 2024.
Around 625,000 schoolchildren and students in Gaza have no access to formal education. 87% of school buildings have either been destroyed or severely damaged.
In September 2024 alone, 17 air strikes hit Gaza schools. According to OCHA data, 14 schools were occupied by refugees at the time of the attacks. Attacking schools is a violation of international humanitarian law.
“Schools should never be the target of bombing. During the war in Gaza, schools have also been used as shelters for refugees. Attacks on schools have killed and injured a huge number of civilians. When the war ends, it will also be difficult to resume teaching in schools, because either there are no schools or they have been damaged in the war,” said Bergholm.
FCA starts education and psychosocial support work in Gaza
Education in emergencies is at the core of FCA’s work. In the midst of crises and disasters, schooling offers children both the opportunity to continue learning and a sense of security and routine.
Working with partner organisations, the programme will focus on reaching out to traumatised and war-affected children, teachers, and other adults around them.
“A temporary school will be set up in Gaza City to provide a range of after-school activities, support and additional education. Gazan teachers will be involved and will be offered psychosocial support and the opportunity to participate in training on teaching in crisis situations,” said Bergholm.
The project is also significant because students who have been caught up in the war have been without formal education for almost a year. Only a small number of children and young people in Gaza have been able to participate in non-formal school activities during the year.
“Teachers are both facilitators of learning for children and important adults who provide security and support during difficult times in their lives. This is why FCA is investing in supporting and further training teachers in the midst of the crisis. We have seen the positive impact that a competent teacher can have on their students,” says Bergholm.
The war in Gaza has also complicated the situation in the occupied West Bank, where FCA’s volunteer network Teachers Without Borders has continued to support teachers over the past year.
Further information and interview requests:
Country Director Sabina Bergholm, +358 40 669 3930, sabina.bergholm@kua.fi
Photo shows Gazan children attending a lesson in a tent school in the town of Deir-al-Balah in central Gaza on 28 September 2024. Only a small number of Gazan children have been able to participate in a school-like activity in the past year. File photo from Xinhua.
FCA’s grants 100,000 euros to humanitarian assistance for education in emergencies in Ethiopia
FCA released 100,000 euros from its Disaster Fund to address the most urgent needs of children from internally displaced populations in and from Ethiopia’s Oromia and Amhara regions, primarily to support Education in Emergencies (EiE)
THE EDUCATION IN EMERGENCIES project aims to improve access to safe, protective, and inclusive primary education for crisis-affected and displaced children in the Amhara region of Ethiopia.
The humanitarian situation across Ethiopia remains dire, with complex and multi-dimensional factors continuously worsening life for millions, including 4.4 million internally displaced people (IDPs) and over 1 million refugees. UNICEF estimates that 7.6 million children are out of school and highlights it as the world’s worst education crisis.
According to data in 2024, 18 per cent of the country’s schools are partially or fully damaged due to conflict and climate shocks. Some 5,000 schools are closed; more than 900 schools have an armed presence, and over 100 schools are used by IDPs as shelters. Despite the acute needs, Ethiopia’s overall education response needs were only 7 percent funded by June 2024.
To address the acute educational needs and to establish FCA as a humanitarian and implementing actor in Ethiopia, the project will be implemented for eight months from September 2024 to April 2025, jointly with a local partner, Education for Sustainable Development (ESD).
The project aims to:
Increase access to safe, protective, and inclusive emergency non-formal primary education through an Accelerated Education Programme (AEP) for IDP children out of school.
Improve community and school resilience, protection, and disaster preparedness to emergency and climatic shocks.
Strengthen strategic humanitarian advocacy for the inclusion of the Age, Gender and Diversity (AGD) and AEP pathways to formal education in the revised national AEP principles and guidelines and enhancement of the Safe School Declaration.
In the midst of an emergency – can education save lives?
Why is education important in the middle of a war or after an earthquake? Why is FCA investing in education in emergencies while people are simultaneously short of basic needs like water and food? Is education a basic right and what does it mean to say that education saves lives?
Unstable environments always affect education
FCA works in countries where schooling and quality education cannot be taken for granted. Conflict, disaster or other negative circumstances interfere with children’s development and learning in multiple ways.
Where FCA works, there are often wars and conflicts that make schooling difficult and even dangerous. The journey to school may not be safe. Schools may be the targets of bombings and other acts of war. For example, in Ukraine, 365 school buildings have been destroyed by war and nearly 3,800 damaged as of summer 2024.
We all have memories of the Covid pandemicthat closed down societies around the world. In Uganda, schools were closed for two years. It was the world’s longest-ever school closure and its consequences will be felt for a long time to come. Other epidemics can also prevent school attendance: in Mubende, Uganda, school closures continued into late 2022 due to the spread of Ebola virus.
Climate change can also decide fate of children’s education: changing conditions mean that water-fetching trips and the effort to get food for the whole family take up a large part of the day. In the worst case, the changing climate will make areas uninhabitable and force families to leave their homes. In addition, for many families, the economic situation makes schooling impossible. Children have to help out at home or go to work instead of attending school.
Rebeka plays at an aid station at the Ukrainian-Hungarian border in Barabás on March 2, 2022. Alyona is sitting on the backgroung. Her family fled Zaporizhzhia near the Crimean Peninsula. Photo: Antti Yrjönen
In crises, education facilities become shelters
In a sudden crisis, such as a natural disaster or the outbreak of conflict, communities enter extraordinary times. Those who have lost their homes, those who have fled and those who have otherwise faced a crisis face a shortage of basic necessities. In a humanitarian disaster, people need shelter, warmth, food, water, medicine and protection.
When Russia invaded Ukraine in late February 2022, huge numbers of Ukrainians fled westwards. Some crossed the border into neighbouring countries, others remained in their home countries as internally displaced persons. Towns and villages were suddenly at the limits of their endurance. Shelters were set up for the refugees in churches, parish halls and village halls. Without exception, schools were also made available to the refugees: schoolchildren stayed at home, beds and mattresses were brought into classrooms, school cooks prepared food for the refugees instead of school meals.
In the face of a humanitarian disaster, schools provide people with vital shelter. Often the situation is also prolonged. The devastating earthquake of February 2023 affected more than 73,000 Aleppo families in Syria. Many families were still living in temporary shelters set up in schools during the summer. Instead of normal lessons, small classrooms were used day after day to carry out the daily chores of large families.
The prolongation of an exceptional situation suddenly creates a new set of headaches: children and young people have no structure to their days, regular teaching is not possible and pupils fall behind. They also miss out on important socialising with their peers. Psychologists in Ukraine report that after years of remote learning due to Covid and then the war, children struggle with communicating and cooperating with their classmates on returning to school.
International and local aid agencies, volunteers and authorities are doing what they can with their resources. For example, FCA has organised after-school activities for children in temporary facilities to allow them to socialise and relax, tutoring to bridge educational gaps, and psychosocial support to deal with trauma.
However, it is in the interests of children and young people that, in the long term, schools should be used for education and training.
Malyun Nishow Mohamed (12) attends class at Mama Gedia Primary School in Hudur Bakool, Somalia. Finn Church Aid continues to support various safety, psychosocial and capacity-building programmes in rural schools across Somalia. Photo: Ismail Taxta.
Education saves lives
International education experts share the view that education has a life-saving impact. This view can be viewed from several angles: for example, the immediate impact of schooling in a crisis situation, and the long-term effects of education.
In the midst of crises and conflicts, schools have a stabilising and embedding effect on their pupils. At school, they can meet their peers and stay in touch with safe adults. After trauma, the human mind needs routines and a sense of normality that can be nurtured at school. In Ukraine, FCA has supported the provision of bomb shelters in schools. While air raids disrupt the normal school routine every few days, learning and everyday life can continue in underground classrooms where childrens can do their homework, play and participate in lessons. Some schools have also built sleeping and washing facilities in bomb shelters.
In situations of war and conflict, schools can also provide information on hazards and risks: classrooms are good places to raise awareness of mines and explosives, for example. A school can also be the place where a child or young person gets the only decent meal of the day – school lunch. A well-functioning school and professional staff also protect pupils from abuse and child labour.
In addition to the immediate, protective and acutely positive impact on quality of life, school attendance also has long-term positive effects. Through education, children and young people have a better chance of building a better future for themselves. Through education, children and young people learn to recognise their own strengths. Even learning to read, count and digital skills provides the necessary prerequisites for a more independent life.
Education is particularly important for young people to help them identify their potential on the labour market of the future as theyapproach adulthood. For some, success at primary school means further study and an academic career. For others, vocational training offers the opportunity to learn skills such as tailoring, farming, mechanics or digital marketing, which will help them to secure at least part of their future livelihoods. Schooling for girls is particularly important because it enables women to earn their own income and support themselves. A woman’s livelihood, in turn, often benefits the whole family. An educated woman also encourages her children to go to school.
Civil Construction Student, Nhuch Sreynut practice installing auto level machine with her teacher and classmates at Regional Polytechic Institute Techo Hun Sen Siem Reap, Cambodia. Photo: Roun Ry
Teachers are key to education success
Teachers play a huge role in the lives of children and whole communities. For a child or young person, a teacher can be an important safe adult who cares for them and meets them face to face daily. Teachers set an example that children and young people are happy to follow.
FCA has supported schools in rural areas in Mubende, Uganda. In recent years, schoolchildren there have improved their learning outcomes significantly. This is the result of a project that trained teachers, involved parents in school activities and provided better learning opportunities for pupils from all backgrounds. Before the project, even teachers did not always bother to come to school: this could be because of low pay, long commutes or a general lack of motivation to teach. When the teacher did not come to school, the children did not come either.
Slowly, the change took root in the community. Parents began to see the importance of education. Teachers were trained, provided with housing near schools and plots of land to cultivate. The maize trade boosted teachers’ small monthly incomes. Teachers began to visit homes to talk to families. Teenage mothers and disabled children were brought into the classroom. Many families now praise the teachers’ work and say that schooling has brought meaning and positive energy to their children’s and families’ lives.
The work of a motivated teacher can be a game changer for the whole community, and their work is also important in humanitarian crises. That is why we need to invest in teachers’ skills and well-being. FCA has organised training courses to strengthen teachers’ knowledge and pedagogical skills, as well as career mentoring to provide a sense of professional pride and trajectory. In war-torn Ukraine and in Syria, where humanitarian crises have saturated the country, our work has focused in particular on psychosocial support: teachers have taken part in training courses to improve their own coping skills, but also their daily teaching work. Teachers have developed skills to deal with trauma with children and young people, whether they are dealing with the experience of being a refugee or the loss of family and home.
FCA Teacher Trainer William Kuony guides educators during a FCA teacher training workshop in New Fangak, Jonglei State, South Sudan. Photo: Maria de la Guardia
Education is a basic right – even in times of crisis
School is a place to learn the skills of the future, be they mathematical, linguistic, social or digital. For children, school is also a safe environment where children can be children: meet their peers, play and learn new skills.
Despite the life-saving impact of education, education in emergencies is grossly underfunded. It accounts for only about three per cent of global humanitarian funding. This is woefully inadequate given that, according to the UN, one in five children in the world lives in an area of armed conflict. In addition, millions and millions of children live under the impact of other types of humanitarian crises. This is a generation that must have the opportunity to build a future of livelihood, economy and peace.
Text: Ulriikka Myöhänen Illustration: Julia Tavast
Snakes, crocodiles and swamps – in South Sudan, the walk to school can be extreme
In the north-east of South Sudan, rugged swamp dominates the landscape and the daily lives of the people who live there. We joined school children as they embarked on the world’s most extraordinary school trip, where the water is waist-deep and dangers range from poisonous snakes and crocodiles to the scorching sun.
FCA runs an EU Humanitarian Aid-funded project to support children and their families in the Fangak region to access quality education and livelihoods.
Text & interviews by Ulriikka Myöhänen Additional interviews by Björn Udd Photos by Antti Yrjönen
THE COCK CROWS at five in the morning. Trees and flowers rustle as the deep black night lets go of its grip and the sun peeks through the sky.
In New Fangak, Bichul Kuon, a village community wipes the sleep from its eyes. 16-year-old Nyaluit Tang Chuol changes clothes and then digs out a stack of books. Chuol’s father waters his small vegetable garden, her mother lets out chickens that have spent the night in their coop and they scratch across the yard.
After six o’clock, the sun has turned into a warm yellow spot on the horizon, and Chuol sets off to lead her siblings through the village and towards the school. The land is dry with grass, bushes and low trees growing here and there. Crickets are chirping.
Soon more children join the group, and Chuol’s friend, 15-year-old Nyatiem Lam Lok, also joins the group from the back. The children shout greetings to each other in Nuer.
“Male!” (Meaning: “Hi!” Literally: “is there peace?”)
“Male mi goa?” (Meaning: “How are you?” Literally: “Is there a good peace?”)
When the party has gone on for ten minutes, the children stop and take off their long pants or raise the hem of their skirts. This is where it begins, perhaps one of the most extraordinary school trips in the world.
The swamp stretching out before us seems to sigh: “come, children, I will do my best to carry you.”
Books and shoes are held as the children make their way through the swamp. Dangers can lurk all over, such as snakes or crocodiles.
Located in the north of South Sudan, close to the Sudanese border, al-Sudd marsh is one of the largest swamps in the world, drawing its moisture from the White Nile and rainfall. The size of the swamp varies according to the season. In the dry season, the swamp can cover an area about the size of Estonia (45 339 square kilometres), while in the rainy season the swamp grows to up to twice as much.
The Arabic name al-Sudd refers to an obstacle, and that is what the swamp has proved to be for many throughout the ages. The mighty mire has cut off the journey of inexperienced travellers since the days of the ancient Egyptians or the Roman Emperor Nero’s exploration through Africa. The challenges continued centuries later, when explorers in the 19th Century continued to search for the source of the Nile.
On the other hand, the difficult terrain of the marsh has also provided shelter for those who know it. The last time this happened was during South Sudan’s brutal civil war (2013–2020). Then the population of the swamp area increased tenfold in some places, because in the complex network of bogs refugees felt safe from attacks.
At first glance, it seems that the swamp is not easy to read. It’s like a self-contained, stubborn prince of an illustrious family. It is haughty, a little arrogant and often full of surprises. But as you get to know Prince al-Sudd, you begin to understand his tricks.
The cadre of schoolchildren on their way to school seems to know the vagaries of the swamp like the back of their hand.
At the start of the journey, the water is half up to your shins and the slippery mud sucks on your feet up to your ankles.
Then it gets deeper. The youngest children reach over their heads with their schoolbooks as the water reaches their waists and even their armpits.
Fortunately, it’s not cold. The thermometer reads thirty degrees Celsius, and in these conditions the water just feels refreshing.
“I always concentrate on the books so as not to drop them in the swamp,” Chuol later explains.
“I dropped a book once,” Lok reveals, and continues, “The teacher gave me a warning and told me to take better care of my things. My parents also scolded me and reminded me that we cannot afford to buy new books.”
The children have to carry their books and clothes through the muddy, and sometimes deep, swamp to school. The amount of water and the surface area of the swamp vary depending on whether it is dry or rainy.
The school goers tell us that the depth of the swamp is a real challenge on the way to school. The situation is better now in March than it will be during the imminent rainy season. The only way to get around the swamp then is by canoe, which few families can afford. During the rainy season, children compete for school transport from local fishermen.
On the way to school, children are tormented by mosquitoes. Chuol says that her skin is often also damaged by the swamp vegetation, especially on the feet. After crossing the swamp, she often has nicks and small cuts.
But there are bigger dangers lurking along the way. Children warn each other not to go too deep into the grassy mounds. The Al-Sudd swamp is home to a wide variety of poisonous snakes and even crocodiles. It is common to see a long, thick-legged serpent swimming away at speed from a boat’s bow in the rivers that crisscross the swamp.
Despite the risks, the children soldier on. The sun is climbing higher and higher, and the school day is about to begin.
Nyaluit Tang Chuol, 16, is motivated to go to school. She is doing particularly well in English. Chuol hopes that education will enable her to live without depending on others for help.
The flood took our school
Finally, the schoolchildren emerge from the watery marsh onto the shore, put on the clothes they had taken off earlier and rinse their feet clean of mud. The last part of the journey is a walk of about a quarter of an hour through a dry, cracked plane. Spiky bushes grow everywhere and leave their thorns clinging to trouser legs, skirt beads and shoes.
Chuol and Lok say that their journey to school has been an hour-long slog like this for years. Four years ago, New Fangak was hit by a huge flood that washed away a school building built near the river.
Due to the flooding, the school site was moved further away from the river, significantly increasing the children’s journey to school. A new school building was never built. On this Monday morning in March, pupils are carrying chalkboards under the few trees that can grow from the dry soil.
“Teachers make the school. As long as you have a good teacher, you can have a school. A classroom without a teacher is not a school,” says Chuol, who says she herself dreams of becoming an English teacher.
FCA pays Gutyiel Lony Gutluuk and other teachers a fee. Many teachers also fish and farm to support their families.
But teachers in New Fangak are in a difficult situation. One of these is that their salaries are often only sporadically paid since South Sudan descended into civil war in 2013.
FCA receives European Union Humanitarian Aid funding for a project that supports Chuol and Loki’s school not only with teaching materials, but also by paying teachers a monthly stipend of 35 000 South Sudanese pounds (about 20 US dollars at March 2024 exchange rates). This is helpful, but too small. Locals estimate that a monthly income of around USD 100 would provide a good living. Many teachers fish and farm alongside their teaching work to support themselves and their families.
“Many South Sudanese children go to school in neighbouring countries, but not all families can afford it. We want to provide the opportunity for education in our own village, so that our community can develop,” says teacher Gutyiel Lony Gutluuk.
Conditions at the school are challenging, as reflected in the declining numbers of pupils. In 2023, the school had around 800 pupils, compared to around 500 today.
The main obstacles to an even somewhat normal school life are the lack of buildings combined with extreme weather events. When the rainy season starts, students and teachers have no roof to shelter under. What was cracked clay soil during the dry season, becomes treacherous mud when the rain falls. Who wants to study or teach up to their waist in mud and with a torrential downpour coursing down their neck?
School days are also made challenging by the lack of toilets and the fact that the nearest water source, a river, is a long walk away. The extreme conditions affect all aspects of daily life. Teachers tell us that just a few months earlier, children would not come to school because their families did not have enough food.
Despite the difficulties, teachers have reason to be proud of their students. Last year, all the school’s pupils passed the national exams, some even with distinction. Going to school feeds young people’s dreams.
The shade of the tree protects schoolchildren from the sun only for the first few hours of the school day. Just over a week after this photo was taken, the South Sudanese government closed schools due to a dangerous heatwave.
THE EXTREME NATURE of the weather becomes more intense as the school day progresses. In the first hours of the morning, a slight breeze sweeps across the tundra, but the higher the sun climbs, the less shade the trees provide for the groups gathered under them.
Children have been sitting on the stools they have brought with them for several hours when the temperature exceeds 40 degrees Celsius. It’s time for a drink break. They dig out bottles, cups and old coffee cans that can be used as drinking vessels and, led by their teacher, head for the river.
“My goal is to be able to manage in the future without having to depend on others,” says Chuol.
Twenty minutes later, the flock arrives at the bank of the river. The water is brown next to the shore, but some of the children wade into the water, wet their hands and faces and fill their drinking bowls, drinking greedily.
“Going to the river and taking water is a risk. We can’t see what’s underneath the surface. There could be sharp things, snakes or even crocodiles.” says Lok.
Chuol says she once saw a crocodile at the watering hole.
“I was really scared and ran away.”
Drinking direct from the river is also a daily risk for schoolchildren, where debilitating diarrhoea and other water-borne diseases are commonplace. On the other hand, a drinking break may be the only thing that keeps children on their feet through a hot school day.
The girls have a wish: a clean water borehole. It would make life easier.
Schoolchildren scramble up the bank after half an hour of crossing the swamp. The final part of the school trip is a walk across dry land.
Families start to send daughters to school
The school day in New Fangak ends at noon when the heat becomes unbearable. Hunger drives Chuol and Loki through the swamps back to their home village of Bichul Kuon. There, the girls eat their first meal of the day, a lunch that their mothers have prepared by the end of the school day.
Come evening, Chuol’s father, Tang Chuol Koryom, is back to what he was doing the morning after the children left for school: watering his small garden, where he grows okra, tomatoes and beans.
The vegetable garden is currently Koryom’s only means of supporting his school-going children. It is where the family gets the ingredients for their daily meals, and the rest of the harvest is sold on the market. Four years ago, the family also owned cattle, but the animals drowned and disappeared in the flooding.
Chuol and Lok dream of becoming highly educated but eventually returning to their home village.
Neither of Chuol’s parents has any education. In general, the level of education in the New Fangak region was very low before the civil war. In the last ten years, more and more families have started to send their daughters to school, not only because of the advocacy work of the organisations, but also because there is a school nearby that provides educational materials for its students.
Choul has done well in English. Koryom says he is particularly proud of this.
“I can’t write myself and I don’t have any special skills. I hope my children’s path will be different than mine,” he says.
Are parents afraid of their children’s dangerous journey to school?
Koryom admits that crossing the swamp is a challenge, but says he would be more afraid to put his children on a bus trip to the city.
“There are no car accidents here because we don’t have cars. I am not afraid for my children.”
AND WITH THAT, the school day ends. The al-Sudd swamp is indeed difficult and ruthless, but everything is relative. As well as being unpredictable, the stubborn prince has his charms.
From the high heather on the shores, lanky herons and African Jacanas take flight. Blue and purple water lilies dot the waterways, and tree trunks curl skywards like royal sceptres. In the rivers, children and adults alike bathe in the heat of the day and chuckle cheerful greetings to boaters. For many, the fishing rivers also provide a daily meal.
Everyday life is modest, but for the inhabitants of the swamp, it is often the only life they can imagine.
“If I go to university, I will have to move away for four or five years. But when I finish my studies, I will return home to develop my community,” Lok plans.
Chuol also dreams of completing as much education as possible but eventually returning home.
This is good news for the village.
Stephen Chan, an FCA education mentor working in South Sudan, was also interviewed for this story.
The school day in New Fangak ends at noon when the heat becomes unbearable. That’s when the children head back home.
Key facts
We work with EU Humanitarian Aid (ECHO) funding in an innovative project to build the resilience of the population in New Fangak to respond to challenges, such as conflict and adverse weather conditions leading to a lack of food.
Through a holistic method of improving schools, training teachers and assisting families of children with livelihood support, the whole community’s quality of life improves.
In addition, we help families find alternative livelihoods, provided seeds and agricultural tools with relevant training. We also conduct door to door awareness campaigns on child protection and back to school information.
Aid workers at the core of crises – where to find the courage to help?
FCA staff in Ukraine, South Sudan and Syria face seemingly insurmountable challenges every day.
Text: Ruth Owen
WORKING IN CRISIS CONDITIONS means frequent threats to your safety and a constant challenge to your mental well-being. In this story, three FCA Country Directors share the unique challenges they face in their work amid conflict and humanitarian crises. They also reveal what inspires and motivates them to continue their work despite the challenges.
Seme Nelson, Country Director of Church Aid South Sudan, is motivated to see the change that his work brings. “Every time we witness a change, for example among children going to school, I get the feeling that our work is contributing to social change, improving people’s lives and opportunities to claim their rights.” Photo by Ulriikka Myöhänen / FCA
“Every time I come to work, I know that what I do has a direct impact on other people”
Seme Nelson studied peace, conflict and development studies at universities on three different continents. However, he decided to return to his native South Sudan, where he now heads the FCA’s Country Office.
“The challenges in South Sudan are manifold. The country is unstable and its economy is fragile. Many live in poverty, exacerbated by conflict, refugees and war in neighbouring Sudan.
South Sudan was basically founded on a background and legacy of violent conflict and internal civil wars. It’s continued to affect the entire stability of the state. We have also faced threats to our security at FCA. Our Pibor office was ransacked by local people in 2016 amongst widespread attacks on NGOs. And in 2022 our Fangak office destroyed fighting between armed groups, but our staff remain, as do I.
In 2020, I considered remaining in Japan, where I did my master’s degree. But I considered whether what I do would make a significant difference to people’s lives or not. When I remain here in South Sudan, every time I come to work, there is a very direct connection between what I do and how it impacts people.
What has continued to push our staff to continue to work despite the difficulties and challenges is the impact that our programme makes on the people. Every time you see these beautiful stories of change. From young people, mothers, kids who are able to go to school. You feel like our work is contributing to transforming societies, improving people’s access to livelihoods and helping citizens demand their rights.
When the Sudanese conflict broke out in 2022, a lot of Sudanese fled to South Sudan along with former South Sudanese refugees who decided to return to their country. At present, I think only five per cent of these refugees from Sudan are living in refugee camps or settlements inside South Sudan. Probably 80 per cent of them are housed by South Sudanese – people who have decided to open their homes to welcome Sudanese refugees to share the little that they have. The media always wants to document stories of suffering, of desperations, but for me I think we should highlight positive stories like these more.
Yes, my country is founded on a story of conflict and desperation – the process of state building has almost started from zero. But if we look at the infrastructural transformation of the country from 2005 when the second civil war ended, there has been a tremendous growth process. The country has a city called Juba that we’re proud of today, that never even existed before! Regardless the situation of desperation in this country, the generosity, strength and courage of people is something worth acknowledging.
“It is important to distinguish between political problems and solidarity with people who are suffering”
Mazen Khzouz’s home is in Jordan, but his work requires him to spend long periods away from his family. As FCA Country Director for Syria, he believes it is important for him to be close to the communities he works with.
Mazen Khzouz, FCA Country Director for Syria. Photo by Mohammed al-Masrab
“I’m not the kind of person who’s satisfied with only doing the basic in my life. I need to do more. I need to be closer to people who I serve.
Syria is suffering the effects of a long conflict, economic collapse and a devastating earthquake. The country is under severe sanctions, which are contributing to the impoverishment of the population and increasing suffering. Sanctions have led to a lack of access to all basic necessities and a lack of money. Prices have skyrocketed, purchasing power has been eroded and unemployment is very high. An estimated 90% of Syrians now live below the poverty line. The cost of living has more than doubled since 2023, as measured by the Minimum Expenditure Basket.
The security situation in Syria has improved in relative terms compared to the most difficult years of the conflict. Humanitarian actors are now in a better position to reach vulnerable groups. However, the security situation remains volatile and new outbreaks of violence are possible. Sporadic attacks, inter-group clashes and multiple checkpoints between population centres can also slow down progress in the areas where the FCA’s work is taking place. Journeys to schools and communities can take as long as three or four hours.
Social tensions increase during disasters. It gets frustrating when some people get help and others don’t, even though many need it. Tensions are also a risk for our employees. To mitigate them and ensure staff safety, we build strong relationships with community leaders and local actors.
When we understand that people are struggling to meet their basic needs – to feed and clothe their children – it is easy to understand their strong reactions. We at FCA Syria wish we could do more and reach even more of those in need.
All our employees are Syrian. Staff members have lost loved ones in war, earthquake and even cholera. It is common for one of our staff to help at least two or three other relatives or households with their income.
My family back in Jordan are wondering how much I can endure from the situation, but the proximity to the country helps a lot. I explain to my family we have a strong evacuation plan and I give them assurance that we are safe.
The media constructs a certain image of Syria, which influences the perceptions and opinions about the people and that’s a very big mistake. We need to differentiate between people who are suffering and whatever problems there may be in the political domain.
The Syrian people do not deserve to be mistreated. They are human beings. They have children. They deserve to live a decent life as much as you and I do.”
Patricia Maruschak, who grew up in Canada’s Ukrainian diaspora, returned to her roots in Ukraine when FCA was looking for a Country Director for its office in the war-torn country. Photo by Antti Yrjönen / KUA
“I miss my family, but I want to see Ukraine prosper and be free”
Patricia Maruschak is the granddaughter of Ukrainian immigrants to Canada and grew up in the Ukrainian diaspora. She lived and worked in Ukraine from 2006 to 2010, before returning in 2022 to head up the FCA Ukraine office.
Ukraine has been at full since its neighbour Russia invaded in 2022. Frequent air alarms across the country, when there is a threat of attack, lead to constant disruptions to daily life. This impacts greatly on children’s education and their psychological wellbeing, as well of that of their teachers.
Recently in Chernihiv, one of the schools where we have done repairs was damaged because there was a bombing very close to the school. The alarm went off, everyone went downstairs, and were standing for the daily moment of silence for the fallen. During that moment there were three huge explosions close by. Everyone had to immediately lie on the ground, the children were very scared. It’s the teachers’ job to keep them calm in a situation that’s uncertain for everyone. In the meantime, people from the street were also trying to get into the shelter.
All over the country, when an air alarm goes off, everyone has to go into the shelter. Teachers have to try and continue with learning where sometimes there’s no separation for classes. Imagine trying to continue a lesson with 7 or 8 year olds when there are now another 100 children in the room!
We train teachers in ‘psychological first aid’ to help children in the moment. Then we also train them in ongoing mental health support for kids, who have had trauma experiences, or have family members who are away fighting or have returned severely injured and have their own traumas. And then we also help teachers take care of themselves with coping strategies.
Many of our staff never worked in NGOs previously, coming mainly from the business community, but now they’re proud to be helping fellow Ukrainains.
Our procurement officer was an IDP (Internally Displaced Person) at the beginning of the war, because her community was occupied by Russian troops for a while. Meanwhile, our head psychologist has been displaced twice, firstly from Donetsk due to Russian occupation in 2014 and then from the south-east of the country when the fullscale war began in 2021. It’s not just a job for our people, it’s also their life.
I miss my family a lot. But there are clear needs here and the ability to make an impact in Ukraine is very high. We work with capable and experienced Ukrainian education experts. It’s a pleasure and a good challenge to work alongside them and personally, I want to see Ukraine succeed and be free and capable of making its own choices.”
Seme, Mazen and Patricia will speak at the World Village Festival in Helsinki on 25 May 2024.
FCA leads education access project in Ukraine as part of $18 million Education Cannot Wait grant
Building on two years of success rehabilitating educational institutions in Ukraine, FCA is now leading a major new project supporting children and teachers in the Sumy, Pultava, Dnipro, Zapori-ja, and Odessa regions.
SINCE THE START of the full-scale war in Ukraine in 2022, hundreds of educational institutions have been damaged or destroyed. Recent estimates indicate more than 3,500 education institutions have been damaged, including over 340 destroyed.
Meanwhile, on top of two years of remote learning due to the Covid pandemic, many schoolchildren have been robbed of the chance to attend school in person by the constant threat of air raids.
Education Cannot Wait fund supports new FCA project
The Education Cannot Wait global fund awarded the total grant of $18 million USD to two separate consortiums, one led by FCA and the other by the Kyiv School of Economics Institute.
The consortium led by FCA and including Ukrainian partner organisations will be given $8.5 million USD to implement a new education project.
The ‘Empowering Children Through Education’ project will target children and teachers in Sumy, Poltava, Dnipro, Zaporizhzhia, and Odesa oblasts.
Over 24 months, FCA and partners will rehabilitate and renovate schools and pre-schools to make them safe and modern places of learning. They will improve education quality by designing modular programmes for vocational education training, learning kits for use in shelters and specialised teacher training.
Moreover, the group will continue to support extra-curricula activities, psychosocial training focusing on the mental health of children and teachers, and catch-up lessons for pupils returning to mainstream schooling.
As part of ongoing education work in Ukraine, FCA works with psychologists who visit schools regularly. Psychologists help children process anxiety and worries through play and art. PHOTO: Antti Yrjönen/FCA
Says FCA Senior Education expert Pauliina Kemppainen, “this grant from Education Cannot Wait is a lifeline for many learners in Ukraine, in terms of continued learning and improved quality of online and distance education, which they have relied on since the Covid-19 pandemic, continuing until today. FCA and our Ukrainian partners are delighted to be able to continue supporting the education response in Ukraine, now with even more enhanced impact.
Additionally, and in collaboration with Finnish educational experts, the programme will design teaching materials and train up to 5,000 secondary educators.
Building on EU-funded education success in Ukraine
FCA Ukraine is already the consortium lead of the European Union-funded €19 million EUR project “Safe Return to Learning”, which has proven success in delivery quality education, training and support for children and teachers.
“The situation in Ukraine is different compared to many contexts where international organisations are used to implementing education in emergencies programming, stemming from having a strong and functioning education sector even at the time of war. FCA has been very fortunate to find long-term, local partner organisations and strong national teams with whom we can closely work together to ensure the relevance of the planned responses,” says Kemppainen.
Quality education needs improved infrastructure
By focusing on infrastructure, technological access, and the quality of education, the initiative not only addresses immediate needs but also invests in the future of Ukrainian society, something highlighted by Alexander Savka, FCA project manager in Ukraine.
“At the core of the programme is our commitment to not only rebuild but to innovate and enhance the Ukrainian education system. Our efforts to equip, educate, and empower are grounded in a vision of resilience, ensuring that every child, regardless of circumstance, has access to quality education. Together with our partners, we will develop programs that will engage over 30,000 beneficiaries across Ukraine and help improve educational programs for schools.”
Laptops and tablets allow teachers to continue lessons outside of the classroom, for example in an air raid shelter. These were distributed in Slavutych thanks to the donation of a Finnish NGO.
Infrastructure support encompasses the purchase of 20,000 laptops for children cut off from traditional learning pathways, ensuring that distance learning becomes a viable and effective option.It also includes the repair and outfitting of shelters alongside the restoration of educational institutions damaged in recent times.
Moreover, the initiative places a strong emphasis on elevating the quality of education through the creation of digital content tailored for efficient distance learning. It also aims to refine educational programmes and teaching materials within the framework of the New Ukrainian School (NUS) curriculum reforms and vocational education reforms, marking a pivotal step towards modernising Ukraine’s educational offerings.
FCA’s work continues in Ukraine and expands to vocational education and training
In two years, the war has damaged 3,428 educational institutions and destroyed 365 schools in Ukraine. Over the past two years, Finn Church Aid has supported the schooling of Ukrainian children and young people, for example by providing shelters and psychosocial support.
The work continues in schools such as those set up in Kharkiv metro stations and has been extended to vocational education over the past year.
24TH FEBRUARY marks two years since the start of Russia’s war of aggression in Ukraine. The war has affected the lives of 7 million Ukrainian children and young people. In total, 3,428 schools and other educational institutions in Ukraine have been damaged and 365 have been destroyed beyond repair in the last two years (Source).
Finn Church Aid’s (FCA) humanitarian aid mission in Ukraine began shortly after the war broke out. Work is ongoing, particularly to safeguard education. FCA’s work in Ukraine includes building and equipping bomb shelters to protect education even during air raids, strengthening the skills of education professionals and psychosocial support for children, and supporting digital learning opportunities.
“Over the past two years, we have laid the foundations and built the networks to be known in Ukraine as a supporter of education,” said Ikali Karvinen, FCA’s Deputy Executive Director, who visited FCA’s areas of operation in Ukraine in early February.
Schooling in the middle of war requires special solutions such as underground metro schools
In Kharkiv, for example, the FCA has been working hard to ensure that more children have access to psychosocial support. In addition, FCA has supported the underground metro school with EU funding. The school was established in autumn 2023 and FCA has purchased materials and offered psychologists training so that theycan provide psychosocial support lessons fo children. Kharkiv, in the east of Ukraine, has been the target of constant aerial bombardment since the beginning of the war, making it impossible to attend school under normal conditions.
The Kharkiv metro school now operates in two shifts. However, the metro school, with over a thousand pupils, is only a first aid measure in a situation where 110,000 children and young people from Kharkiv are enrolled in primary education.
Yuliaa Yurova, aged 6, in a classroom in Kharkiv Metro School. PHOTO: Antti Yrjönen / FCA
Access to classroom teaching is particularly important for young pupils. 6-year-old Yulia Yurova is one of the first to start school thanks to the metro school.
“I’m happy that my child was able to start local education from the first grade. It’s much more than I could give her as a mother in home education. My child is talkative and likes to be with other children. She is always eager to go to school,” says Natalia Yurova, mother of Julia.
According to the authorities, only about half of children and young people in Kharkiv attend school, which, with the exception of the metro school, is mainly distance learning. Many families in Kharkiv have been forced to flee abroad or to other parts of Ukraine, cutting off schooling for months or even years.
FCA’s work extends to vocational education and training
According to Deputy Executive Director Karvinen, work will continue in the long term in existing and new geographical areas. In Ukraine, FCA works in regions such as Kharkiv, Chernihiv, Zhytomyr and Kyiv.
“We will continue our work to ensure that children’s right to education is fulfilled and that schools have access to the necessary educational equipment and safe facilities,” says Karvinen.
FCA’s Deputy Executive Director Ikali Karvinen (right) visited Ukraine in early 2024. Country Director Patricia Maruschak (left) hosted the visit to some of the schools FCA is currently supporting in East Ukraine. PHOTO: VERONIKA KOROBKO / FCA
According to Karvinen, digital learning environments will be particularly important in the future. FCA has extended its work from basic education to vocational education and training.
“We are particularly interested in cooperation between companies and educational institutions,” says Karvinen.
Supporting education in a crisis context has two simultaneous objectives. Schools create a safe space for children to learn, deal with emotions and connect with other people. They also serve as a starting point for reconstruction.
“Only educated children and young people will be able to support society later on in the huge reconstruction needs that Ukraine will face as a result of the war,” says Karvinen.
“School creates hope both for today and for the distant future. An educated child is the engine that will help society change and overcome the crisis.”
