The annual Nenäpäivä (“Nose Day”) event in Finland collects contributions to support the education of teenage mothers, underage workers, and students with disabilities. In remote Ugandan schools, these funds are helping some students achieve even the highest grades on the scale.
DRUMS BANG OUT a rhythm as children dance and sing in the schoolyard. They are celebrating the beginning of a new school year at a remote school in Mubende, about 150 kilometres west of Uganda’s capital.
As the children celebrate, the whole village celebrates. A boy sitting by a tree in the yard takes up a cue from the adults, digs up a rectangular tin box and holds it confidently between his fingers. It is not only smartphones capturing this performance – it is also saved on the imaginary memory card of the box.
The music and drama group performed at the beginning of the semester in the school yard in Mubende. The group’s activities have been supported with “Nose Day” funds.
This Ugandan school used to be one of the worst performers in the Ugandan national competency test. Now, it is the specifically preferred option for an increasing numbers of parents. Its students’ grades and reading skills have improved dramatically, teachers are getting extra training and extra-curricular music, sport and drama activities are being organized for the children.
“Some of our students still have learning difficulties, but at least now us teachers have the tools to tackle these challenges,” says Mary Tuhirirwe, who has been a teacher at the school for 12 years.
Finn Church Aid has been using Nose Day funds to support schools in Mubende since 2019. A key role has been played by Racobao, a local partner organization. In collaboration with the schools, Racobao has introduced what a crucial element to the mix: letting the whole village community to participate in helping.
COMPARABLE results have been achieved in a total of 20 Ugandan schools, many of which were often empty before the project. Sometimes even the teachers skipped school.
On the first day of school, 87 children are present at Tuhirirwe school. In a school with more than 500 students, it is not a huge number, but the teachers are not yet alarmed. The bean harvest is underway, which will keep many families busy for a few more days.
87 children attended on the first day at Mary’s school. It is not a substantial number in a school with over 500 pupils, but the teachers are not particularly worried yet. They know that the bean harvest is underway – that will keep many families busy for a few days more. Kids skipping the first few days of school to work in the fields is hardly a disaster, though Mary worries more about the children working in the nearby mine.
“I’ve been telling parents to put their kids to school – it’s always worth it. Yes, the work might get the child paid, but such money will be sent in an instant. Education, however, is an investment for a lifetime,” Mary Tuhirirwe stresses.
17-year-old teenage mother Miriam prepares a meal for the family. In Uganda, bean harvesting is a time that employs both adults and children.
Around these parts, it is never self-evident that schools are even open at any given moment. Due to COVID, Ugandan children have endured a two-year school closure – the longest one in the world.
Mubende suffered another tragedy when Ebola started spreading in the region in late 2022, with the schools closing for months yet again. The school closures have had a transformative effect on the lives of many girls, with a significant increase in teenage pregnancies.
In the end of 2022, Mubende suffered an outbreak of Ebola virus. There are still warning signs around the school area.
17-year-old Miriam (name changed) was 15 when she gave birth to a son. The father of the baby left the village after learning that Miriam was pregnant, offering no support to the young mother. Miriam tells us how she dropped out of school once her belly started getting bigger, and how sad it made her feel.
“My mom said I couldn’t go to school anymore, since I would be setting a bad example for the other children,” Miriam recalls. She is stroking her son’s head as he sits on her lap.
When Mary Tuhirirwe turned up in her backyard one day, Miriam’s world turned upside down.
“Madame Mary has come to talk about my sisters,” I thought. When I realized it was about how I could return to school instead, I was over the moon,” Miriam recalls.
Mary assured Miriam she would not have to pay school fees – just returning to school was enough. Miriam’s mother finally agreed with the plan, promising to look after the boy during school hours.
Miriam became mother when she was 15 years old. Now she’s back to school while her mother takes care of Junior, 2.
It is not easy, being a teenage mother in the countryside. The neighbors keep whispering behind her back and mocking the young mother. Many think Miriam is weird for choosing school over regular work.
“I have a child, but I also still see myself as a child. I want to educate myself and hope to have the skills to take on adult responsibilities at some point,” Miriam reflects. She offers advice to other teenage mothers:
“Pregnancy is not the end of the world, and you can always return to school after giving birth. I never regret being a mother, but still, once I grow up, I want to be a teacher – just like madame Mary.”
The interview ends with Miriam asking if she can leave home to go to school already. The day’s lessons are already in progress.
ALONGSIDE child workers and teenage mothers, teachers have also encouraged parents to ensure the education of children with disabilities. At another school, at the end of the red-sand roads, Joshua Kisakye attends classes. He is 6 years old but looks below his age and cannot move at all on his own.
When village teachers went into homes to encourage parents to send their children to school, Joshua’s mother Mariam Nakintu was exhilarated. Finally, something new to add to her son’s days.
“Joshua has been in school for a year with other children. He is no longer as shy; he no longer hides when there are other people visiting,” Marian says.
“Joshua has been at school for a year together with other children. He is no longer so shy and doesn’t hide when other guests come home,” says Nakintu in his backyard. Dressed in a pink shirt, Joshua and his little brother, 2-year-old Chrimas, are spinning on their mother’s lap.
An outsider might not see much progress, but Joshua seems to respond by making noises when teacher John Twesiime teaches him the alphabet in class.
“Many parents keep thinking that children with disabilities don’t belong in school. Joshua is very special to me, though, and I try to create a learning environment where he can learn together with his peers.”
OTHER students at Joshua’s school have also benefited from the work supported by the Nose Day funds. There are more and more children attending school these days. Interaction between families and the school has improved, which in turn affects the whole village’s experience of community identity and its value.
Nasande Aneti, Nyamdwin Johnson, Nisurunziza Bidas, Mutabazi Umal and Ssemyonga Johnson belong to school’s parents’ association. Parents play an important role in attitude education, and now more and more children in the village go to school.
Nisurunziza Bidas, a family father, is a member of the parents’ association, which actively promotes dialogue between the community and the school. The project’s start in 2019 saw a clear effect on the students’ grades. For the first time ever, schools in the Mubende district are seeing kids getting even the highest grades on the scale.
“Education is crucial. I have tried to get parents to put their children in school right from the first day on. Sure, my children have to housework to do in the evenings and during holidays, but when schools start, that’s study time,” says Nisurunziza Bidas, bluntly.
BY THE END of the first school week, more and more households have finished the bean harvest. One look at the blackboard of Mary Tuhirirwe’s school confirms this: 87 pupils came to school on Monday, 217 on Thursday.
By the end of the first school week 87 pupils came to school on Monday, 217 on Thursday.
Now the classrooms are full of joyful noise. It is lunchtime and the kids dig out the plastic cups they have brought with them. The cook pours a ladleful of corn gruel into each cup. Having school meals is a step forward in these parts in helping improve the children’s concentration. No-one learns well with an empty stomach.
Families agree to bring a few kilos of corn to the school’s common storage for the semester.
Lean as it is, the whole community is chipping in to provide this corn gruel. Families have pledged to bring a few kilos of corn for the school’s common store for the semester. The teachers also cultivate fields, not only for the school but also for their own use. The extra income from cultivation is also needed by Mary Tuhirirwe, whose monthly salary is only about EUR 100. Mary also dreams of rearing pigs – but teaching is still her chief calling.
“Students’ behaviour has changed. They know their rights and possess more skills for doing different things. I can only hope this change can be maintained.”
Text and photos by Ulriikka Myöhänen
“I’ve been telling parents to put their kids to school – it’s always worth it. Education, however, is an investment for a lifetime,” says Mary Tuhirirwe, a teacher in Mubende school.
FCA Uganda and UNHCR award 30 scholarships for refugees to study in Italy
Finn Church Aid (FCA) in partnership with the UN Refugee Agency (UNHCR) has awarded scholarships to 30 refugees to study various master’s degrees in Italy.
The students enrolled in the University Corridors for Refugees (UNICORE) project are from Uganda’s refugee settlements of Kyangwali, Kyaka II, Rwamwanja, Bidibidi, Palorinya, Adjumani, Koboko, Kiryandongo, Adjumani, Palabek and Uganda’s capital – Kampala.
THE UNICORESCHOLARSHIP programme aims to increase opportunities for refugees currently residing in Kenya, Niger, Nigeria, South Africa, Uganda, Zambia and Zimbabwe to continue their higher education in Italy in a bid to promote higher education and increase the share of refugees enrolled in higher education. The program is a funded by a consortium of 33 universities in Italy coordinated by UNHCR Italy.
FCA took part in the fifth cohort of the programme, which was the first with Ugandan participation. Out of 50 UNICORE scholarship slots across Africa, Uganda was awarded 30.
25 candidates travelled to Italy on October 12th 2023, while the remaining will follow at a later date.
Candidates from refugee settlements in Uganda were awarded UNICORE scholarships with FCA support, enabling them to study in Italy. Photo: Linda Kabuzire
Refugee advocates
Speaking during the send-off for the candidates to Italy, Wycliffe Nsheka, Country Director for Finn Church Aid Uganda, commended the successful students for receiving the scholarships and encouraged them to study hard.
“Finn Church Aid supports the right to quality education right from early childhood through primary and secondary school, as well as vocational and higher education. We will continue working with UNHCR to look into different opportunities for different pathways in order to make sure that we assist refugees in realising their education goals.
He encouraged the candidates to be ambassadors in Italy. “Go and succeed, get new opportunities, and make your life better. We would like you to inspire more refugees.”
Representatives of UNHCR also echoed Mr Nsheka’s message encouraging the candidates to act as refugee advocates.
“We have been working with Finn Church Aid for about a year to expand the complementary pathways project. A lot has been done behind the scenes for the UNICORE programme to reach here and I appreciate FCA being a good partner,” said Mike John Wells – Senior Resettlement Officer at UNHCR Kampala.
Some of the candidates arriving at Entebbe International Airport ahead of their flight to Italy. Photo: Linda Kabuzire
FCA assisted at every stage
FCA Uganda played a number of roles throughout the process including information dissemination, career guidance and counseling, scholarship application support, supporting candidates in acquisition of travel documents, visa applications and psychosocial support. The organisation collaborated with UNHCR in Uganda and Italy, as well as the Office of the Prime Minister and the Embassy of Italy to support the pre-departure processes.
The process also led to a new opportunity opening up for potential refugee students.
“As a result of this performance, Italy launched the Sports Corridor as an additional pathway for candidates to pursue their bachelor’s degree in Italy through competence in and contribution to sports. A list of 38 potential candidates (34 Male and 4 Female) has been shared with UNHCR for selection for this pathway,” said Diana Berocwiny, Complementary Pathways Officer at FCA Uganda.
The scholarship covers a large number of expenses, including, but not limited to: application and tuition fees; books, language training; a monthly stipend; housing; transportation; health insurance; mentoring or psychosocial support, travel costs to the third country and visa fees.
The students are also permitted to undertake work-study or part-time employment.
Scholarship recipients enthusiastic
Umwari Joviale at Entebbe International Airport, Uganda before her flight to Italy. Photo: Linda Kabuzire
Umwari Joviale, a Congolese refugee from Rwamwanja, is eager to study international accounting and management at the University of Siena in Italy.
“I am happy that my dream will come true. I dream of reaching far and supporting vulnerable people. Joining the university is a sign that I will.” She tells us.
Joviale came to Uganda with her family in 2014. They were escaping the war in Congo.
“When we got here, Rwamwanja refugee settlement was just a bush. The settlement at the time had a small population. My one and only hope at the time was to be able to eat. I cannot lie to you that I had any other dream then, I just dreamed of having a proper meal. We only received maize and beans, so I always dreamed of eating meat.” She adds.
“I had been studying in Congo, so after settling in the settlement I decided to look for opportunities. Every day I would walk for three hours to UNHCR offices in the settlement, sit at the gate and wait for someone to come and help me.:
After repeated trips to UNHCR offices, Joviale was able to secure funding in 2016 to attend Bugema University and pursued a diploma in accounting.
“I put a lot of effort into my academics and outperformed my peers in class. Now that I have received this UNICORE scholarship, I am grateful that I will continue my education. I will not wait until I graduate from university to start fulfilling my passion of helping girls in Rwamwanja refugee camp and other disadvantaged individuals. I shall begin working on it immediately,” she adds.
Kibrom hopes to develop a novel medication
Beyene Kibrom Abrahaley says he wants to change the medical industry in his home country Eritrea. Photo: Linda Kabuzire
Beyene Kibrom Abrahaley, an Eritrean refugee, will study medical biotechnology in Italy. He is appreciative of the scholarship since it advances his goal of changing the medical industry in his home country.
He says, “I have seen many people die, so I hope to find a new drug after my studies so that everyone can live a great life.”
Kibrom escaped his home country because of insecurity and arrived in Uganda via Sudan.
“Smugglers transported me. My journey wasn’t simple; and I still have many traumas from it. I’m grateful to the government of Uganda and UNHCR for improving my life,” he explains.
“I discovered the UNICORE programme while researching educational options online after relocating to Kampala. and was able to apply and complete the process with FCA’s assistance. I am excited to start on my master’s degree.”
More about the UNICORE programme
The University Corridors for Refugees UNICORE project is promoted by 33 Italian universities with the support of UNHCR, the Italian Ministry of Foreign Affairs and International Cooperation, Caritas Italiana, Diaconia Valdese, Jesuit Refugee Service and other partners.
Today, 7% of refugees have access to higher education compared to only 1% in 2019. This is, however, far below the global average tertiary and higher education enrollment among non-refugees, which stands at more than 40 per cent.
Ahead of this year’s Global Refugee Forum – the world’s largest annual gathering on refugees, to be held in Geneva in December 2023 – UNHCR is urging states and the private sector to come forward with pledges to increase funding for and access to higher education by joining and marking contributions to the 15by30 global pledge on refugee higher education and self-reliance, which aims to achieve enrolment of 15% of refugee youth in higher education by 2030.
FCA volunteers leave West Bank due to security situation – work on right to quality education continues
FCA’s work in the education sector in the West Bank and East Jerusalem also includes organising psychosocial support for children and school staff. PHOTO: FCA
FCA stresses that development cooperation in the Palestinian territories and Israel must continue despite the crisis.
FINNISH VOLUNTEERS for Finn Church Aid (FCA) working in the West Bank and East Jerusalem, were relocated from the area on Tuesday, October 10. The withdrawal is due to the worsening security situation in Israel and the Palestinian territories caused by the recent military escalation, started by Hamas and followed by Israeli military bombardment of Gaza.
FCA had five EAPPI – volunteer human rights observers and three Teachers Without Borders volunteers in the West Bank and East Jerusalem. The decision to withdraw the volunteers from the area was made together with the Finn Church Aid’s security and management team.
“All of our volunteers are doing well and have told us that they are satisfied with the arrangements made by FCA”, said Sabina Bergholm, head of FCA’s volunteer work.
The work continues and could take new forms
FCA hopes the violence in the occupied Palestinian territories and in Israel stops immediately. FCA also calls for the implementation of humanitarian law and human rights in the region. Violence against civilians is always wrong, and according to humanitarian law, civilians must be protected, respected and treated humanely in all circumstances.
FCA also highlights the importance of the work in the Palestinian territories and Israel continuing despite the crisis. The consequences of the possible halt to our work would further damage the lives of civilians suffering from the crisis.
FCA’s work in East Jerusalem and the West Bank focuses on supporting quality and inclusive education for all. The work will continue as far as possible, as education and access to learning are important even in crisis situations. School provides routine and support in the lives of children and young people and, in uncertain times, teachers are important, safe adults for learners. FCA’s work in the education sector also includes organising psychosocial support for learners, teachers and other school staff.
“The work of our country programme continues with the strength of our local employees and partner organisations. We will continue our work in the education sector and in these challenging times with a focus especially on psychosocial support,” says Bergholm.
FCA is in constant contact with its local employees and closely monitors the development of the security situation in the area. FCA is also looking into whether the work of volunteer experts, who have left the area, could continue remotely. The Teachers Without Borders network has significant experience with models created during the Covid pandemic, where remote connections proved to be important tools for sustaining valuable collaboration.
Day of the Girl Child 2023: Aderine went from adversity to aspiration
Aderine returned to school after giving birth thanks to the INCLUDE Project supported by European Union Humanitarian Aid
October 11th is celebrated worldwide as the International Day of the Girl Child, a day dedicated to promoting girls’ rights and opportunities, while recognising the unique challenges girls face.
AT JUST 15 years old, Uwamahirwe Aderine found herself in a challenging situation. Experiencing peer pressure from her social group, she had a relationship with a man that led to a pregnancy.
She had grown up in Rwamwanja refugee settlement in southwestern Uganda, her family and nine siblings having fled the Democratic Republic of Congo to Uganda in 2013 to seek refuge and a better life.
The news was a shock for both her and her parents, who were very disappointed. It was clear that Aderine was far too young to become a mother, and her dreams of education seemed to be over.
Support and a second chance
Through Finn Church Aid Uganda and their “Back to School” campaigns, Aderine was identified as a girl in need of help. The organisation provided crucial support to her through a career guidance assistant, who closely followed her journey and persuaded her back to school.
When Aderine was ready to rejoin the education system, she was enrolled in the Accelerated Education Programme (AEP) supported by European Union humanitarian aid (ECHO) funding. The AEP programme is designed to cater to the unique needs of young mothers and adult students.
The support allowed Aderine to refocus on her life and commitment to education. Despite her young age, she realised the immense importance of education in her life and her future aspirations.
“Because of school, I am more focused on my studies,” she says, confiding in us also her dream to become a teacher herself.
Aderine with her baby at her home in Rwamwanja refugee settlement.
Aderine’s family play a crucial role
Aderine’s parents, particularly her mother, Nzitukuze Perache, were instrumental in her journey. Though initially disappointed, they decided to support her decision to carry the pregnancy to term. Ms Perache, the mother of ten children, values education deeply, as she herself never had the chance to receive it. She, like many mothers, appreciate the importance of education as a means to a better life, not just for her family but for the community at large.
“Education is very important especially for girls. Instead of getting married, they need to finish school so they can have a bright future. I didn’t manage to complete school, but I work hard so my children can go to school and live a better life than me.” Ms Perache tell us.
Aderine and her mother Nzitukuze Perache sit in front of their house in Rwamwanja refugee settlement.
The importance of educating girls
Aderine’s story is a testament to the resilience, strength, and determination of girls worldwide. The International Day of the Girl Child serves as a reminder that every girl deserves the chance to pursue her dreams and contribute to a more equitable and better world. It is a day to acknowledge and address the challenges that girls face, promote gender equality, and support their right to education.
Aderine goes to dig in the garden on weekends when she is away from school.
The right to quality education for all is central to FCA’s work. While attention over the past years has been called to the importance of offering girls more opportunities, much work remains to be done. Climate change and the COVID-19 pandemic further increased the burden on girls and threaten to reverse progress already made. But with adversity comes resourcefulness, creativity, tenacity, and resilience.
Hundreds of millions of girls have shown time and time again that given the skills and the opportunities, they can be the changemakers driving progress in their communities. They need the international community to invest in this potential, not just pay lip service.
Finn Church Aid works to support girls’ access to education through efforts like Uganda’s Accelerated Education Programme, but also much more widely, providing school supplies, dignity kits, awareness campaigns, supporting parents’ livelihoods, and investing in schools, classrooms and teachers.
At the Kakuma-Kalobeyei refugee camp in northern Kenya, mental health services are in short supply. The residents of the camp have fled murder and rape only to find that the daily life of the camp poses its own challenges. Working as a psychologist among people whose acute need of help is overwhelming takes its toll. What are some good ways to maintain resilience in the face of such challenges?
“REMEMBER: it’s important to have a life goal,” the teacher says, speaking to approximately forty students. The students listen intently, even though the classroom is over 30 degrees hot.
“What would be an example of a good life goal?”
“A nice house,” says one student.
“Eating sweets,” says another. “A good wife,” third one exclaims, and everyone bursts out laughing.
IN KENYA, SCHOOLS were closed for two weeks in May. Nevertheless, at the Kalobeyei refugee camp, kids were learning skills like self-esteem, setting goals for oneself, and conflict resolution at a life-skills camp.
The refugee camp is one of the largest in the world, housing around 300 000 refugees, mostly children and youth. Many live alone or with their siblings, as their parents have disappeared or died.
200 youth who have regularly attended school during the last term have been invited to participate. The invitation not only serves as a reward – the camp offers the kids meals, like in school – but also helps pass the message onwards. The youth attending the camp are likely to teach their skills to their friends in future.
“During the holidays, youth often get into trouble. Some join gangs, others get pregnant. That’s why we decided to organise a camp for teaching life skills,” says Maureen Achieng, 25.
Kakuma Kalobeyei refugee camp in Kenya is one of the largest in the world, housing around 300 000 refugees, mostly children and youth. Many live alone or with their siblings, as their parents have disappeared or died. Every week, there are new people arriving to the camp from neighbouring countries.
Maureen Achieng is a psychologist at the Finn Church Aid field office in Kakuma-Kalobeyei, Kenya. Her role is supporting the psychosocial well-being of children and youth and offering counselling for difficult situations.
EVERY WEEK, there are new people arriving to the camp from neighbouring countries. Currently, the biggest source of refugees is violence in Burundi. Some are fleeing for the second time. At the same time, the camp is waiting to see the effects of the conflict in Sudan for Kenya.
“Children here have all sorts of problems: serious trauma in their home country or from being on the run, abuse at home, teenage pregnancies. On top of that come the normal young people problems, such as school or heartbreaks,” Achieng says.
Burundian 15-year-old Nelly Havariyamana arrived to Kenya as a refugee in 2017 with her family. Photo: Björn Udd / FCA
Dealing with these problems happens step by step. Achieng recommends young people set themselves goals and celebrate small achievements. Stressing the benefits of education is particularly important to girls, who are usually pressured into an early marriage. Nelly Havyarimana, 15, from Burundi, knows this very well personally.
“My mother and sisters and I came to Kenya in 2017. We had to leave home when my father died. As I had no brothers, our relatives wanted to marry us girls off. My mother thought that we should complete our studies, however, so we fled here.”
Havyarimana has learned about the importance of goals at the life skills camp.
“When I grow up, I want to be a surgeon. This can only happen through hard work – making decisions for the future and setting goals along the way. But I’m hopeful.”
Another useful skill that Havyarimana has learned in the camp: conflict resolution. The camp hosts people from many different nationalities, often without a common language. Conflicts are often inevitable.
“I’ve learned that I need to seek support from other communities. If, for example, Burundians and Sudanese are squabbling, I should at least get one person from the Sudanese side to support me, maybe some others, too. The parties to the conflict generally calm down when they realise that everyone wants them to stop.”
PSYCHOLOGIST Maureen Achieng also has other responsibilities at the camp, as she offers psychosocial support to students. In practice, this means problem-solving, therapy, academic counselling and much more. All of this is mentally taxing, even for a professional.
“I have often put myself in the shoes of a child who has had their parents murdered or a loved one raped in front of their eyes. They have had to walk to safety for days on end – without sleep, food or water.”
Achieng is also involved in an inter-organisational suicide prevention group. Both drug use and suicide attempts have recently increased alarmingly at the camp.
Maureen Achieng and other members of the staff live in relatively modest conditions and with little personal space in Kalobeyei refugee camp.
“Even if one tries to take time off, conversations with colleagues always circle back to work,” Achieng says. PHOTO: BJÖRN UDD / FCA
“The main reason is definitely the oppressive living conditions. Up to 70% of suicidal people give the living conditions as the reason of their suicidal tendencies. The same goes for drug use. It’s a way of escaping reality and hopelessness.”
The team searches for people at risk and harnesses the whole community to recognise the surrounding warning signs.
“For example, we made an agreement with the camp’s traders: if someone wants to buy a rope, a few follow-up questions are needed. What is the purpose of their purchase? All right, they want to tie up an animal. What kind of an animal? And so on. Many people give up their intentions after this sort of a thing, at least for a time.”
It is still difficult, coming to grips with things like suicide each and every day. Achieng considers it important to be able to get away from work in her free time. It’s never easy, though. There are many needing help and never enough time to help them all. On top of that, the staff live in relatively modest conditions and with little personal space.
“Even if one tries to take time off, conversations with colleagues always circle back to work. And it’s hard to avoid your colleagues if they live next door!”
IT THUS BECOMES necessary to working through the issues causing distress in others. Achieng is lucky, as she has an older colleague outside the camp for discussing ideas and getting good advice on how to solve difficult cases.
For Achieng, who is originally from Nairobi, moving to the small-scale environment of the refugee camp was also a challenge. A key part of addressing this was making their home more homelike.
“Personally, my most important household item is the video gaming console, which I take with me everywhere I go,” laughs Achieng. She admits to being a big racing game fan, but also plays other games. In addition to the console, Achieng has brought home her favourite treats, and has also taken up painting.
“Sometimes we organise art workshops for the children. Art therapy works – I have first-hand experience!” she says, smiling.
Achieng is working on a rotating schedule. In addition to the normal holidays, she has a week off after seven working weeks.
“Write this one in your story in capital letters: THE ROTATING LEAVE IS A MUST!”, Achieng urges.
“It is easy to notice that five weeks is all it takes for my colleagues to exhausted, as they start becoming very irritable easily. Especially those who have families miss their loved ones, because you can’t bring husbands, wives, or children here. A week off helps a lot.”
The psychologists in the refugee camp’s schools are casually offering their help to the students. Lilian Akinyi was discussing with two students.
PSYCHOLOGISTS ARE NOT the only ones who have to think about how to deal with the stories students tell. Teachers hear them regularly too, and it’s possible for traumas to trigger for teachers, especially those with a refugee background. This is why peer support circles are organised for teachers to talk through their experiences.
This monthly ritual is particularly important for teachers. In an empty classroom, about ten people sit in a circle. Taking turns, they tell each other what’s on the top of their minds.
“This is an opportunity for us to talk openly about our problems and discuss how best to manage our classes,” says Edward Festo, who teaches English and Social Studies.
And a necessary opportunity it is. Class sizes can easily be around 200 pupils, making the teacher’s job difficult.
Edward Festo is a refugee himself now teaching English and Social studies in Kalobeyei refugee camp.
“Every day, I come home with a hoarse voice. Usually, I’m also mentally dead tired.”
Festo, from South Sudan, decided to flee the civil war in 2016 at the age of 19, after some of his siblings were killed.
“I lived in the north of the country, so making my escape through a country fighting a civil war was difficult. Many lives were lost on the way,” Festo says.
Many schoolchildren have similar backgrounds, so their stories can bring old feelings to the surface.
“We have received a lot of support in dealing with our traumas. It is our responsibility to be the professionals and adults, always and in every situation. Therapy and comprehensive training make it easier to keep it cool when things become heated,” says Festo.
He also understands the younger generation’s situation.
“Everything is more difficult nowadays. When we arrived, we were given schoolbooks, school uniforms and free education. Now the kids have to pay for books and uniforms themselves.”
Therapy has helped Festo to work through other issues.
“Living during a civil war is terrible. One must do bad things and link up with bad groups to survive. Therapy has been a life changer for me.”
TEACHERS are not the only ones getting help from therapy. Sixth grader Rashidi Shabani, 16, says he used to be very short-tempered.
“I got angry very easily. When I was out with my friends, I would get upset and start intense arguments with them. Therapy has helped me process these feelings. We’ve gone through what makes me get upset and evaluated my feelings generally. “
“Nowadays, if I find myself in a difficult situation, I take a deep breath or talk to others about my feelings. My anger dissipates and I feel free of stress.”
Shabani fled the war in the Democratic Republic of Congo with his mother and siblings in 2016. In the future, he wants to also be able to help his friends manage their emotions. He hopes to turn helping others into a career.
“When I grow up, I would like to be a psychologist. I’ve had a lot of help from psychologists, they do so much good. I would like to be like them as an adult.”
Text and photos by Björn Udd
Nelly Havyarimana (middle) is happy to ask her friends for help in case of any conflict or crisis in her life. PHOTO: Björn Udd / FCA
The LEARN Project, now in its fourth year, aims to increase and improve equitable and inclusive quality education for refugee and host community children and adolescents. These children are mostly based in Bidibidi, Palorinya, Adjumani, Kyaka II and Rwamwanja refugee settlements in West Nile and Southwest Uganda.
Under the initiative, safe and inclusive school spaces have been constructed for learners and staff. This includes providing relevant teaching and learning materials, career guidance, trainings and mentorship to all who attend the school – whether student or teacher.
In addition, we’ve conducted awareness campaigns in the community on the right to inclusive education, among other topics. We also help to provide sports and child-friendly spaces, which improve children’s overall psychosocial wellbeing and the resilience to combat distress caused by conflict and other crises.
Since the start of the project, there has been a positive shift in education, especially girls’ education, with more female students enrolling in schools.
Students who have enrolled under the LEARN project recently shared their experiences.
Teenage mother returns to school
Christine Muhindo, 19, is the first born in a family of eight. She fled the war in Congo with her mother and siblings in 2013. She currently lives in Kyaka II refugee settlement. Christine was attending secondary school when she found out she was pregnant.
“The father was a fellow refugee who was studying in Uganda’s capital, Kampala. We met during the school break when he had returned to Kyaka II refugee settlement for holidays,” Christine says.
“When I told him I was pregnant, he left the village and I have never seen him again.” the mother of a now four-year-old son continues.
Christine Muhindo, 19, went back to school after the birth of her child.
“I was very scared. I lost all hope of completing my education. Fortunately for me, a countrywide lockdown was declared in March 2020 following the Covid-19 outbreak and this gave me a chance to raise my baby.”
When schools reopened in 2022, FCA conducted specific back-to-school campaigns to encourage teenage mothers to return and complete school.
“I was encouraged to return to school but didn’t have school fees. My mother couldn’t afford to take me back to school. In fact, I stayed out of school for some time because I didn’t have fees.” Christine adds.
FCA scholarship opened the door
Her hope was restored when FCA offered her a scholarship and supported her with scholastic materials like mathematical sets, books, pens, and school uniform. She is currently studying in senior six – the final grade before graduation – at Bujubuli Secondary School and is very excited to be back in school.
She expresses her gratitude to FCA staff, who regularly check in on teenaged mothers like Christine and discuss the benefits of staying and completing school. Christine says the regular contact has kept her strong and motivated.
Christine also attributes her stay in school to her fellow students and teachers who she says have not discriminated against her. This is partly thanks to FCA information and awareness materials in school about the importance of inclusivity towards learners.
Christine is now a member of the Girls Empowerment Club where she holds the responsibility of mobilising her fellow students for club meetings and other activities.
She hopes to become an Information Technology (IT) specialist in the future.
From disability to academic success
Samuel Nduwayo, 17, is a Burundian refugee living in Kyaka II refugee settlement. He left Burundi in 2016 following the political turmoil in the country. He fled with his five siblings leaving their mother behind.
“We lost touch with her, and I am not sure whether she is still alive. “Samuel tell us.
In Kyaka II refugee settlement, Samuel and his siblings were reunited with their father who had arrived in Uganda the previous year.
In 2017, Samuel joined Bukere Primary School in the fifth grade. He loved school and was studying well until he started to experience back pains.
“I told my father about the pain, but he said I would be okay. He said it was from the heavy bag of books I carried daily to school.”
Samuel Nduwayo was able to return to school with medical assistance after he developed a disability
In 2018, Samuel situation worsened, and the complication left him temporarily disabled. He dropped out of school because he couldn’t walk or sit.
Samuel says that coping with the disability was not easy. The cost of medication was too high, and this saw two of his siblings drop out of school to find work that would earn them money to support the family.
With the help of supportive teachers, family members, and friends, he worked hard to overcome the challenges that came with disability and learned to adapt.
The way back to school
“One day in 2021, my sister came back home with the good news that FCA was looking for children with disabilities who needed support with their education,” Samuel says.
The following day, Samuel’s father took him to Bukere Secondary School where he was registered and later assessed for medical support.
FCA worked with Medical Teams International (MTI) for assessment and he was given treatment and a wheelchair. After receiving medical attention, Samuel gradually regained his mobility and started attending school again in 2022.
He sat his Primary Leaving Examination (PLE) and passed. He has now joined secondary school at Mubende Light Secondary School.
Looking back on his journey from disability to academic success, Samuel says he is proud of all that he has accomplished.
“My disability may have presented challenges along the way, but it also taught me resilience and determination.”
Today, Samuel is grateful for the opportunities that have come his way and looking forward to what the future holds, including his dream to become a doctor.
Breaking barriers: FCA Uganda ensures access to education for children with disabilities
Leticia Kanyere is a 14-year-old deaf student. She came to Sweswe Special Needs Education (SNE) Unit after her family heard about their inclusivity scheme. She now stays at the boarding school facilities with her friends, and loves it.
Children with disabilities in refugee settlements are especially vulnerable to stigmatisation, exclusion, isolation, and violence. These barriers limit their abilities to access education, essential services, form relationships with their peers, and foster psychosocial well-being.
“I like the school because it’s easy to make friends. We easily understand each other because we use the same language. In my village, only a few people understand sign language so it’s hard to communicate,” says Leticia, who is doing well in class and wants to become a hairdresser in the future.
Leticia Kanyere is loving her time at Sweswe SNE. Here people know sign language, and communicating is easier. PHOTO: BJÖRN UDD / FCA
In order to provide inclusive education, Finn Church Aid (FCA) constructed a fully-fledged Special Needs Education Unit at Sweswe Primary School in Kyaka II refugee settlement. The unit was a big undertaking and came together thanks to funding from several donors. The Ministry for Foreign Affairs of Finland paid for the unit itself. Then, the U.S department of State, Bureau for Population, Refugees and Migration (PRM) supported the construction of a fence around the SNE unit to enhance the safety of the learners. Finally, the UN Refugee Agency (UNHCR) supports operations in the school.
The support provided to the SNE unit enhances closer supervision, opportunities for safeguarding, and the ability to identify and address children’s psychological, social, and medical needs. This fosters an inclusive environment where learners can stay in school and feel supported.
The facility launched in 2022 and supports learners from both Kyaka II and the neighbouring Rwamwanja refugee settlement. It opened its doors to children and adolescents with disabilities from host and refugee communities, bringing enormous relief to both the children and their families.
Alex Dusabe, 16, also enjoys coming to school. “I used to have many challenges back home but when I came to Sweswe SNE, I made friends with the teachers, and they support me,” he says.
Many of the students at Sweswe feel the school has helped them make friends. Alex Dusabe is no exception, and has several friends among his classmates. PHOTO: BJÖRN UDD / FCA
Finn Church Aid trains teachers at the facility in special needs education and management so they can both engage with and take care of the learners.
The inclusive environment at the school makes it possible for learners with special needs to stay in school. The blocks at the facility have been constructed with ramps and rails and are accessible by wheelchair. The classrooms are brightly lit to help the visually impaired. Further improvements are planned to make students’ lives easier.
“The toilet facilities are near the dormitories and far from the dining hall. I would be grateful if we could get a boys’ toilet facility closer to the dining,” says Alex, who has a physical disability.
Alex Dusabe is actively involved in suggesting improvements to his school. PHOTO: BJÖRN UDD / FCA
Living Businge, a sign language teacher at the SNE Unit with 12 years’ experience, encourages adolescents and children with disabilities to go to school and access their right to quality education.
He’s had a long interest in the deaf community and decided to learn sign language so he could better support them as a teacher.
“Inclusive education provides learning opportunities to all individuals and caters to the diversity among learners. Among people with physical, sensory, mental, and intellectual disabilities, exclusion from education is most pronounced. The SNE unit at Sweswe presents a chance to eliminate the obstacles to participation and learning for students with severe disabilities that mainstream education cannot accommodate,” says Filbert Idha, the Education Technical Lead at Finn Church Aid.
The boarding school creates a safe environment for the learners, who do not have to travel long distances to school everyday. Here, learners with a physically disability sleep in the lower bunks. PHOTO: BJÖRN UDD / FCA
According to Uganda’s national Education Response Plan (ERP) for refugees and host communities, only 2% of learners with disabilities are enrolled in school (global average: 10%). Nationally, only 172,864 children with special needs (approximately 2% of total primary level enrollment) were enrolled in primary schools in 2022.
Disabilities among children who are refugees are reported to be mobility, cognition and vision, but most commonly anxiety and trauma related disorders.
Violence left the heart – Kenyan Festus Kipkorir found peace through education
A vicious circle of violence on top of well as climate change threaten the future of young people living in Kerio Valley, Kenya. This is a story about a young man who swapped cattle rustling for peace work.
A HERD OF brown and mottled cows bring traffic to a halt on a narrow unpaved road. The thorny bushes, large rocks, and deep pits in the reddish-brown sand leave no room for a 4×4 to get through.
In front of the car, sleepy cows are eyeing the vehicle, but they’re in no rush. Sweat drenches underarm, as the wait gets longer and longer under the morning sun. Even so, the driver waits patiently for one cow after another to move out of the way of the crawling vehicle.
It’s a view worth rejoicing at. In the Kerio Valley in western Kenya, all is well if the cattle can graze freely. Cows are considered valuable property, much like camels, which are less common in this part of the region. The communities in the valley steal cattle from each other, and the violence unfortunately often escalates into a conflict that spares no lives.
“Thieves killed my father in 2002. I was pretty small, and I also lost my aunt around that time. Two people at once”, says Festus Kipkorir, 24, and looks around.
In the bush between the road and the Kerio River his father was tending the family cattle, and this is where his body was found. The cattle probably continued the journey, herded by thieves, to the other side of the river. To the Kipkorir family, losing a father and husband and their most valuable property simultaneously led to hard times.
Cattle are the most important asset of the nomadic people in Kenya’s Kerio Valley. When the cattle graze freely, peace prevails in the valley. Photo: Antti Yrjönen / FCA
Although the family’s financial situation deteriorated rapidly, Kipkorir was still able to go to school until the 8th grade. However, his father’s fate continued to bother him.
“Violence stays in the heart,” describes Kipkorir of the feeling that leads to a circle of revenge – one even children and young people can’t avoid.
Stealing cattle is part of a cycle of revenge
“I was 13 when I first held a gun.”
Kipkorir says that boys as young as 10 become part of violence when a conflict flares between cattle thieves. The youngest are left behind to keep guard over the village, and the older boys go with the men to the neighbouring regions in the darkness of night. Stealing cattle from the other side of the river is a rite that turns boys into men.
Festus Kipkorir held a gun for the first time when he was only 13 years old. His father’s violent death left a scar on his heart, which he tried to mend by fighting with the neighboring community. Photo: Antti Yrjönen / FCA
Thieves can form a group of up to a hundred young men in order to go and steal cattle. A large group insures the success of the plundering foray, and the simple number of people can also scare their opponents.
“We might take two thousand animals at once,” Kipkorir reveals.
Kipkorir built his tin-roofed two-room house himself. The temperature outdoors has climbed past 30 degrees, and Kipkorir has invited us into the shade of his home. Hot milk tea, called Chiya, is steaming in mugs.
We talk about the environmental reasons that sustain the conflict between the communities in the Kerio Valley. Traditionally, the tribes of the valley have supported themselves as nomads. Cattle, particularly cows and camels, represent for people cash, credit and an investment fund for their families. By selling cattle, the families can pay bills, send children to school, and invest in business activities.
Cattle need a lot to eat and must be tended in large areas. In recent years, the situation in the Kerio Valley has become increasingly tense due to the lack of pasture during dry seasons. Climate change has made the annual cycle more unpredictable.
In Kenya, rain has been delayed particularly in the east and north of the country in the Garissa and Marsabiti regions, but here in the west in the Kerio Valley, autumn 2022 was dry.
“The other side of the Kerio River is very different to this side. It’s very dry, no trees, just thorny bushes and sand,” Kipkorir says. “That’s why our neighbours from the other side bring their cattle to this side of the river to graze more often. That leads to arguments, because then there’s not much to eat for our cattle.”
Due to the impact of climate change, life in the Kerio Valley in Kenya has become increasingly challenging for those who still support themselves as nomads. Due to drought, livestock grazing lands are shrinnking, especially in the central parts of the valley, which increases conflict and violence between different tribes. Photo: Antti Yrjönen / FCA
Kipkorir lives on the west side of the Kerio River, and here life isn’t as dependent on cattle as it is on the drier side of the river. The hills surrounding the valley rise as high as 2.5 kilometres above sea level. On the hillsides, there’s plenty of water for irrigation, which makes it easier to grow vegetables. Below the slopes, corn, tomatoes, beans, and papayas are grown.
Kipkorir guides us to sit down under a mango tree. This is his new life, a reason to give up cattle theft: mangoes, a patch of vegetables, and a dairy cow that produces, even on a meagre diet, enough milk to be sold. The cow is flicking flies with her tail and calmly chewing on her food.
“The biggest reason for the reduction of cattle theft is that people have been trained to farm and they’re no longer dependent on pastureland,” Kipkorir notes.
A large tree stands as a silent witness. At the foot of this tree, the men of Festus Kipkoriri’s community gather before going on a raid across the river. Photo: Antti Yrjönen / FCA
It’s hard to let go of violence
It was difficult for Kipkorir to leave the community of cattle thieves, even if it was a source of sadness and fear to loved ones.
“When my mother found out about my participation in cattle theft, she didn’t see me for a while,” Kirpkorir tells.
She couldn’t accept her son’s criminal and dangerous lifestyle.
“I tried to explain to her that this is about me, not her. In that situation, you just think you’re right. You’re not interested in anyone else’s opinion,” Kipkorir says.
“In reality, my opinions were dictated by a group I felt I was part of. I also felt the need to revenge my father’s death.”
Salome Kiptoo never accepted her son Festus Kipkoriri’s involvement in cattle theft. “I told him that there have never been thieves in our family and you can’t be the first,” says Salome Kiptoo. Photo: Antti Yrjönen / FCA
Mother Salome Kiptoo says she feared her son wouldn’t come back from the night-time raids. Some of the young men never return, some come back disabled.
“I feared and prayed every time he left. I still remember what a good and hard-working student he was at school,” mother tells.
Climate change creates the threat of violence, which causes children to drop out of school
The cycle of violence and the sudden impoverishment of families in the Kerio Valley is also a threat to the education of children and adolescents. The obstacles are financial as well as security related. In recent years, cattle thieves have struck schools and even a bus that was taking students on a trip.
Festus Kipkoriri’s wife Francisca Kiptoo hangs laundry in the yard belonging to the small family. They have a home they built themselves and plot of land in Kenya’s Kerio Valley where they grow mangoes, vegetables and corn. The family also has a dairy cow with enough milk to sell. Photo: Antti Yrjönen / FCA
Festus Kipkorir hopes that the peace of the Kerio Valley will last and that it will be possible for him to send his own son to school. As a father, he wants his child to get a good education so that he can choose a more reliable livelihood than cattle rearing when he grows up. Photo: Antti Yrjönen / KUA
“Some of the schools in the Kerio Valley have lost a lot of their students. Those with money have transferred their children to other schools, and some simply don’t let their children go to school,” tells Finn Church Aid (FCA) programme director Alexon Mwasi.
The capricious nature of climate change adds to poverty. Based on an estimate by UNESCO, approximately two million children between the ages of 6 and 17 don’t go to school in Kenya. Most of them are from families that live a nomadic lifestyle in areas like the Kerio Valley.
“FCA supports the poorest families in the Kerio Valley as well as a few other areas that have suffered from drought, so that the children can return to school. The aim is to reach about 41 500 school dropouts,” says Mwasi.
Education secures the future
Kipkorir knows he’s lucky; in the end, he was able to finish school despite the family facing poverty after the death of his father. He believes that education helped him give up cattle theft. Based on his experiences, he’s tried to convince his former friends to leave behind a violent life.
“I’ve reminded them that just like me, they’ve also gone to school. At school, we’ve been taught community spirit and brotherhood. It’s not right to kill and steal.”
FC Tot is a local football team playing in Kenya’s Kerio Valley, which cooperates with a football team from a neighboring community on the other side of the Kerio River. The team includes both young schoolchildren and slightly older men who, like Festus Kipkoriri, are former cattle thieves. Photo: Antti Yrjönen / KUA
Kipkorir says that some of the former cattle thieves are now, like him, on the side of peace. They play in the same football team with some younger men.
“Football gives us an opportunity to get to know our neighbours on the other side of the river. Playing is a much fairer way to measure our strength,” Kipkorir points out.
“We are peace ambassadors on this side, and our neighbours in the other team are peace ambassadors on their own side. Together, we can stop the violence.”
Salome Kiptoo’s big eyes are shining when she talks about how her son has changed.
“Initially I didn’t even believe him when he told me he’s giving up cattle theft and starting to farm land. At last I started to believe, and I helped him buy seeds to grow green lentils and beans.”
Kipkoriri’s mother, Salome Kiptoo, is happy about the prevailing peace and that her son has started cultivating the land and started a family. “Peace comes with many blessings.” Photo: Antti Yrjönen / KUA
Now her son has his own little farm and a family, a wife and son. Just like his mother wanted.
“I believe that a lasting peace with come with many blessings. There’ll be no need to fear that the children won’t come back at night. Good things will happen in the community when there’s peace. Everyone wins,” says Salome Kiptoo.
Kipkorir’s son is still tiny. What does the young father wish for his son?
“I want him to finish school.”
Right now, there is peace. Children in school uniforms are walking on the side of the road, people of different ages are sat in the shade of large trees, and the doors and windows of low, tin-roofed kiosks are open. Trucks are bouncing and swaying on the bouncy road, and men are picking up sack of mangoes piled on the side of the road.
Text: Elisa Rimaila Photos: Antti Yrjönen
FINN CHURCH AID (FCA) supports the education of children and young people in Kenya through the Common Responsibility Campaign in areas where climate change has increased poverty and insecurity. In many places, young people become involved in local conflicts between different communities. The project supports the return of young people to school, who have previously dropped out. In addition to material and educational support, young people in a particularly vulnerable position receive psychosocial support. The project will also build and renovate toilets and handwashing stations in schools. The Common Responsibility Campaign builds up FCA’s disaster fund, which can be used to help where the need is greatest.
Educating the next generation of children in South-West Somalia
The right to quality education is at the core of FCA’s work. In Somalia, FCA helps children access free education in the Bay region through our EU funded Accelerated Basic Education programme. The programme helps kids with school equipment, catch-up classes and extracurricular activities.
Many of the schoolchildren we help have missed out on primary education due to fleeing conflict, drought or poverty. 2286 children have been reached since July 2021 in the Baidoa, Hudur, Elbarde and Wajid districts of Somalia. Starting with FCA cash transfers, families can buy children school uniforms, books and stationery to attend class.
Since the start of the project, funded by European Civil Protection and Humanitarian Aid Operations (ECHO), there has been a positive shift in girls’ education, with more female students enrolling in schools. The programme also supports teachers, who received training and mentorship.
FCA also helps to provide sports and child-friendly spaces, which improve kids’ overall psychosocial wellbeing to combat distress caused by conflict and other crises.
Two students enrolled on the ABE programme recently shared their experiences.
“I had to stay home and help with the chores”
Lulay Osman Ibrahim, 14, attends Mustaqbal Integrated Primary School and lives with her mother and five siblings in Baidoa camp for internally displaced people. Her mother, Safia, made the decision to leave Dinsoor two years ago due to violent conflict in the region and ongoing drought.
Lulay Osman Ibrahim, 14, is enrolled in FCA’s ABE program in Mustaqbal Integrated Primary School
“I was living with my children in Dinsoor and had a small farm where I grew vegetables but due to the prolonged drought and long conflict in the town, it was no longer possible” says Safia.
“Life became difficult, especially for single mothers like myself, so I decided to come to Baidoa town and settled in the IDP camp to seek support ” she adds.
Lulay wanted to go to school, but there were barriers to her attending.
“When I saw the hard life in the IDP camps and the struggle my mother was undergoing, I became more eager to go school and study so I could later help my family. That was my dream, but my mother could not afford to buy me uniform and books, so I had to stay home and help her with the house chores,” says Lulay.
“I used to see my friends going to school in the morning, I felt sad, but I had no choice since my mother could not afford to take me to school,” she adds.
Thanks to community awareness efforts by staff from FCA’s Somalia country office, Lulay learned about the APE programme. With her mother’s support, she registered with the school and her family soon received cash support.
After one year, Lulay aced her exams and joined the mainstream classes. She’s now in third grade and hopes to one day become a teacher.
From livestock to learning
Abshir Adan Borow, 17, came from a life of looking after livestock in a remote village. Due to increasing drought, he was sent to live with an aunt in Baidoa.
“I never thought in my wildest dreams that I will find myself in a classroom and learning. I didn’t even know the ABCs when I started going to school, and my numeracy and literacy skills have improved tremendously.”
Abshir Adan Borow sits in a social studies lesson at Mustaqbal Integrated Primary School
Abshir also attends Mustaqbal Integrated School under the ABE programme and after two years can now read and write.
The programme also enabled his brother Ismail to attend school, later both transferring to formal primary school classes after passing the ABE transition examination.
“It’s incredible how life can change in just a short time. We might have lost our livestock, but the FCA education programme has given us a ray of hope to look forward to a brighter future,” Abshir gushes.
“One day I want to work as agricultural and livestock expert to assist my community in climate change initiatives and horticulture.”
Uganda’s Minister of Education welcomes Finn Church Aid support for education policy review
First Lady and Minister of Education and Sports, Mrs. Janet K. Museveni hosted Finn Church Aid Uganda Country Director and the Finn Church Aid Global Advocacy team from Helsinki, who were in Uganda in mid-February. Photo: Finn Church AidUganda
Uganda’s First Lady and Minister of Education and Sports, Mrs. Janet K. Museveni, has welcomed an offer made by Finn Church Aid (FCA) to have Finnish Education Technical Experts support the on-going work of the Education Policy Review Commission in Uganda.
FINN CHURCH AID will second two Finnish education experts; an Education Management Consultant recruited by FinCEED, who will work with the Commission from March up to the end of May 2023 and another Specialist recruited by the Teachers without Borders Network in Finland, who will work from June up to the end of the year.
The First Lady, Mrs. Janet K. Museveni on Thursday (February 23rd, 2023), hosted Finn Church Aid Uganda Country Director and the Finn Church Aid Global Advocacy team from Helsinki, who were in Uganda, to among others, follow up on the proposed actions from the benchmarking visit made by some members of the Education Policy Review Commission to Finland in September last year.
The meeting was at State House Nakasero and it was also attended by representatives from the Education Policy Review Commission led by the Chairperson Hon. Amanya Mushega, and technical officers from the Education and Sports Ministry.
Mrs. Museveni acknowledged that Finland’s education system and success is recognized globally and so, there is much that Uganda can learn from them.
“We are very grateful for your selfless support and your willingness to hold hands with us on this journey to improve our education system”, she said.
She added that learning from Finland’s experience will possibly help the Education Policy Review Commission to be deliberate in its investigations of the several issues in the education and sports sector and enable it generate the best recommendations that will reposition Uganda’s education and sports system to meet the needs and challenges of the 21st century.
Mrs. Museveni thanked Finn Church Aid Uganda for organizing the benchmarking visit for the Education Policy Review Commission and for its continued partnership with the Education Sector in the implementation of various sector programmes, especially the Education Response Plan for Refugees and Host Communities.
In a brief on the benchmarking visit to Finland, the Education Policy Review Commission Chairperson; Hon. Amanya Mushega, described the trip to have been extremely educative.
He pointed out that the teaching profession is highly revered and that the minimum standard for a basic (primary school) teacher in Finland is a Degree, a Master Degree. In addition, one must have a pedagogical subject.
Among the things they noted in Finland, is the central role of a teacher in the education system and the importance of early childhood care and education, which is compulsory for all children in Finland at the age of 6 years so that by the age they join basic education they are all balanced. They also observed that basic education is very important and is accompanied by learning and lifelong education and that a child can continue with basic education until the age of 14, 16 or even 18 years before breaking off for his specialization.
Finn Church Aid Global Director for Stakeholder Relations, Katri Suomi said Finland became what it is now today because it invested in education. Photo: Finn Church AidUganda
In the Finnish Education system there are no inspectors of schools, no sudden examinations to determine the children’s future, and instead continuous assessment of students’ performance is what is done. Another thing is that children with special needs do not have separate schools but are assisted to study together with other children.
Finn Church Aid Global Director for Stakeholder Relations, Katri Suomi, said education is at the heart of Finn Church Aid, which currently works in 12 countries around the world. She explained that Finland became what it is now today because it invested in education.
While in Uganda, the members of the Global Advocacy team also visited Nakivale Refugee Settlement in Isingiro District and Kyaka II Refugee Settlement in Kyegegwa District. The team also paid courtesy calls to the UN Refugee Agency and European Union Uganda office.
In Uganda, Finn Church Aid is UNHCR’s implementing partner for Education and co-lead for the Education Sector Working group together with the Ministry of Education and Sports and UNHCR coordinating the countrywide Education Response for refugees and host populations.
