Distance learning, quarantines and travel bans. Lockdowns, cancelled events, and hundreds of online meetings. Remembered as the year of the Covid-19 pandemic, 2020 was an exceptional year for everyone, including Finn Church Aid, writes executive director Jouni Hemberg.
Conditions have been dire in our programme countries before; however, this was the first time that a crisis affected the entire organisation. Even though we have experienced conflicts, earthquakes, natural disasters and epidemics, none of us had ever experienced a global pandemic.
Although what happened during the year took us and everyone else by surprise, we weren’t entirely caught off guard. As our teams are geographically dispersed, remote working is not unusual. In Finland, our entire Helsinki office relocated to employees’ homes practically overnight. When I compare the ease of remote working now to what it was a year ago, it’s as different as night and day. Our country offices in Asia, Africa and the Middle East were also able to ward off coronavirus infections for a long time, which was crucial for our Covid-19 response in 2020
The pandemic has inevitably affected our education, livelihoods and peace programme work. Schools worldwide switched to distance learning, and some had to shut down entirely in 2020. While families in Finland agonised over remote school and remote work arrangements from home, people in our programme countries needed to be even more resourceful. Without access to internet or any infrastructure, teachers travelled from village to village teaching children, and radio lessons were provided.
Covid-19 has had a dramatic impact on livelihoods. Unlike in Europe where governments have taken responsibility for helping people and businesses cope, people in developing countries have been left to their own devices. In countries where social safety nets are weak, an epidemic much less dramatic than the Covid-19 pandemic can make life difficult. Unable to earn a living, people are forced to leave their homes and seek opportunities elsewhere. Forced migration is not only a risk in terms of the pandemic, but it also increases regional tensions. Conflicts arise regardless of epidemics, and this has made our peace work all the more challenging.
Despite such challenging circumstances, we as an organisation have performed extremely well. A significant increase in our international funding shows that partners such as the UN, the EU and other public funding providers, have strong faith in us and our vision.
However, the Covid-19 epidemic diminished our church collection income. With various social restrictions in place, we have been unable to reach our donors as we normally would. Passing the collection plate online is very difficult, and our hardworking face-to-face fundraisers were forced to stay at home. But while our internal funding in Finland decreased, so did our expenditures, as travel-related costs shrank. With that being said, we were fortunate to not experience significant losses in 2020.
A year amidst the pandemic has opened our eyes to new opportunities. We must be able to grow as an organisation and learn how to make effective use of new digital tools. Going forward, a large part of our education activities will no longer take place in physical buildings despite a vast number of people in places like Africa will still need access to education. This is where digital learning could come into play. The fact remains that the way we work will never be the same it was before the pandemic. We need to contemplate on the lessons learned during the pandemic and adopt new working modalities in the future.
As the Executive Director of Finn Church Aid, it is my heartfelt wish that we will soon defeat the pandemic and begin our journey to recovery. Our post-Covid-19 work will focus strongly on sustainable development. We will continue our efforts to promote education, peace, livelihoods and equality. And now that remote working has proved successful, we can start pursuing more ambitious environmental objectives, such as rethinking what constitutes as necessary travel.
Although 2020 was an extremely tough year for us at Finn Church Aid, it was also a major success story, thanks to our employees, board members and other elected representatives and volunteers. You are our most significant resource, and your valuable input allows us to help those most in need.
You are also the best indicator of quality and trust in our activities. Thanks to your efforts to develop our operations, our funding has increased. We learned a valuable lesson from the pandemic: when all the parts of our organisation come together, we can weather any crisis.
Jouni Hemberg, Executive Director for Finn Chruch Aid
This text twas originally published as the preamble of our Annual Report 2020 that came out recently. Would you like to know more about what was done?
War-torn Syria has descended into a financial crisis that worsens the country’s humanitarian situation. Children living through the war need moments in which they can just be children.
“How can I ever repay my country? I have been told that it is too tough for someone my age to ask, but I am growing up in this country. I eat the food that my father, a farmer, has planted in this soil. That teaches me what is happening here. I want to do something for my country when I can.”
These are the words of a Syrian eight-grader from Eastern Ghouta, Ghadeer Al Aghawa, who we interviewed in January.
I was horrified when I read the interview. Does a child really have to be burdened by such thoughts? Her reflections underscore the grim reality: a disaster marks an end to childhood.
Syria has been through a tumultuous decade since the war started in 2011. The intricate conflict involves the government, opposition groups, other countries supporting the various parties, and extremist groups, and the turmoil has a staggering impact on the emerging generation.
The country hosts millions of students who have gone to school in exceptional circumstances.
At least five million children have been born in Syria during the war. An additional million were born as refugees in Syria’s neighbouring countries. According to UNICEF data, thousands of children have been injured, and every ten hours, a Syrian child dies because of the war.
There are no signs of relief as Syria enters another decade in challenging circumstances.
The country faces an unprecedented economic collapse, worse than anything witnessed during the war thus far, writes The New York Times. The currency is weak, salaries have decreased, and the prices of necessities have soared. Syrians suffer from a chronic lack of petrol, which they need for cooking and heating the buildings where many families live.
Marwa Omar Safaya teaches computer science at an FCA supported school in Eastern Ghouta and observes first-hand how the country’s situation affects the children.
“During severely cold winter days, I notice how the children’s hands turn blue. Nothing protects their small bodies from the cold; the price of a coat nowadays equals a month’s salary,” she says.
Teacher Marwa Omar Safaya has seen the war’s impact on children.
The reasons behind the economic collapse are manifold, and many of them are interrelated, such as widespread destruction, international sanctions and the collapse of Lebanon’s banking system.
Statistics by UNOCHA underscore the situation’s severity. The number of people in need has increased by 20 per cent compared to the same period last year. Of Syria’s 18 million people, over 13 million need humanitarian assistance, and six million need it urgently. The World Food Programme (WFP) warned in February that a record number of 60 per cent of the population suffers from a lack of food.
Amid these needs, it is challenging to reconstruct cities ruined by a decade of war. The coronavirus pandemic and the measures curbing it further complicates daily life.
During the first lockdowns, experts worldwide expressed their concerns on how closing schools might affect learning globally. UNICEF and the World Bank said that already a few months of school closure might scar a generation, and worst-case predictions fear entire “lost generations”.
In Syria, the pandemic is only the tip of the iceberg. The country hosts millions of students who have gone to school in exceptional circumstances. Teacher Marwa Omar Safaya feels the pain of her students.
“We try to convince them that life has a lot to offer and that miracles happen when you go to school and work hard. At the end of the day, they only think of how they can complete their mandatory studies to find work and earn food to their table,” Marwa describes.
Eight-grader Ghadeer Al Aghawan is disappointed by the lack of computers in her school.
Eight-grader Ghadeer Al Aghawan says she is grateful for all that has been done for her school during the past years, but some things still disappoint her.
“We have IT classes but only theory. We do not have any equipment to practice what we learn, and that is sometimes frustrating. I know that outside our small town, the rest of the world is dependent on computers and technology. I feel like I am falling behind.”
Ghadeer’s disappointment is understandable. The digital divide between different societies is deep, and the divide increases inequality.
Finnish schools, for instance, utilised the internet for learning already when I was at Ghadeer’s age in 2007, and students did school assignments on computers. In Syria, this chance does not exist for most people, even today. It would not even be possible to introduce digital systems amid war. Computers require connections, connections rely on infrastructure, and infrastructure is built with money.
One thing is obvious: the schools play an essential part in disasters like the war in Syria. The schools offer a safe space and room to breathe for children enduring challenging circumstances. Ghadeer has found solace in school.
“For now, I only try to do my best at school”, Ghadeer says.
She has faith in a better future.
“Even after all the fighting, good things have happened, and I’m waiting for the good things that are still to happen.”
Children living through war need to experience moments in which they feel like children. And schools are the best place for that.
Ulriikka Myöhänen
The author works as Communications Specialist for the Middle East at FCA. FCA supports access to quality education for internally displaced people in Syria.
FCA will be supporting 4,000 crisis-affected children and youth in Hama area in Syria with access to quality education in a safe and protected environment.
Finn Church Aid (FCA) has been granted over 680,000 USD from the Syria Humanitarian Fundto support 4,000 children and youth to access quality education in Hama area, Syria.
After ten years since the war broke out, the Syrian refugee crisis remains the largest displacement crisis of our time. About 6.2 million people are displaced within Syria, and nearly 12 million people in the country needhumanitarian assistance. At least half of theaffected people are children.
The war has also left the education system in ruins. More than one in three schools are damaged or destroyed, and many are used for other purposes than education. Some schools operate in double or triple shifts to accommodate the massive influx of displaced children.
Meeting the needs requires collective efforts from national, regional and international educational actors, says Karam Sharouf, FCA’s Education Programme Manager in Syria.
“Education is the key to comprehensive human, economic and socially sustainable development. Therefore, continuous support should be provided to the education sector in Syria, and educational capabilities that could contribute to rebuilding Syria should be developed“, Sharoufsays.
The war has destroyed or damaged many school buildings in Syria. Photo: Karam Sharouf.
Quality education through rehabilitating schools and training teachers
In thecommunities that FCA will support in rural Hama,approximately one thousand children are out of school,setting the enrolment rate at 77per cent.Poverty and a lack of safety and security remain critical barriers to accessing education. Protracted displacement and limited economic opportunities have forced people in Syria to adopt negative coping strategies, including child marriage and child labour. This is usually more common in villages without schools, says Sharouf.
“There are many cases of early marriage, and many families rely on their children workingdue to the absence of the father, who might have died or travelled away“, Sharouf says.
Schools constitute a protected environment for children and enhance their well-being, but currently, schools are overcrowded. Theyalso lack doors, windows,heating systems and learning materials. Sanitation facilities are largely unusable.FCA will rehabilitate school buildings to make them safe and accessible and constructinclusive and gender-sensitivesanitation facilities.
The need for teacher training is enormous as the number of teachers in Syria’s formal educationsystem has declined by more than half in the past five years. The remaining teachers have not received systematic in-service training during the war, and newly recruited teachers often lack the required qualifications. FCA arrangesteacher training that includes child safeguarding and psychosocial support, and equips schools with teaching materials and recreational kits, for example, craft materials and sports equipment.
The programme will also focus on ensuring access to quality education for children and youth through non-formal education, such as remedial classes and accelerated learning that helps learners to catch up with their age-grade after years out of school.
“These groups will be able to continue education and keep up with the academic achievement of their peers, thus reducing their chances of dropping out of school to a minimum“, Sharouf says.
FCA has substantial experience in providing quality education services, especially in emergencies, and is a solid partner of local actors already implementing education activities in Syria.
The project funded by the European Union fulfils the right to quality education for 4,000 crisis-affected children as schools reopen after Covid-19 related closures in Somalia.
With financial support from EU Civil Protection and Humanitarian Aid (ECHO), FCA and its partner GREDO kicked off an Education in Emergencies response in Hudur district of South West State of Somalia.
Over 4,000 children from the most vulnerable settlements of Internally Displaced People (IDP) are expected to access safe and protected learning environments in six primary schools and three Accelerated Basic Education (ABE) centres for the academic year 2020-2021.
Schools and learning institutions across Somalia were closed in March 2020 as a result of the Covid-19 outbreak but were allowed to reopen in August. FCA has worked with sensitising teachers and school administrations in line with the government’s Covid-19 guidelines to support the safe reopening of schools, says Aburas Farah, FCA’s Senior Education Advisor.
“We have encouraged everyone in the school and the community to practice preventive behaviours and enforce hygiene and social distancing in ways that are appropriate for learners, teachers, and staff”, Farah says.
Increase in enrolment of children in both primary schools and ABE centres
In close collaboration with the Ministry of Education of South West State, Hudur District Education Officers and local authorities, five public and IDP schools were jointly identified to provide primary education and ABE programme. An additional Public-Private Partnership with the private Shodoq Primary School was also secured to enable space for construction and set up of another ABE centre for drop-out, over-aged and out of school children.
Sites for the rehabilitation of damaged classrooms and the construction of a new temporary learning space were also verified. The construction process is expected to start soon.
Awareness-campaigns on the right to quality education have been carried out in August and September to inform the host and IDP communities to encourage caregivers to enrol their children in school – particularly girls and children with disabilities.
The campaigns have resulted in a sharp rise of enrolment in the six schools supported by EU Civil Protection and Humanitarian Aid (ECHO): a total of 4,127 children. Among those, 644 learners (305 boys and 339 girls) are the newly enrolled primary school learners and 585 learners (331 boys and 254 girls) registered in the three ABE centres for drop-out, overage and out-of-school children.
‘’Due to poverty and attacks from Al-Shabaab, many poor children in my community cannot enrol in schools. When I heard about FCA’s support to primary schools in Hudur, I was one of the first to register my children”, says Ali Adan Ahmed, a parent and community leader.
“I believe education will bring a bright future for my children”, he says.
The registration process for the most vulnerable children to access mobile cash transfer for school uniforms and scholastic materials is also carried out and closely monitored by the teams of FCA and GREDO, in close partnership with the DEO and Community Education Committees. The cooperation ensures a transparent and safe transfer process.
Teachers receive monthly incentives, training and mentorship
As the quality of education is the centre of this intervention, 80 teachers (50 primary and 30 ABE) were identified, recruited and provided with monthly incentives, with the support of officials of the Ministry of Education. The teachers are currently taking part in training, divided into smaller groups to enable effective learning and interaction.
The capacity-building support for the 50 primary teachers emphasises on learner-centred pedagogical skills using contextualised Teacher in Crisis Context training packs. Training for ABE teachers focuses on the same tools, coupled with an ABE Working Group Training Package.
The teachers were further sensitised on the guidelines of the safe reopening of schools in the context of Covid-19, circulated by the federal government to ensure the safe return to school of learners and teachers. After the training, the teachers will receive continued support through follow-up sessions and a mentorship programme that uses Teacher Learning Circles. The support aims to increase the quality of teaching and the performance of the learners.
Hudur District Education Officer, Adan Ahmed Mohamud, expressed his gratitude and appreciation of the timely and high-quality support of the EU to Somalia, especially to Hudur district where the needs and gaps in the education response are enormous.
“The support is a significant and life-changing opportunity for many children, especially those that have been denied their right to education due to insecurity and protracted crises. The assistance also helps reduce major concerns in the district, such as early marriage among girls and Al-Shabaab’s recruitment of child soldiers”, Mohamud says.
Finn Church Aid responds to the catastrophe caused by the explosion in Beirut with 50,000 euros from its disaster fund.
By Thursday, 135 people have been reported dead and 5,000 wounded in the devastating explosion in the port area of Lebanon’s capital Beirut. Many people are still missing after the shocking blast on Tuesday, August 4. The homes of at least 300 000 people are in ruins.
“People are in dire need of shelter, clean water and food. Water and sanitation will also be of utmost importance because the cases of Covid-19 were rapidly increasing in Lebanon already before the explosion”, says FCA’s humanitarian coordinator Risto Ihalainen.
The 13-month education project funded by EU Humanitarian Aid targets 4,000 crisis-affected children in the Bakool region of Southwest State in Somalia.
A new education project addresses the challenges of thousands of children to access integrated and inclusive education in crisis-affected areas of Somalia.
FCA partners with local organisation GREDO to rehabilitate schools, provide school supplies and train teachers in Hudur district, a hard-to-reach area in the Bakool region of Southwest State where many internally displaced people (IDPs) live.
The project is funded with a grant of 750,000 euros by EU Humanitarian Aid (ECHO).
The Education in Emergencies intervention will primarily focus on quality primary education for IDP school-aged children and an Accelerated Basic Education (ABE) programme for children and youth who are out of school or never attended school.
Children from the local communities in Hudur district that hosts IDPs are also supported, as they also have minimal access to learning opportunities in the region.
Insecurity, conflict and natural disasters cause displacement
Hudur lies some 373 kilometres west of the capital Mogadishu and has faced significant access constraints due to high presence of militant groups in its outskirts.
Hudur has a population of around 100,437 inhabitants of which an estimated 42,504 are IDPs (24,322 males and 36,482 females) residing in 26 settlements across the district.
“Years of devastating insecurity and conflict as well as natural disasters such as drought and floods have led to massive displacement, interrupting the lives of ordinary Somalis and preventing children from going to school. And with the outbreak of COVID-19, EU Humanitarian Aid is committed to supporting education for children caught in crisis and giving displaced children the chances in life they deserve,” said Morten Petersen, Technical Assistant for EU Civil Protection and Humanitarian Aid in Somalia.
Renovation of school facilities and training of teachers
An assessment conducted by FCA in 2019 revealed that a lack of classrooms and safe learning spaces in addition to limited awareness and information have contributed to this education deficit. The children are denied the chance to education due to lack of opportunities and insecurity. Classrooms have not been renovated for over 30 years and are missing furniture and supplies. IDP settlements lack learning facilities.
With EU Humanitarian Aid’s support, FCA and GREDO will rehabilitate 15 classrooms and establish 40 new Temporary Learning Spaces in five schools and 30 gender-sensitive water and sanitation facilities. The project also provides training for 80 teachers in inclusive pedagogy while strengthening the capacity of community education committees, school administration and district education personnel to ensure quality and inclusive education.
Education Minister of South West State of Somalia, Mr Mohamed Yusuf Hassan hailed EU Humanitarian Aid’s support to Somalia through FCA and GREDO.
“This is an ample opportunity for the education of Somalia’s children in Hudur, where many children are out of school owing to limited opportunities and insecurity in the region. We appreciate this incredible support to the education of our children especially during the COVID-19 pandemic which has caused disruption of schools and education in the world, hence exposing children to abuse and risk”, he said.
In 2020, New Fangak saw its first primary school leaving exams since the war that started in 2013. A new project component strengthened the livelihoods of parents, enabling more girls from vulnerable families to join school.
Finn Church Aid (FCA) opened its office in New Fangak, Jonglei State in 2016 and began with an EU Humanitarian Aid (ECHO) funded project by constructing schools and attracting learners.
Currently, the support reaches 16 schools in Fangak County in four villages. Field Team Leader Dhuor Deng Kuony says that the idea of a child’s right to education has grown stronger during the past four years. New school structures, teacher training and involving the community have been vital.
“I’m personally proud when I see children coming to school and the support they get from their parents, the community and the government that runs the education affairs”, Deng says.
“The community has taken ownership of the schools. They have built the structures and parents are strongly involved in their children’s education through Parent-Teacher Associations.”
A total of 130 teachers has received training within the project, and more than 7,000 pupils can access learning spaces and materials. With awareness-campaigns included, the project has reached more than 20,000 direct beneficiaries and an estimated 60,000 indirect beneficiaries.
Et ole hyväksynyt markkinoinnin evästeitä nähdäksesi videon.
Supporting livelihoods of vulnerable families increase enrolment
When the initial project started in 2016, there were no schools. The education that took place was given under trees by teachers who barely had completed their primary education.
Teacher training has been an essential part of the project from the start. Qualified teachers equal quality education, and families become more motivated when they see their children not only attending school but actually learning.
Nyaluak Maker, 15, is in class 2 in William Chuol Primary School and says that teachers are now punctual, and listen and interact with learners. She describes them as friendly and motivating
“I now feel very comfortable with asking my teacher about things I did not understand during the lecture. They will come to me individually, and explain patiently until I understand”, she says.
Nyaluak Maker, 15, says that her mother encourages her to focus on her learning. Photo: Maria de la Guardia / FCA
One of the challenges in Fangak County is convincing parents to send both boys and girls to school. In pastoralist communities, parents do not traditionally send their children to school, and particularly girls are the last to access education. They are often forced to marry at an early age.
“Women role models are powerful in convincing parents. We want to show that their girls can earn a living in the future, and for instance, female teachers are good examples”, Deng says.
But even more important is responding to the immediate needs of vulnerable families. In an area prone to floods and drought, food shortages are common, and poverty widespread. Many need their children to support the daily survival of their families through cooking or working.
This is why cash transfers and livelihoods support were added to the project, with funding by EU Humanitarian Aid. Parents that farm received seeds and training and the cash transfers have enabled single-parent households particularly to establish businesses at the market.
Nyadeng Chan and Wal Diew are both widows, and they combined their cash transfers of 6,050 South Sudanese Pounds (35 euros) each to establish a shop for tea and the local bread kisra.
“We decided to use the cash for something that keeps us going in the future instead of spending all on food. That would have soon taken us back to square one”, Wal says.
Business women Diew Wal and Nyaldeng Chan in front of the restaurant they co-own and run in New Fangak, South Sudan on 8 March 2020. Parents of school-going children receive cash distributions that help them start businesses to generate an income for their families. Photo: Maria de la Guardia / FCA
First primary leaving exams since 2013
The project reached a crucial milestone in early 2020 when 43 pupils sat, and 28 passed the first primary school leaving exams in New Fangak since the war started. This makes the youth eligible to continue their education journey on a national level.
17-year-old George Juang was one of the first to complete the exams in February.
“My teachers helped me prepare well. When I passed, many people I know are more eager to join the school because they also want to pass like me”, George says.
George now dreams of an opportunity to enrol in secondary education, which is not currently available in the whole of Fangak County. Despite a physical disability as a result of polio, he is determined to become an accountant.
“School teaches you to take care of yourself, and it exposes you to different cultures. You know how to protect yourself and how to pursue your dreams.”
George Juang is one of the first in New Fangak to have sat and passed his Primary 8 exams. Photo: Maria de la Guardia / FCA
Read more about this project funded by EU Humanitarian Aid (ECHO) in our photo story.
Finn Church Aid (FCA) has granted 100,000 euros to prevent the spread of the coronavirus in South Sudan, Somalia and Uganda, in addition to 50,000 euros previously allocated to Kenya.
Vulnerable communities across the world are bracing for the impact of a potential spread of the coronavirus.
An essential part of slowing down the pandemic is maintaining sufficient hand hygiene and avoiding human contact but the measures are not easy to apply in for instance refugee contexts. Camps and settlements are densely populated, and people even lack access to soap.
Uganda hosts the largest number of refugees in Africa. FCA partners with the UN Refugee Agency UNHCR in the education sector and the work includes the two largest refugee settlements: Bidibidi in the north and Kyaka in the southwest of Uganda. They are home to over 250,000 refugees.
Uganda has closed schools across the country to prevent the spread of the coronavirus. By early April, Uganda had recorded 44 cases of the COVID-19 disease. The actual number might be higher.
FCA raises awareness on necessary hygiene practices and measures among school children, their families, and teachers. The information is shared through the radio, text messages and posters. FCA also distributes soap and other hygiene products to families and increases handwashing facilities. Within communities, mobilisers also share information through megaphones.
The work is financed with 50,000 euros from FCA’s disaster fund.
If schools remain closed, children from vulnerable families risk severe consequences. Many have access to clean water, food and emotional support only at school. They face a greater risk of violence, child labour, harassment, pregnancy and child marriage when they are out of school.
FCA’s Country Director Wycliffe Nsheka says that FCA also implements precautionary measures to allow schools to open safely when the time comes.
“We are adding handwashing facilities, disinfectants and maintaining facilities, and we prepare to train teaches in psychosocial support”, he says.
A lack of water and a fragile administration increase Somalia’s vulnerability
In Somalia, FCA starts awareness-raising initiatives in its six schools in Baidoa. The town hosts the second largest population of internally displaced people in Somalia. FCA granted 15,000 euros to the intervention.
Somalia had recorded five cases of COVID-19 by early April. The actual number might be higher.
Somalia has also closed all schools. FCA can reach around 3,200 school children and their families through school committees and teachers. Country Director Mika Jokivuori says that FCA arranges campaigns with the help of community mobilisers, distributes posters, gives guidance on hand hygiene and provides families with soap.
“The Baidoa area is particularly vulnerable because of a fragile administration, and a lack of healthcare and water. Schools cannot provide clean water to pupils on a daily basis”, Jokivuori adds.
FCA’s community mobilisers demonstrate handwashing practices and other precautions in Baidoa, Somalia in March 2020. Photo: FCA
Children in the Baidoa area do not have smartphones and connections that allow distance learning. School closures thus further restrict the learning opportunities and well-being of children and youth that are already in a vulnerable position.
When schools reopen in Somalia, FCA will continue its awareness-raising by training teachers and pupils, establish school hygiene clubs and campaign for a safe return to school
Urgent need for precautionary measures in conflict-affected South Sudan
South Sudan’s government has also closed the country’s schools for at least a month, starting March 20th. The country has not recorded a single case of COVID-19 by early April, but the risks are high due to a fragile healthcare system and a challenging humanitarian situation.
Around 1,5 million people live internally displaced within South Sudan following years of conflict, and before the coronavirus pandemic, 7,5 million were already in need of humanitarian assistance. Malaria and diarrhoea are already common diseases, and a spread of the coronavirus would result in unprecedented consequences.
FCA has supported education for over 25,000 children and youth in Mingkaman, Fangak and Tonga, which are located in Lakes State, Jonglei State and Upper Nile State.
Although there are no recorded cases of COVID-19 in South Sudan at this point, there is a desperate need to have interventions in place, says FCA’s Country Director Berhanu Haile.
A group of volunteer teachers participated in FCA’s teacher training in New Fangak, South Sudan in March 2020. Now FCA begins to distribute information on the coronavirus and hygiene practices in schools through teachers. Photo: Maria de la Guardia / FCA.
South Sudan’s government is working with humanitarian aid agencies to support the fight against COVID-19 through awareness-raising and mass sensitization, including people living in internally displaced people camps.
“We must ensure that parents, children, teachers and the wider communities are sensitized and supported with essential lifesaving utilities like soap to prevent the spread of the looming pandemic if cases are recorded at a later stage. Prevention is better than cure”, Haile says.
FCA’s intervention reaches over 21,000 children, teachers and parents. Soap is distributed to 1,500 families. FCA’s disaster fund supports the actions with 35,000 euros.
Preparing for reconstruction after the corona crisis
The number of coronavirus cases and restrictions to contain the outbreak change quickly in different countries. FCA is prepared to modify and adapt its operations according to needs and circumstances, says Eija Alajarva, Head of Humanitarian Assistance.
FCA monitors developments in its countries of operation. Alajarva emphasises that despite the current chaos, we also have to look into the future.
“When the pandemic slows down and restrictions are removed, we have to support particularly children and youth returning to school”, she says.
Children and youth might need psychosocial support and remedial classes because their learning was disrupted
Entrepreneurs in developing countries also need support after the crisis. Movement restrictions threaten the income within the service sector, and the income of farmers usually depends on access to markets.
“Although our programme countries have yet the worst ahead of them, it is vital to prepare for reconstruction to ensure that there are no delays for it when the time comes”, Alajarva says.
