Chasing Dreams, Not Cattle

Twelve-year-old Mohammed Hassen, living in the pastoralist community in Amibara Woreda (District), Afar region, used to watch other children walk to school, their hands full of books and laughter.  Coming from a low-income pastoralist family, he often wondered, “Will that ever be my reality?” 

The Afar Region is part of Ethiopia’s northeastern desert belt and is one of the most drought-prone and underserved areas in the country. Here, access to education is limited, especially for children from pastoralist communities, who often spend their days tending to livestock rather than sitting in classrooms.

“My parents didn’t send me to school because there was no school nearby,” Mohammed recalls. “I used to help with the animals; that was my life.”

Things began to change when outreach workers from Imagine1day visited his village as part of a UNICEF-implemented project funded by the Federal Ministry of Economic Cooperation and Development of Germany (BMZ) through KfW Development Bank. This project aims to build the resilience of drought-affected communities by ensuring that out-of-school children have access to education.

“When they approached my parents and explained that I could go to school, I felt a surge of hope. It was as if a new chapter was unfolding in my life,” Mohammed shares, his eyes sparkling with excitement.

Today, Mohammed is one of the many students benefiting from the Accelerated Education Programme (AEP), a 10-month initiative designed for over-age and out-of-school children aged 10 to 14. The program compresses the curriculum of the first three grades into a single academic year, enabling learners to transition into formal education in Grade 4.

“Mohammed is incredibly disciplined,” praises his teacher, Mohammed Oumer. “He rarely misses a class and is always eager to participate. His enthusiasm for mathematics is particularly remarkable.”

A smile breaks across Mohammed’s face when asked about his favorite subject. “I love numbers!” he exclaims. “Solving problems is like piecing together a puzzle. When I finally grasp a concept in math, it fills me with strength. One day, I aspire to be a teacher and inspire children like me.” 

Beyond the academic support, the programme also integrates Mental Health and Psychosocial Support (MHPSS) to help children like Mohammed cope with the emotional and psychological challenges they may encounter. Through structured group activities, peer support, and guidance from trained facilitators, students are encouraged to express themselves, build resilience, and regain a sense of normalcy and hope.

“The sessions help me feel calm and confident,” Mohammed shares. “I’ve learned how to express my feelings and support my friends as well.”

And that hope is radiating into the wider community. “Mohammed serves as an inspiration for other children in our village,” shares community outreach worker Halima Nur. “They see him and come to believe that they too can return to school. He has become a role model, lighting a path for others to follow.”