Building dreams: transforming education in South Sudan
Empowering communities and constructing classrooms for a better learning environment
In Aweil North County, Northern Bahr El Ghazal State, South Sudan. Aluel Majook, a 24-year-old member of the Parent-Teacher Association (PTA) from Pacthok Primary School, squints through the dense haze to find the spot where one of the regular meetings of the association will be held.
There, they discuss and find good ways to support the school's growth and ensure the well-being of children with a clear understanding of their roles and responsibilities. From afar, one can hear lively conversation and sometimes laughter. At the end of the session, a plan is established with precise actions to take this time to continue to improve the enrollment of children in the school.
As the name indicates, the Parent-Teacher Association is comprised of parents and teachers who work together for the welfare of the students. In South Sudan, these associations can be found in different states and play a key role when well-equipped and organized in student success, supporting the schools' growth and working to increase enrollment, particularly for children with disabilities and girls.
That is why UNICEF, with the support of the Global Partnership for Education (GPE), constructed classrooms and provided training, including management skills such as school development, resource mobilization, roles and responsibilities, goal setting, and financial management, for members of the PTA in some schools, one of them being Pacthok Primary School in Northern Bahr El Ghazal State.
Reflecting on his journey, Aluel noted that, before the UNICEF project supported by GPE, he and other PTA members lacked a clear understanding of their roles and responsibilities both within the school and the community. They were not trained and felt confused about their roles in the school and community. They did not know how to mobilize parents efficiently and did not have the materials to work correctly. This made it hard for them to help the school improve.
However, with the training they received, they could now execute their duties without any challenge, as they knew what they were doing. Aluel Majook shared how increased training opportunities have transformed their involvement in school development activities.
The training equipped us with the required knowledge and skills, and it has enhanced our performance in developing meaningful school development plans and monitoring progress
Additionally, he pointed out that they now engage more with community members and leaders to bring out-of-school children back into the classrooms. With the resource mobilization skills they gained from the training, they are now working with their community to make local contributions and collections to cater to schools' activities, such as supporting volunteer teachers and carrying out minor rehabilitation or establishing learning structures.
Overall, Aluel expressed gratitude to UNICEF and the Global Partnership for Education (GPE) for their generous support, which has significantly benefited the children and people of Northern Bahr El Ghazal State and South Sudan by enhancing access to education and creating safe learning environments. He is proud that he and other members of the PTA can now make a real difference for their school and the children in their community.
As we move to Aweil South County of Northern Bahr El Ghazal State, under the western flood plains sorghum and cattle livelihood zone, there lives a young girl called Mary Nyirou Kuol, a 16-year-old student of the Mangardier Primary School located in Panthou Payam.
Mary, the eighth of ten children in her family, speaks with pride as she recounts her progress in education. Unlike many of her siblings, she and her two brothers are among the fortunate few who have had the opportunity to enroll in school. "I am grateful to my parents for supporting me in school as a girl. If not, I would have been married off like some of my older sisters. My parents wanted me to study.
Until recently, Mary and her peers' journey to education was fraught with challenges. With their school, Mangardier Primary School, situated a 30-minute walk from their village and learning conducted under the unforgiving shade of trees, the threat of rain often disrupted their studies, forcing them to return home for the day. Thanks to the Global Partnership for Education (GPE) through UNICEF, Mangardier Primary School underwent a transformative change with the construction of new classrooms. Mary recalls the palpable difference the construction of these classrooms has made. No longer at the mercy of the elements, learning continues uninterrupted within their new classrooms' sturdy walls. With thankfulness and determination in her voice, she reflects on how these constructed classrooms have not only changed the physical landscape of their school but have also ignited a sense of joy and optimism among its students, thus improving the quality of education.
"The new classrooms came at the right time; they have attracted more learners to schools, and I now feel happy to study in my school," Mary concluded.
As Mary continues her education journey, she is an excellent example of the resilience and determination of countless children in Northern Bahr El Ghazal who strive for a brighter future against all odds. In the vast landscape of Northern Bahr El Ghazal State, where limited resources and infrastructure often challenge communities, the construction of adequate infrastructure and the empowerment of the community provide students with a conducive environment for learning.
