The power of partnerships

At Almossat Primary School for Girls in Gedaref, a strong and vibrant Parents and Teachers’ Association (PTA) is driving improvements in pupil’s welfare- from upgrading and maintaining learning environments, school enrolment and retention, to enhancing learning outcomes. The PTA also serves as a bridge between the community and the school administration, providing timely information and feedback, which is crucial for running the school and ensuring pupils learn in a safe environment.  

In a short time, the efforts of the PTA, led by Sadig and the Head Teacher, Tariq, as the secretary, have resulted in a surge in enrolment, with over 600 girls attending and more on the waiting list.

From the outset, Sadig and his 15-member team have been instrumental in ensuring the school remains operational and safe for girls who previously had to walk long distances in search of education. Together, they have mobilized parents to register their children in the new school, which is now much closer to their homes.

UNICEF School Grants

Recently, when the school was selected to receive school grants provided by the European Union through UNICEF, the PTA played a key role in ensuring these grants benefited the children effectively. Selected PTA members attended a training workshop before receiving the grants, where they learnt how to develop plans and identify pressing needs that would be covered by the grants.

“While we had a long list of needs, we learnt that the grants would not cover everything, but small items centered around the children,” he noted.

Therefore, they agreed to focus on improving the learning environment to ensure children were not only attending school but also learning effectively in a safe and conducive environment.

Enhancing the security of the girls while at school; improving their learning and greening the school through tree planting were selected as the top priorities. Over time, they have witnessed the positive impact of these initiatives on the children.

Innovating to learn

Across the school, colourful visual drawings now cover the walls of the ten classrooms blocks. Creatively designed, these pieces provide a constant source of knowledge for the children – from mathematic tables, maps, and alphabets. Wherever the pupils turn, they are learning.

“The drawings supplement the theory that the children learn in the classrooms,” Sadig mentioned.

Teachers incorporate the visuals into their lessons and often encourage pupils to refer to them during revision.

Outside the grade two classroom, Marwa, Iifa and Tamhel review a multiplication table during the morning break. They are not alone. Across the school, pupils are using the visuals to enhance their knowledge on concepts taught in class.

“The wall art helps us understand our lessons better. Sometimes, as I walk past the drawings, I look at them closely — and over time, I remember them more easily than what’s in the books, said Madaniya, a grade six pupil.

Greening the school

In Sudan, where summer temperatures often exceed 40 degrees Celsius,  planting trees has significantly improved the school environment while providing much-needed shade during the hot season. Through this project, the children are also learning about the environment and importance of greening.
 
“The girls are enjoying the tree project and even named the trees,” said Tariq Ahmed, the head teacher.

“When I’m on my way to school, I feel so happy because of the natural surroundings and the beautiful trees. I love watering the trees twice a day - once in the morning and again at the end of the day before I go home,” added 13-year-old Iifa, who says the school now feels more beautiful.

A safe and inclusive school

While the school’s construction initially catered to children with disabilities and prioritized pupils’ safety, the perimeter fence remained incomplete, posing a significant risk to the girls. The grant funding complemented the available school funds, enabling the fence’s completion. Today, the school is surrounded by a strong, secure aluminum fence, providing safety for the girls while at school.

“Their safety is in our hands while they are in school and this was a major gap,” Ahmed, noted.

Motivated by the goal of improving the school environment — and, with it, boosting enrolment, retention, and effective learning for girls — Sadig confirms that the investments made so far have been instrumental in attracting more girls to the school.

In Gedaref state alone, about 500 schools have so far benefitted from EU support- offering children a chance to return to the classroom and pursue their dreams.
  
Through the Integrating Refugee Children into Sudanese Education System programme (IRCES), UNICEF is supporting schools that host displaced and refugee children with school grants, teacher and PTA trainings, education supplies, and recreational, early childhood development (ECD), and adolescent kits- thanks to financial assistance from the European Union.