ENSURING EQUAL OPPORTUNITIES FOR REFUGEE AND HOST COMMUNITY CHILDREN IN ETHIOPIA
Refugee primary school teacher Changkuoth Ter Wal explains the importance of investing in new schools and teacher training diploma programmes. With US$15 million from Education Cannot Wait (ECW), new schools and trained teachers are on the rise in the refugee-hosting regions of Gambella and Benishangal-Gumuz. Story originally published on UNICEF Ethiopia.
By Amanda Westfall
Like most children in Tierkidi Refugee Camp in Gambella, Ethiopia, 15-year-old Pal Biel Jany fled from violence in South Sudan five years ago. He left his entire immediate family behind and currently lives with his aunt in the camp.
Pal has been displaced and separated from his parents and siblings for nearly one-third of his life. For refugee children, especially those experiencing traumatic displacement processes, it is imperative that they find stability and support – and schools can play a significant role.
Pal is lucky to have Changkuoth Ter Wal as his fourth-grade teacher at Teirkidi #3 Primary School. Changkuoth was never given the opportunity to attend formal training for teaching – like most refugee teachers who hold no professional diplomas and only participate in short trainings offered at the camp. Nevertheless, he is determined to improve the conditions for the next generation.
“I can see how education is good for the community and the children. In South Sudan and here in the camps, there are more illiterate people than educated,” said Changkuoth.
But the situation changed last summer when he was given an opportunity of a life time. He and 343 other refugees were told they would be able to attend college and pursue teaching diplomas. Now, they can finally become professional teachers and improve the quality of education for refugee children.
In addition to investing in teachers, the refugee camps are benefitting from the construction of new schools and classrooms. Primary and secondary school access is still low (at a 75 per cent and 12.5 per cent Gross Enrollment Ratio for Gambella region) and class congestion is extremely high (the primary school student/teacher ratio is 106:1). With the expansion of learning spaces and investments in teacher training, the hope is to bring more children to school, reduce congestion, and improve the delivery of education.
The new schools are part of a US$15 million two-year investment by Education Cannot Wait, a new global fund for education in crisis hosted by UNICEF. The investment includes the construction of three new inclusive model secondary schools, 41 classrooms in eight secondary schools, 84 classrooms in four primary schools, and the provision of classroom furniture (desks, chairs, chalkboards) in Benishangul-Gumuz and Gambella regions, which are host to mostly South Sudanese refugees.
But the support goes further than construction, since infrastructure alone may increase access to schools, but doesn’t guarantee quality of teaching in the schools. The investment also supports teacher training through diploma programmes (like the one Changkuoth attends) as well as providing teaching and learning materials.
EQUAL OPPORTUNITIES FOR REFUGEES AND HOST COMMUNITIES
Pal’s camp sits within three kilometers of the neighboring ‘host’ Ethiopian community. Like their refugee peers, the host community also struggles with poverty and limited access to quality education. The Education Cannot Wait-supported investment brings equal opportunities for education to both host and refugee children and introduces integrated services through the construction of new secondary schools where both refugee and host children can learn together in government-run schools overseen by the Ministry of Education. Key project partners include the Ministry of Education, the Administration for Refugee and Returnee Affairs, UNICEF, and the United Nations High Commission for Refugees.
MOVING FROM TEMPORARY TO STABLE
Classrooms like those currently at Tierkidi #3 were first constructed as temporary solutions when it was uncertain how long the refugees would stay in Ethiopia. the temporary low-cost structures were made of wood and metal sheets that could be destroyed by harsh weather but as the conflict continues in South Sudan, services can no longer be viewed as short-term solutions.
“The [temporary] school may fall down because of rain and wind so we are very excited with the new classrooms [permanent structures built from concrete bricks]. There will be so many advantages. When the students hit the metal sheets, it makes loud sounds and disturbs the children who are learning inside. With the new buildings this won’t happen,” said Changuoth.
THE IMPACT OF THE INVESTMENT
Pal’s family trusts in him to gain a good education so he can help his younger siblings one day. For this reason, his family agreed that he lives with his aunt in the Tierkidi camp since there are no educational opportunities in South Sudan where his immediate family still lives.
“I have to work hard to complete my education so I can support my two younger brothers and three younger sisters who are still in South Sudan and can’t go to school,” said Pal.
Through the investment in construction, teacher training, and provision of teaching/learning materials, Pal and an expected 12,000 other children from refugee camps and surrounding host communities will enjoy an improved quality of education.
Story by Amanda Westfall, published with express permission from the original.