Inclusive education: How SCIAF are empowering girls and supporting young people with disabilities in South Sudan
For the past three-years SCIAF (Scottish Catholic International Aid Fund), have been supporting young people with disabilities in South Sudan, ensuring they are able to access the education they deserve, challenging negative stereotypes around gender and disability and improving inclusivity within schools and communities.
Accessing inclusive learning
In South Sudan, young people must be able to meet certain personal care requirements before they are allowed to start school – things like using the toilet independently or dressing themselves. For many young people with disabilities, tasks like these can be extremely difficult. This alongside the limited knowledge and tools available around inclusive, accessible learning means they are less likely to attend school.
But with funds raised through their WEE Box appeal in 2019, SCIAF, alongside their partner Sudan Evangelical Mission (SEM) have been nurturing change in communities.
Through the project, dedicated support workers have been trained to assist children and their families to identify and meet their basic care needs. These workers provide encouragement and care, and tailor skills plans so they can become more independent and confident.
To ensure schools are accessible the project has repaired classrooms and installed ramps and desks. Children with additional needs have been provided with braille materials and audio tapes so they can join in lessons with their peers, and community members, students and teachers have been trained in sign-language and inclusive education practices.
Several new ‘school clubs’ have been established in six focus schools too. These include debating teams, gardening groups, football clubs and health clubs, creating a fun and social learning environment where children of all ages and abilities can participate together. These clubs not only boost the confidence of young people with disabilities, but reshape how inclusive education is understood and embraced in the wider community.
Photograph: Students at one of the schools
Empowering girls
The project has also been empowering girls through menstrual health education and access to reusable menstrual products. In South Sudan, many girls miss school every month because of their periods. This is due to limited funds to buy menstrual products, and a lack of private and secure facilities at school to manage their periods. These monthly disruptions can have a lasting impact on their education, confidence, and future opportunities.
The menstrual pads provided are made from reusable materials making them a cost-effective and sustainable options for girls and their families. They are made locally so production creates paid work and income for tailoring businesses.
In addition to this practical approach, the project has been challenging social norms and stigma. Workshops run by local partners have raised awareness about periods and reproductive health, encouraging open conversations with students, parents, teachers, and community leaders. These efforts support girls to stay in school, while contributing to long-term behaviour change, where menstruation can be talked about openly between girls and boys, their families and the community.
“The sanitary pads and soap have allowed me to stay in school too. We used to buy menstrual products from the market – but when there was no money, it meant that I missed school due to my periods.” Vaida, 20 years old.
Stories of change
12 year old Malia has been living with hydrocephalus – a build-up of excessive fluid in the brain – since she was a baby, which has made her life extremely difficult. But with support from the project, Malia was able to access emergency medical treatment which has transformed her life. Malia now has access to further medical check-ups to keep an eye on her condition, and she has been encouraged through the project to attend school which in turn is building her self-esteem and confidence. “I am in primary school and – when I’m older – I would like to become a doctor. I feel happy going to school and reading my books because I know I will have a bright future, in spite of my disability.”
Photograph: Malia at home
As Vaida was growing up, walking became difficult. She couldn’t move around freely like other children and needed to be carried which left her feeling like a burden. With support from SEM, Vaida now has a tricycle and an elbow crutch so she can travel longer distances, such as to school, church and the market. SEM staff also visit her regularly to check on her progress and do physiotherapy on her legs. Vaida now has more freedom and doesn’t have to rely on others to get around.
Photograph: Vaida at home
Through this human-centred approach SCIAF’s support is ensuring girls and young people with disabilities have equal opportunities to attend school and thrive towards the futures they deserve.
Find out more about SCIAF and the project on their website.
In Pakistan, girls face significant barriers to accessing school and gaining an education. These barriers include accessibility, where schools are often far from home and require long and dangerous journeys, and inadequate and basic school infrastructure and learning resources. In this context, alternative models like community learning centres offer accessible, safe spaces for girls to learn closer to home.
Through their three-year UK Aid Match project ‘Empower Her’, READ Foundation have set up 120 community-based accelerated learning spaces (CBALS) within communities in two rural areas of Pakistan, to help support 3,600 girls to receive the education they deserve.
The CBALS are located in easily accessible areas for girls, such as local churches and community centres. Each building is named after influential women, including local role models who advocate for women’s empowerment, fostering a sense of pride and connection amongst the students and wider community. The CBALS are well-equipped with teaching materials, comfortable furniture, boundary walls for added safety, and washroom facilities with access to safe drinking water, creating a secure and supportive learning environment.
Photograph: A student stood next to one of the CBALS
So far, 120 female teachers have been recruited to teach at the CBALS and have received training from education specialists. This training includes capacity building on how to implement activity-based learning methodologies and approaches for accelerated learning, assessment techniques and lesson planning. Teachers and staff have also received in-depth safeguarding training to equip them with enhanced protocols and standards for safeguarding.
“I never realised earlier that there are different teaching methodologies that can maintain children’s interest in studies. By learning and adopting activity-based learning, my interest in teaching students, including my own children, has increased.” – CBALS teacher
In addition to improving girls’ access to education, the project is assisting the girls with obtaining birth certificates by connecting them and their families with the relevant authorities. Currently, 90% of girls in the CBALS do not have their birth certificate, and securing this document will enable them to have access to essential government health, education and nutrition programmes.
Community engagement is essential to the project’s long-term success, especially in promoting the importance of girls’ education. Several committees have been established such as a Village Education Committee, where male and female community members, government officials and project staff come together to raise awareness of the project. Community outreach initiatives, campaigns and workshops are also being conducted to challenge social perceptions and attitudes around girls’ education and to emphasise everyone’s role in empowering girls and strengthening their future.
Photograph: Girls learning in one of the CBALS
Looking forward, the project’s next steps include opening 14 schools, so that girls from the CBALS can transition to formal education with confidence.
For more about the project, take a look at READ Foundation’s project report.
