Our Dear Donors,Thank you for your continued investment in girl’s leadership development in a country where only 0.8% of girls go to primary school. These girls ARE the FUTURE FEMALE LEADERS of South Sudan!
My last report I said I was on my way back to South Sudan to start beginning the implementationof Phase I of the Student Leadership program school community garden.
As I have reported before, we work in the most fragile place in the developing world and thegovernment of South Sudan is slowly trying to create a civil society afterdecades of war.
I was advised not to come as there was intertribal conflict and political insecurity in the area where Ayak Anguei Girls School is. The girls were transported to a safer area where they had to temporarily re-locate to continue their education.
The conflict has been resolved and the girls returned this week ( end of April) to AyakAnguei where they now are using the four new classrooms the storm destroyed! They are settling in and taking their exit exams, so we are all eager to see how the P8 girl’s final scores are. We are hopeful they are as bright as lastMay’s class where 16 out of 23 girls matriculated onto secondary school!
The Korbel School of International Studies, Grad interns had the time to further enhanceand develop the student leadership development program. They are working with Daniel Majok Gai, PESSSouth Sudan Director via Skype to see how the Ministry of Education andAgriculture can play a role. Patience does have its virtue: we have now gotten the Ministry of Agriculture to work with the school in assisting them in soil testing, marking the required hectors needed. Our intention was to create a sustainable program using the TOT (Trainer of the Trainer) model that could be shared andpassed on.
We are using the TOT model by training the identified female teachers, Ministry of EducationGender Dept and School Head Matron along with the other teachers and HeadMaster who in turn will train the designated young girls who are prefects oftheir class levels. The designated prefect leaders will in turn train theirpeers, establishing a mentorship model. By empowering themselves and theirpeers, the girls will demonstrate the competencies from the CARE: Girls Competency-based Approach toLeadership:
Pillar One : Prefect Training
Realizing the Power Within- Developing five competencies in students:
1. Voice and Assertion
A. Can articulate thoughts and make decisions, has his or her own voice, knows she/hehas the right to an opinion, able to be critical, to ask questions, and to be assertive.
2. Decision-making and Action
A. Sense that her decisions matter in her own life, can solve problems, cancreate opportunities for herself ; believes that in acting on her decisions she can influence both her destiny and that of others.
3. Self-Confidence: Believing in herself
A. Able to organize herself to achieve her goals; able to take something from an idea to a final product. 1. Conflict Resolution
5. Vision and Ability to Motivate Others
Able to bring people together to accomplish something, to direct how to translate an idea into a practical result, to play an active social role in the community.
a. Leadership and Followership
b. Plus training for prefects on how to train other students and training on CommunityGarden implementation and training.
PrefectsA. training the rest of the Students, each trains their own classroom
Gaining Legitimacy- The importance of student’s relationship to others. One ofthe key components of developing leadership is the formation of students’social networks.
Prefectsorganize community garden with rest of the students, PTA and school administration.
Teaching the students “to act in a way that has a positive influence on their lives andthe lives of family and community members”
To help develop “a better understanding of citizenship and empathy.”
The girlsare excited about their leadership program and are especially eager todemonstrate their new leadership skills in demonstrating their civic engagement for their communities through theirschool community garden.
The girls are still in need of more garden tools: shovels,rakes, hoes, trowels, irrigation tubing and with the garden being larger than expected more “seed” monies for purchase of Seeds. They plan on growing maze, tomatoes, onions, pumpkins, squash, sorghum, root vegetables.
Thank you for your continued investment in girl’s leadership development in a countrywhere only 0.8% of girls go to primary school. These girls ARE the FUTURE FEMALE LEADERS of South Sudan!
Carol Francis-Rinehart, Co-Founder/US DirectorElizabeth Majok Awuoi, Ayak Anguei Girls School Head Matron
Kudual Areetic! Or great big hello in Dinka language!
I am heading off to South Sudan Feb. 12- March 7th to help our South Sudan Director, Daniel Majok Gai, Ayak Anguei Girls' School Head Master James Deng and Head Matron, Elizabeth Awuoi to research and begin implementing Phase I of the School Community Garden as part of the girl's leadership development program.
PESS is working with three great, intelligent, bright & savvy Korbel School of InternationalStudies, University of Denver female Grad students using CARE's:Girl's Competency-based Approach to Leadership along with Population Council's Girl-Centered Program Design: A Toolkit to Develop, Strengthen & Expand Adolescent Girls Program.
The School Community Garden Program will focus on utilizing the girl's school Prefect System and further develop the school Prefect System to include leadership components including 1.) Mentorship (higher grade girls guiding lower grade girls) 2.) Decision-making 3.) Developing Self-Confidence 4.) Organization 5.)Vision/ability tomotivate others. By developing these competencies, girls are positioned to “gain public legitimacy” with other girlsand community members and take civic action in the community.
The girls will be an integral part of the process from establishing an election campaign, recruitment of PTA (Parent-Teacher Association), deciding location of garden, establishing plowing, planting,cultivating and harvesting responsibilities, forming a rotation of students to fulfill the tasks, to harvesting for school food consumption and bringing excess harvest to market raising funds for school activities.
By empowering themselves and their peers, the girls will demonstrate to their communities the model of cooperation, inclusion, and shared vision.
Please continue supporting the girls with their next steps in developing a Student Government model for their school that they are hoping to share with other schools and Ministry of Education.
I will return from South Sudan with exciting updates, stories,and photos from the girls to share withyou. Your continued support brings hope to the future female leaders in a country where only 0.8% of girls are enrolled in primary school. Ayak Anguei girls are making history: 17 out of 23 matriculated to secondary school! Help them become recognized strong leaders in their community!
Yin ca leec areetic, (Thank you very much in Dinka language!)
Carol Francis-RinehartExecutive Director/Founder
Project Reports on GlobalGiving are posted directly to globalgiving.org by Project Leaders as they are completed, generally every 3-4 months. To protect the integrity of these documents, GlobalGiving does not alter them; therefore you may find some language or formatting issues.
If you donate to this project or have donated to this project, you will get an e-mail when this project posts a report. You can also subscribe for reports via e-mail without donating or by subscribing to this project's RSS feed.