By Carol Francis-Rinehart | Co-Founder/ US Director
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 implementation
of 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 the
government of South Sudan is slowly trying to create a civil society after
decades 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 Ayak
Anguei 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 last
May’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 enhance
and develop the student leadership development program. They are working with Daniel Majok Gai, PESS
South Sudan Director via Skype to see how the Ministry of Education and
Agriculture 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 and
passed on.
We are using the TOT model by training the identified female teachers, Ministry of Education
Gender Dept and School Head Matron along with the other teachers and Head
Master who in turn will train the designated young girls who are prefects of
their class levels. The designated prefect leaders will in turn train their
peers, establishing a mentorship model. By empowering themselves and their
peers, the girls will demonstrate the competencies from the CARE: Girls Competency-based Approach to
Leadership:
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/he
has 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, can
create 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
4. Organization
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 Community
Garden implementation and training.
Pillar Two
Prefects
A. training the rest of the Students, each trains their own classroom
Gaining Legitimacy- The importance of student’s relationship to others. One of
the key components of developing leadership is the formation of students’
social networks.
Pillar Three
Prefects
organize 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 and
the 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 to
demonstrate their new leadership skills in demonstrating their civic engagement for their communities through their
school 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 country
where only 0.8% of girls go to primary school. These girls ARE the FUTURE FEMALE LEADERS of South Sudan!
Sincerely,
Carol Francis-Rinehart, Co-Founder/US Director
Elizabeth Majok Awuoi, Ayak Anguei Girls School Head Matron
Links:
By Carol Francis-Rinehart | Executive Director U.S.
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