Traditional gender roles in South Sudan have hindered women from improving their professional skills and limited their contributions as teachers and leaders of parent-teacher associations, school management committees and boards of governors. As a result, children lack female role models and South Sudan has a shortage of teachers.
Most of South Sudan’s teachers lack professional training, a legacy of decades of conflict. Women constitute only 12.3 percent of the teaching force in South Sudan’s primary schools and 10.5 percent of teachers in secondary schools.
USAID is helping to improve female teachers’ professional skills and retain female teachers in South Sudan’s workforce through training and providing working mothers with childcare so that they are able to focus on their professional development.
Samna Basha, a third grade teacher enrolled in USAID-funded training, said that childcare helped her to concentrate and avoid inconveniencing colleagues in the classroom. “I did not expect to complete the training because I am a nursing mother and therefore unable to focus my undivided attention on the training material,” said Basha, who teaches at the Lokoloko Primary School in Wau, Western Bahr el Ghazal state. “I was pleased when a … staff member [told] us that child care services would be provided by a caretaker of our choice at a venue provided by the school and that the service would be paid for by the project. It was a great relief for all the mothers … this is the first time in my experience that working mothers have been supported to fulfill their professional duties while caring for their children.”
Pasqulina Jackino is a mother of six and has been a teacher of mathematics, science, and religion in Primary 1, 2, and 3 at Ezo Community Girls School in Western Equatoria State for nearly seven years. She had received no formal teacher training until she was offered the opportunity to participate in a USAID-funded in-service training course. “I quickly packed a bag for me and my baby and set out to attend the training because I knew this was an opportunity to make me a better teacher,” she said. ”I am now able to plan my lessons and make them more lively and interesting. Through interactions with fellow teachers and tutors from other counties, my English has improved. I am now able to explain the subject matter of the lesson to my pupils in English.”
Pasqulina can now effectively manage her classroom and encourage pupils to learn. As she explains, “to be a mother and teacher at the same time is a challenge but I am ready to take it up. This is the only way I can come out as a better person and contribute to the growth and development of my community and the entire nation.”