Jasmine Asekome, founder of Caring Hands Empowerment Foundation in Nigeria talks about how her own childhood experiences that led her to find a community-based organisation supporting displaced children through education By Jasmine Asekome   This story is part of the co-branded story series, 'Rewriting the Narrative: Stories of & from Refugee & Community-Led Initiatives' a collaborative effort between  Samuel Hall, Youth Voices Community, Cohere, and Reframe Network. Members of various Refugee-Led and community-led Organisations part of the Reframe Network underwent an introductory training in storytelling and advocacy. They were then invited to share their personal narratives, capturing their journey, work, and the lasting impact of their initiatives. This collaboration aims not only to spotlight their incredible work but also to empower them with the skills to share their own stories effectively, fostering greater support, funding, and opportunities for their vital work. TW: Abuse, Domestic Violence From 1992 to 1998, my family and I moved to six different states and communities in Nigeria, in the Northern, Southern, and Western parts of the country. I remember a time when I was four years old in Kogi State, and my mother told me that we were moving to a new place. We lived in a small room with a rusted, old zinc bathroom located outside our building. Other tenants shared the bathroom with us as well. The language was challenging, but I managed to learn some of it because we were occasionally taught certain subjects in the native language. Shortly after that, we moved south, to our village. We had lived in Edo State previously with my maternal grandparents in Ekpoma, where I had attended three different nursery schools. This time, we found ourselves in my paternal grandmother's hut. It felt like someone had pressed a reset button, again. We had to learn everything about this new place - the culture, language, and people were different. We moved so frequently that the idea of home became lost on me. Being a new student was always difficult, I was constantly at the mercy of older students. The schools were understaffed, the teachers did not take bullying, mental health  and adjustments to change seriously, unless a child was bleeding or needed visible medical attention. Proof of a child fainting or suffering a severe injury was required. I also experienced terror at home, with my father violently abusing my mother until she bled and physically harming me to the point of urination or nosebleeds whenever he was around. The constant bullying in school and violence at home kept driving me into a shell. In an attempt to escape the constant domestic violence; my mother, my two younger brothers, and I made our final move to Ekpoma to live with my maternal grandparents. I was eight years old when we arrived. Education - A Constant Amidst Displacement For a long time, I didn't feel safe, welcome, or wanted in the new communities I joined. I didn't make many friends at school, more out of fear than preference. The ones I did have adopted me, and I went along with it. As soon as I started adapting to one place, we had to move again. As far as I was concerned, we had no home, given how often we moved and the places we had to stay in, such as unfinished buildings, a church, the floor of someone's kitchen, and mud beds. In total, I attended over 13 schools, 10 of which were primary schools. Discrimination and bullying were constant. All of this made me feel like I had to work five times harder to be seen, acknowledged, and accepted for who I was. It made me feel disconnected from my immediate environment. They had to build a supportive environment within their family unit, led by her mother: Education was important to my family. My mother was an avid reader, and she often helped me with my English homework, improving my language skills and knowledge. These after-school sessions with my mom not only improved my academic performance but also taught me the importance of being respectful. She taught me how to use the power of my imagination to adapt to new situations;  by drawing about my happy place and envisioning my future self. As I grew older and graduated from university, I realised that I wanted to help children who had experienced displacement, migration, or sought asylum, just like I had. I understood what it took to start over again and again as a child. I knew the impact of help and support from both strangers and familiar people. This understanding inspired me to establish the Caring Hands Empowerment Foundation in 2020. Caring Hands For A Confident Future Based in Lagos, the Caring Hands Empowerment Foundation is a nonprofit organisation that assists refugee and migrant children through sustainable educational support programs. Our journey began amidst the challenges posed by the COVID-19 pandemic in 2020 when we initiated our efforts by distributing essential food supplies to displaced families in Lagos, as well as to refugee communities in Uganda and Kenya. These initiatives were kick-started by a birthday fundraiser I organised for my 30th birthday, which, despite the economic hardships brought on by the pandemic, managed to raise $300. Each of these countries received $100, which was used to provide assistance we could to families living in settlements and camps. By July of that year, I faced another setback when my former employer did not renew my contract due to pandemic-related circumstances. This abrupt change in my financial situation put the organisation's activities on hold temporarily as I sought a stable income and continued to learn valuable lessons in nonprofit management. After a five-month hiatus, we slowly resumed operations in February 2021, with my funds sustaining the organisation until we secured our first non-financial partnership in 2022. This partnership was formed with a Nigerian company that generously provided storybooks and toys for our beneficiaries. Furthermore, we became beneficiaries by participating in Cohere's capacity-strengthening and knowledge-sharing course program. Currently, we work with volunteers, providing them with stipends for 6-9 month commitments, depending on available funds. Scaling Impact  Our initial efforts focused on assisting 65 refugee and internally displaced children in a Lagos Island community who attended different schools. We conducted outreach activities within their residential area. Since May 2022, we've expanded our educational support to 199 migrant children attending a community school in the Ajah and Ikorodu areas of Lagos. When we first met these children, over half of them couldn't speak English fluently, and they often had to share notebooks due to limited materials. Many of them wore mismatched or worn-out slippers to school. Through the foundation, I strive to ensure that the children we support through our educational programs are equipped with not just knowledge, but also confidence. This would enable them to continue their education seamlessly, even in the face of potential barriers from future displacements.  Now in our third year of operation, we have supported over 543 children, including refugees, migrants, and internally displaced individuals. In addition to our educational support, we distributed "Love packs" filled with biscuits, popcorn, sweets, crayons, colouring books, cupcakes, and juice during holidays from 2020 to 2022. When we began offering educational assistance to migrant children, there were three girls who stood out to us. They displayed a genuine passion for learning and socialising with their peers. However, during one of my visits to the school in November last year, I noticed a significant drop in attendance. Nearly 53% of the students were absent that day, including two of these girls. The third girl, who attended that day, explained that she alternated school days with her siblings due to her parents' inability to afford their fees, allowing her to attend school only twice a week. The other two girls, along with the absent children, needed to catch up on fee payments, which forced them to miss school and likely assist their parents or guardians in local businesses like the smoked fish trade or petty trading. The head teacher mentioned that this often led to the children missing exams and having to repeat their grades. Upon discovering this, I reported the situation to our team, and we conducted an emergency fundraiser. We secured funds to cover the school fees of 15 deserving children, including our three girls, selected based on their academic performance. They completed their first-term exams. However, concerns arose about sustaining this support to ensure uninterrupted academic progress. By April 2023, thanks to Cohere's grant, we could cover the school fees for 35 children for an entire year, including the 15 from the previous year. This enabled them to enjoy uninterrupted learning and avoid repeating grades. During their end-of-year celebration, the girls confidently presented in English, thrilled to have passed and been promoted to the next grade. In partnership with Cohere in 2023, we have provided educational materials to 299 children, granted one-year scholarships to 35 children, distributed school shoes to 120 children, and donated three laptops to our beneficiary school to launch a Computer Studies class for the children.  Previously, 40% to 55% of the children often missed classes and examinations, resulting in grade repetition, but we have seen an incredible improvement since the implementation of our Back-to-Class project, with teachers reporting attendance rates of 85% to 90%. The children now feel loved, accepted, acknowledged, and welcome. This was the impact I aimed to achieve when we began, as I understand how consistent support can encourage and enhance learning. I, too, faced challenges in the past, lacking confidence and struggling with my English language skills and education. Today, I have participated in policy dialogues, panel discussions, advocacy workshops, and conferences. Now, I have the opportunity to instil that same confidence in the children supported by the Caring Hands Empowerment Foundation.   Sustaining Impact With Care Currently, our most significant challenge lies ahead in securing the necessary funding and resources and building sustainable partnerships.  These resources are critical not only for sustaining our current efforts but also for building a dedicated team that can help us expand our impact as we deepen our connection with our beneficiaries. Our long-term objective is to establish a dedicated space where children can engage in weekend sessions to enhance their learning across various subjects, discover and nurture their interests in extracurricular activities, and work towards achieving their goals.  We want to create a home where they can express themselves, learn, grow, develop and visualise their dreams. To build that home, we need all the support we can get.  

Divine Mugisha, founder of the refugee-led Supportive Pillar Organisation talks about her own hurdles in accessing education in Dzaleka Refugee Camp in Malawi that motivated  her to help children in need accessing  through the power of storytelling to garner support.  By Divine Mugisha This story is part of the co-branded story series, ‘Rewriting the Narrative: Stories of & from Refugee & Community-Led Initiatives’ a collaborative effort between Samuel Hall, Youth Voices Community, Cohere, and Reframe Network. Members of various Refugee-Led and community-led Organisations part of the Reframe Network underwent an introductory training in storytelling and advocacy. They were then invited to share their personal narratives, capturing their journey, work, and the lasting impact of their initiatives. This collaboration aims not only to spotlight their incredible work but also to empower them with the skills to share their own stories effectively, fostering greater support, funding, and opportunities for their vital work.     My name is Divine Mugisha, and I am a 20-year-old on a mission. My roots trace back to the Dzaleka Refugee Camp in Malawi, and currently, I am pursuing my university education at the United States International University in Kenya. I proudly serve as the founder and executive director of the Supportive Pillar Organisation (SPO), a refugee-led organisation dedicated to enhancing the living conditions of refugees and underprivileged Malawians through improved access to education. Since our inception in 2021, SPO has made remarkable progress in fulfilling its mission. As of September 2023, we have facilitated the education of 41 students, conducted two impactful mentorship workshops, and provided essential school materials to 9 students. While I acknowledge that education does not guarantee instant success; for refugees and disadvantaged Malawians without the luxury of well-off parents, education becomes a crucial asset in securing a brighter future. This is why we remain unwavering in our commitment to supporting the most vulnerable students, ensuring their return to school, even if they must drop out due to financial hardships. My dream is to create a better world for young individuals who live in extreme poverty, individuals who harbour dreams and aspirations. I firmly believe that no one is destined to suffer; often, it's a matter of luck and circumstances that can turn life into a nightmare. My early life was like that, too! An Uphill Battle For Education Growing up in a refugee camp, I faced numerous challenges in accessing quality education. I completed both primary and secondary schooling within those same camp walls. The classroom environment left much to be desired, with overcrowded rooms and teachers needing more enthusiasm for educating refugees. I found it challenging to absorb much from these classes. Navigating the education system while handling household chores as a girl child was particularly tough. I had to rise as early as 2 a.m. to fetch water, followed by dishwashing and meal preparation before and after my classes. Despite these hardships, my determination to excel academically led me to carve out pockets of time for studying. I read while cooking while peeling potatoes, and even 30 minutes before embarking on my early morning water-fetching routine.  After 12 years, I completed my secondary education, ranking second in my school. It felt like I had achieved the highest position, even though my English grade was subpar. My parents could not afford to fund my education further, so I decided to pursue scholarship opportunities.  One such opportunity came from an international organisation. I completed the application process. However, I faltered during the interviews when I couldn't provide the "personal reasons for leaving my home country", despite clearly stating that I had left when I was just nine months old. Although my application was unsuccessful with the rejection note - "Apply again only when you have a different story" – it planted a seed of hope in me.  That's when I decided to take control of my own life. I understood that circumstances should not determine who I would become but who I could be. I reevaluated my vision, considering how I could lead a fulfilling life even within the confines of the refugee camp. It was then that I recognised my passion for helping others, extending beyond the mere tasks of daily life. Whether it was taking care of my friends, willingly tackling house chores even when they interfered with my education, tutoring my peers, teaching computer studies on Saturdays, or advocating for refugee rights in child parliament sessions—it was all driven by a desire to make a difference. I decided to co-found the Supportive Pillar Organisation with a like-minded friend. During this time, I learned about the Mastercard Foundation Scholars Program and decided to apply. Thanks to my strong background in volunteering and leadership roles, I was selected to study at the United States International University Africa in Nairobi, Kenya. The feeling of finally securing a scholarship to leave the camp and embark on a journey to become a leader was beyond words.  However, as my excitement and aspirations soared, I encountered another challenge—the immigration office denied me a Conventional Travel Document (CTD). Months passed, and my situation remained unchanged. I visited the immigration office daily, even when the response was consistently negative. The more I tried, the more disheartening the situation became. I was shattered, but I refused to let depression define my future. I sought therapy and started taking antidepressants. This period taught me the virtues of persistence and tenacity - and finally in 2022, I was able to travel to Kenya to pursue my studies.  Today, education has transformed my life. I've transitioned from a girl with tattered uniforms to someone who can afford branded clothing. The escape from poverty and the ability to envision a life where I could meet my basic needs kept me going and allowed me to conquer adversity. Stories that Inspire Support: The Impact of the Supportive Pillar Organisation (SPO) Having a brilliant idea and effortlessly securing support was a mere illusion. Some may start with grants or big donors, but for others, it begins with doing what they love and believe in—Supportive Pillar Organisation. The journey of SPO commenced with two financially challenged young individuals. Initially, we believed applying for grants online would resolve all our financial challenges. Our projects depended on funding, and failing to pay our students' school fees would force them to return home, potentially forcing them out of school.  We also tried reaching out to people abroad to secure assistance, but unfortunately, most read our messages and then stopped responding. So, we began sharing the stories of these young individuals facing severe hardships, but our social media posts often needed more attention. We persisted, even though financial stability remained elusive - our passion kept us going.  We continued sharing our stories and gradually realised the power of storytelling. Given our limited resources, we couldn't single-handedly change lives, but we could advocate through stories. Stories have the power to connect potential sponsors with those in need. They convey reality and emotions, crucial in influencing decisions on who, what, where, and how to help.  I discovered two types of donors—those who initially want to engage in charity projects but need the right opportunity and those who are deeply moved by a specific story and are compelled to help, sometimes even convincing others to join the cause. Stories don't just bring sponsors; they also raise awareness about the issues surrounding a particular place and its people. As in life, no single organisation or individual can bring about comprehensive change. Various initiatives can address different aspects of a problem. For instance, while SPO focuses on secondary education, another organisation might support tertiary education or provide psychosocial assistance. This is why when telling stories, it's essential to depict the whole situation, making people aware of the overall context and then calling them to action to support your initiative. Through these efforts, we garnered support, and today, we assist more than 30 students, with an additional six having completed their secondary education and awaiting university transitions. We support students from all three regions of Malawi, including refugees in the North, Central, and South.  Furthermore, we are actively working on establishing a boarding school to offer a nurturing and conducive learning environment with high-quality education. This will enhance the academic performance of our students who currently attend public schools with subpar educational quality. This journey has taught me that greater things await those who persevere. By holding onto our dreams and aspirations, we can genuinely make a difference in the lives of those we aim to uplift. Dive into a quick visual journey of SPO: The Journey of SPO in Photos:    

At the crossroads of climate justice, skills development, and women's empowerment, Resilience Action International is crafting sustainable solutions for a greener environment and a brighter tomorrow. Gloria Mairura, RAI's Business Development and Communications Manager, interviews two programme participants to understand their impact and their message to the world. By Gloria Mairura This story is part of the co-branded story series, 'Rewriting the Narrative: Stories of & from Refugee and Community-Led Initiatives' a collaborative effort between Samuel Hall, Youth Voices Community, Cohere, and Reframe Network. Members of various Refugee and Community Led Organisations (RLOs) participating in the Reframe Network underwent an introductory training in storytelling and advocacy. They were then invited to share their personal narratives, capturing their journey, work, and the lasting impact of their initiatives. This collaboration aims not only to spotlight them but also to empower them with the skills to share their own stories effectively, fostering greater support, funding, and opportunities for their vital work. This story highlights one RLO’s work in Kakuma, Kenya on climate change - Samuel Hall seeks to elevate their voice and connect them to those who can support them in amplifying their social impact.     Climate migration has been and continues to be a significant factor contributing to migration in East Africa. Several young refugees recount experiences of climate-related migration as their first reason for leaving their homes.  This phenomenon also applies to those already within the camp, who find themselves displaced for a second or subsequent time within the camp, primarily due to natural disasters, such as flash floods or powerful winds in the Kakuma region. People here often struggle to make a living in ways that are different from what they were used to in their home countries. This challenge is particularly pronounced for those who previously worked as farmers, pastoralists, or fishermen and have had to adapt to life in hot and arid regions like the Turkana county - where Kakuma Refugee camp is located.  In an effort to resolve some of these issues, in 2010, Muzabel Welongo, a refugee from the Democratic Republic of Congo, established Resilience Action International (RAI) in Kakuma, Kenya. Over the years, RAI has earned a reputation as a refugee-led organisation by focusing on enhancing the economic resilience of youth.  Kakuma's challenging environment, characterised by a semi-arid climate with temperatures averaging 40 degrees Celsius and an annual rainfall average of 200mm, underscores the need for environmental conservation and sustainable, eco-friendly economic activities. RAI's economic empowerment initiatives are crucial steps toward mitigating the impacts of climate migration within the displaced Kakuma community. To address the lack of access to clean energy for refugees not connected to the national electricity grid, RAI, through its subsidiary Okapi Green Ltd, is distributing solar power to homes and small businesses in Kakuma 3. This initiative aims to replace costly and environmentally damaging alternatives like candles, diesel generators, and charcoal. I have always believed that climate change is a serious yet an often overlooked issue as refugees and asylum seekers in Kakuma face many challenges due to the climate crisis, in addition to their existing vulnerability. Working with RAI has given me the opportunity to connect with brilliant refugee youths and learn more about displacement first-hand. To assess and document their own influence, I, on behalf of RAI, engaged in conversations with two people from the camp to explore their personal journeys; the effect RAI has had on their lives and how they think international organisations can support community-led initiatives of green transition. Local Solutions For Global Problems: Interview with Ardiya -Ardiya (in a green Okapi shirt) demonstrating to learners how to operate a domestic solar kit in Kakuma 3 training centre. 27-year-old Aridya arrived in Kakuma in 2012 from Sudan. He currently works at Okapi Green Ltd as a Project Lead. Along with his teams, he provides training to youths in Kakuma refugee camp on operating and maintaining portable solar-powered kits for domestic use. Q1: Have you ever been forced to relocate due to extreme weather events? A: Yes, indeed. Part of the reason for our move to Kenya was the mudslides and frequent flooding in the lowland area of Sarbuye in Sudan. This area was known for its plantations and fruit trees but was prone to flooding due to rivers and streams that overflowed in rainy seasons. Villagers had to relocate to the higher hill region of Nuba Mountains to escape the devastation caused by mudslides and flooding on their livestock and animals. Following the mudslides, there was often a period of starvation as food crops and most domestic animals perished during the event or later due to hunger. At one point, even the village chief advised families to move out of the valley. Q2: How did this experience shape your life in Kakuma? A: Upon arriving at Kakuma refugee camp, we were allocated a piece of land in Kakuma 1, close to a seasonal stream that divided the camp. This larger stream collected rainwater from nearby secondary schools and the two smaller streams, causing flooding and impassable paths during heavy rains. In 2015, we moved to Kakuma 3 with the help of our block leader and camp authorities. I have adapted to the hot and dry climate in Kakuma, but I still struggle with the strong, dusty winds that can blow away roofs. I've seen neighbours lose their 'mabati' homes to these winds in Kalobeyei. Others have had to rebuild their brick houses after heavy downpours in the camp. We don't have many relocation options, so we have to manage as best as we can. Q3: How did you get involved with RAI and Okpai Green? A: I became aware of RAI, through public posters and colleagues who worked there. I was in high school at the time and would pass by the RAI centre in Kakuma 2 to visit friends. Additionally, I worked as a facilitator for RAI on a five-month project in 2022 before applying for a job with Okapi Green Ltd in 2023. I chose Okapi Green Ltd because its mission and vision aligned with my passion. I hold a bachelor's degree in Education in Mathematics and Physics from Kenyatta University, and Okapi had the right job for me. Furthermore, I have the opportunity to facilitate workshops and witness physics in action through solar power technology. It's remarkable how simple technology can generate significant power without harming the environment. Q4: How has RAI influenced your thoughts on Climate Migration? A: Working with Okapi Green Ltd,  to promote the use of renewable energy in homes and small businesses has shown me how ordinary people can access clean and natural power. It's my hope that I can apply this knowledge back in Sudan, where we could harness floodwaters to generate power, much like we've harnessed the sunny weather in Kakuma for a positive purpose. Additionally, I'm interested in pursuing a master's degree in  natural sciences in the near future. I've come to believe that both for-profit and nonprofit organisations should adopt environmentally friendly strategies and structures in their activities to reduce harm and protect the environment in the areas where they operate. "Youths are the drivers of change. It's up to us to be creative in adopting and developing conservation measures that protect the environment and our homes." Q5: What efforts do you see the refugee communities and RLOs making in the camp around climate change and mobility and how can the international community support them? I have seen local organisations within Kakuma refugee camp working with the National Council of Churches of Kenya (NCCK) to assist people affected by strong winds and flooding in the camp to build sturdy shelters that can withstand extreme winds and heavy rainfall without disintegrating or leaking. Furthermore,  RLOs are collaborating with small self-help groups and communities affected by flooding and impassable roads. They are working together to dig ditches that divert flood water away from residences, preventing the need for repeat relocations each time the rainy season begins. Refugee communities in Kakuma 3 are exploring and adopting renewable energy technologies from local CBOs, such as solar power from Okapi Green Energy Ltd. By doing this, we hope to reduce reliance on non renewable fuels such as candles, kerosene, and charcoal by refugee locals at home and in their shops. I think various organisations can help the refugee leaders with climate change. They can fund and teach youths necessary skills to implement and sustain climate projects in Kakuma. It's a good idea for them to work with RLOs for more grassroots level impact. After all, we're all working together towards the same goal, that is, to stay safe from climate changes." No Climate Justice Without Gender Equality: Interview with Sharlotte   (Sharlotte awarding her student in the reproductive health class with a certificate and sanitary towel wrapped in a brown envelope) Sharlotte Lotombo, a 23-year-old student currently pursuing a Bachelor of Arts degree at Kenyatta University in Nairobi arrived in Kenya in 2010 with her family. They had fled the Democratic Republic of Congo due to civil unrest and challenging living conditions. Sharlotte joined RAI as a volunteer after completing high school in 2022. Later that year, she transitioned to a staff role facilitating Sexual and Reproductive Health due to her outstanding work performance in the department.  Q1 Have you ever had to move because of extreme weather events? Yes, indeed. In DR Congo, we lived in Baraka Province near a river. Heavy rains came after several months of drought, causing floods in our village. Along with our neighbours, we had to move to higher ground because our house was flooded, and some villagers lost their possessions and crops. I kept in touch with some neighbours and learned that some had migrated to neighbouring countries. The flooding destroyed crops and granaries, and many farm animals drowned. Survivors faced food shortages and starvation, both for themselves and their animals. Q2: How did this experience affect your life in Kakuma? I remember Baraka Province being lush and green, a stark contrast to Kakuma, which is dry and windy year-round. DR Congo is a very green country, so moving here was quite different. In 2010, Kakuma had few trees, especially in the camp, so we felt the full force of the sun and wind.  However,  Kakuma has changed since I arrived. The camp has more trees and shrubs due to tree-planting initiatives led by the refugee community and non-profits. This gives us shade and helps us escape the hot weather. Q3: What made you choose RAI for your personal and career development? I first heard about RAI in 2016. They ran a Youth Reproductive Health program at my primary school, and I joined it. I was trained to be a peer educator when I was in class 7.  RAI's sexual and reproductive health (SRH) program helped me complete my basic education. It taught me about abstinence, self-confidence, and self-understanding as an adolescent. I realised that my life is in my hands, and I have the power to influence it. My strong connection with RAI deepened when its founder, Muzabel Welongo, visited my home in 2016, spoke with my mother, and convinced her to let me join the SRH program and become a peer educator.  In 2022, I volunteered with RAI for three months after high school and worked as a Youth Reproductive Health facilitator for another five months. RAI opened my eyes to new career and education opportunities beyond the camp and gave me a deeper understanding of the refugee community and human rights. Q4: How has RAI influenced your thoughts on Climate Migration? RAI has shown me how climate change and women empowerment are connected. I learned that women have more difficulties in coping with and migrating from climate disasters, due to their heavy childcare responsibilities and limited resources. They also face more legal, social, and physical risks when they are displaced by floods or droughts.  Therefore, RAI’s sexual education and community campaigns are vital for young women and girls. They teach them their rights, and how to protect themselves and their children in times of crisis. RAI sexual and reproductive health and vocational education keeps girls in school which exposes them to climate action programs such as environmental clubs and leadership labs. This way, they can become future champions in fighting climate change alongside women’s rights. My experience with RAI encouraged me to think creatively and understand that creating a positive impact in society is a collective effort, not an individual one. I believe that global warming, worsened by increased carbon emissions, especially in towns and industrial areas, has contributed to the unpredictable weather patterns we experience today. People should collaborate to plant trees and care for the environment, ensuring a better future where no one is forced to leave their homes. “I believe you can plant a tree but if you don't take good care of the tree, it will die. On the other hand, if you plant  a tree and take care of it, it will grow. That is what we as youths, should do.’’ Q5: What efforts do you see the refugee communities and RLOs making in the camp around climate change and mobility and how can the international community support them? The community has been taking  various efforts of planting trees in homesteads, next to kiosks or in eateries to keep the area cool, and break strong winds notorious for demolishing rooftops. Some of the tree seedlings come from local CBOs that have nurseries within the area. Also, the RLOs here help us in harvesting rainwater in the dry seasons by training families and kitchen garden owners on the skills and tools needed to make this possible. They have taught us how deforestation can harm us and our environment, and how we can grow crops and trees that prevent soil erosion and keep the river’s tributaries banks from expanding. The international community can support RLOs by working together with them to carry out the ongoing projects in the camp. Great work is being done  by refugees, but local initiatives lack the financial muscle to boost the projects. I believe foreigners can benefit and learn from us by working with RLOs’  

Andias and Angela - both refugees in Kenya - team up to discuss the importance of localised mentorship for girls. By McCreadie Andias, Communications Manager, Nawezaa   This story is part of the co-branded story series, 'Rewriting the Narrative: Stories of & from Refugee and Community-Led Initiatives' a collaborative effort between Samuel Hall, Youth Voices Community, Cohere, and Reframe Initiative. Members of various Refugee-Led Organisations (RLOs) participating in the Reframe Initiative underwent an introductory training in storytelling and advocacy. They were then invited to share their personal narratives, capturing their journey, work, and the lasting impact of their initiatives. This collaboration aims not only to spotlight their incredible work but also to empower them with the skills to share their own stories effectively, fostering greater support, funding, and opportunities for their vital work. This story highlights one RLO’s work in Nairobi on mentorship - Samuel Hall seeks to elevate their voice and connect them to those who can support them in amplifying their social impact. Twenty years ago, Angela Jean left her home in the Democratic Republic of Congo (DRC)  as a baby - with no understanding of her sudden transition or what destiny awaited hert. Her father had gone ahead to Kenya in 2003, striving to find a safe place for his family amidst the escalating civil unrest in the DRC, which, according to UNHCR, had compelled nearly 1 million people to flee their homes in search of safety. When they reunited in Kenya, life was challenging, with obstacles such as renting and adapting to the new surroundings. Even the Congolese accent felt like a burden. "Congolese have that accent that, when they speak Swahili, you immediately know they don't belong here." For Angela, who lives with her parents at Kabiria, a small village in Nairobi, this accent was like a ticket to estrangement.  However, life began to find a semblance of normalcy when she enrolled at Ngong Forest Primary School in Nairobi. She started her education hoping to reshape the future of her family and community. Angela recalls that at Ngong Forest Primary School, where she and her brother were students, nobody knew of their refugee status at first. Her peers and even the teachers treated her just like any other Kenyan student simply because they were unaware of her background. "Everything changed in class six when my dad visited our school for the first time. That visit revealed to my teachers and classmates that we were not Kenyans," Angela shared.  Angela and her brother faced challenges. Their academic success sparked jealousy among some classmates, who felt overshadowed. "They seemed to think we had come to outdo them," Angela observed. She recalls a particularly difficult day in class six during a lesson on creation. "The teacher asked us to divide into groups based on our tribes. I was the only refugee in the class and found myself alone." Returning home in tears, Angela confided in her sister, "I don't want to return to that school. I don't feel like I belong there. I want to go home,” she said, questioning if being a refugee was a crime. This incident deeply affected Angela, leading to depression and impacting her remaining time at primary school. When the Kenya Certificate of Primary Education (KCPE) exams approached, an unexpected hurdle arose. Although the KCPE exams, marking the transition from primary to high school, are typically free for every pupil regardless of tribe or origin, Angela was asked to bring 800 shillings to sit for the exams because of her refugee status. When Angela inquired about this charge, the head teacher bluntly asked, "Did I ask you to become a refugee?" Angela feels that this remark made her fail her exams.  Despite her challenges, a still bright and determined Angela eventually progressed to high school, aspiring to become a doctor. Throughout her high school journey, Angela attended three different schools. The first two provided relief, as they had many refugee students from Somalia, Ethiopia, and Burundi. This environment made her feel more secure, surrounded by individuals with whom she shared similar backgrounds and stories. "It has been tough being a refugee, it made me into a liar" Angela's experience at her third high school was particularly challenging, especially during business classes. "How is the Congolese currency?" her teacher would jokingly ask another Congolese student, sparking laughter and mockery in the classroom. Interestingly, most students and teachers at this school were unaware of her refugee status. They assumed she was from the Kikuyu tribe of Kenya, as she spoke the language fluently, having spent 19 years in the country. However, Angela still felt deep sadness and empathy when her fellow Congolese were ridiculed in class.  To cope with this environment, Angela found herself concealing her true nationality."I used to tell my classmates that I'm Tanzanian. I had to hide my origin," she reveals. After completing high school, Angela joined Refushe, an organisation dedicated to empowering refugee girls. This period of her life was particularly challenging, as she was the sole provider of her family. "My dad was working as a senior pastor at an ACK church. He had a stark choice: work under a Kenyan or resign. Feeling disgraced, he left the job.” Angela, already burdened by failed relationships and family struggles, found herself grappling with deep depression. She felt like an empty shell, struggling to find something to hold onto. "I felt like nobody wanted me or my family," she expressed. The combined weight of her father losing his job, her family's dire situation, and her own experiences of alienation drove her to a point where she contemplated ending her life. With pills in hand, ready to give up, she paused to consider the impact on her family: "What would my parents think of me? Would this solve our problems?" It was her strong relationship with her father that proved pivotal. Turning to him in her despair, he offered perspective and support. "Life has been tough since Congo," he reminded her. Her father then shared that her mother had suffered five miscarriages while they were fleeing the civil war in the DRC. This insight into her family's resilience in adversity was sobering. "One day, we will fight for our country, and we won't have to be called refugees anymore," her father encouraged her. Yet, Angela couldn't help but wonder when that day would come. An (Unsustainable) Opportunity At that time, the International Rescue Committee (IRC) was offering startup funding for businesses run by refugees. Angela, who had previously believed that refugees were solely dependent on aid, eagerly seized this opportunity. Although, her initial application was rejected, weeks later, she was recalled by the IRC and granted Ksh 56,000 for her business startup. Angela used Ksh 30,000 of this funding to pay off her father's debts. She also realised she had to change her plans: local government regulations prevented refugees from obtaining business permits, barring her from running a business freely.  With the remaining Ksh 26,000, Angela ventured into an online business, shipping clothes abroad. This endeavour ultimately failed due to insufficient capital for stocking inventory, bringing her family's financial situation back to square one. Angela addresses a common misconception within the host community: the belief that refugees are financially well-off. She explains how the local population often assumes that refugees have substantial funds, believing they receive significant financial support from the UNHCR and other organisations. Moreover, she points out that refugees often face even more significant challenges, as they typically lack formal and sustainable sources of livelihood, making their financial struggles more pronounced. On the contrary, Angela believes that refugees living in urban areas are not receiving adequate support from the UNHCR, feeling that the focus is disproportionately on those in refugee camps. She asserts that this leaves urban refugees feeling abandoned and segregated. Dwindling Hopes for the Future When asked if there is real hope for her future, Angela can't help but feel a tinge of sadness. This stems from her perception of limited prospects for growth and achieving her dreams. Angela contemplates that if an opportunity to work abroad and support her family doesn't materialise, she might consider marrying a Kenyan.  But why a Kenyan, specifically? Angela's reasoning is deeply rooted in cultural dynamics. She understands that in many African cultures, the children of a mixed-tribe couple are typically identified with the father's tribe. Therefore, Angela hopes to secure a Kenyan nationality for her future children by marrying a Kenyan citizen. This, she believes, would spare them from the  rejection, mockery,  exclusion, and abuse she endured due to her refugee status and her mother's origins. Angela's story resonates with thousands of other refugee girls who have endured similar hardships.. They often lack mentorship to overcome stigma and depression, and require guidance to handle the heavy and early responsibilities thrust upon them. Nawezaa - Localising Support Through Mentorship Nawezaa is a youth-led refugee organisation established in Dagoretti, Nairobi. A Swahili word that means 'I Can,' Nawezaa inspires youths to believe in the possibility of achieving their dreams.  Established in 2020, Nawezaa is actively involved in various activities, including providing Sexual Reproductive Health training to empower refugee youths, writing and publishing inspiring stories about their experiences, and conducting media interviews to raise awareness about refugee projects. Additionally, Nawezaa offers sports mentorship through the 'Refugee United in Sports (RUIS)' Programme and engages in advocacy work to support and represent refugee interests effectively. It runs with a mission to give a voice to refugees and share their stories while empowering, guiding, supporting, and mentoring girls like Angela. Nawezaa's mentorship program is tailored to the needs of girls who have experienced the hardships of displacement. It addresses their needs through support and awareness for menstrual health, pad drive initiatives, and girl-talk sessions. These efforts aim to support, encourage, mentor, and guide young girls, helping them find hope, survival, and growth amidst their challenges. One of Nawezaa's initiatives, the sexual reproductive health training titled 'She-world', was conducted in April this year. It equipped participants, including Angela, with skills, ideas, and knowledge to address issues faced by refugee girls, often neglected due to barriers in local systems.  The three-day training impacted 300 girls with experiences of forced displacement. It covered a range of topics, including business startups, relationship and sexuality guidance, managing issues like early pregnancies and miscarriages, menstrual education, self-awareness, combating stigma in schools, and coping with home challenges. Angela shares that she gained invaluable experience from Nawezaa's She-world project. She had previously conflated contraceptives with family planning but now understands their differences. Reflecting on her mother's five miscarriages, she believes that increased awareness and knowledge of sexual and reproductive health could help reduce or prevent such incidents. Such support could mean Angela and others wouldn't feel resigned to marriage as their sole path to identity, survival, or mental well-being. Rather than viewing marriage to a citizen as the only option, mentorship can provide alternative avenues for empowerment and self-realisation. Initiatives like Nawezaa's can equip girls with the knowledge and tools to tackle their challenges and those affecting their families. However, Nawezaa faces operational and funding obstacles. The organisation lacks  a formal office setup, limiting engagements with potential partners, and is missing a primary funding source to secure their activities over the long term To fulfill the potential of Nawezaa, we are searching for partners to provide us with digital equipment such as laptops for writing and editing stories, podcast equipment for shows, capacity-building training to enhance staff expertise, partnerships for media engagements and projects, and funding to establish and maintain office space. As an organisation, we are committed to making the Angelas of the world feel loved, protected, cared for, and supported. This approach nurtures their individual growth and contributes to a more inclusive and empathetic society.  

Children with Special Needs: Addressing Barriers to Education By YIDA Youth Initiative.   Children with special needs are often overlooked, which limits their access to education. They face persistent barriers stemming from discrimination, stigma, and an inability to participate fully in society. These challenges sometimes prevent children with special needs from attending school regularly, and some even drop out.   At YIDA Youth Initiative, we recognize the unique value of all children and focus on creating highly tailored learning environments that meet the diverse needs of all learners, regardless of their abilities or disabilities.   In our schools, Youth Initiative Kindergarten and Youth Initiative Primary School, we have various interventions designed to meet the unique learning needs of children with special needs. These interventions include building accessible infrastructure, such as classrooms and toilets with ramps, making them easily accessible to children with physical disabilities. Additionally, we collaborate with other organizations operating in Kyaka II Refugee Settlement, such as Finn Church Aid and Alight, by referring some cases of children with special needs to ensure they receive the full support required.   Notably, our teachers are continuously supported with professional development programs to ensure that teaching strategies are both inclusive and impactful, catering to each learner's unique style. Through the child-friendly space at our Early Childhood Development Center, Youth Initiative Kindergarten provides a safe environment for our students and those from the community to participate in supervised, structured play activities. This has promoted social skills and reduced cases of discrimination and isolation among children with special needs. Our school leaders and teachers have established open communication with parents of children with special needs through weekly community visits, helping them better understand these children's strengths and weaknesses.   Despite our efforts to support children with special needs in accessing education, we face several challenges. Among these are the lack of trained special needs teachers, long distances to school where transport is still an obstacle, and inadequate instructional and play materials, which limit the active engagement of children with special needs.   To ensure the sustainability of our efforts and that children with special needs remain in school, we have partnered with various organizations, such as ADRA, which offers scholarships to some of these children. Class teacher of grade one class giving individual support to Salima Kyalikunda , a child with epilepsy and muscular dystrophy.   At YIDA Youth Initiative, we are committed to breaking down barriers and providing every child with the opportunity to learn and thrive. However, we cannot do it alone. Your support is crucial in helping us create inclusive and accessible educational environments for children with special needs. By donating to our cause, you can make a significant difference in the lives of these children, enabling them to overcome obstacles and achieve their full potential.   Join us in our mission to ensure that no child is left behind. Donate today and help us build a brighter future for all children.   >>> Please Donate <<<  

P4T Students meet the ECW Student Project team from CIYOTA In the heart of Kyangwali Refugee Settlement, the dream of continuous education was slipping away for many children. Year after year, we watched with frustration and helplessness as our primary school graduates faced an insurmountable barrier: the lack of accessible secondary school. With most secondary schools located 100 kilometers away (in Hoima Town) and financial constraints rendering this option unfeasible, many of our promising young minds were left with no choice but to abandon their educational pursuits.   The consequences of this educational void were devastating. The absence of secondary education opportunities led to a surge in dropout rates, resulting in child marriages, drug and alcohol abuse, unemployment, prostitution, poverty, and general hardship. These outcomes not only shattered individual dreams but also perpetuated a cycle of poverty and vulnerability within the community. Determined to change this narrative, we made the bold decision to start a secondary school within the settlement. However, the path to this vision was fraught with challenges. With no funding for staff salaries, teaching materials, or proper infrastructure, we had to think creatively and act decisively. As Planning for Tomorrow Youth Organisation (P4T), a Refugee Led Organisation in Kyangwali Refugee Settlement, we are committed to providing holistic education in Pre-Primary, Primary, and Secondary schools. Currently, our 45 dedicated staff members educate 826 refugee children, including 115 students in the Secondary School. P4T Secondary School is the third Secondary School in Kyangwali Refugee Settlement. However, with over 15 feeder primary schools, access to secondary education remains severely limited. P4T Students take a group photo with visitors from School for Life   In an effort to provide an aspect of secondary education, we partitioned our martial arts training room into makeshift classrooms. This temporary solution allowed us to start with two secondary school classes, but the conditions were far from ideal. The lack of proper teaching and learning materials, coupled with the absence of dedicated spaces, made the task incredibly daunting. Our dedicated teachers, despite their meager or non-existent salaries, persevered with a shared commitment to the children’s future. We owe a great deal of gratitude to our supporters. The Altenburg Foundation has been instrumental in building our first classroom block, and School for Life Australia (SFLA) has supported us with salaries and further infrastructural developments at the school. Their contributions have been vital in sustaining our mission. However, significant gaps remain. We need to establish a science laboratory equipped with necessary instruments and supplies, and a computer lab with computers and accessories. Staff housing is another critical need to ensure our teachers have stable living conditions. Additionally, we aim to implement Project-Based Learning (PBL) more effectively, which requires specific supplies and trained professionals. Continuous professional development for our teachers is crucial to maintain high educational standards. Furthermore, a school clinic to provide medical services for children and staff, and resources to set up a playground, for which we have the land, are essential to create a comprehensive and supportive learning environment.   Financial constraints also impact our students directly. Even with the low cost of Community Contributions (USD 30 per month) to cover running costs and the school feeding program, many children still cannot afford to attend school without a scholarship. Currently, only 15 students have scholarships, and 25 students benefit from free education through our academic and needy scheme bursaries. To alleviate this burden, we urgently need more scholarships to support these vulnerable children. Despite the immense difficulties, our fledgling secondary school stands as a beacon of hope. It represents the collective determination of a community that refuses to give up on its children. With continued effort and support, we aim to transform these makeshift classrooms into a sustainable and thriving educational environment, ensuring that every child in Kyangwali has the opportunity to learn, grow, and succeed. Call to Action: Our journey is just beginning, and we invite you to join us in this transformative endeavor. Your support can make a significant difference in the lives of these children. By contributing to our cause, you can help build a future where every child’s right to education is not just a dream, but a reality.   Donate Today: Your contributions can help us build proper classrooms, equip science and computer labs, provide scholarships, and ensure continuous professional development for our teachers. Become a Partner: If you represent an organization, consider partnering with us to support our mission. Together, we can create a lasting impact on the lives of refugee children Spread the Word: Share our story with your network. The more people know about our cause, the greater our chances of finding the support we need. Join us in our mission to provide all-in-one education for refugee children in Kyangwali. Together, we can overcome these challenges and build innovative leaders and change makers. 

Introduction Dzaleka Refugee Camp, situated in Malawi, is home to thousands of refugees from across Africa. In emergency situations like these, education is a vital component of humanitarian response, providing stability, hope, and opportunities for growth. This blog delves into the various educational stages available in our program at Dzaleka, including preschool, primary, secondary, post-secondary, and vocational education.   Preschool Education Our Preschool at Dzaleka focuses on providing young children with a safe and nurturing environment to begin their learning journey. Key aspects include: Developmental Foundations: Programs emphasize social, emotional, and cognitive development through play-based learning. Routine and Stability: Establishing a daily routine helps children cope with the uncertainties of displacement. Preparation for Primary School: Early childhood education lays the groundwork for success in primary education. Despite limited resources, dedicated educators and volunteers ensure that children receive the care and education they need to thrive.   Primary Education Primary education is a fundamental right and a priority for all children. Our school in the Dzaleka follow the Malawian national curriculum, aiming to: Basic Literacy and Numeracy: Ensuring children acquire essential reading, writing, and math skills. Bilingual Education: Teaching in both Chichewa and English to prepare students for higher education. Inclusive Environment: Promoting inclusivity and understanding among children from diverse backgrounds. Challenges such as overcrowded classrooms and shortages of materials are common leading to not accommodating all the eligible children. However, FOH and stakeholders maximize efforts to address these issues, ensuring access to education for all children. Secondary Education Secondary education at Dzaleka faces more significant challenges due to resource constraints. Nonetheless, efforts are made to: Provide Formal Education: Offering structured secondary education that aligns with national standards. Alternative Learning Opportunities: Creating programs for adolescents who missed earlier education. Examination Preparation: Preparing students for national exams, crucial for further education and job prospects. Secondary schools often rely on external support for textbooks, lab equipment, and other essential resources, enabling students to continue their educational journey. However, only few of those who complete primary school at Dzaleka have access to secondary school due to very limited space.   Post-Secondary Education Post-secondary education opportunities, though limited, are vital for empowering refugees with advanced knowledge and skills. Initiatives include: Higher Education Programs: Collaborations with universities and online education platforms to offer certificate and degree programs. Scholarships and Support: Providing financial and academic support to help students access tertiary education. Professional Development: Courses and certifications in fields such as leadership, education, and business. These opportunities are crucial for refugees aspiring to professional careers, offering a path to self-sufficiency and leadership within their communities.   Vocational Education With our vocational education FOH equips refugees with practical skills for employment and self-reliance. Key aspects include: Skill Development: Training in trade such as tailoring  Empowerment Programs: Special focus on empowering women and youth with marketable skills. Entrepreneurship: Encouraging small business development and entrepreneurial activities. Vocational training programs are essential for providing immediate livelihood opportunities, helping refugees to support themselves and their families.   Conclusion Education in emergency situations like at Dzaleka Refugee Camp is a beacon of hope and resilience. Despite numerous challenges, the commitment of our educators, volunteers, and other stakeholders maximizes efforts to help children and adults have access to learning opportunities. From preschool to post-secondary and vocational education, these efforts equip refugees with the knowledge and skills necessary to rebuild their lives, be resilient and contribute positively to society.  

At Kalobeyei Initiative for Better Life (K4BLI), we are steadfast in our commitment to equipping refugee and host communities with the skills they need to thrive in today’s technology-driven world. As part of this mission, we are proud to introduce our new digital literacy program for Early Childhood Development (ECD) and Education in Emergencies (EiE) students at Light Academy. This initiative is a pivotal element in our efforts to provide scalable skills that lead to decent work and sustainable community development.   In an increasingly digital age, early exposure to technology is crucial for developing the competencies needed to succeed in modern life. This is particularly important in the Education in Emergencies (EiE) context, where children from refugee and host communities often face significant challenges in accessing quality education. Literacy and numeracy remain critical gaps in these communities, exacerbated by inadequate educational infrastructure, a shortage of qualified teachers, and the unregulated movement of populations. Recognizing these challenges, K4BLI has launched a digital literacy program aimed at enhancing both literacy and numeracy for these vulnerable students. By integrating digital learning into the curriculum, we aim to address these educational gaps and provide a sustainable solution that empowers young learners to overcome the obstacles they face. The digital literacy curriculum at Light Academy covers essential topics, including basic computer skills, internet safety, and an introduction to educational software. Designed to be interactive, the program engages students through hands-on learning experiences that foster curiosity and confidence in using technology. By starting digital education at an early age, we are laying the groundwork for lifelong learning and adaptability in a rapidly evolving world. The response to the program has been overwhelmingly positive, with students showing significant progress in their digital competencies. Teachers have reported increased student engagement and a marked improvement in their ability to navigate digital tools. This initiative aligns with K4BLI’s vision to end dependency through education and empowers the next generation to become active participants in the digital economy. As we continue to expand and enhance our digital literacy offerings, we are committed to ensuring that all students, regardless of their background, have the opportunity to develop the skills they need for success in the digital age. At K4BLI, we believe that by investing in education, we are building a brighter, more sustainable future for both refugee and host communities.     “This digital literacy program is more than just teaching students how touse technology; it’s about preparing them for a future where digital skillsare essential. The progress we’ve seen in such a short time is a testamentto the potential of these young minds.” — Elisha Bengenya, Head Teacher, K4BLI - Light Academy

In the heart of Northwestern Kenya lies Kakuma Refugee Camp, Established in 1992, Kakuma has evolved into a beacon of hope for refugees from across Africa, hosting those fleeing violence and persecution. However, nestled within Turkana County's arid landscapes, Kakuma faces its own set of challenges, particularly regarding climate and environmental sustainability. A Harsh Environment The climate in Kakuma is characterised by arid conditions, with limited rainfall and high temperatures posing significant challenges to agriculture and livelihoods. Water scarcity is a constant concern, exacerbating food insecurity and health risks for the camp's inhabitants. In such an unforgiving environment, resilience becomes not just a virtue but a necessity for survival. The climate is hot and dry, suitable more for herding goats and camels than agriculture. A laaga (dry river bed) cuts through the camp but becomes impassable, and dangerous, when rain comes to the mountains at its source far away. Farming and Health Education’s Response: A Beacon of Resilience Amidst these challenges, Farming and Health Education (FHE) emerges as a beacon of resilience and hope. Led by dedicated youth refugees, FHE is more than just a Community-Based Organisation; it's a lifeline for those navigating the complexities of displacement and environmental adversity. Sustainable Farming Practices At the core of FHE's mission lies sustainable regenerative farming. Recognising the importance of eco-friendly agricultural practices, FHE equips refugees with the skills and knowledge needed to cultivate the land effectively despite the harsh climate. Through initiatives like permaculture training, kitchen gardening, and tree nurseries, FHE empowers individuals to harness the land's potential while mitigating environmental degradation. Promoting Environmental Awareness In addition to sustainable farming, FHE places a strong emphasis on environmental education and awareness. By educating refugees about climate change, water conservation, and ecosystem preservation, FHE fosters a sense of environmental stewardship within the community. Through workshops, awareness campaigns, and hands-on activities, refugees learn not only to adapt to their surroundings but also to protect and preserve them for future generations. Collaborative Efforts for Change Recognising the interconnectedness of environmental issues, FHE actively collaborates with local authorities and stakeholders to address climate challenges in Kakuma and beyond. Recently, FHE donated 50 pawpaw seedlings to the Turkana West Governance for the upcoming World Environmental Day event in Kalobeyei Settlement. This gesture not only highlights FHE's commitment to environmental sustainability but also fosters partnerships for collective action and impact. A Beacon of Resilience and Hope In the face of climate adversity, FHE stands as a beacon of resilience and hope for refugees in Kakuma. Through sustainable farming, environmental education, and collaborative initiatives, FHE is not only adapting to the challenges of climate change but also transforming them into opportunities for growth and empowerment. As they continue to sow the seeds of resilience, FHE is nurturing a brighter, more sustainable future for refugees and the environment alike. Compiled by Marceline, Executive Director and founder of FHE  

Tongogara Refugee Settlement is in Chipinge District, about 420 km southeast of the capital Harare. It hosts over 17,000 refugees and asylum seekers primarily from the Democratic Republic of Congo, Mozambique, and others in the Horn of Africa and Great Lakes region. In my community, I have experienced and witnessed how the climate crisis poses protection risks on Refugees' livelihood, infrastructure, physical and mental health, as well as economic security. For instance, the 2019 Cyclone Idai and the ongoing El Niño drought have had a huge toll on my refugee community's infrastructure and agricultural livelihood badly. In the aftermath of Cyclone Idai, I and other young people formed the Refugee Coalition for Climate Action (RCCA) with a mission to mobilize and empower refugee and host community youth, women, and children to be change agents for climate and environmental action to build adaptive capacity in our communities to the changing climate through a community-based approach. Since 2021, RCCA has planted 2,257 trees, educated more than 3,000 young people on climate change and environment management, and conducted 120 cleanup campaigns in the Refugee Settlement and the hosting community. These efforts have enhanced the greening of public centers in Tongogara Refugee Settlement, improved food and nutrition security in 50 households through our fruit tree planting approach, built 50 refugee youth climate advocates, potentially fostered community-based adaptation and resilience to weather conditions, improved cleanness of public fields, and fostered behavioral change among young people on how they discard litter in the community. We work in collaboration with the Settlement Administration, UNHCR Zimbabwe, and World Vision, and our impact is greater with the financial support of the Global Refugee Youth Network, Data4Change, and fundraising through GlobalGiving. Due to the limited financial support the refugee-led we are unable to meet our target this year, we seek to build two school orchards, reach out to 5000 people, and plant about 5000 trees, seedlings are currently in our nursery garden.  

When we started Refugee Mental Health Network, then called Mental Health Family, we were a small dedicated team with a shared dream of supporting mental well-being in refugee communities. In those early days, we used our own funds, and we could only offer basic refreshments and minimal transport refund of about $2. Even with these challenges, we kept pushing forward, determined to make an impact in our communities.   Today, we’re officially registered, and running an 8-week therapy program for refugee mothers that are either victims of gender-based violence, sexual violence or both, the program combines mental health support in form of group therapy with yoga and financial literacy training. As we’ve grown, reaching over 1,000 people both online and in person, we’ve also seen the importance of having a central, reliable space where our community can find us consistently for therapy and follow-up care. Right now, our greatest need is for this dedicated space, as borrowing locations often creates challenges in maintaining regular support.   We’re also working hard to ensure we can continue supporting the mothers in our program, and we’re running a GoFundMe to help sustain these sessions. We’re hopeful that as more people see our work, they’ll feel inspired to join us in this vision, bringing us closer to a community where every refugee has access to healing, support, and resilience.   Alongside our mission to create a safe physical space with dedicated therapy rooms, we aim to train refugee mental health counselors who can provide therapy in local languages. This approach will break language barriers and offer culturally sensitive care, creating resilient communities where refugees can rebuild, heal, and thrive   GoFundMe link: https://gofund.me/7d841dab Donate via Reframe: https://bit.ly/3As7c3p 

Every December 3rd, the world comes together to honor the International Day for Persons with Disabilities (IDPD), a day dedicated to promoting the rights, dignity, and well-being of persons with disabilities globally. This year, under the theme "Amplifying the leadership of persons with disabilities for an inclusive and sustainable future," the Voice for Disabled People Association (VDPA) is taking proactive steps to highlight the essential role that individuals with disabilities play within their communities, particularly in refugee settings like Kakuma and Kalobeyei.   The celebration aims to bring together diverse stakeholders, including UNHCR, the National Council for Persons with Disabilities (NCPWD), NGOs, community-based organizations (CBOs), and refugee-led organizations (RLOs). Together, we will foster understanding, advocate for change, and celebrate the remarkable contributions of persons with disabilities. Here’s how we plan to make this day impactful.   Our Objectives for IDPD 2024 Raise Awareness: We want to spotlight the rights, challenges, and needs of persons with disabilities, with a special focus on refugee contexts where these issues are often compounded. Promote Inclusion: We aim to emphasize the importance of inclusion across all areas of life—from education and healthcare to employment—ensuring that persons with disabilities have the opportunity to thrive. Celebrate Achievements: This day is a chance to recognize the contributions that individuals with disabilities have made to their communities, breaking stereotypes and reshaping narratives. Advocate for Change: Through various initiatives, we will use this platform to push for policies that improve the lives of persons with disabilities, particularly in refugee settings.   Planned Activities for IDPD 2024 To realize these objectives, we have curated a series of activities designed to engage, educate, and inspire. Here's a look at what’s in store: 1. Public Awareness Campaign Leading up to December 3rd, VDPA will roll out a campaign on social media, through community posters, and via newsletters. The campaign will share powerful stories, statistics, and infographics, all aimed at shedding light on the lives and experiences of persons with disabilities. 2. Community Workshops We’ll host workshops and discussions within the refugee community that cover topics like disability rights, accessibility, and empowerment. Guest speakers, including disability rights advocates, will join to provide firsthand perspectives and valuable insights, fostering a deeper understanding within the community. 3. Art and Cultural Exhibitions Art has the power to communicate beyond words, and our exhibition will showcase the talents of individuals with disabilities through visual art, poetry readings, and live performances. This is an opportunity for participants to express themselves and for audiences to experience their creative voices. 4. Inclusive Sports and Play Activities Our inclusive sports events encourage participation from everyone, regardless of physical abilities. These activities promote unity, physical health, and social inclusion, strengthening the sense of community and connection among participants. 5. Panel Discussion We are organizing a panel discussion featuring representatives from the community, UNHCR, NCPWD, NGOs, CBOs, RLOs, and disability experts. Together, they will explore critical issues faced by persons with disabilities in refugee contexts, discussing both the challenges and potential solutions. 6. Advocacy Statements As part of our mission to make a lasting impact, we’ll draft and distribute advocacy statements to stakeholders. These statements will emphasize the rights of persons with disabilities and advocate for their inclusion in policy conversations, ensuring that their voices are heard at all levels of decision-making.   Expected Outcomes Through these activities, we aim to achieve the following: Increased Awareness: By engaging the community and stakeholders, we hope to foster a more profound understanding of the rights and needs of persons with disabilities. Enhanced Community Engagement: By offering inclusive activities, we strengthen community bonds and build mutual respect and empathy. Policy Advocacy: Through clear, actionable recommendations, we’ll push for policies that support the inclusion and empowerment of persons with disabilities. Empowerment: Our goal is to encourage individuals with disabilities to advocate for themselves, take on leadership roles, and make meaningful contributions to their communities.   Join Us in Making a Difference This December 3rd, let's unite to celebrate, support, and uplift persons with disabilities. By amplifying their leadership, we work toward a future where everyone, regardless of ability, has the chance to shape their community and the world. With your support, we can foster an inclusive and sustainable environment for persons with disabilities in Kakuma, Kalobeyei, and beyond. Contact Us If you would like to participate, volunteer, or learn more about our initiatives, please reach out to us: Jules Mkelelwa MwandjaFounder and Director, Voice for Disabled People AssociationEmail: vdpa.office@gmail.com / mwandjajules@gmail.comPhone: +254705130723 Let’s create a future where every voice is heard and every leader, no matter their ability, is empowered. Together, we can make a difference.