This story was first published on UNICEF’s website.

In Aweil North County, Northern Bahr El Ghazal state, South Sudan, Aluel Majook, a 24-year-old member of the Parent-Teacher Association (PTA) from Pacthok Primary School, squints through dense haze to find the spot where one of the regular meetings of the association will be held.

There, they discuss ways to support the school's growth and ensure the well-being of children with a clear understanding of their roles and responsibilities. From afar, one can hear lively conversation and sometimes laughter. At the end of the session, a plan is established with precise actions to take to continue improving the enrollment of children in the school.

PTAs are comprised of parents and teachers who work together for the welfare of the students. In South Sudan, these associations can be found in different states. When well-equipped and organized, they play a key role in supporting student success, and the schools' growth and increasing enrollment, particularly for children with disabilities and girls.

Training Parent-Teacher Association members

A US$41.7 million grant from Global Partnership for Education (GPE) for the period 2019–2024, managed by UNICEF, helped South Sudan improve access to quality education through interventions including classroom construction and training for PTA members at schools targeted by the project.

Over 370 PTAs participated in capacity building training, which focused on school development, resource mobilization, roles and responsibilities, goal setting, and financial management.

Aluel noted that, before the training, he and other PTA members lacked a clear understanding of their roles and responsibilities both within the school and the community.

They did not know how to mobilize parents efficiently and did not have the materials to work correctly.

This made it hard for them to help the school improve. However, with the training they received, they could carry out their duties, as they knew what they were doing.

He added that they now engage more with community members and leaders to bring out-of-school children back into the classrooms.

With the resource mobilization skills they gained from the training, they are now working with their community to make local contributions and collections to cater to schools' activities, such as supporting volunteer teachers and carrying out minor rehabilitation or establishing learning structures.

Aluel expressed gratitude to UNICEF and GPE for their generous support, which has significantly benefited the children and communities of Northern Bahr El Ghazal State by enhancing access to education and creating safe learning environments.

He is proud that he and other PTA members can make a difference for their school and the children in their community.

Constructing new classrooms

In Aweil South County of Northern Bahr El Ghazal state, under the western flood plains sorghum and cattle livelihood zone, Mary Nyirou Kuol, a 16-year-old student, attends Mangardier Primary School located in Panthou Payam.

Mary, the eighth of 10 children in her family, speaks with pride as she recounts her progress in education: “I am grateful to my parents for supporting me in school as a girl. If not, I would have been married off like some of my older sisters. My parents wanted me to study.”

Unlike many of her siblings, she and her two brothers are among the fortunate few who have had the opportunity to enroll in school.

Until recently, Mary and her peers' journey to education was fraught with challenges. Their school was a 30-minute walk from their village, and learning was conducted under trees.

Rain often disrupted their studies, forcing them to return home for the day. Thanks to GPE and UNICEF, Mangardier Primary School underwent a transformative change with the construction of new classrooms.

Mary recalls the palpable difference the construction of these classrooms has made. No longer at the mercy of the elements, learning continues uninterrupted within their new classrooms' sturdy walls.

With thankfulness and determination in her voice, Mary reflects on how these classrooms have not only changed the physical landscape of their school but have also ignited a sense of joy and optimism among its students, thus improving the quality of education.

As Mary continues her education journey, she is an excellent example of the resilience and determination of countless children in South Sudan who strive for a brighter future against all odds.

In the vast landscape of Northern Bahr El Ghazal state, where limited resources and infrastructure often challenge communities, the construction of adequate infrastructure and the empowerment of the community provide students with a conducive environment for learning.