At Beyan Elementary and Junior School, in the Hamelmalo sub-zone of the Anseba region, the sound of laughter drifts across the dusty compound.

Five female teachers—Niyat Habtezghi, Delina Ghirmay, Eden Mogos, Rodas Teklay and Shani Dawit—are enjoying a short break from the classroom.

All in their early twenties, they arrived at Beyan in October 2025 for their teaching assignments. Far from home, they have formed a close-knit sisterhood rooted in resilience and a shared sense of purpose.

Life in Beyan is demanding. Extreme heat, isolation, and limited access to basic facilities test even seasoned educators.

The teachers currently share a single room without uncovered windows, which serves as a bedroom, dining area and workspace, leaving them exposed to cold nights and offering little privacy.

Yet they support each other. When one struggles, the others step in. When homesickness strikes, they turn to music, stories and laughter—small acts that help them cope with the challenges of remote living.

Improving teachers’ living conditions in remote areas

Soon, the teachers will move into newly constructed quarters, built by the Ministry of Education with funding from GPE and implementation support from UNICEF.

During a recent visit to the nearly completed construction, their excitement was unmistakable. Proper beds, privacy and warmth—simple comforts often taken for granted—will make a meaningful difference in their daily lives in this remote setting.

These young women remind us of the power of solidarity. Their friendship is more than a source of comfort and joy; it is a practical support system that helps them remain committed to teaching even in the harshest of landscapes.

To better support teachers and strengthen education delivery in hard-to-reach areas, new teachers’ quarters are being constructed at 10 remote schools nationwide.

This initiative will benefit 160 teachers—half of them women—and aims to improve teacher well-being and retention, ultimately enhancing the quality of teaching and learning for children in underserved communities.

Together, these efforts are improving learning conditions for Eritrea’s most disadvantaged children and reinforcing the government’s commitment to building a more equitable and resilient education system.

Subsequent GPE funding—including a system transformation grant of $11.8 million (2024–2027), a Girls’ Education Accelerator grant of $5.9 million (2025–2028) and a system capacity grant of $2.2 million (2024-2027), all implemented with support from UNICEF—builds on the success of the previous program.

These grants aligns with Eritrea’s national priority to ensure quality foundational teaching and learning for all girls and boys.