Girls’ Education South Sudan Programme: Teens ta Guwa, Issue 1 by Mott MacDonald International Development

Teens Ta Guwa Issue 1

Academic Year 2022/23 (not for sale)

A POET AGAINST ALL ODDS

INVENTING THE FUTURE

THRIVE

Content Editorial P. 3

The Blue Bike King

South Sudan En Vogue P. 34

P. 56

Keep Learning. Keep Thriving!

Rose The Engineer

P. 6

P. 62

Did You Know That... Take charge of your own destiny P. 15

Schools are open, but COVID-19 continues

P. 54

Thrive

P. 4

P. 12

Become The Best Version Of Yourself

Inventing The Future P. 40

Artists For Social Issues P. 66

GESS Cash Transfer P. 42

P. 18

She Inspires Us

Interview with Deng

P. 22

P. 70

Reusable Sanitary Pads

Amanda's Story

P. 24

A Poet Against All Odds P. 28

You Can Fix That P. 44

COVID-19 Inspired Fashion P. 46

Our School P. 52

P. 74

Let's Talk! Pregnancy At The Right Time P. 78

Home Isn't Just A Place ... P. 86

Editorial Dear Readers, Welcome to Teens Ta Guwa,

a magazine for

difficult topics such as becoming adults, and we

boys and girls in upper primary and secondary

share beautiful photos and art pieces with you. We

education. This magazine is designed as part

have also included a schedule of an “Our School”

of the Girls’ Education South Sudan (GESS)

Radio Programme broadcast. We encourage

programme, which aims to improve educational

you to listen to this magazine style radio

opportunities for learners across South Sudan.

programme which discusses challenges related

As part of the programme, we wanted to create

to going to school.

an informative and interesting magazine to

We hope you find the magazine informative and

inspire you to keep on learning and growing as

fun. We hope that the articles will inspire you

a person. Teens Ta Guwa means ‘Power Teens’

and motivate you to try your best at school and

in Juba Arabic, and highlights how action from

outside of school.

young people can change things for the better.

When you have read the magazine, share the

By empowering you, teens, we can create an

magazine with your brothers, sisters and friends.

environment in which you can actively contribute Enjoy reading the magazine!

to the betterment of your lives, and to South

The Editorial Team

Sudan as a whole. This is the first issue of the magazine. In this issue you will read articles about, and interviews with, inspirational people. You will also learn more about fashion, art and entrepreneurship. In this issue we also share with you tips about improving your school and your learning skills. We explain

About the Editorial Team Project oversight: • Drew Edwards • Kate Martin

• Agnieszka Mikulska

Authors and Editors: • Ggaba Joy

• Kate Martin

• Achol Majur

• Bullen Chol

• Agnieszka Mikulska

• Ketty Makur

• Hannah Rollings

• Deng Forbes

• Ading Lewis Kuol

Illustrations and design: Lillian Kusiima

Consultations:

Photographs:

Illustrations

Patrycja Sklodowska

• Emmanuel Jambo • Ggaba Joy • Tim McKulka • Beatrice Mobya • Hannah Tinyep Mobya • Medical Aid Films

• Esther Akumu

• Doreen Drani

• Akuja de Garang

• Abul Oyay

• Elisabeth Anyieth

• Drew Edwards

• Shama Peace

• Hannah Rollings

• Christopher Awii

• Manza Emmanuel

• Ponny Tekla

• Summer Brown

• Khadijah Fancy

Concept: • Agnieszka Mikulska

The Blue Bike King

ifficult times, whilst hard, inspire some people to turn to activism, as was the case with COVID-19. One person whose life changed into that of an activist is Daniel, a young man in Juba.

“Very many people come here to board the Bonga bus and mwasalat to go to various places of work in Juba. As they waited for the bus, they used to hear the messages about COVID-19 precautions from my megaphone.”

During the COVID-19 breakout, Daniel, nicknamed the Blue Bike King, used to wake up every morning to mount his blue bike with a megaphone. This megaphone transmitted pre-recorded audio messages about COVID-19. Daniel travelled around his community on his bike and with his megaphone to spread health and safety information about the virus.

These messages informed people about wearing masks, washing and sanitising their hands, covering their mouth when they cough or sneeze, and keeping physical distance in public places.

Daniel used to start his day at 7 o’clock every morning at his home in Jebel, Juba. He would proceed to the bus park and stop to allow all of the travellers to hear the message.

Attention!!! The Blue Bike King used to play his messages in six different languages! After spending 20 minutes at the bus park, The Blue Bike King used to ride off at a slow pace through Nyakuron residential area. While he rode through homesteads, some people would stop him to listen to the complete message. Some listeners used to ask Daniel questions, and children also liked seeing

Photo shows Daniel, in front of a bike shop. Daniel sits on a blue bike with mounted megaphone. Photo by Ggaba Joy.

him pass by. “Some people used to stop me to ask questions. I usually didn’t engage in deep conversations because some people asked questions that needed technical answers, so what I used to do is to allow them to listen to the messages I had on the megaphone. Sometimes I explained further the basic preventative measures, the signs and symptoms to watch out for, and what to do if one suspects oneself to have the virus. Call 6666 of course!” Around 11:30 a.m. Daniel would start heading back home, passing through the market. By 12:30, he normally reached home. He used to take rest until 3.30p.m. and would then start a second journey. He used to pick a different route for his afternoon journey to ensure he passed by as many households as possible. By the end of his day The Blue Bike King would reach over 200 households! In the evening he used to rest at home as a

very happy young man. He was proud he has served his community that day. “My best moment was when I got stopped and people asked questions. This way I knew that someone was getting the message and wanted to know more. Riding my bike with the megaphone was a very fulfilling thing to do. I helped to inform people, and this is what I offer to my community now. I turned into an activist.” Through his service during the COVID-19 outbreak, Daniel, The Blue Bike King shows you that you can positively impact your community! Readers! What do you do, or want to do to positively impact on your community? Share your ideas with your Head Girl, Head Boy, Class Monitor or Your Peer Mentor and then make a plan to positively impact on your community!

Keep Learning. Keep Thriving! Learners are busy. They have housework, schoolwork, sport practices, some help in family businesses. At times it is hard to learn and keep-up with the schoolwork. Here are some strategies and study skills that you can use to make the learning process easier, more enjoyable and more efficient. Study skills Study skills are the techniques you need to enable you to learn effectively. It is important to develop strong study skills because these skills help in school, in workspaces and in other areas of life. We continue learning throughout our lives and the ability to learn is crucial in progressing in life. Don’t worry if your

study skills are not yet great. You can develop and strengthen them over time. Approach to learning Different people learn in different ways. Some prefer to learn by seeing information on charts and posters; others learn best by hearing information through read-alouds and discussions; some prefer to learn by hands-on practice; and some learn best by reading and writing. So far you may have been using a combination of these approaches to cope with the school material. Discovering how you prefer to learn will help you in developing your own approach to learning, which meets your own individual preference and needs. This will help you learn more and faster.

The image below summarises different learning styles Learning by seeing charts, pictures, photos

Learning by reading books, magazines and other texts, taking notes, using dictionaries and encyclopaedia

Visual learner

Auditory learner

Read and write learner

Kinaesthetic learner

Learning by hearing information, through discussion and telling information to others

Learning by doing activities, touching, incorporating movement

The photo shows a school girl heading a group of secondary school learners at a school ground. She keeps a school register in her hand. The photo was taken by Bullen Chol.

How to learn? Study tools and techniques that will take you to the top. Knowing how to learn can reduce your workload and lead to better learning results. That is why it is so important to know how to learn! 1.

Agree study time and avoid

distractions Agree with your family members the time which will be reserved for your study. During that time, avoid all interruptions such as chatting with siblings and friends, using the phone, listening to the radio, reading magazines, etc. Politely ask your family members not to assign you any tasks during that time so that you can complete your studies. 2.

Stay organised. Make a study plan

Keep a detailed planner listing all the tests and assignments that you need to complete. This can be prepared on a manila paper or in a notebook. For each day, write down the homework or

Take notes and test yourself

If you are a visual learner, make charts and drawings to help you remember information you are studying. If you are an auditory learner, ask your classmate or a sibling to read and discuss what you

Study one subject at a time

Sometimes stress can make us feel tempted to work on many assignments at the same time, but this can make the assignments difficult to accomplish and more time consuming. Divide your time and allocate it to specific assignments. Finish one assignment before you start another.

studying you have to do and assign time to each of these tasks. If you have housework to do and some other tasks it can be helpful to also write down all of these other time commitments you have. Mark out time slots to work on long-term projects and study for the exams, so that you don’t leave everything to the last minute.

Studies have shown that multitasking isn’t only ineffective, it’s also stressful. You can get much more enjoyment out of a task if you focus on it, do a good job, and then move on to the next one.

are learning. If you are a kinaesthetic learner, try to learn through experiments or walk when you are revising. If you are a read and write type of learner read the material and note key facts and key information you need to remember. If you are not quite sure which type of a learner you are, try all of the above strategies, and see which one works best for you. Turn the information you are studying into a test. Ask a classmate to test you using the test you prepared for yourself. You can also prepare and swap tests with your classmates and test each other. All of that will help you to remember information. 5.

Make sure you sleep enough

Sleep is the best ingredient to help you focus. Eight to nine hours of sleep helps you to concentrate during the day, increases your ability to remember what you have learned and keeps you healthy. Make sure you get enough sleep!

Take regular breaks

The golden rule is to take a 10 minute break after each hour of study. You can walk around, stretch or do a few squats to refresh your brain and move the body. Studies show that when you take frequent active breaks, you’re able to learn much more in the long term than if you try to sit and study for many hours without stopping. 6.

The fact that you don’t know something today, does not mean that you cannot learn it or know it tomorrow. If something does not go to your plan, just think of it as “not yet” and keep trying, keep learning, keep thriving. You can do it!

Practice a growth mindset

Learning is not about talent. Anybody can learn and everyone learns. With practice and study techniques, you can get better at learning. Quit thinking that you are not good at something. Instead keep practicing, explore new ways of learning. Keep challenging yourself and in case you fail, think about your failures as lessons you have learned. Remember that any failure is a piece of knowledge. Through failure you are learning what does not work.

If you are lucky to have electricity, utilise that opportunity well. Use the electricity in the evening to continue your studies. If you don’t have electricity, but you have a small amount of money – buy a torch to help you continue studying after darkness. If you don’t have electricity or a torch, utilise the daylight. Revise during the lunch break and when teachers are not in the class. Even if you can revise only one page, do it with focus. Do not roll pages in your book without understanding. Focus on what you are learning.

Elisabeth, S4 Graduate, Best Performer 2019

Study Tips Elisabeth, a S4 Graduate who performed best in the whole country in 2019, and Kut, who performed best in his Darling Wisdom Academy Secondary School in 2021, give tips on how to stay focused and keep learning. •

• •

•

• •

Don’t just focus on what you’re learning – think about how you learn. Reflect and think about how you learn best. Review your past learning experiences – good and bad. Keep a learning journal and note which learning approaches work for you and which don’t. Make a study plan. Explore different study tools and choose the ones that work for you.

Don’t wait for the timetable to be out to start revisions. Study and revise even before the timetable is out so that you use the available time effectively. When the exam timetable is out you will be relaxed and you will only refresh your mind instead of trying to learn everything.

If your teacher is not in the class, grab your books and study, instead of chatting the time away with your friends.

Some learners are staying at homes where parents and relatives put a lot of chores and activities on them that may keep them out of school and miss lessons. Don’t lose your chance. If you miss your lessons and were absent for some time, at least try to cover what you missed next time you go to school. Ask your classmates to help you catch up, copy the notes they made during the lessons. Compensate for any lost lessons. If you missed lessons during the week, use the weekend to catch up.

When you go for examinations, read the instructions carefully. If you misunderstand the instructions, you may fail. Focus to understand the instructions.

During exams you may come across topics that your teacher did not teach you. You cannot skip any questions, you need to answer them all.

Photo shows a portrait of Elisabeth, the top secondary school graduate of 2019. The photo was taken by Agnieszka Mikulska.

Keep time. When studying and revising, make a plan. During examinations quickly assess how much time you need for each section and don’t waste time.

Parents – you also need to be serious with the school fees and sending children to school. You can’t just keep children at home.

Did you know that... Girls, children with disabilities and children who start school late – they all have the right to education. If you know a child who is not going to school, inform your peer mentor, your Head Girl or Head Boy, a School Management Committee (SMC) or Board of Governors (BoG) Member or a community mobiliser, that there is a child who is missing out on education. Encourage the parents of that child to send them to school! Everyone deserves a chance to go to school!

Head Girl and Head Boy can decide how the school’s Capitation Grant should be spent. Good schools consult learners on how to improve the school. In good schools, Head Girls and Head Boys participate in meetings of the SMC/BoG and take part in the decision-making process on annual priorities for school improvement. Share your ideas about school improvement with your Head Girl and Head Boy to help them to improve your school!

Toilets in schools should be separate for girls, boys and teachers. Separate toilets for girls, boys and teachers are one of the indicators by which your school is considered to be safe. If your school does not have a separate toilet for girls, boys and teachers, and if there is no changing room and handwashing facility, you can submit your proposal to the SMC/BoG for constructing toilets. If doors are unsafe or broken in your toilet, or other learners are peeking when you go for your shortcall, tell your Head Girl and your Head Boy. They will report it to the SMC/BoG and will demand that this changes.

Head Girl and Head Boy can advise how the school’s Capitation Grant should be spent. Photo by Hannah Rollings.

You can apply for academic and sports scholarships directly at the University of your choice. Check the admission page of the University you want to apply to. For more information about international scholarships check: https://www.scholars4dev.com/international-scholarships-for-south-sudan-students/

Take charge of your own destiny “We can take charge of our own destinies if we have the will to reform”. These words sound like a mentor speaking to mentees to make sure that they believe in themselves. We can accomplish whatever we desire, if we are willing to take responsibility, and control of our own actions. Are you wondering who said this? These words of wisdom are from one of the highest-achieving African women of our times - Dr Ngozi Okonjo-Iweala, who was born in Nigeria, and who today holds the post of Director General of the World Trade Organisation (WTO). Dr Okonjo-Iweala grew up in a small village in Nigeria’s Southern Delta State, Ogwashi-Ukwu. Until she was nine years old, together with her siblings, she lived with her grandmother who was raising them whilst their parents were abroad, completing their university studies. "They were gone for almost a decade before I really saw them and knew them. I did everything a village girl would do, fetched water, went to the farm with my grandmother, did all the chores. I saw what poverty meant."

Her experience as a teenager during the Biafra civil war of 1967-1970 affirmed this. Her parents lost all their savings during the conflict, as her father, a renowned professor, was a Brigadier in the Biafran forces. This did not stop young Dr Okonjo-Iwela maintaining a focus on education. She continued her studies, graduated from secondary school, and, as a teenager, was admitted to Harvard University to study economics. After graduating from Harvard, she received an International Fellowship from the American Association of University Women (AAUW), which supported her Doctoral Studies in Regional Economics and Development from the Massachusetts Institute of Technology. After her studies, Dr Okonjo-Iweala pursued a career as a development economist at the World Bank, an international financial institution which provides loans and grants to the governments of low- and middle-income countries for the purpose of investing in development projects. She also served two terms as Nigeria’s Finance Minister,

The photo is a portrait of Dr Ngozi Okonjo-Iweala wearing elegant, traditional Nigerian blue dress, headwear and neckless. The photo was retrieved via https://www.wto.org/english/ news_e/news21_e/dgno_15feb21_e.htm

and briefly as Foreign Minister. She was the first woman in Nigeria to hold both positions. As the Finance Minister, she fearlessly fought corruption. She introduced the practice of publishing each State's monthly financial allocation from the Federal Government of Nigeria in the newspapers. This action increased transparency in governance. She also encouraged and provided advocacy for the empowerment of women through the Growing Girls and Women in Nigeria Programme (GWIN); an initiative which took to scale innovative approaches to empowering girls and women. Through the highly acclaimed Youth Enterprise with Innovation Programme (YouWIN) she also supported youth entrepreneurs and created thousands of jobs. Dr Okonjo-Iweala also served as the Chair of the Board of the Global Alliance for Vaccines and Immunisation (GAVI) and co-chaired the Global Commission for the Economy and Climate. In February 2021, Dr Okonjo-Iweala was appointed as the Director General of the World Trade Organization (WTO). She is the first woman and the first African to hold that position since the post was created in 1995. Dr Okonjo-Iweala’s uncompromising, focused, honest and ethical approach has earned her many international accolades. Amongst a long list of awards and titles, in 2019 she was crowned as

one of Transparency International’s eight Female Anti-Corruption Fighters Who Inspire, and in 2015 one of the 50 Greatest World Leaders by Fortune Magazine. Dr Okonjo-Iweala believes that “we can take charge of our own destinies if we have the will to reform” and she hopes that her appointment as the Director General of the World Trade Organization (WTO) is a clear sign to women and girls worldwide, that the world is ready for women to jointly work with men to bring change for the better. From Dr Okonjo-Iweala, I learn that a focus on education, perfecting my skills, always doing my best, learning from hardship, always doing the right thing no matter how hard it is, and determination, can help me gain experience and confidence. I also learn that knowledge, together with experience, confidence, grit, and the will to make a change, can help me transform my community for the better, create jobs and help others. And you, what are you learning from Dr Okonjo-Iweala? Do you think you can become the next Harvard student? The next board member of the Global Alliance for Vaccines and Immunisation? The next Finance Minister? The next Chair of the Global Commission on the Economy and Climate? Or the next scientist who will create a vaccine against a deadly disease? To learn more from Dr OkonjoIweala on how to bring change go to: https://www.youtube.com/ watch?v=-YpticqS9-8

Schools are open, but COVID-19 continues

The photo shows a male learner in a classroom, wearing a mask. There are other learners in the background. The photo was taken by Bullen Chol.

Schools in South Sudan are open, but COVID-19 continues to be a threat. COVID-19 preventive measures such as frequent handwashing, wearing a mask and keeping physical distance from others are key in slowing down the spread of the virus. In this article we answer frequently asked questions about the COVID-19. 18

Schools in South Sudan are open. Does that mean COVID-19 has ended? No! COVID-19 continues to be a threat and COVID-19 preventive measures, such as frequent handwashing, wearing a mask and keeping physical distance are key in reducing the risk of being infected with COVID-19.

Can adolescents catch COVID-19? Yes. All age groups can catch COVID-19. Whilst we are still learning about how COVID-19 affects people, older persons (e.g. persons over 60 years) and persons with pre-existing medical conditions, like high blood pressure, heart disease, lung disease, cancer or diabetes, appear to develop serious COVID-19 related symptoms more than others. As this is a new virus, we are still learning about how it affects children and adolescents.

Evidence to date suggests that children and adolescents are less likely to develop a critical stage, but severe cases and death can still happen in these age groups.

Can adolescents spread COVID-19 to other people even if they have mild or no symptoms? Yes. Infected people in all age groups – including adolescents - can pass the virus on to other people, even if they have mild symptoms or do not feel ill. The virus is spread from person to person through small droplets from the nose or mouth which are spread when a person with COVID-19 coughs, sneezes or speaks. These droplets can land on objects and surfaces. People can then become infected by touching these objects or surfaces, and then touching their eyes, nose or mouth.

Adolescents - can pass the virus on to other people, even if they have mild symptoms or do not feel ill. Should I go to a health facility if I develop symptoms of COVID-19? If you have minor symptoms, such as a slight cough or a mild fever, stay at home, self-isolate and monitor your symptoms. Ask your guardians to call 6666 if your symptoms are getting worse. Avoiding contact with others and reducing visits to medical facilities allow these facilities to operate more effectively and helps protect you and others from possible COVID-19 and other viruses.

What should I do if someone in my family gets really ill with COVID-19? Seek medical care by calling 6666 if members of your family get seriously ill. 6666 is the national COVID-19 emergency number for advice on where and how you can access medical care.

Some of my friends are not sticking to the rules about physical distancing. What should I do? Explain to your friends that it is important to protect themselves and others from COVID-19 by washing their hands, avoiding touching their face, always coughing or sneezing into their elbow, sleeve, or a tissue, wearing a mask and observing the physical distancing measures. You can share the Teens ta Guwa magazine with them and recommend listening to Our School radio programme so that they can learn more about COVID-19. You can also show them COVID-19 information posters. Most importantly, stay safe yourself. Wash your hands with soap or sanitiser, wear a mask and keep physical distance from others.

Keep yourself safe from COVID-19. Wash your hands with soap, wear a mask and keep physical distance from others.

Photo shows two secondary school girls sitting in their classroom. Behind the girls there are other learners. All learners are wearing their face masks. The photo was taken by Bullen Chol.

I am told to wear a mask, but I don’t have one. Where can I get a mask? You can buy a mask from your local tailor at an affordable cost. They are usually made from kitenge or other available materials. Make sure the mask you buy has at least two or more layers of fabric. Wash the mask before the first use and daily thereafter. If none of the local tailors make masks, or if they have been sold-out, you can make a mask yourself. If none of the above suggested ways work for you, contact the following people for assistance: Contact: • Peer Mentor, Head Girl or Head Boy • SMC/BoG representative

She Inspires Us A short story about my life…

The illustration shows a young smiling lady, a graduate of secondary school, who after her graduation found a professional job.

This miserable life started in 2017 when I was staying with my uncle. I had a boyfriend who used to take me back home from school every day. One day my uncle found us moving together. When I went home, he asked me who it was, and I told him it was my boyfriend. He told me I was too young to get married, but I believed I was a grown-up girl. Since then, my uncle used to pass on wrong information to my parents – that I became a prostitute looking for all men. My mum was most hurt by those words. To make it worse, she was not in South Sudan; she had gone for treatment in Khartoum.

My Dad told my uncle and my three cousins to beat me because he believed what my uncle told him. To make things worse, they also prevented me from going to school for three weeks. My brother was going to school the whole time. My parents loved him more than me because they thought I was a useless girl. I had already lost hope in life because I was neglected by my family – the people that brought me up in this world. On the fourth week, I was allowed to go to school, but under the condition that I travelled to and from school with my brother. However, my brother used to leave school before departure time and leave me. Because of this, my uncle thought that I was seeing my boyfriend again. I always used to tell myself that my current personal situation is not my final destination. That I should be brave and hold on. At that time, I had a friend who was like a brother to me. He used to tell me to be strong and to deal with whatever this crazy thing called life throws at me. I would get through it. There’s always a ladder of opportunities waiting for me to climb. And indeed, life continued after all of the suffering that I went through in 2017. But the relationship with my family still wasn’t going well. 2019 was somehow better, but in 2020 things became far worse. I sat my Senior 4 examinations in 2019, but, with all of the problems I was going through, I almost dropped out. I

can say that my uncle was the root of all of this hardship. In January 2020 I got some casual work with an NGO. I told my dad the good news and he was happy for me. Later on, he did not accept my job because my little brother was in his ear telling him that I should stay at home and do housework. I didn’t argue with my dad, but I asked him very clear questions – “Why did you take me to school if you never wanted me to work?” I was crying so much, but I tried to reason with him – “I am a grownup girl. I can take care of myself.” Finally, he allowed me to go to work. Since this moment, I have become happier and stopped being so negative about life. In this world, there are a lot of challenges that life throws at you, but you have to be strong. If you reason with the people that you love, then they will see what is best for you and they won’t stand in your way. My most precious friend, Samuel, also helped me a lot in overcoming the difficulties that I faced. It is so good to talk to people about your problems. And I never forgot God, not for a second. I would ask God many questions – “Why me?”. I came to understand that there is no gain without pain. My life has finally changed for the better. Now that I am working, I want to help those that mistreated me, more specifically, my uncle. I want to prove that I am not who he thought I was. I can conclude by saying that I have learned that no matter how bad life seems today, tomorrow will be better.

Reusable Sanitary Pads How to make a sanitary pad Hi, my name is Emmanuela Dwatuka from AfriYAN, the African Youth and Adolescents Network on Population and Development. I am South Sudanese and I live in Juba. I make reusable sanitary pads to empower and help young girls to complete their education and fulfil their dreams. I started to make reusable sanitary pads because I saw a great need for them. In 2020 research was conducted on Menstrual Hygiene in South Sudan, and through that research I learned that 96% of South Sudanese women cannot afford to buy sanitary pads. This is when I realised how great the need was for support. I learned how to make reusable sanitary pads through participation in sewing projects, and I perfected my approach and method over time. The

more reusable pads I made, the better I became at making them. Now, I am a president of AfriYAN in South Sudan, a network of organisations that empowers youth and adolescents by providing essential skills and knowledge to be able to take informed decisions about their lives. We organise sanitary pads making workshops through which we train adolescent girls and young women on how to make the pads. There have been additional benefits. Some of the young women who participated in AfriYAN workshops have developed their own sanitary pad making businesses. This is really positive as by training adolescent girls on how to make sanitary pads we not only help to improve menstrual hygiene, but we also end period poverty for these girls and additionally improve their economic opportunities and wellbeing.

Top photo: It shows Emmanuela sitting by a desk on which there is sewing machine. Below left: The photo shows a close-up of woman’s hands when she is sewing a sanitary pad. Below right: The photo shows Emmanuela training a young woman on how to make a reusable sanitary pad. All photos by Ggaba Joy.

To make a sanitary pad you need: •

A sewing machine or a needle

•

A pair of scissors

•

Some soap or a pencil

•

An absorbent (cotton fabric or flannel enough for two layers)

•

Towel lining (you can use towel)

•

Waterproof fabric (flexible waterproof material for example PUL)

•

Buttons or Velcro (to secure and close the pad)

•

Thread or wool

•

Pins

Once you have gathered your materials, here is what you do: Step 1:

Place the absorbent fabric (cotton or flannel) on a flat surface. Draw the pattern 1, shown below, on your fabric using soap or a pencil. To make a pad with top and bottom layers, copy the same pattern twice.

Step 2:

Cut out the pattern 1 from the absorbent fabric you prepared.

Step 3:

Cut out the pattern 1 from the waterproof fabric you prepared.

Step 7:

Pin the towel lining layers in the centre of the pattern 1 made of cotton fabric or flannel. Then sew the towel lining all the way around and then sew it once down the centre on the inside of the flannel pad piece. Repeat this step with all layers of towel lining.

Place the towelling cloth on a flat surface. Draw the pattern 2, shown below, on your towel cloth using soap or a pencil. To make a pad with two or three towelling layers, copy the same pattern twice or three times, depending on the thickness of the cloth and the level of absorption you want to achieve.

Step 8:

Step 4:

Sew Velcro pieces – one on each wing of the pad in such a way that the wings can stick together. If you do not have Velcro, you can use button, or you can sew small snaps/ribbons that will allow you to fix the pad in your underwear.

Cut out the pattern 2 from the towel cloth you prepared.

Step 5:

Place the waterproof fabric sheet on a flat surface. Draw the pattern 1, shown below, on the waterproof fabric sheet using soap or a pencil. You will only need one layer of the pattern 1 made of the waterproof fabric.

Step 6:

Place the pattern 1 made of waterproof fabric on the pad with the towel lining stitched to it and cover it with the pattern 1 made of the cotton fabric or flannel that you prepared. Stitch the pieces together all around and once down the centre.

Step 9:

It is important that once your pad is made you wash it before you use it.

Pattern 1

Cotton fabric/flannel and waterproof fabric

Pattern 2

Velcro, or ribb button on

Towel lining

Stitching

A poet against all odds You have probably come across people with impairments in your community. You may have a family member with difficulties in seeing, hearing, walking or a family member with an intellectual or learning disability. You may have an impairment yourself. An impairment

does not need to mean inability to continue your education, follow your dreams and achieve your plans. Aweng Kuot, a secondary school graduate shares with us how she uses her poetry to change attitudes of able-bodied persons towards people with disabilities.

Disability refers to long-term physical, mental, intellectual or sensory impairment which combined with various barriers may hinder a person’s full and effective participation in society on an equal basis with others.

Impairment

+ Barriers = Disability

An interview with Aweng Kuot, a secondary school girl and a poet who changes attitudes towards people with disabilities.

Why do you use poetry to approach topics such as disability? I use poems to approach the topic of disability because, when I, a person with a disability write a poem, it immediately delivers a message that people need to hear. We, as any other person, have rights, dreams, feelings, talents and passions. People may better understand me and my issues if

‘‘I started writing poems in 2016 when I was still in primary school.‘‘ -By Aweng Kuot Deng The photo shows Aweng, a smiling secondary school girl sitting in front of a classroom on a yellow chair. Crutches are rested on the chair, next to the school girl. The photo was taken by Ggaba Joy.

they hear it first-hand, from me. It’s good when I recite poems to people so that they understand it with my voice. When I recite my poems, they get people’s attention. With time, I hope, they will affect how people treat us, people with disabilities. I hope that my poems will change people’s mindsets, so that they see us positively.

What was the main message you wanted to get across through your poem?

The message that I really want to put across is to let my fellow people know that if a person has an impairment, they should not see that person as being disabled and treat them differently from other people. Us, people with impairments; yes, maybe we are different in physical appearance, but it should not be taken as the main point. People should not take us apart from the rest of society.

How do people without disabilities respond to your poems? Some of them, when I write a poem that concerns people with disability, respond with tears. Some cry. They feel like what others are doing is not good to us, people with disabilities. Some people approach me and say, “we are sorry if you face some challenges outside there. People are not all the same and we cannot tell how others can really see you and not everyone is seeing you badly”. So, they really feel sorry and they try to encourage me to be who I am and move forward with my life.

Have you seen any change in the way that South Sudanese people are treating people with disabilities?

Yes. I’ve seen lot of changes after these poems, which I have recited many times. Especially the one ‘Disability is not Inability’. In our school particularly, people changed a lot. Some approached me to be friends and some helped me with some things I find difficult to do, like climbing up the stairs. Others go to buy me breakfast. I really saw a lot of changes after they heard my poem. In South Sudan, my people are not treating us well. When I see some other people with disabilities being treated badly, I feel so sad. I also have imparity, and I don’t like the way many people treat us, but I see positive changes, which makes me happy. I believe after hearing this poem people will treat me and others with disabilities better.

Who are your role models? My role models are my parents, for sure. They stand with me in every situation. They did not give up on me. I didn’t experience different treatment or discrimination at home. I was treated like other children. They see me as their child, even though I have an impairment. They don’t remind me that I have an impairment and that I’m different. My parents keep on encouraging me to continue my education. They are really my role models.

What’s your message to all the girls and boys in South Sudan who have a disability?

The message that I would like to send to my fellow sisters and brothers with impairments is that there is nothing we cannot do. Disability is not inability.

“Disability is not inability”

Aweng Kuot Deng

The photo Aweng standing in front of her secondary school, smiling and wearing her school uniform. Her left hand is rested on crutches. The photo was taken by Ggaba Joy.

We have to stand firm on our education. Those of us who have an opportunity to study, we need to use this opportunity positively and advance our lives. We must not let the negative attitudes and discrimination discourage us. We have to study hard and pursue our dreams, despite our impairments. Disability is not inability. You know, people with disabilities also disadvantage themselves by thinking “I’m different. I cannot do that, and people won’t take me in a good way.” I know one day some of us will really reach our destination. We should not give up. Disability is not inability. Let me say personally, since I’ve been in school from P1 to P8, I was top of the class. I am not praising myself, but I really believe that having an impairment cannot stop you from what you want to do. You must believe in yourself and your dreams. You can achieve your goals.

The way you speak about persons with disabilities matters. Use appropriate language to help communicate respect and fight stigma against people with disabilities.

DO SAY

DON’T SAY

Person with an impairment, person with a disability, people with disabilities

The disabled, handicapped, PWD

Person without a disability, sighted person

Normal person

Person with a psychosocial disability, person with mental illness

‘Mental’ or ‘mad’

Person with an intellectual disability, persons with learning disabilities

Mentally handicapped or retarded

Person who is blind, person who has low vision, partially sighted person

The blind

Person who is deaf, person who is hard of hearing, a deaf person

Suffers from hearing loss, the deaf, deaf and dumb, deaf-mute

Person who uses a wheelchair, wheelchair user

Invalid, handicapped person, cripple, crippled, lame

Person with speech impairment

Dumb, mute

Person with a disability / visual impairment / Down Syndrome

Suffers from a disability / visual impairment / Down Syndrome

Accessible toilet, parking for persons with disabilities

Disabled toilet, handicapped parking

“Disability is not inability”

-By Aweng Kuot Deng

People look at me as an insect People treat me as a useless item People see me as a pest Please, people, I’m like you

Disability NOT Inability

Maybe I lose some parts of my body Maybe legs, I can’t walk Maybe eyes, I can’t see Maybe ears, I can’t hear

Disability NOT Inability

Please, people, I’m like you I can breathe, I can eat I can feel, I am not a rock Please, people, I’m like you

Disability NOT Inability

I might be someone in the future I might be a teacher I might be a doctor I might be a minister Just feed me, train me, guide me Show me the right direction

Because disability is NOT inability

Give me school. I can learn Give me a pen. I can write Give me a wheel so that I can move

South Sudan en Vogue South Sudan has produced super-models such as Alek Wek, Ajak Deng, Grace Bol, Mari Malek, Nyakim Gatwech and Adut Akech. They were the first to bring South Sudanese beauty to the covers of international fashion magazines and to start a conversation about South Sudan among global fashion circles.

Fashion as beauty For thousands of years the people of South Sudan have been using fashion to express beauty. Our people use earrings, necklaces, bead corsets and bodices as well as bracelets, belts and skirts to underline their attractiveness.

The photo shows a young woman wearing a traditional bead corset. The photo was taken by Tim McKulka.

The photo above shows a man with face marks painted on his forehead. The photo comes from the private archives of Akuja de Garang. The photo was taken by Emmanuel Jambo.

W Fashion for Peace In recent years, South Sudanese fashion has been used to draw attention to the socio-economic and political situation in the country. Fashion Shows such as “Festival of Fashion and Arts for Peace” in Juba or “South Sudan Unite” in the South Sudanese Diaspora in USA have created opportunity for a discussion about peace and the need for preserving South Sudanese cultures, languages and art. Fashion has created an opportunity to highlight the strength of the South Sudanese and to discuss issues, including the effect of conflict on the youth and elders. It created a platform to discuss the impact of hate speech and for people to unite against it.

The photo shows Akuja de Garang, wearing a dress made of kitenge. In the photo Akuja wears earrings, bracelets and rings made of her own design. The photo comes from private archives of Akuja de Garang. The photo was taken by Emmanuel Jambo.

Fashion as a business The Roots Project runs a boutique in Juba in which earrings, necklaces, bracelets, belts, bead bodices and other fashion accessories are sold. The boutique does not only create an opportunity to express one’s creativity and underline beauty, but it also creates jobs. Women from across all States currently sell their fashion products in the boutique and earn their living through it.

Fashion as art Fashion in South Sudan has been one of the purest expressions of art lived on a daily basis. From Equatorias to Upper Nile and Bahr el Ghazal, fashion in South Sudan has been used by men and women to express their creative and artistic identities.

The photo shows traditional bead necklaces in various colours. The photo comes from the private archives of Akuja de Garang.

“South Sudan Unite became a platform to celebrate all of our cultures, all of our differences and all of our similarities in a platform that is positive.” - Luol Deng “We know that there are issues to be discussed in South Sudan. Fashion festivals allow us to meet people from all walks of life and from all different ethnicities. We have an opportunity to discuss our issues, explain our views in a positive manner. The love for fashion and art brings us all together and allows for dialogue.” – Akuja de Garang

Adut Akech Born during a journey to the Kakuma refugee camp in Kenya, South Sudanese native Adut Akech is currently one of the fashion industry’s most in-demand talents, as well as one of TIME’s “Most Influential Teens of 2018.” Having spent her earliest days as a refugee, Adut and her family eventually emigrated to Adelaide, Australia, where she lived out her life as a student and joined a local modelling agency. The photo on the above shows Adut Akech with a fashionable head band on. The photo was retrieved from https://theblondemisfit.com/model-snapshotadut-akech-bior-for-prada/.

Nykhor Paul Born in South Sudan, Nykhor Paul grew up as a refugee in Ethiopia and later in the United States where she pursued a career in modelling. As the eldest child, in her teens, she moved to the United States with her uncle, leaving her mother, father and eight siblings in a refugee camp in Ethiopia. Nykhor and her mother were separated for 16 years. After moving to the United States Nykhor knew that her family counts with her so she focused on learning English and her education. It was her English teacher who suggested that she may want to try out a career in modelling.

Outside their careers in fashion, both Adut and Nykhor, partner with international organisations raising awareness and providing relief to refugees. They both use their refugee experience as a motivation to raise global awareness about the issues people faced by war, violence and separation face. Nykhor has partnered with the International Rescue Committee (IRC) to explain to people she is reaching through the fashion industry the difference between the lives of people living in peace and those living in refugee camps and poverty. Nykhor also set up a foundation We Are Nilotic which serves as a platform for, and, voice of the women affected by violence in South Sudan. The foundation aims to bring peace and healing to South Sudan by uniting South Sudanese women to provide advocacy for relief efforts. Adut has recently begun working with the United Nations High Commissioner for

The photo on the above shows Nykhor Paul in a glamourous outfit. The photo was taken by Ace Amir from @ spadestudios and was retrieved from https://www.selectmodel.com/miami/ model/nykhor-paul-1.

Refugees (UNHCR) in order to promote causes that support refugees around the world. Both models hope that their story of struggle and perseverance can serve as inspiration for many to become more involved in alleviating the plights of refugees.

Inventing the Future Based on a true story Two young women are walking through the gates of Juba University. They join hundreds of South Sudanese students who are congregating in the courtyard next to a large sign that says, ‘Inventing the Future’. These two women are called Grace and Adut. It’s very hot, as the days often are in January, and Grace and Adut arrive at the University exhausted from the heat and a full morning’s work. They have arrived from JCC Primary School where they teach lower primary classes

in the mornings. Primary school teachers by day and students by night, their schedules are full, but they are happy to continue their studies. They take a moment to talk before their class starts.

“How do you manage, Grace?” -

“What do you mean, Adut?”

“Well, you work in the morning, go to class in the afternoon until the

evening and then you go home to look after your daughter. Not to mention

the Youth Club you run and that NGO you are involved with. How do you do all of this?”

“Well, my older sister, Elizabeth – the one that dropped out of secondary school – she looks after Poni during the day, as well as her own children. She is proud of me for pursuing a university degree, and so she helps me in any way she can. She looks back and wishes that she had not dropped out of school. She got pregnant at the age of 16 and things were not so easy back then. There was nobody

to help her raise her son. I realised that I must provide for myself. My husband left. Elizabeth might not always be there to help. But I can always be there for myself. I can provide for my daughter, Poni, and make sure that she goes to school so that one day she can also look after her own interests. That’s my main goal.”

“But Grace, now the Dean wants you

to become an Ambassador for the University. Isn’t this too much?”

“I have to take on this position. It is the most amazing opportunity. Imagine… I would be showing all of our fellow students that a woman with a physical

disability can represent the best University in South Sudan. I would become a role model for all of my sisters and brothers with disabilities. I am determined to show people that my disability is not inability. I can successfully raise a smart daughter. I teach so that I can pay for her school fees. I can continue learning whilst also pursuing my hobbies of song and drama. I can lead a youth club. I can be a contributing member of the South Sudan Women with Disabilities Network. I can motivate persons with disabilities to work towards their dreams, as I have done. I see this as my duty. Like the sign next to us here, I must ‘invent a better future’ for those with disabilities, for my daughter and for myself.”

The story is based upon the life of Diana Joseph Wani. Diana studies Community Development at the Juba University. She teaches lower primary classes in JCC Primary. She is a member of South Sudan Women with Disabilities Network. She is also a leader of a youth club for persons with disabilities. The youth club participated in the Juba Film Festival in 2018 and won an award for their drama piece. Diana hopes to work in the parliament in the future so that she can ensure that the rights of persons with disabilities are fully recognised and championed. She

The photo is a portrait of smiling Diana Joseph, standing in her compound. The photo was taken by Ggaba Joy.

wants to be the voice of those with disabilities, especially women, as she understands the challenges they go through. She was once married and is now a single mother. She is proof that a disability does not have to define a person.

GESS Cash Transfer The Girls’ Education South Sudan (GESS) Cash Transfer (CT) is a form of a stipend for girls enrolled in and regularly attending school. Girls from Primary 5 – 8 and Secondary 1 – 4 receive the Cash Transfers to help them meet the cost of their education.

The photo shows a teenage school girl, sitting in a classroom. The photo was taken by Ggaba Joy.

What can the girls spend the money on? Girls are encouraged to spend their CTs on education-enabling items, such as books, pens, school uniforms, shoes, sanitary items, etc. However, in this difficult time, the CTs may also be spent on food and other family needs, enabling girls to return to school.

How do girls access the money? The GESS payment agent (a bank), sends their personnel to each school with a list of those girls whom should be paid the Cash Transfer. The Head Teacher informs the girls about the payment day. The girls come to school to collect the money on that date, they sign the payment list to confirm that they received the cash and they take the cash home. To ensure their safety, girls are advised to go to the school on the payment day with their parent or guardian, conceal money and to travel home in groups.

Why are only girls eligible for Cash Transfers?

In South Sudan, girls face more barriers to education, such as menstruation management, housework and early pregnancy. Only 38.7% of learners of secondary schools are girls. CTs are trying to encourage the families to send their daughters to school. To help to meet the cost of the girl going to school, we provide the CT. The girls use the money to buy sanitary pads and other items enabling them to come to school.

Can teachers take some of the Cash Transfer away from the girls?

No! The Cash Transfer is for the girls only. The Head teachers, teachers, SMC/BoG members or anyone else should not take the money away from the girls. In case the money has been taken away from you, or you know someone from whom the money was taken away, call one of our confidential support lines. The numbers are given below.

Whom can I call if I know something went wrong with the Cash Transfer?

For further information on Cash Transfer eligibility, processes, requirements, or to make a comment, compliment or complaint, send an email to: info@gess-southsudan.org or call our confidential support line: 1. 2.

MTN +211 928 520 824 Zain +211 917 647 891

Attend school regularly to access the Cash Transfer. 43

You Can Fix It Did you lose your certificate? If you lost your certificate, you still have the right to attend your school! You can obtain a duplicate of your certificate from either your school, the County Education Office, or the State Ministry of Education. If you need help, call one of the organisations supporting education in your County. If you do not know of any organisation working in your locality, contact ADRA, Africa Education Trust, Food for the Hungry, HARD, MASS, Stromme Foundation or Windle Trust International for help.

Did you notice your sister has no time to study because she has a lot of housework? Talk to your sister and jointly decide how you will divide the work so that she can make time to study. Try to divide the work fairly, so that you can both help at home, study and still have time to spend with your friends playing sports and talking.

Did you drop out from school?

If you dropped out, or you know someone who dropped out, you can still continue your education. You can come back to school, choose another school or continue your education in other ways. For example, you can sign up to: • Primary or secondary school • An Accelerated Learning Programme (ALP) or an Accelerated Secondary Education Programme (ASEP) • Vocational Training Centre • Adult Literacy Classes (for adults over 18) • Distance Learning Programmes Talk to a teacher, Head Girl or a Head Boy or a Peer Mentor working in your locality to help you continue with your education. And remember, it is never too late to restart your education.

Do you miss school because you don’t have sanitary pads?

You do not need to miss school during your menstruation. Here are some of your options: • You can make a sanitary pad from a left-over fabric. • You can request a local tailor to make you a reusable sanitary pad from left-over fabric. • You can use your Cash Transfer to buy one of the sanitary products that help to manage menstruation. • You can contact a Peer Mentor working in your locality to help you solve the situation. The phone number to your local Peer Mentor is displayed in all secondary schools.

Did you notice a sister with a stain on her skirt? She may not know that she has a stain on her skirt, or she may not know how to avoid uncomfortable looks. Pass her a sweater or a kitenge so that she can cover the stain. Remember, it is natural and there is no need to be embarrassed.

Covid Inspired Fashion Across Africa, there were many creative responses to COVID-19, which have turned difficult and challenging circumstances into a business opportunity. Let’s explore some examples, to inspire us to see opportunities in the time of crisis. In Ghana, the home of some of the most beautiful African fabric designs, the textile industry has lived up to its name and produced some remarkable results.

Designers produced prints that have included padlocks and keys to symbolise lockdown, planes to symbolise the restrictions on domestic and international flights, and even glasses to symbolise Ghana’s President Nana Akufo-Addo, who wore his iconic spectacles when giving regular updates on the virus. There were even prints that illustrated the virus itself – picturing the way the virus might look if it could be seen under a microscope, with some added colour!

The photo shows three fabrics designed in Ghana and commemorating the COVID-19 pandemic related events. Padlocks used as part of the printed pattern symbolised lockdown. Planes with padlocks designed into the wings symbolised the air travel ban. The round patterns incorporated in one of the designs symbolise the round face of the president Nana AkufoAddo and his round spectacles he used during regular briefings on COVID-19 pandemics. The photo of the fabrics was taken by Beatrice and Hannah Tinyep Mobya.

Meanwhile, in Kenya, David Avido known for his signature wax-print bomber jackets designed for reggae stars, took up a new mission, became an activist leading a team of 12 to produce free face masks for local distribution in Kibera, a neighbourhood in Nairobi, Kenya. The photo shows David Avido, wearing wax-print bomber jacket and a matching face mask. The photo was retrieved via https://www.vogue.com/article/david-avido-free-mask-kiberanairobi-kenya-uweza

Also in Ghana, Aphia Sakyi produced stunning protective masks for businesswomen who needed to wear masks in offices and during official meetings and who still wanted to look stylish.

The photo shows Aphia Sakyi, wearing very fashionable and colourful face mask which doubles as her necklace. The photo was retrieved via https://aphiasakyi.com

In Congo, COVID-19 has made designer facemasks a mandatory fashion accessory. Fashionistas in Congo found a way to make a statement by turning the inconvenient but necessary facemask into something stylish. Photographers, for example Raissa Karama Rwizibuka, did not stay behind. She used her artistic skills to photograph fashionistas and assemble a photo exhibition commemorating fashion response to the pandemic.

The photo above shows two men in fashionable outfits, wearing protective face masks which complete their look. The photo was retrieved via https://congoinconversation. fondationcarmignac.com/2020/08/20/congos-innovative-coronavirus-fashion-by-raissakarama-rwizibuka/ and was taken by Raissa Karama Rwizibuka.

The photo on the left shows a man in a fashionable blue outfit sitting on a street and holding a notebook in his hands. The notebook cover matches the design of his trousers, and the mask the man is wearing matches the blue colour of the outfit. The photo was retrieved via https://congoinconversation. fondationcarmignac. com/2020/08/20/congosinnovative-coronavirus-fashionby-raissa-karama-rwizibuka/ and was taken by Raissa Karama Rwizibuka.

In another fashion strike, schoolgirls sported a new hairstyle. Their braids stuck up in spikes which were meant to show how the distinctive COVID-19 virus looks. By doing this they were spreading awareness about the existence of the virus. When approached to ask about their unusual hair, these girls were engaging in conversations about the “coronavirus hairstyle”! The added positive about

this style was that it was much more affordable than the use of extensions which had been very popular for a long time before the pandemic. The technique for braiding the “coronavirus hairstyle” was threading and using yarn. Using yarn meant that parents were able to afford for their daughters to go for styling during the economic downturn. This style kept the hairstylists working too.

Photo of girls and their hairstyle.

The photo shows Martha Apisa on the left and Stacy Ayuma on the right. The girls wear face masks and a fashionable hair style symbolising COVID-19. The photo was taken by Barcraft Media/Barcraft Media via Getty Images and was retrieved via https://www.theguardian.com/world/2020/may/11/ coronavirus-hairstyle-east-africa-virus-kenya

One designer from the Democratic Republic of Congo, based in the US, responded to the pandemic quickly with an idea she had already been cooking up for a long time. Seeing that ‘business as usual’ would not resume for some time, she decided to set up a virtual fashion show. Anifa Mvuemba hosted the very first live virtual show on Instagram live.

She presented her Hanifa collection, Pink Label Congo using virtual garments and models. Her collection sold out within days! Similarly, another African brand - Christie Brown Ghana – also hosted a virtual fashion show, using a live model and voiceover, to present their Spring 2020 collection on Instagram live.

What about other parts of the world? In America, we found inspiration from Afripride which designed headwraps with matching earrings and protective masks. In Colombia we found a sustainable fashion brand Maaji which produced ‘hoodie masks’ and a long jacket with face protection. And, what about you readers? What innovative designs have you or designers in your community come up with during the pandemic? The photo shows Hanifa’s Nina corset skirt supported by a virtual model. The photo was retrieved via https://jendaya. co.uk/2020/06/27/covid-19-and-the-a f r i can-fashion-industry-how-c a n -african-designers-utilise-technologytotheir-advantage/

Photo credit: African hat and headwrap with earrings and matching masks by Afripride; via: h ttps://afripride-african . aliexpress.com/store/2469003

“Our School!” A Radio Programme you do not want to miss! Have you heard about the “Our School” Radio Programme? No… What is it about? Our School is a 15-minute innovative radio programme which tells the stories of South Sudanese youth and their families as they face the daily challenges of going to schools and trying to avoid dropping out.

Is it relevant for me? For sure! “Our School” is hosted by a young presenter who takes the audience on a journey. The journey traverses through both positive and negative real-life experiences of learners and their families as they overcome the kinds of barriers that can materialise when trying to get an education. The programme reflects on how life circumstances and choices the learners and their families make then impact on their future.

Oh, I see. Is it not boring? Not at all! It is engaging actually! Sometimes it tells a sad story, but always

offers positive solutions and tips on how to escape illiteracy, drop-out and other difficult situations. There are a lot of interviews with teens just like me and you.

Ok. I think my parents will not allow

me to listen to it. They will think I am wasting my time.

No, no. They will love it too! I listen to ‘‘Our School’’ with my parents during the evening tea on Tuesdays. We listen to it on Miraya FM, but the programme is also aired on 29 other stations across all country!!

That sounds interesting. I wish I could

convince my parents to listen to it, so I could listen to it too. But this will not work because my parents do not speak English.

No, no, no! My brother, the programme is not in English. On Miraya they broadcast in Juba Arabic, but on

The photo shows five secondary school girls standing in a classroom. The middle girl holds a yellow solar radio. The photo was taken by Hannah Rollings.

other stations they broadcast in other national languages. You should really listen to it – at least try it once, to see if you enjoy it.

I don’t know... This is anyway probably only for girls.

Again, my brother, listen to me. I am telling you, “Our School” will give you lots of ideas. There are lots of tips and ideas how to access help and how to do well in school and what options there are for us beyond school. There are even tips for teens with disabilities – can you imagine? One of the programmes changed my mind about being selfish. It helped me to see that after school I can just go and

play football and I never wondered why Alek is not going. You know she loves boru - boru. But I realised that she has a lot of work at home and no time to study or to play her sport. After the programme we made a schedule and we help each other. We do some chores together. She helps me with my Maths, I help her with English. We now both do better in school and we both play sports. I am telling you. You must listen to it!

Ok, you convinced me. They air on Miraya?

Yes, they air on Miraya, but also on other stations. Try to find one in your locality. See the last page for the broadcast table.

Become the best version of yourself! Today everyone wants to have a passion and use it to transform their life, but many don’t know how to start. They wonder: “What if I have no special talents?”; “What if I have no real passion?”; “What if I love something I’m not good at?”; “What if I have too many other responsibilities and things to do?”; “What if I am too young?” Finding your passion is a quest to find yourself. To do that you need to explore what lies within you and explore opportunities in the world around you. This is how you get started:

Get to know yourself better.

Spend time with yourself, away from other people’s opinions of you. You can take a walk or work in the field, focus on your breathing, and accept all the random thoughts that come to your mind. Try to think about things you are good at and the things you know. Think about things you love and the activities that make you happy.

Change your perspective.

You may think that you have no special talents. You may think that you have no passion. You may have been feeling for a long time that you are not good at something you would love to try, so you have shied away from trying. You may be scared that if you try something you will fail. To find your passion, you need to challenge your perspective, silence the negative thoughts and be willing to fail. Why not try out some new things! Or, continue doing the things you already enjoy, even if you have a long way to go to develop skills in that area. Remember! Passion is not something we are born with: hard work, dedication and time can turn something into a passion.

Nurture your skills to develop a talent.

Just like a footballer, you need to regularly practice the skills for which you are seeking perfection. Whether you are a hair stylist, a writer, a singer, a dancer or a scientist, you need to continue developing your knowledge and skills to become good at them. Aim for excellence, knowing that it could take a long time!

Find a mentor.

Having a mentor and role model is very important on your way to develop your passion and talent. A mentor can guide you through the skills you need to develop. They can suggest books and literature you need to read to deepen your knowledge about the subject you are exploring.

5. Challenge your fears and treat challenges as a learning process.

Many people feel afraid of challenges. However, there is no success without them. Challenges are part of the learning process and every failed step is a lesson that will teach you how to succeed. Face your fears, embrace the challenge as an important step to your success, and keep going. Remember to celebrate your successes too – even a small positive step deserves recognition.

at.

Play to your strengths by focusing on what you are best

Concentrate on your strengths and develop them further. Learn absolutely everything you can about the skill or topic you are developing your passion for. Be the best version of yourself.

“If a man is called to be a street sweeper, he should sweep streets even as Michelangelo painted, or Beethoven composed music, or Shakespeare wrote poetry. He should sweep streets so well that all the hosts of heaven and earth will pause to say, here lived a great street sweeper who did his job well.” Martin Luther King Jr.

Thrive Not just in South Sudan, but across the African continent, there are a lot of misunderstandings and discrimination against people living with a disability. Fighting this discrimination is a huge task. An estimated 60 to 80 million people in Africa are living with a disability. Many people with disabilities are proving to the world that they can achieve great things. Here are some real-life stories that demonstrate that a disability is not an inability.

The photo is a portrait of smiling Tlhokomelo Sabole, wearing her sparkling crown. The photo was retrieved via https://www.bbc.com/ gahuza/amakuru-36538322

Tlhokomelo Elena Sabole from Lesotho was crowned Miss Deaf Africa in 2015. It was, she says, a dream come true: "Winning was so amazing. I have never been happy like that." Through winning this title, she hopes that she can bring attention to the challenges that the deaf community are facing and create positive change. She wants to see access to information opened up - such as through sign language on TV and signing classes in schools. "My dream is to have my own business," she says, "for example a salon where I can share my skills and work with other deaf girls."

The photo shows Issa Khamis, sitting in his office in front of his Braille machine. Issa is wearing black glasses. The photo was taken by Ggaba Joy.

“My name is Issa Khamis. Some people see a disability when they see me but when I think of myself, I only see potential.” Issa’s story is a true inspiration to us all. Issa lost his arm and eyesight due to a grenade explosion when he was a child. He has risen beyond what most would consider the end of the road to be a teacher and a radio technician! “Losing my sight at only 6 years wasn’t easy for me, it was a terrible loss and difficult for me to cope with, but with the support of family and my own determination, I am what I am today - a

teacher and more!” Issa says. Asked about what drives him, he says, “what drives me to do everything I am doing now is that I have a belief that everything is possible if you keep a positive attitude. Now I am a volunteer teacher at the school of the blind, and I also repair our braille machines at the school when they break. Who can imagine a blind person with only one arm can do that?” “My message to everyone and especially those with disabilities is, ‘keep a positive attitude, don’t limit yourself and also do good to all’!”

The photo shows President Barack Obama congratulating Grace Jerry who receives congratulations while sitting in her wheelchair. The photo was retrieved viahttps://yali.state.gov/when-she-singsabout-her-rights-the-president-listens/

Nigerian singer, Grace Jerry, was knocked down by a drunk driver whilst on her way home from choir rehearsal. The accident left her paralysed and unable to use her legs. Rather than allowing this disability to defeat her, Grace took her passion for music to new heights. "Today, it is more than just holding the microphone, it is my world, my platform and my voice". In 2015 she was introduced to then President of the United States of America, Barack Obama, at the Mandela Washington Fellowship Young African Leaders Initiative programme in the USA. "I had to hold back the tears when he walked up to me on stage and said some beautiful things about me and the work we are doing in Nigeria through [disability advocacy NGO] Inclusive Friends," she said.

Kenneth Habaalu from Zambia witnessed terrible stigma towards persons with disabilities in his community. He was desperate to do something to help. "People didn't want others to know they had a child with a disability at home. One mother told me she usually leaves her child in bed when she goes to the market. To help her sit, she said: 'I dig a hole outside the house and put the child in there.' To stand, she would tie the child to the tree with material. I think it's inhuman to do such things." Mr. Habaalu heads Appropriate Paper Technology (APTERS), an organisation that employs persons with disabilities to produce mobility aids for children with physical disabilities. The organisation uses Appropriate Paperbased Technologies and Techniques, inclusive of recycled paper and cardboard, to manufacture specialist assistive furniture, and devices at affordable cost.

The photo shows Kenneth Habaalu who is standing next to APTERS logo painted on a wall. Kenneth rests his right hand on crutches he is using to support his walking. The photo was retrieved via http://www.dailymail.co.zm/habaalu-overcomesdisability/

The photo shows a young boy sitting on a chair made using Appropriate Paper Technology Techniques. The chair is green with a yellow bird painted on a side of it. The photo was retrieved via http://www. cerebralpalsyafrica.org/index. html

Arthamani from Neema Crafts in Tanzania was born in 1994 in Dodoma, and his parents knew straight away that something was different. He looked a bit different from his family, and as he grew, they noticed that his arms and legs were much shorter than those of other babies and toddlers his age. Other than that he was just like every other baby. His parents travelled around to many hospitals, but they found no one who could help. In 1996 his father died and this was a really hard time for his family. When he was five, he went to attend the local primary school, but the Head Teacher sent him home because he was too short. “I remember I cried that day, because all my friends started school without me and I was left behind. I was finally accepted the following year. Whilst at school, I developed a love of dancing, and became quite popular

The photo is a portrait of smiling Arthamani standing in a happy posture inside Neema Crafts shop. The photo was retrieved via https://www.neemacrafts.com/

because of this. I started a dance group and was often asked to dance when guests visited the school. I went on to attend secondary school and completed my studies. In 2013 I moved to Iringa to live with my brother. Here, people had heard of my dancing talent and soon I was being asked to travel all over the country and dance for different product promotions.’’ After ending his dancing career, Arthamani started a job in Neema Crafts, a craft workshop in which people with disabilities manufacture products sold to tourists. “I have been working here for some years now and I love it. I work in the shop and have enjoyed improving my English and chatting with the customers. Sometimes I still get calls about dancing jobs, but I tell them I’m busy, because now I work at Neema Crafts!”

The photo shows 5 therapists standing in front of Seeing Hands Tukul in Juba. Catherine, in white gown, is standing ahead of the other therapists. The photo was retrieved via https://www.facebook. com/pg/seeinghandsjuba/posts/

Catherine Lolika is one of the therapists at Seeing Hands in Juba. She, and four other therapists run an acupressure centre in Buluk and help people to relieve pain and tension in their body. They help ease the back pain, headaches and other body aches. The initiative is called the Seeing Hands to symbolise the power of hands of the people who work there. “People who work here cannot see, but it is like their hands can see where the pain is hiding. They detect the pain, press it and release it. We really needed a place like that in Juba.” The initiative also helps the therapists to earn their living: “When I got this job, I was able to put some amount to pay my school fees until I finished university in 2015” – said Catherine who successfully completed her degree in Community Studies and Rural Development. The therapists at Seeing Hands hope that they can expand to other parts of South Sudan.

Rose the Engineer South Sudan has one of the highest rates of child marriage and pregnancy in the world. Early marriage and unintended early pregnancy hinder opportunities for girls to become educated, weaken their economic chances, and put them and their families in danger of suffering longterm poverty. This story tells about Rose and her fight to gain her own independence. It was created by four South Sudanese secondary school girls: Elizabeth, Elizabeth, Raile and Victoria.

One summer day Rose was walking through her village. She was walking along a small muddy road and traversing all the many pot holes. This road is the only one leading to the trading centre where there are many shops and where mama Mary makes tea and jabana under a big neem tree.

As Rose approached the neem tree where mama Mary was busy, her friend Grace came over. Hi Rose, said Grace. Are you coming to school today? No, no, said Rose. I am meeting my boyfriend, Joseph. Why should I go to school when I can spend time with him? He will look after me.

After buying some items from mama Mary, Rose left her friend and went to meet her boyfriend Joseph. He was waiting for her by the roadside on his boda-boda. Grace felt sad, but Rose did not care as she rode away on the motorbike. Rose felt free and rebellious.

Rose would often meet Joseph and go for rides with him. Rose thought other girls in the village would envy her and praise her for finding a boyfriend early. However, her friends were just worried for Rose and felt that she was spoiling her education. One day, when Rose and Joseph were riding the boda-boda through town, they heard a terrible noise and smelly, black smoke began to come from the engine in huge plumes. The motorbike ground to a halt in the middle of the road. It had broken down and Joseph did not know how to fix it.

They managed to get the boda-boda to a local garage. A mechanic, called Mike, was there to help. There was also a young apprentice called Poni there, learning about mechanics from Mike. Poni and Mike started to work on fixing the motorbike.

As Mike is fixing the bike, he asks Rose why she is not at school. My father says that girls do not need to go to school. We should get married - Rose replied. Mike continues his work quietly with the help of Poni. As Rose observes, she is very impressed with the skills that Mike has and with the fact that Poni is also learning these skills. Her mind wanders and Rose begins to wonder whether she should try to get an education herself, so that she can have skills that will help her earn her living.

Maybe I should go to school and learn skills that will help me open a business or find a job.

Artists For Social Issues Artists in South Sudan join the quest for peace, respect and equality.

For many in South Sudan, the arts have become a rare haven of peace and happiness in a young country that has been affected by war, floods and economic challenges. A group of artists are dedicating their art to raise awareness about peace, gender equality and other social challenges facing South Sudanese youth.

Through pop-up street performances, murals, paintings, drawings, music and poetry, the artists across South Sudan educate the youth about the social challenges and possible solutions. Some have created associations and art collectives to facilitate cooperation with other artists.

Anataban - is an artists’ collective based in Juba. The group uses street theatre, graffiti, murals, sculpture and poetry to foster public discussion about the issues of social injustice, government accountability and transparency. Anataban members see solidarity, courage, integrity, inclusion, non-violence and political neutrality as important values guiding their work. Art by Deng Initiative – formed by Deng Forbez, an initiative allowing youth to gain skills in using art as a form of expression and making a change. Likikiri Collective - Likikiri Collective is a multimedia arts and education organisation located in Souq Milishia in Juba. Likikiri Collective is dedicated to initiating, organising and collaborating on arts and humanities-based projects that document the life, explore the cultures, and voice the concerns of South Sudanese. The Collective takes an intercultural and interdisciplinary approach to their work, seeking connections across various sectors, including education, culture, development, and peacebuilding.

Roots - ROOTS of South Sudan is an organisation founded by Anyieth D’Awol in 2011 to empower South Sudanese women and youth through the preservation of traditional Sudanese arts & crafts. The organisation provides women with equipment, materials, entrepreneur skills, literacy and numeracy training as well as a safe space to work.

Artists agree that ethnicity and gender should not hold people back and they invite other artists from across South Sudan to join the cause "regardless of where they come from". Transcending tribe and politics, the artists use their work to raise awareness about most pressing social issues in South Sudan, inclusive of gender equality and peace.

“(…) It’s not about my hair It’s not about my height It’s not about my colour It’s not about it all It’s not about my tribe It’s not about my cows (…) I’m South Sudanese” sings Mer, a South Sudanese singer, sending a message of peace, unity and respect to all people of South Sudan.

Shama Peace, a member of Anataban, a script writer, radio drama producer, actress and peer mentor. Through her work Shama advocates for equal rights and advancement of women. She educates youth about opportunities that exist for youth and about their role in developing their communities. Through her thoughtful scripts and expressive acting, she lets radio listeners and drama audience feel the struggle of women and youth. Through her work, she also sends a powerful message that with hard work, plans can be accomplished and dreams fulfilled. Photo shows a portrait of smiling Shama Peace. The photo was taken by Agnieszka Mikulska.

Abul Oyay Deng, a visual artist and a painter, envisions a society where the rights of the elderly people should be respected, their life preserved and their status improved. Abul explains that her art pieces on the elderly persons illustrate the wisdom, which the elderly women of South Sudan have gained throughout their life, but also illustrate hardship, pain, knowledge and happiness, emotions and experiences of everyday life. “If you look at all the wrinkles that she has, it symbolises the time she lived, the wisdom, the knowledge she gained all that time she has lived.”

The picture above shows Abul’s Oyay drawing of an elderly lady smoking a pipe. The photo was retrieved via Abul’s Facebook page.

The photo on the left shows Abul Oyay completing a painting of a young woman. The photo war retrieved via Abul's Facebook page.

Another artist, proudly holding up his favourite work, a drawing of a child crying in the shape of a map of South Sudan, says "My people are diverse, 64 tribes. Art is a universal language, it's a simple language". Deng Forbez cooperates with both Anataban and Likikiri Collective. Together with the Likikiri Collective Deng tutors youth in using art to raise awareness about gender equality. “I think gender equality is about sharing opportunities without segregating based on gender. I think men and boys should be able to respect women and girls and allow them to enjoy equal opportunities. It's 2020, we shouldn't be discussing these things, we should already know this.”

The picture shows a face of a crying child. The face is drawn into the shape of South Sudan. The picture was retrieved via the @artbydeng Facebook page.

Gender equality - The concept that women and men, girls and boys should have equal conditions, treatment and opportunities for realising their full potential, human rights and dignity, and for contributing to (and benefitting from) economic, social, cultural and political development. Gender equality is, therefore, the equal valuing by society of the similarities and the differences of men and women, and the roles they play. It is based on women and men being full partners in the home, community and society. Equality does not mean that women and men will become the same but that women’s and men’s rights, responsibilities and opportunities will not depend on whether they are born boys or girls. Gender equality implies that the interests, needs and priorities of both women and men and girls and boys are taken into consideration. It recognises the diversity of different groups and that all human beings are free to develop their personal abilities and make choices without the limitations set by stereotypes and prejudices about gender roles. Gender equality is a matter of human rights and is considered a precondition for, and indicator of, sustainable people-centred development.

Interview with Deng Forbez

A passive member of Anataban creating under the name Art by Deng. He cooperates with other artists to raise awareness about peace and gender equality. He paints, sketches, draws and writes poems. He sees gender equality as a crucial tool to achieve peace and prosperity.

The illustration is a black-and white self-portrait of Deng Forbez with a yellow crown on his head.

There are two portraits on this page. Both illustrate young South Sudanese women. The illustrations were retrieved via @artbydeng Facebook page.

I am interested in your view of

As a South Sudanese man, you might

gender equality. What is it and

have seen some men rejecting the

how do you understand the role

idea of gender equality. How do you

boys and men play in achieving it?

think we can convince men to support

Gender equality is a concept that we as men and women have a right to equal conditions, treatment and opportunities. It is about sharing opportunities without discriminating based on gender. And I think men and boys should be able to respect women and girls and allow them to enjoy equal opportunities. It's 2021, we shouldn't be discussing these things, we should already know this.

it? Through poetry and art, I influence and provoke thoughts about equality. I use poetry because it has a special way of getting to our hearts. I also use visual artwork, sketches and paintings, because they speak a thousand words. I formed the Art by Deng Initiative to allow boys and girls to creatively discuss gender and social issues. I run workshops and I tutor youth in using art as their form of expression and making a change.

What do you think about our tradition of seeing girls as assets? We all need to know the benefits of equality and about our rights. Women and girls, they have the same opportunities as men and boys, and they can enrich our society and economy. Having the same opportunities does not mean degrading the men. It means that men and women, we jointly contribute to the positive change in our society. One may take away the rights of his daughter and give her away for marriage in exchange for cows. But what is the benefit of that? The daughter may be unhappy or even hurt. These cows may die or be washed away by floods. Instead one can choose to educate his daughter and have an everlasting wealth due to her education. She can become selfreliant, she can provide for the family, become resourceful and creative to ensure that her family is well taken care of and healthy. The culture of viewing girls as assets is an outdated concept. What we need is to have well educated women and men to have a peaceful and economically stable country.

What message can you give to boys and men in South Sudan to encourage them to fight for gender equality? Let’s promote gender equality and respect women and girls. Don’t think less of yourself simply because a woman shares the same opportunities as you, earns money or goes to school. If women are able to complete their education and work, they will bring income which will help us all care for our families, send our children to school and live more prosperous, healthy and safe life.

Thank you for the conversation. -

Thank you. Author: Achol Majur

Dear Little Sister by Deng Forbez Let me give you A few words of wisdom, I may not be old enough To be as wise as an elder, But I am quite knowledgeable, Now listen, You’re crowned with strength, Class, resilience, virtue, and brilliance, Your skin is full of history, Just like the ancient paintings, Every time you step forth All the men want to follow, But... Baby sister, your confidence Is what men try to kill, Your boldness makes men weep, Your fearlessness scares grown men Even our own father Now... Like the morning sun, Rise with a purpose, Outshine the darkness, Your time is now, Stand up for a better you Because your enlightenment Is our deserved progress, An educated you Is an educated society

The illustration shows a South Sudanese young woman, with a hat on her head. There is a sign South Sudan on the hat. The illustration is a drawing of @artbydeng and was retrieved via Facebook.

Amanda’s Story Continue your education, even as a young mum! The first born and the only daughter to her parents, the 17-year-old Amanda got pregnant when she was still in a secondary school. A boy she treated as a best friend invited her to his home. She thought she was just going to visit him; to chat as they usually would when they were at school; but this time, something was different. During that visit they had unprotected sex. By the time school reopened, Amanda felt physically fit and quite ordinary. However, one day she noticed a dark line on her lower belly. Although she found this strange, she did not otherwise feel any different. However, her aunt, who she lived with, also spotted the dark line and asked her “are you pregnant?” Amanda exclaimed, “No aunt! How would that be possible?” Amanda’s aunt asked her when her last period was, but Amanda could not remember that well. She asked whether Amanda was meeting any boys, but Amanda did not answer. The aunt went to the closest pharmacy and bought a home pregnancy testing kit. The aunt passed the pregnancy testing kit to Amanda and asked her to use

it first thing next morning. Amanda followed the instructions on the kit, which included passing urine on the pregnancy testing strip and waiting a few seconds for the result. To the surprise of Amanda, the test gave a positive result, which meant that she was pregnant. The aunt took Amanda to the clinic to confirm the result. Shocked and scared, Amanda could not think of how to face her parents. But, her aunt had already called them to come, so she could break the news to them. It was a Sunday when Amanda’s mum arrived. “When my aunt sent for me, I almost collapsed to see my mum. When I stepped in the living room where both of them were, my mum was already crying so my aunt had already told her that I was pregnant. When she saw me, she stood up and hugged me. Both of us cried loudly and she carried me on her lap. Mum told me all will be well.” Even though her mum reacted way better than she was imagining, Amanda was still terrified to see the reaction of her dad.

The drawing shows a young mother walking with a young son. They hold hands. The picture was retrieved via @artbydeng Facebook page.

“It wasn’t long before my dad, who is a pastor, arrived from the church and when he entered in the house, he found me lying on my mother’s lap, with both of us still crying. He asked what the matter was and when he was told, he fell on his knees and cried too. I dropped on my knees to beg him for forgiveness as well and then he got up and said he would not kneel for the devil. He hugged me and told me not to worry.” Amanda’s parents wanted to know who the father of the baby is. Amanda told her parents. About a week later they went to the boy’s house. The boy saw them approaching and ran away. Amanda and her relatives were harshly driven away by the boy’s mother. This was disappointing for Amanda and her parents. All they wanted was to know the father of the baby and to make sure Amanda would not be forced to marry him. “I felt terrible and ashamed of myself because I felt like a disgrace to my family.” Amanda asked her parents if they could take her and the baby in. Her parents told her not to worry and promised to care for her and to take her back to school. Her mum agreed she would accompany Amanda to see the doctor, cook her good food, and that she would be provided with everything she needed. Amanda’s father also had to meet the school Head Teacher to tell him what had happened. He requested that Amanda should still sit for her final exams, which the Head Teacher accepted. She only had four months to go until the exams, so she was going to school with her already-

growing stomach for four months. It wasn’t easy for her, but her parents kept encouraging her. “I successfully wrote and finished all my papers and that very week of exams I felt really tired. It only took me one more week and then I went into labour. I left for the hospital at midnight, accompanied by my uncle, mum and some cousins. When the midwife checked on me, she assured us that everything was alright. By 5 a.m. I gave birth to a bouncing baby boy! Everyone was happy and dad praised the Lord.” Amanda went to her parents’ home to recover from the labour and nurse the baby. After a few weeks, exam results have come out. “I passed well, so I started to apply for University. I sent applications to India, Malaysia, China, Egypt, and the Sudan. When the replies came back, both India and Egypt had offered me a place.” Amanda’s father advised her to choose Egypt. Studying in Egypt would be less costly for the family and more manageable. Amanda, with her baby and her mum, travelled to Egypt, to live there together. Having a baby and studying at a University is not easy, but for Amanda her mum was her greatest help. “My mum encouraged me so much that it has helped me not to give up. At the moment I am living a very happy life hoping for the best in future. I am studying at the University of Cairo in the Department of English Language and Literature. Baby Innocent is growing very

fast and he is healthy. He is 3 years old now. We only miss my dad as he stays in South Sudan.” Amanda feels lucky that she has such supportive parents who did not force her to marry early or to abandon education. The support she received from her parents motivates Amanda to encourage and help other young girls to continue their education despite early pregnancy and young motherhood. She also feels that other girls can learn a lesson from her experience.

“Don’t believe the sweet talk of the young boys. Don’t accept gifts from them. At some point the sweet talk and the gifts will force you into early sex and that puts you at risk of early pregnancy. If you already are pregnant or you have delivered, don’t give up your dreams. Don’t give up on your education.”

“Don’t believe the sweet talk of the young boys. Don’t accept gifts from them. At some point the sweet talk and the gifts will force you into early sex. When we are young we don’t understand how all of that can happen so quickly, but it does. Sweet talk or gifts turn into sex, sex turns into pregnancy and pregnancy often turns into drop-out and early marriage. Don’t put yourself in that situation. But, if you already are pregnant or you have delivered, don’t give up your dreams. Don’t give up on your education. Find a way to continue your education so that you can support your baby, your family and contribute to your community.” Amanda also says that her parents supported her beyond her expectation. “I encourage all parents to take the example of my parents. Forgive your daughters for becoming pregnant and ask your sons to take the responsibility. Give both of them a second chance to go back to school. Don’t force them into early marriage. They both need to finish their education so that they can support themselves in the future.” Amanda’s many thanks goes to all the people that supported her during her difficult times and mostly to her parents who accepted her and took her baby as their second child, making it possible for her to get to University and to pursue a good life.

Let's Talk! Pregnancy At The Right Time Questions about sex and pregnancy

What happens when I have sex with my partner?

Having unprotected sex can lead to unintended pregnancy and sexually transmitted infections, including HIV. Early and unintended pregnancies can lead to health risks and school dropout.

Dokada: “I liked one girl. We started to spend more time after school together. One day we were alone in the compound and it just happened. We had sex. We did not use a condom or any other protection. My girlfriend became pregnant. It became very difficult for us. The families argued. We both dropped out of school.”

Kiden: “When I became pregnant, I was forced to drop out of school. My boyfriend refused to take responsibility for our child. My parents also refused to send me back to school after giving birth. They complained that I am wasting their resources; they will rather focus on educating my siblings who are focusing on school.”

Can a woman get pregnant if she has sex during her period? Yes!! A woman can get pregnant at any point of her cycle. Your period (menstruation) can overlap with your ovulation. Sperm can also survive for up to 72 hours in the body after sex. In other words, there is no time of the month when you can have sex and be sure you will not get pregnant or contract a disease.

Can a woman become pregnant when having sex while standing? Yes!! Engaging in sexual activity in any position can result in pregnancy.

Can a woman avoid pregnancy if she bathes, takes a shower or washes immediately after sex? No!! Washing cannot help to avoid pregnancy. Once the sperm is inside the body of a woman, no amount of washing can guarantee that you will not get pregnant. Washing also does not prevent HIV or other Sexually Transmitted Infections (STIs). It is important to note that the inside of a woman’s body is delicate and washing with harsh soaps or chemicals can do a lot of harm; please avoid doing so for any reason.

?? ?

How can I tell my girlfriend/ boyfriend I am not ready for sex? How can I know my boyfriend/ girlfriend is not ready for sex? 79

Real life stories from adolescents who experienced Early or Unintended Pregnancy (EUP) These are true stories from young people who got pregnant early, and tips on how they could have avoided this.

A story of Poni. Driven to sex because of poverty. “I had a boyfriend and he started providing my family with financial support. My family accepted this financial support and even demanded more. I was left with no choice but to have sex with him. My intention was not to get pregnant but to express my gratitude for helping my family.” What could Poni have done? Poverty forces many girls and women to have sex in exchange for resources. In such situations, these girls and women rarely have the power and skills to negotiate for safer sex with their sexual partners, who are often older men and have a lot of power as they are providing the money or other resources. Unprotected sex then exposes them to unwanted pregnancies, to HIV, and to other STIs. In the case of Poni, she could speak to her family about the risks she feels in her relationship as a result of them accepting money and see if they can find other strategies for gaining the resources. In addition, she could express to her boyfriend that she would like to delay sex and ensure he feels no pressure to financially support her family. Open communications can help to protect you and can help you find better strategies and solutions to your problems.

A story of Kenyi. A story of peer pressure. “My friends had been discussing their sexual experiences for a long time and I was always left out in these discussions. They then started leaving me behind, as I did not have any experiences to share. I felt pressured to have sex so that I could have something in common with my friends. However, my friends had never talked about pregnancy or Sexually Transmitted Infections (STIs). We had sex with my girlfriend and as a result my girlfriend got pregnant.” What could Kenyi have done? It is normal for young people to be influenced by their friends. Friends are an important part of adolescents and growing up. It is also important, however, to identify which practices are healthy and which ones are not and what works for you and your sexual partner (boyfriend, girlfriend, husband, wife). In Kenyi’s case, his friends having sex early was not a practice he should have followed or been pressured into. He might also have recognised that when people boast about something, it does not mean they are being truthful. Kenyi could have accessed some better information about sex, for example from a clinic or health professional, in order to know how to protect himself from infections, diseases and to help avoid sex and pregnancy. Although it is not easy, he could also have told his friends that he was not yet ready to have sex. Your friends should accept you the way you are, otherwise they are not good friends!

A story of Mary. A story of a forced marriage. “I cannot see. My family sent me to live with my uncle because they could not take care of me in the village. My uncle found me a husband who did not love me, my uncle just needed the cows. I was 17 while my husband was 38. My uncle said to me, ‘if you don’t want to marry him you will not live here anymore.’ I had no choice but to marry the man.” What could Mary have done? Early and forced marriage are against the law. You can get help if you tell an adult you trust that you are being pressured to marry. In the case of Mary, she could reach out to a female teacher, a school mother, a peer mentor, a Community Mobiliser, an NGO or UN worker, a Boma health worker to share about her situation and the pressure that her uncle puts on her to marry. She could also call a free phone 623 where trained support workers would explain where to get help and what help is available.

A story of Rebecca. A story of forced sex. “My boyfriend invited me to his house when he was alone. We were chatting until late. He asked to have sex and I told him I was not ready. When I told him that I wanted to go home, he locked the doors and refused to let me out unless I had sex with him. I was forced to have sex with him so that I could leave because I was afraid that my mother would chase me from home if I got there late.” What could Rebecca have done? Having sex without the other person’s consent or approval is rape – even if you are in a relationship with that person. Rape is a terrible crime. Rebecca’s boyfriend raped her and she is a victim of his crime. Therefore, although it is very difficult and scary, Rebecca needs to report what happened to someone close to her that she trusts or to a health service provider. What happened is not Rebecca’s fault. It is important to learn that violence is never excusable and that forcing someone to have sex is a crime. For men and boys, respect the decision of women. If a woman does not want to have sex, don’t force it. Respect her decision. For women and girls, if you feel unsafe at any time with another person, trust your instincts and do not see this person alone or get out of the situation immediately.

!! !

Something that you should know: Consenting to sex initially doesn’t mean that you are obliged to have sex if you change your mind; “no” means “no”, whenever it is announced.

If you need any information about sex, pregnancy or forced marriage call a free phone 623 for help. 82

If a person says NO, their decision must be respected. Saying no to sex can be expressed in different ways:

If I push you away

If I say ‘‘STOP’’

If I say “I don’t feel like it”

If I say “I don’t want it anymore”

If I say “I don’t want to”

It means

If I say ‘‘Leave me alone’’

If I say ‘‘I changed my mind’’

If I fall asleep

If I turn away If I scream or start crying

If I am sick or drunk

What causes pregnancy?

Sperm

Egg

Pregnancy happens when a male’s sperm enters a female’s body through her vagina and travels through her cervix and womb to the fallopian tubes, where it meets and fertilizes an ovum, or egg. This is called conception. Pregnancy starts when a fertilized egg inserts in the lining of the uterus.

How do I know if I am pregnant? A woman can get pregnant regardless of when, how or how often she has sex. The safest way to know if you are pregnant is to do a pregnancy test two or three weeks after sex. Here are some symptoms of pregnancy that can alert you: • Nausea with or without vomiting

Baby

• Headaches • Tiredness • Faintness and dizziness • Food aversion or craving • Missed period • Tender, swollen breasts Sometimes, these symptoms just mean that you are sick or that you are going to have your period. Only urine or blood tests can tell for sure if you are pregnant or not! To get a pregnancy test, you can visit the nearest hospital or clinic or approach non-governmental organizations working in your area. You can also buy pregnancy tests from pharmacies. If you are not sure about the results or if the result is positive, you are advised to approach your nearest health facility to receive professional advice.

Did you hear about the Ministry’s Circular about pregnant learners?

It says that pregnant girls must be granted the right to sit their exams and continue their education.

If you are pregnant and told that you cannot sit your exams or that you cannot return to school talk to your peer mentor or call: +211 928 520 824 or +211 917 647 891.

Home isn’t just a place, but a set of stories Art preserving history

South Sudanese are artistic people. For centuries, South Sudanese have carved stone and wood, woven baskets with papyrus reeds, and moulded pots from clay. South Sudan’s various ethnic groups – over 60 of them, speaking more than 80 local languages - have a history of producing various handicrafts. For example, the Zande have a reputation for being craftsmen, using basketry, weaving, pottery, metalworking and carving to express themselves. The modern-day Zande people are still known for their iron, clay, and wood handicrafts. In South Sudan, where just over a quarter of the population can read; stories are passed down orally. But after decades of war, elders fear that such stories and lessons will soon be lost. How will a generation raised in camps inherit the folktales, dances, and history of their ancestors? Two generations have grown up either outside the country or have been displaced within it, often separated from their families. There are approximately 1.5 million internally displaced people

The picture is a painting of a woman. Instead of the woman’s hair there fruits are painted. The photo is retrieved from Abul’s Oyay Facebook page.

in South Sudan and two million South Sudanese who have fled to neighbouring countries. Raised in camps, they lose a link with their ancestral homeland, often inheriting the culture of their new home. Some pioneering South Sudanese artists have realised that, through art, we can store information for generations to come. Some local artists are now on a

The picture is a portrait of a young woman from Suri tribe. Face marks are painted on the woman’s face and she is wearing traditional plate earrings. The picture is retrieved from Abul’s Oyay Facebook page.

mission to change communities’ way of thinking with the idea that if you see something powerful, you won’t forget it. One of these artists is Abul Oyay. Abul has witnessed this devastating loss of knowledge - “In 2013, I lost the oldest person in my family, the only person that could have told me where we came from, but their houses were burnt, they were killed that way.” After experiencing this devastating loss, Abul spent some time in South Sudan’s

cattle camps to witness their culture first-hand. Here, history is passed down from generation to generation through song. Through witnessing such rich culture across the country, Abul is now committed to showcasing it. One way through which she has done this is by releasing a series of paintings that display the Suri tribe (sometimes referred to as the Kachipo) from the Boma plateau, close to Ethiopia. Abul’s paintings showcase the people of the Suri tribe with traditional face paint of

red ochre and chalk. The women wear lip and ear plates and beautiful headpieces made of flowers. Some contemporary South Sudanese artists, like Abul, use new materials to create their art, such as acrylic or oilbased paints, but red ochre has been used for over 200,000 years. It might be an old practice, but it is a practice that we still see used today in many countries, including South Sudan. To this day, our countrymen turn ochre into a powder or paint, and then apply it to the body or to surroundings to express themselves. Specific colours are used to indicate certain periods in a person's life, such as puberty, courting, and marriage, among other things. So, we know that art can contribute to the understanding of, and reflection on, the past and present. As well as being a form of cultural preservation, art can allow us to see that it is possible to reimagine the kind of future we want for ourselves, despite their circumstances. It is a form of personal development and can help us to manifest our dreams.

Why don’t you give it a try? Get together with your friends. Take cardboard, paper or a canvas. Make your own paint from ochre. Paint a picture. Organise an exhibition of your art at your school.

How to make paint from ochre 1. Collect red ochre (red, iron-rich earth) 2. Crush the ochre into a powder 3. Add a few drops of water 4. Stir with a stick until you reach your desired consistency 5. Start painting!

The picture is a painting of a woman. the woman’s mouth and nose are covered behind a yellow flower. Yellow flowers cover part of the woman’s hair. The photo is retrieved from Abul’s Oyay Facebook page.

“Our School” radio programme schedule: “Our School” Broadcast Station & Frequencies

Location of “Our School” Broadcast Station: Town

“Our School” Broadcast language

“Our School” Broadcast Day

“Our School” Broadcast Time

Miraya 101 FM

UNMISS -Juba, Nationwide

Juba Arabic

Tuesday

5:00 PM

Eye Radio 98.6 FM

Juba – nationwide

Juba Arabic

Saturday

8:00 AM

Weerbei FM 99.9FM

Wanyjok Aweil East

Dinka Aweil

Thursday

8:00 PM

Grace FM 90.5 FM

Torit

Juba Arabic

Tuesday (week1)

9:00 AM

Friday (week2)

8:00 PM

Sama FM 99.3 FM

Juba

Arabic and Bari

Thursday

7:30 PM

Amadi FM 93.8 FM

Maridi

Arabic

Thursday

6:30 PM

Voice of Peace and Reconciliation 98.4 FM

Bor

Dinka

Saturday

6:30 PM

Access Radio 88.8 FM

Yei

Arabic

Tuesday (week1)

7:30 AM

Bari

Saturday (week2)

6:00 PM

Yirol 88.8 FM

Yirol

Dinka

Tuesday (week1)

7:30 AM

Saturday (week2)

6:00 PM

Voice of Eastern Equatoria 97.5 FM

Torit

Arabic

Tuesday (week1)

7:30 AM

Saturday (week2)

8:30 AM

Abyei 102.3 FM

Abyei

Arabic

Monday (week1)

6:30 PM

Dinka

Thursday (week2)

6:30 PM

Spirit 99.9 FM

Yei

Arabic

Thursday (week1)

5:20 PM

Bari

Thursday (week2)

5:20 PM

Dinka Lakes

Wednesday (week1)

3:00PM

Jonglei 95.9FM

Bor

Kuajok 99.0 FM

Nuer

Wednesday (week2)

3:00PM

Kuajok

Dinka Aweil

Friday

6:00 PM

Yambio 90.0FM

Yambio

Zande

Tuesday (week1)

7:30 AM

Sunday (week2)

5:00 PM

NTC 97.3FM

Nimule

Arabic and Madi

Friday

7:00 PM

Internews -Kondial 97.2FM

PoC - Bentiu

Nuer

Internews- Jamjang 89.4FM

Ajoung - unity

Internews- Nile FM 98.0FM

PoC Malakal

Maridi 88.9FM

Monday (week1) Tuesdays (week2)

2:30 PM

Juba Arabic

Friday

7:15 PM

Shilluk

Sunday (week1)

8:30 AM

Arabic

Sunday (week2)

8:30 PM

Maridi

Juba Arabic

Thursday

6:30 PM

Rumbek 98.0FM

Rumbek

Dinka Lakes

Friday

7:15 PM

The Community Radio -Mingkaman 100FM

Mingkaman

Dinka Lakes

Friday

7:22 PM

The Community Radio Mayardit 90.7FM

Turali

Dinka Lakes

Friday

7:22 PM

The Community Radio - Singita 88.3FM

Kapoeta

Taposa, Juba Arabic

Friday

7:22 PM

Pibor FM 90.3

Pibor

Juba Arabic

Wednesday (week1)

8:00 PM

Voice of Freedom Magwi 93.0 FM

90 Door 99.9 FM – every village

Ako’o 99.9 FM - Every Village

Magwi

Murle

Juba Arabic

Wednesday (week2)

8:00 PM

Tuesday

8:15 AM

Tuesday (week1)

3:30 PM

Saturday (week2)

5:00 PM

Mvolo

Juba Arabic

Monday

7:00 PM

Tonj South

Dinka Lakes

Saturday

7:00 PM

Girls’ Education South Sudan (GESS) is a programme that aims to transform the lives of a generation of children in South Sudan – especially girls and those in the margins of society – through education. The programme is being implemented in all ten states of South Sudan, reaching around 6,000 not-for-profit, government, faith-based and community schools across the country. GESS creates Our School radio programme, offers Cash Transfers to girls, Capitation Grants to schools, accelerated secondary education, training for SMC/BoG and education managers and mentoring programme for teens. It also conducts research in education to inform the design of the programme. The GESS activities support boys, girls and teachers, and improve the entire learning environment in schools. The GESS programme receives funding from UK aid from the UK Government and from the Government of Canada through Global Affairs Canada, the U.S. Agency for International Development (USAID) and the European Union. The Ministry of General Education and Instruction (MoGEI) leads the GESS programme. The GESS programme is implemented by a consortium of partners: Mott MacDonald, BBC Media Action, Montrose and Windle Trust International. It is also supported by ADRA, Africa Education Trust, Food for the Hungry, HARD, MASS and Stromme Foundation.

GESS is a nationwide programme that will transform the lives of a generation of learners in South Sudan – especially girls and those in the margins of society – through education. For more information, you can go to our website: www.girlseducationsouthsudan.org Alternatively, you can find us on social media: Facebook: www.facebook.com/GirlsEdSS Twitter: @GirlsEdSS Come and join us online to tell us what you think about Teens Ta Guwa, or to share your story!