Education equips everyone with knowledge and skills, opening doors to better job opportunities and economic independence. It is even more crucial for girls who must overcome numerous cultural, social, and economic barriers. That’s what a young teacher Wogeno Udo thinks, and he refuses to leave any girl behind.

Wogeno Udo teaches at Baya Gecho Secondary School in Gadio Zone in southern Ethiopia. He teaches girls’ students mathematics and Gadifa (a local language), and he has quickly become a role model due to his goal-directed behaviour and professional skills.

“Being a teacher was a childhood aspiration of mine because I come from an uneducated family and am directly aware of how vital education is. I am a teacher now and genuinely love what I do,” he said.

Preventing school drop-outs

The Gadio Zone is well known for its quality coffee, which became the nation’s primary source of income. Almost all kids are expected to help with harvesting, and many drop out of school to help support their families. Along with early marriage and financial difficulties, coffee harvesting has been the main reason girls quit the education system. Mr Wogeno works hard to make changes and keep his students in school. He decided to conduct home-to-home instruction to keep these students on track.

“I started teaching with a full class of students, but 4 of them gave birth. I don’t want them to be left behind. I travel to each of my student’s homes to impart what the school pupils learned while teaching three of them simultaneously.”

Educated girls become agents of change within their communities, advocating for gender equality and challenging harmful traditions. They play an active role in shaping society, promoting social progress, and reducing gender disparities. 

Mimi is one of the students taught at home. She is married and lives with her husband Asheber in a nearby mountainous area where Asheber works in agriculture.

“I tried to wake up early every day and set out for the 4 kilometres journey, but I quit school as my pregnancy grew. And seeing my schoolmates continue their classes, I felt very bad. Mr Wogeno started with homeschooling, he [Mr Wogeno] came every three days a week, and now I have just finished my IFAL (Integrated Functional Adult Literacy) class.”

CHANGE project. Credits: PIN

Stronger by working together

Investing in girls’ education is not only a matter of justice and human rights but also an intelligent strategy for sustainable development and a brighter future. Self-help groups (SHGs) are one way to give girls and women a chance to achieve economic stability. SHGs provide life skills, psychosocial care, and income-generating activities. Girls are expected to save small amounts weekly until they become financially strong enough. Then they can be provided with a loan from collective money to open a small business to generate income.

“This support will make me generate a new income by opening a small shop in the city,” said Mimi.

CHANGE project, Modle Teacher with his student. Credits: PIN

The CHANGE project (2018-2023) in Ethiopia is funded by UK Aid through the Girls’ Education Challenge (GEC). Launched in 2012, the GEC is a 12-year commitment to reach the most marginalised girls in the world through quality education and learning. Alliance2015 partners People in Need, Concern Worldwide, Welthungerhilfe and Helvetas Swiss Intercooperation are working together with Amref Health Africa Foundation and two national partners, FSA and GPDI.

Author: PIN.

We use our own and third-party cookies for analytical purposes and to show advertising linked to users’ preferences starting from their browsing habits and their profile. You can manage or reject cookies by clicking on “Manage cookies”. Furthermore, users can accept all cookies by pressing the “Accept all cookies” button. For more information, you can consult our privacy policy.