Challenge as the refugee

[1]
My journey into advocacy for displaced people is deeply rooted in my own story. Born in 1997 in Sudan and later displaced by conflict, I have lived as a refugee in Kakuma, Kenya for several years. This experience has not only shaped my identity but ignited a lifelong commitment to standing up for those whose voices are often unheard. I understand firsthand the challenges of displacement—limited access to education, healthcare, and employment—yet I also understand the resilience and potential within refugee communities.

Teach for Community

[2]
In response to these realities, I founded Teach For Community (TFC), a registered community-based organization that empowers refugee and host community women through digital literacy, entrepreneurship, and ICT skills. Our mission is rooted in creating lasting transformation by equipping women with tools to shape their futures. To date, TFC has impacted over 300 women and girls, giving them the confidence and capabilities to build sustainable livelihoods.

Actively mentor and develop marginalised communities, SHGs and CBOs

[3]
Professionally, I have served as a mentor and coach in areas such as graphic design, AI tools, social media marketing, freelancing, and administrative support. These roles have allowed me to mentor youth and women, bridging the digital divide and empowering them with essential 21st-century skills. I’ve also worked in partnership with organizations such as NRC, Amala Education, and REMI, contributing to capacity-building efforts within marginalized communities.

I knew I had to be part of the solution.

[4]
What brought me to this work was not just my own displacement, but the realization that many around me were suffering in silence. I saw brilliant young minds wasting away due to a lack of opportunity, and mothers unable to support their children due to digital illiteracy. I knew I had to be part of the solution. Advocacy became my tool for justice—whether by initiating training programs, writing project proposals, or standing before community leaders to demand inclusive policies.

For me, it’s about empowering others to grow in inner strength and develop further.

[5]
I believe that advocacy must be action-oriented, rooted in lived experience, and driven by a vision of equity. For me, it is about enabling others to rise above their circumstances and realize their worth. I am committed to continuing this work and scaling its impact, using every opportunity to influence systems and empower individuals.

My goal, and that of our CBO ‘Teach for Community,’ is to empower migrants of all genders to build a better life for themselves.

[6]
This journey is far from over—but with every woman who learns to code, every youth who launches a freelancing career, and every child who sees a better future, I know we are moving forward.I look forward this opportunity

The seventh step is how we recognise that when we take the decision into our own hands and define our goal, no one but us can make our visions become reality.

[7]

A) What are marginalised groups in Africa or refugee contexts?

A1) Refugees of all genders: No access to public services, few job opportunities

A2) Women and girls: Fewer rights, often no access to education

A3) People with disabilities: Poor access to health and education facilities

A4) Ethnic minorities: Discrimination, political exclusion

A5) Slum dwellers/camp residents: Poor infrastructure, few opportunities

A6) Young mothers without school qualifications: Risk of poverty and exclusion

It is important that:
CBOs, NGOs and UN organisations work specifically with marginalised groups to:

B1) Make voices heard
B2) Promote equality
B3) Create opportunities

The objective of our CBO (with a focus on marginalised groups) is:

Objective:

C1) Our CBO is committed to the social and economic empowerment of marginalised communities in UNHCR Camp III in Kakuma.

C2) The focus is particularly on women, young people and refugees without access to formal education or employment opportunities.

C3) Through educational opportunities, vocational training (e.g. IT and life skills training) and community-based projects, we create opportunities for independence, participation and a dignified life.

✅ 1. Start small: share devices

• Share laptops and tablets (e.g. one device for every three to four women)
• Work with shift schedules (morning group, afternoon group, etc.)
• Obtain inexpensive used laptops through partners or donations (e.g. Computer Aid, Labdoo, Close the Gap)

🔌 2. Find creative solutions for power supply

• Solar lamps with USB charging function (e.g. d.light, Little Sun or local alternatives)
• Mini solar kits (with 1–2 panels, power bank, USB socket)
• Partnerships with organisations such as SolarAid, Weworld, Little Sun or local CBOs with solar solutions

🌐 3. Use offline learning methods

Ideal if the internet is slow or expensive:
Tool What it offers
📀 Kolibri (from Learning Equality) Offline learning platform with school and IT courses
📱 Khan Academy offline Maths, English, IT – also available in Swahili
💾 USB sticks with videos, PDF courses Easy to distribute, independent of the internet

👩🏾‍🏫 4. Peer-to-peer model: women teach women

• Train local ‘digital champions’ or advanced users
• Each learning group selects, for example, 1–2 women who will later train others
• This makes your model sustainable and scalable

🤝 5. Cooperation with partners in the camp

• UNHCR and NRC: often willing to share classrooms or infrastructure
• Windle International Kenya (WIK): education partner for teenagers and young adults
• Refugee Led Organizations (RLOs): e.g. requests for used devices or network technology
• Amala Education, Xavier Project, Jesuit Refugee Service (JRS) – often offer rooms, advice or digital tools

📦 Example: 1 course with few resources

• Participants: 10
• Equipment: 2 laptops, 1 solar kit with battery
• Content: Introduction to computers, WhatsApp, CV writing, online research
• Schedule: 2 hours daily for 3 groups (morning, noon, afternoon)
• Trainer: 1 local woman who has been trained in advance

🧰 Additional components

• 📖 Mini workbook with exercises, symbols, repetitions (also suitable for illiterate women)
• 🎥 Learning videos on USB stick in simple English or Kiswahili (can be played offline on a laptop)
• 💬 Final round with feedback & certificate

🧭 Goals after 4 weeks
Participants will be able to:

• turn on a computer, open and save a Word document
• write simple texts (e.g. their name, a short sentence)
• send WhatsApp messages
• access a simple online video or information via their mobile phone
• use digital devices with greater confidence