In Baidoa, Rahma* is at her desk before most of her neighbours are awake. At 26, she is a wife, a mother of two, and a teacher. In many communities across Somalia, that combination is far from ordinary.

For years, Rahma* taught as a volunteer, giving her time to the classroom without a salary or a formal teaching qualification. Her worry was constant and practical: she had no permanent position to rely on. That changed when Save the Children, through the DANIDA SPA Programme, offered her a place on a pilot diploma course for female teachers.

My parents could not enroll me in university due to lack of school fees. When this opportunity came, I felt very happy, proud, and grateful.

Rahma* had been studying public health, but teaching pulled at her more strongly. When the place came through, she changed course and committed to the classroom.

She was clear about the gap the training would fill. “I had basic education and a strong interest in teaching,” she explains, “but I lacked formal training and confidence in applying teaching methods.”

Teaching as a woman in Baidoa carried its own difficulties: few openings, cultural expectations, and long stretches of unpaid work. Rahma* treated each of these as a reason to keep going rather than to stop.

I wanted to support girls' education and become a role model in my community.

WHAT THE TRAINING CHANGED

The course reshaped how Rahma* worked. She learned child-centred and participatory methods, how to plan lessons that hold attention, and how to make her teaching inclusive for girls and for children with disabilities.

The part that changed her most was gender-sensitive teaching. It named the barriers her female students were already facing and gave her practical tools to respond.

The course helped me understand that girls often face barriers such as household responsibilities, early marriage, and cultural norms that discourage them from participating in class. It also helped me realise that a lack of female role models in schools affects girls' motivation to continue their education.

She came away certain that gender-sensitive content would carry the most weight in her classroom, academically and emotionally. “Girls need to feel safe, confident, and included,” she says, “and when they do, they participate more and stay in school.”

IN THE CLASSROOM

The changes showed quickly. Using group discussion, role play, and peer learning, Rahma* watched her students, and the girls in particular, begin to take part. One pupil stays with her. She had been too shy to speak.

I took time to encourage her by asking simple questions, praising her efforts, and involving her in group activities. Gradually, she began to speak more and engage with her classmates. Over time, her confidence improved significantly, and she is now one of the active students who participates regularly and performs well in her studies.

Her classroom now runs on a clear set of expectations. Girls raise their hands and lead group work. Bullying and discrimination are not tolerated. Questions and ideas are shared out equally, and respect sets the tone.

Girls are now more comfortable asking questions and sharing their ideas in class. There is improved attendance among girls, as they feel more supported and encouraged.

BEYOND THE CLASSROOM

Rahma*'s influence does not stop at the classroom door. In a community where women teachers are still uncommon, her presence carries a message of its own. She talks with parents and community members about supporting their daughters' schooling, and she challenges assumptions in small, deliberate ways: giving girls leadership roles, calling on them equally, making sure they are heard.

I believe my training as a female teacher serves as an inspiration to other women in my community, showing them that education is possible and valuable. Many women who did not have the opportunity to study can see this as encouragement for their daughters to pursue education.

For the girls she teaches, Rahma* is proof of something many of them have not seen up close, a woman who is educated, employed, and respected.

As a teacher, I serve as a role model, showing girls that education can lead to opportunities and success.

LOOKING FORWARD

Rahma*'s goals are specific. She wants the permanent position she has worked towards for years, and she wants to keep learning and keep opening doors for the pupils who rely on her. She holds a wider hope too, that this diploma course and others like it will spread across Baidoa and beyond, building a generation of trained women teachers who can encourage the girls who follow.

Looking ahead, I believe the long-term impact of this diploma course will be very positive for girls' education and gender equality in my community. It will increase the number of trained female teachers, which can motivate more girls to enrol and remain in school.

Each morning in Baidoa, Rahma* prepares her lessons, walks to school, and opens the door.

ABOUT THE PROGRAMME

Rahma* is one of the teachers supported by the DANIDA SPA Programme, delivered by Save the Children in Somalia. The programme supports the recruitment and training of female teachers in underserved communities, with a focus on gender-sensitive teaching and inclusive education. By investing in trained women educators, it aims to improve learning for girls, keep more of them in school, and shift how communities value girls' education.

*Name changed to protect identity.