Learning to read and write and helping my mother keep track of the debts in her shop makes me happy. She can’t read or write, but I can record the borrowed items for her. It made me feel bad to see my mother needing help. I wish she could go to school like me and my siblings, so she wouldn’t need others to write down her business.
In the heart of an Internally Displaced People (IDP) camp in Somalia, eleven-year-old Ruweyda* lives with her family, who were forced to leave their home in 2020. Her mother, a determined 47-year-old woman, cares for nine children and shoulders the family’s burdens since Ruweyda's father, visually impaired, is unable to work. Amid the challenging conditions of displacement, Ruweyda’s mother relied on resilience and experience from her previous life, where she had owned a small shop and restaurant.
A year after their arrival at the camp, with a small amount of savings from casual work, she set up an open shop. In the shop, she sells fast-moving goods such as milk, tea leaves, salt, vegetables, rice, and sugar.
Despite her determination, running a small business without the ability to read or write proved difficult for Ruweyda’s mother. Customers often bought items on credit, and keeping track of debts became a constant challenge. She occasionally relied on others in the camp to record transactions, but help wasn’t always available when she needed it. Her two older children, who were attending school far from the IDP camp, would occasionally assist her in writing down the debts, though this support was temporary.
Fortunately, Ruweyda is enrolled in a school that is supported by Save the Children and is just less than 10 minutes’ walk from their home. The school had been established and is supported by European Civil Protection and Humanitarian Aid Operations (ECHO) Education in Emergency (EiE) fund and she began stepping in to help her mother with the shop’s records, using the literacy skills she learned in class.
Ruweyda, who is in Standard Five, has become a beacon of hope for her family. Her education not only fuels her dream of becoming a doctor but also directly impacts her family’s livelihood. By accurately recording debts and helping manage the shop, she eased her mother’s burden and prevented financial losses. Ruweyda’s passion for learning has transformed her role within the household— from just another child in a large family to a child who supports her mother in their small business and a shining example of how education can change lives.
Beyond the walls of their shop and home, Ruweyda’s mother remains a pillar of strength in the community. She works tirelessly, taking on labour jobs and remaining deeply involved in her children’s education.
Elected to the school’s Community Education Committee, she supports the headteacher and contributes to the upkeep of the school. For her, every lesson her children attend is a step toward a brighter future, not just for their family, but for the entire camp.
Ruwayda's story
“My name is Ruweyda* and I’m eleven years old. I live in this IDP camp with my parents and siblings.
My school is just a ten-minute walk from home. I start at 8:00 am, but sometimes I’m late because I stay longer at Quranic school.
I enjoy studying, playing with my friends, and reading books. I also have friends in my neighborhood. On weekends, I help my parents, spend time with my friends, and rest.
My favorite subject is Somali because I love reading about our history. I enjoy learning, but the biggest challenge I face is that we don’t have electricity at night, so I can’t do my homework or read.
I usually read my books in the evening, and my brother helps me with my homework. In the future, I want to become a doctor.
In my free time, I help my parents wash dishes, read, and sometimes play. I believe I have a good and promising future.
When I play with my friends, I feel happy and important. But when I don’t get the chance to play, I feel bored and sad.
Learning to read and write has helped my mother keep track of the debts in her shop. She can’t read or write, but I can record the borrowed items for her. This makes me happy because I like helping my parents.
It made me feel bad to see my mother needing help. I wish she could go to school like me and my siblings, so she wouldn’t need others to write down her business.
Before, some customers would pay less than what they took from the shop because my mother couldn’t remember everything. But now, everything is written down, so there’s no need to remember it all.
My mother was really grateful after the first month of collecting debts. She realized that more debts were paid back than before.
I have a happy family, and we help each other. The business has improved because we now have proper records.
On weekends, I work in the shop with my mother. I’ve learned how to interact with customers and keep accurate records.’’
Ramla, Ruwayda's mother
“My name is Ramla*, and I’m 47 years old. I live with my husband and our nine children – four boys and five girls.
We used to live in a small village where life was simple. I ran a small shop and a restaurant. My husband has a visual impairment, so he is unable to work. I am the main breadwinner in our family.
In 2020, we were displaced from our home and came to live here in the IDP camp. I had to find work because we lost our source of income. I looked for casual work, and with whatever little I earned, I saved a few shillings and bought basic food for the children.
A year after arriving here, I had saved 300,00 Somali shillings (equivalent to $12), to open a small shop. Later, I received an unconditional cash transfer of $90 per month for six months from another organization.
For each month I received the money, I would add $50 to the shop and used the remaining $40 for family needs.
In my shop, I sell fast-moving goods like milk, tea leaves, salt, vegetables, rice, and sugar. I also sell items like drinks, Omo detergent, soap, sweets, and shampoo. My shop operates from 6:00 am to 8:00 pm, and it’s our only source of food.
As a mother with business experience, I realized that my inability to read or write was affecting the growth of my business. I knew I had to do something about it.
If anyone borrowed from the shop, I would ask anyone who could read and write, whether it be neighbors, school-going children, teachers, or others to help me write it down.
Some of my children attended a school far from the camp, which made it difficult to remember what had been borrowed.
When my daughter Ruweyda joined a nearby school, I was happy. During her break time, she would come home and help me keep track of the debts and assist around the shop during her free time.
As a mother, I wake up early to cook for my children, open the shop, and during their break, the children come to help. I also wash dishes and clothes, fetch water, and then return to the shop to cook lunch if there’s food. I go to the market for supplies and continue working until evening.
During school holidays, my children attend Quranic school and help each other with their lessons. In my free time, I work in construction or wash clothes for other families. The extra money I earn helps support the family.
Through this business, my children have learned responsibility and teamwork. I’m confident that their education will help lift our family out of poverty.
The school community elected me as a CEC member. I support the school, help the headteacher, and lead CEC activities. Every day, I voluntarily clean the classrooms and latrines, and I’m proud to help my community.’’
Project information
Education In Emergency (EiE) aims to deliver inclusive, equitable, and protective education services to ensure continuity of learning for internally displaced out-of-school children in Somalia, particularly those recently displaced by drought and conflict. It adopts a child-focused approach by supporting the enrollment and retention of children, including those with disabilities, in both formal and non-formal education, contributing to improved learning and development outcomes. Building on the success of an existing ECHO-funded project, the intervention targets 25,473 individuals, including 24,160 children—half of whom are girls—across nine districts. It will retain 5,000 IDP children already enrolled in schools in Baidoa, Beletweyne, Kismayo, Afmadow, Dolow, and Balet Hawa, while enrolling 19,160 additional out-of-school children in Garbahaarrey, Luuq, and Jowhar, where new temporary learning spaces will be established. The project seeks to expand access to education, improve the quality of teaching for vulnerable children affected by crisis, and ensure a safe and inclusive learning environment by addressing protection risks such as physical punishment, SGBV, and attacks on education. It will also strengthen the ability of teachers, caregivers, and children to identify and respond to these risks both at school and at home.
