Hellen, in yellow, is a teacher mentor engaging fellow educators in a mentorship session in Wulu County, Lakes State. (Photo: Lakoyo Shakira/Oxfam)
Improving education is not only about training teachers. It is about ensuring they have the support, confidence and opportunities to continue learning, growing and leading throughout their careers. In South Sudan, where teacher shortages and limited professional development opportunities continue to challenge education delivery, peer mentorship is proving to be a powerful tool for strengthening the teaching workforce.
Through the Regional Teachers Initiative for Africa (RTIA), Oxfam in South Sudan, in partnership with the Ministry of General Education and Instruction, the Disabled Agency for Rehabilitation and Development (DARD), and Luigi Giussani Foundation (LGF), is helping experienced female teachers become mentors and leaders within their schools and communities. The initiative is funded by the European Union through Expertise France.
The mentorship programme builds broader teacher professional development efforts by providing ongoing, school-based support long after formal training sessions have ended. Through one-on-one coaching, classroom observation and practical guidance, mentors work alongside fellow teachers to strengthen lesson delivery, classroom management, learner participation, and overall teaching effectiveness.
Beyond improving classroom practice, the programme is helping address a long-standing challenge in South Sudan's education sector: the underrepresentation of women in leadership roles. By creating supportive spaces where female teachers can learn from one another, share experiences and build confidence, the initiative is helping more women step into positions of influence within their schools.
One of those women is Hellen, a primary school teacher who now serves as a mentor to her peers. Following her successful completion of mentorship training and recognition of her strong classroom practice, Hellen was selected to guide and support fellow educators in her school community.
For Hellen, the role is about much more than professional recognition.
"When I first joined the training, I had only a limited understanding of how to effectively manage a classroom and support learners. The mentorship programme has transformed my confidence and strengthened my teaching skills. Today, I not only teach my own learners more effectively, but I also have the opportunity to mentor fellow teachers. Being trusted to support others has given me confidence in my abilities and motivates me to continue improving both as a teacher and as a leader."
Hellen's experience highlights the ripple effect of peer mentorship. As teachers share practical solutions, support one another through challenges and exchange learning experiences; the benefits extend far beyond individual classrooms. Stronger teachers contribute to stronger schools, creating better learning environments for children.
The programme demonstrates that meaningful improvements in education require more than one-off training sessions. Teachers need continuous professional support, opportunities to reflect on their practice, and networks that encourage collaboration and lifelong learning. Mentorship provides exactly that, helping educators turn new knowledge into lasting improvements in the classroom.
Through RTIA, Oxfam in South Sudan and its partners are nurturing a growing network of teacher leaders, particularly women, who are driving change from within their own schools and communities. By investing in female educators as mentors, the programme is helping build a more inclusive, resilient and effective education system, while ensuring that more children across South Sudan have access to the quality learning they deserve.
South Sudan's education crisis will not be solved by infrastructure alone. It will be solved by investing in the people who stand at the front of classrooms every day. Female teachers like Hellen are proving that when women are given the opportunity to lead, they become catalysts for change in their schools and communities. Expanding mentorship programmes, strengthening teacher professional development and increasing support for women educators must remain a priority if every child is to receive the quality education they deserve.