Women Empowering Women in Guinea Bissau

Mariama Elie Camara is Gender Activities Coordinator in Sinaprof, Bissau, Guinea-Bissau West Africa.

The Gambia Teachers Union organized training for 105 female teachers from the National Teachers Union of the Republic of Guinea-Bissau on July 26th, 27th, and 28th 2022.


This training was run under the technical support of the Gambia Teachers’ Union and the financial support of the Steve Sinnott Foundation in the UK. These female teachers came from different primary and secondary schools and some were recent graduates from the national teacher training college. 


The positive periods training included how to make use of locally sourced materials to make and maintain pads. The teachers were shown how to make reusable sanitary pads to give access to effective, sustainable, affordable , eco-friendly and safe menustration products. It was very hands on as all participants were engaged in the cutting of the patterns and sewing, either with hands or machines. At the end of each day, everyone was able to make two sets of re-usable pads, and a bag (for packing them) from a variety of patterns.


During these three days of training, everyone was very motivated to learn new skills that are now helping them to save money previously used every month to buy pads in the shops. Also, the trainers demonstrated how to wash, clean and dry the pads and told us how many times the pads can be used. 


The training was very productive because the approach used by The Gambia Teachers’ Union trainers was very collaborative and very creative. They shared their experiences and strategies to help teachers get an idea of how to save money and be healthy using reusable sanitary pads made by themselves. 


The Gender Based Violence (GBV) activity encouraged participants to discuss the types and causes of GBV using case studies of the different types of violence. They also looked at school related gender based violence such as physical punishment, sexual harassment, use of verbal words at students, sex for marks, work place harrassment as experienced by two of the participants and a rape case that took place in one of the rural areas that led to the death of a woman.


In recognition 0f the support of the Steve Sinnott Foundation, and The Gambia Teachers’ Union, the teachers from the National Teachers’ Union of Guinea-Bissau promised to expand more training for their sisters in other regions represented by the union. This is a big success in Guinea-Bissau. 



This article first appeared in Engage 25.


MARIAMA CAMARA • February 8, 2023
By Ann Beatty June 1, 2026
On Friday evening ( 29 May, 7.00 pm The Actors Church Covent Garden) we had the pleasure of listening to this very special concert, bringing together the Choir of King's College London and the Princeton High School Orchestra in a celebration of international friendship, collaboration, and shared values. This project reflects a commitment to peace, sustainability, equality, and cultural exchange, uniting young musicians from the United Kingdom and the United States through the universal language of music.
By Ann Beatty May 20, 2026
How a simple act of practical solidarity is transforming the journey to school in The Gambia’s Central River Region North Policies have been written. Schools have been built. Yet for many children in The Gambia’s Central River Region North, access to education is still measured in kilometres, not opportunity. 
By Laura Griffin May 13, 2026
‘In a single hour vast tracts of shaded woodland became a jumble of torn trees and upturned soil, exposed to the glare of the summer sun. Such land-clearing events are rare, but forests exhibit remarkable resilience in the face of disaster. I’m told that the Chinese character for ‘catastrophe’ is the same as that which represents the word ‘opportunity’. And, the blowdown, while catastrophic, presented opportunities for many species.’ (Wall Kimmerer, 2003: 89). In the context of a volatile, uncertain, complex, and ambiguous world (Stein, 2021) what kinds of education for hope might support children’s and young people’s critical engagement in local and global issues? In the spirit of exploring the possibilities of hope further, this short article focuses on the area of global citizenship and sustainabilityrelated education. It will briefly open by sharing commonalities across pedagogical approaches that take up the concept and act of hope more critically, and close by offering reflective questions for educators, with suggestions for further reading. Perhaps it is a kind of hope that is grounded in the present, in future reimagining(s), in ethical solidarity, and an acknowledgement of our deep entanglement with the living metabolism of planet earth 1 our singular home (UNESCO, 2021); a hope that engages with complex root causes and lived realities of multiple overlapping crises in critically reflexive and contextually relevant ways. As McCloskey notes, ‘Hope can fire our collective imagination and critical consciousness as a mainspring to activism and intervention in the world.’ (2025: 3). Commonalities across critical pedagogical approaches to hope include: Acknowledging the context of a ‘seamless single story of progress, development and human evolution’ (Andreotti, V.D.O., 2021b Relating to social and ecological justice and the wellbeing of people and planet Using participatory, action-orientated and inquiry-based learning processes Exploring diverse worldviews and perspectives Practising grounding in the present with opening up possibilities for change (relational, embodied, response-able 2 ) Experiencing ‘struggle’ in different forms (dialogical, selfreflexive, open-ended) Engaging individual and collective agency, action and activism Looking for lifelong and life-wide learning and unlearning. 1 See ‘Co-sensing with Radical Tenderness’, in Machado de Oliveira Andreotti. 2021a 2 See ‘Crossing Borders’ in 2 Depth Education “Depth Education and the Possibility of GCE Otherwise, 2021b. Source: Andreotti, V. 2021a & 2021b., Atif, A. (2025)., Bourn, D. 2021., Bryan. A. and Mochizuki,Y., 2024., Giroux, H.A. 2025., Meade, E. 2025. Whilst engaging in the concept and act of hope more critically reflect upon: What kinds of education for hope might you explore further and why? How might you provide generative spaces for engaging in diverse worldviews and perspectives? In what ways can you facilitate individual and collective agency? How might you support learners’ practice grounding in the present in order to relate differently? In what ways can you support learners in navigating complex root causes and lived realities of local and global issues? As Chief Ninawa Hini Kui affirms, ‘The future depends much less on the images we project ahead than on our capacity to repair relations and build relationships differently in the present.’ (Andreotti et al, 2023: 73. An invitation for further reading: Transformative Learning for a Sustainable Future . d’Abreu, C., Belgeonne, C., Bourn, D. and Hatley, J. (2025) ‘Transformative Learning for a Sustainable Future’. DERC Research Paper 24. London: UCL Institute of Education. Hospicing Modernity: facing humanity’s wrongs and the implications for social activism. Machado de Oliveira Andreotti, V. (2021a) ‘Hospicing Modernity: facing humanity’s wrongs and the implications for social activism’ , London: Penguin Random House. Development Education and Hope . McCloskey, S. (2025). (ed) ‘Development Education and Hope’. ‘Policy and Practice: A Development Education Review’ , Vol. 41, Autumn. Centre for Global Education, Belfast. Link to and download the full reference list here