The BETE/’My Home’ Project, a vital initiative supporting vulnerable children affected by conflict and displacement, has officially concluded after two impactful years. The project, which operated across 10 woredas in 6 zones of the Oromia region and 3 woredas in 1 zone of South Ethiopia, has strengthened access to safe, protective education for displaced and host community children.
The name ‘BETE,’ meaning “home” in Amharic, was intentionally chosen to reflect the project’s mission: creating a safe place where children can find shield, peace, and stability amidst emergency settings. Through the integrated approach of learning, child protection, and life skills, the ‘My Home’ Project helped thousands of children overcome the trauma of displacement and post-traumatic stress disorder (PTSD), equipping them with the tools for a brighter future.
A Comprehensive Approach: Education, Child Protection, and Life Skills
- Education Pillar:
The project facilitated access to education through Accelerated Education Programs (Accelerated School readiness, Accelerated Learning Program(attended by children aged 8 – 9 and to be linked to grade 3), and Accelerated Primary Learning Program(attended by children aged 10 -14 to be linked to grade 4)), provided scholastic materials, created conducive learning environments, and trained facilitators to ensure high-quality education delivery. Originally aiming to reach 24,000 children, the project exceeded the plan by reaching 24,723 children aged 6–14.
- Child Protection Pillar:
The child protection component focused on psychosocial support, identification, and case management of unaccompanied and separated children (UASC), orphans, vulnerable children (OVC), and children with disabilities (CWD). It also included family tracing, reunification, foster care arrangements, and provision of non-food items (NFI).
Achievements included:
– 1,033 vulnerable and conflict-affected children linked with lifesaving services.
– 567 UASCs reunited with families or placed in alternative care.
– 1,333 parents and caregivers received parental skill education.
– 1,818 youth engaged in sessions to raise awareness on violence and harmful practices.
-129 survivors of gender-based violence (GBV) referred for multisectoral services.
– 4,824 adolescent girls and women provided with dignity kits.
- Life Skills Pillar:
This pillar empowered individuals with confidence, decision-making, communication, and peacebuilding skills. The project targeted 37,000 individuals but overreached 43,263 individuals with foundational life skills training and ICT skills.
Closeout Workshop: Celebrating Success
To mark the project’s successful conclusion, a closure workshop was held at Naflet Hotel in Adama Town, gathering over 60 participants from key stakeholders, including representatives from the Ministry of Education, Ministry of Women and Social Affairs (MWSA), UNICEF higher officials and regional education and Women and Social Affairs bureaus. The workshop highlighted the project’s achievements across its three pillars and featured presentations, a photo gallery, a video documentary, and a report from external evaluators.
‘My Home’ Project not only achieved but surpassed its goals. Beyond providing education and protection, it offered hope and resilience to the next generation of Ethiopian children, ensuring a brighter and more secure future for over 60,414 individuals through awareness-raising and community mobilization initiatives. This project has been a lifeline for displaced children, giving them the opportunity to rebuild their lives and dream again.
Imagine1day and UNICEF, the driving forces behind ‘My Home,’ project remain committed to creating lasting change, paving the way for a brighter future for vulnerable children.
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The Three Girls’ Journey to their Dream
I am glad I am part of the gender club, which is able to say no to early marriage and keep girls in school against harmful traditional practices in my community,” says Nuriya Yusuf 12 years old student in Kubura IDP site school, Rayitu district of East Bale Zone, Oromia Region.
12-year-old Nuriya, 11-year-old Halima, and 13-year-old Neima are displaced from Goro Baekaksa zone Somali region to the rural Kubura IDP community in Rayitu district following the ethnic conflict. Their parents were planning to give all of them for arranged early marriage, but they have managed to stay in school with the support from the gender club in their school.
Halima Ahmed says, “We discuss about the value of education particularly of girls’ education to be independent every time we meet in the gender club. We were focusing on our schooling to chase our dreams while our parents came up with the idea of an arranged marriage. All three of us stand together and fight for our right to education. Thanks to UNICEF, and imagine1day who enabled us to have as strong a gender club as this in our school. We are happily attending our education.”
Nuriya, Halima, and Neima used to be late and absent from school to support their parents with the daily chores. But not anymore, after imagine1day intervenes with the ‘My Home’ project of UNICEF it has been implementing in their community.
“Neither our parents nor us used to value education as we do now. We have never been late or absent from school to support our family ever since imagine1day started intervention in our community. We have created awareness about the worth of education among our parents and they have given us a space to give the deserved attention to our schooling. I am very grateful to UNICEF and imagine for all the support,” says Neima Sultan.
All Nuriya, Halima, and Neima want to attend education to the fullest.
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A Hope Regained – Oltebo’s Journey to Schooling
“I used to believe that education is forbidden for children with a disability like myself. Until the Accelerated Learning Program (AEP) of UNICEF’s My Home project imagine1day is implementing in my community proved me wrong,” says Oltebo 12 years old Accelerated Education Program student in the Borkora AEP learning site, Kolme district of Konso zone, South Ethiopia. 
Oltebo was born with bilateral lower extremity muscle dystrophy disability that caused him difficulty walking. He had never been to school until My Home project happened to his community. The fact that his single mom has sent all his five siblings to school caused Oltebo psychological distress. A journey of displacement following the conflict between Konso and Ale in 2022, even further exacerbated his feelings of despair. Oltabo believed that his disability was a barrier, condemning him to a life confined within the walls of his home.
Oltebo says, “The day I am enrolled in the AEP of My Home project imagine1day is implementing with the support from UNICEF was a turning point that reignited our hopes and dreams for me and my family. The wheelchair provision has even made me happier like I have never been. I am very grateful to UNICEF and imagine1day for all the support that has transformed my life.”
My Home project integrates education, child protection, and life skill pillars, aiming to provide access to education for children who were previously out of school due to conflict including Children with Disability (CWD).
Oltabo has been actively attending the AEP, determined to make the most of this newfound opportunity. Despite the challenges he faced, Oltabo’s resilience and hard work have yielded remarkable results. He is one of the top 5 students in his class, with a particular affinity for mathematics. Inspired by the transformative power of education, Oltabo now aspires to become a teacher, eager to make a difference in the lives of others.
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A project that created a chance to schooling after marriage – ‘My Home project’
“I couldn’t be more grateful to UNICEF, and imagine1day for rescuing me from arranged early marriage and for giving me a second chance to schooling” says Enat Ayele 15 years of age grade 5 student at Fuchucha primary school in karat zuria district of Konso zone, South Ethiopia.
Enat was displaced from Derashe district to Karat zuria district in konso zone following the conflict between the two districts. She was separated from her parents and her four siblings on the journey of displacement. She reunified with her family after three months but life wasn’t easy for her and the entire family.
Enat attending class
Enat says, “We lost all our properties back home. We had nothing to even eat. I and all my siblings were forced to be out of school. It was so boring to stay at home without education on one hand and trauma of the conflict was very tough on the other hand. I was insecure that murder, rape or abduction can happen anytime. I got sick as I used to cry most of the time.”
Enat parents gave her for an early marriage after she stayed two years without education. They were neither aware of the value of education nor did they afford her living and schooling expenses.
“The day I got married was the saddest day in my entire life. I wished I could die. I had begged my parents not to give me for the arranged marriage but nobody heard me. At the time I lost hop and I gave up about my education ‘My Home’ project of UNICEF imagine1day has been implementing happened to my life. The gender club in the Fuchucha primary school convinced everyone to release me from the early marriage and to send me back to school,” says Enat.
Enat is now happily attending her education in Fuchucha primary school. She is one of students reached with learning, child protection and life skill pillars of ‘My Home’ project imagine1day has been implementing in collaboration with UNICEF.
Creating access to education, provision of psycho social support, scholastic material provision as well as sanitary pad provision, which are parts of the project has helped Enat to attend her education without worry.
Enat says, “I like all subjects I am learning and I am performing good in my education. I want to be a doctor while I complete my education so that I can cure sick people while being a role model to girls in remote community like myself.”
Staff Profile: Workneh Alemu
Workneh Alemu
Workneh Alemu started his work at Imagine1day in 2021 as an Education Specialist. He is from Ginner town in the Oromia Region of Ethiopia. He completed both primary and secondary education in Ginner town. Workneh received his first degree in Educational Administration and his Masters degree in Management of Vocational Education from Addis Ababa University. Workneh is an accredited Management consultant by the Ethiopian Management Institute and an accredited Assessor (Competent) and tool developer from the Center of Accreditation for Occupational Standard (COC) in the areas of basic clerical work, clerical work support, human resource operation, and human resource supervision.
Workneh worked as a teacher and Secondary School Principal for many years in Goro and Gursum towns of East Bale and East Harerge zones respectively. He has held the position of Sponsor Relation Unit Head, ECCD and Education Unit Head, and as an acting area Project Coordinator at Child Fund Ethiopia, an international NGO. He was also served as Education Department Head in Arada Sub City of Addis Ababa city administration and Training Core Process Leader in Addis Ababa TVET Agency. He has more than 20 years of work experience in the private, Government, and international NGOs.
He currently serves as the Education Program Manager at Imagine1day, where he has made significant contributions to the organization’s success. Known for his positive thinking, commitment, and energetic approach, he has been a driving force behind several key initiatives. One of his notable achievements includes the successful completion of the “My Home” project, where he played a pivotal role as the project lead. His dedication and leadership have been instrumental in ensuring the positive impact of Imagine1day’s educational programs.