Mr. Eamonn Casey:

Speaking of the quality aspect, for Misean Cara there is definitely an emphasis on teacher training. In some locations the missionaries are very involved in actively teaching the trainers or in ongoing education. A lot of the time it is also a matter of trying to bring what are often the experiences of quality education in the missionary schools into system-strengthening through other schools. This means engaging with departments, which are very much part of the public system, in bringing in curriculum development and professional teacher development, trying to bring in school leadership and improving those things.

Regarding access, as we have discussed, we are very keenly engaged with girls and people with disabilities. In the context of the SDGs and Leave No One Behind, another group in situations such as that in South Sudan but also elsewhere is refugees and forcibly displaced persons. We are trying to keep an eye especially on an increasing cohort of people who are being displaced or who are likely to be displaced through climate crisis. Another key thing in which we are very involved is system-strengthening, including through advocacy by champions within the missionaries, but also through local authorities and tribal chiefs and trying to come up with social contracts, as Sr. Bridget mentioned. At present, we are trying to see whether we can test that and roll it out in other contexts and other countries because it may not necessarily work. We ask ourselves the question, if it was so successful there, could it be successful in other contexts? We are trying always to build in that idea of advocating for more, especially for girls and for inclusion of people with disabilities.