Ahfad University for Women (AUW) in Omdurman, Sudan, UNAI SDG Hub 1 Vice-Chair for Outreach and Partnership, advances SDG Goal 1: No Poverty through community-based learning and engagement.

In this context, AUW shares the story of Buthaina Mamour Musa, a third-year student who reflects on her experiences in Zamzam IDP Camp in North Darfur and Al-Tarees village in rural Omdurman. Through youth-led volunteer work, women’s leadership initiatives, and agricultural cooperation, she highlights how inclusive, community-driven approaches can strengthen resilience and support displaced and rural communities facing poverty and conflict. Her reflections are shared below in her own words. (Lightly edited for clarity.)

 

Introduction

My name is Buthaina Mamour Musa, and I am a third-year student at the School of Rural Extension, Education & Development (REED) at Ahfad University for Women. I come from North Darfur, a region deeply affected by conflict and displacement. I chose to study at the School of REED, AUW because I believe that all rural communities in Sudan deserve equal attention, support, and opportunities — without bias toward any specific group. I am convinced that Sudanese youth in general, and women in particular, have a vital role to play in supporting rural communities across the country.

Through my studies at REED, I have gained the knowledge and skills needed to listen carefully to community narratives, understand local challenges, and work collaboratively with communities to create positive change. The programme emphasizes community-based learning and outreach, exposing students directly to the realities of rural life, poverty, and displacement. I would like to share two key community experiences that shaped my understanding of grassroots development.

 

Community Engagement in Zamzam IDP Camp, North Darfur

My first experience involved volunteer work with youth groups supporting displaced families in Zamzam Camp, one of the largest internally displaced persons (IDP) camps in Sudan. Established in 2000 during the Darfur conflict, the camp continues to shelter thousands of families who fled violence and the destruction of their villages.

  • Analysis of the Situation

Life in the camp is extremely difficult. Famine conditions are common, and humanitarian aid is often insufficient or delayed due to insecurity. Many women have become the main providers for their families after losing their husbands to conflict or displacement. They face the dual burden of caregiving and income generation in an environment with very limited economic opportunities. Young people are also deeply affected, with many growing up entirely within the camp and lacking access to quality education or vocational training.

  • Proposed Solutions and Interventions

In light of these challenges, a community-driven approach was suggested and implemented to alleviate poverty and enhance the resilience of displaced families. I joined a group of volunteers, including a youth-led organization, to support this effort. The initiative aimed to improve livelihoods, encourage self-reliance, and foster social cohesion. It comprised the following:

  1. Support for the Agricultural Cooperative: Collaboration enabled participants to combine resources, including seeds, tools, and labour, thereby lowering individual expenses and reducing waste. It also created opportunities for knowledge exchange, where experienced farmers could guide others on efficient cultivation practices, irrigation strategies, and crop management. Additionally, I assisted women in establishing kitchen gardens to strengthen food security.
  2. Encouraging Women’s Leadership: I also participated in capacity-building initiatives aimed at fostering women’s leadership, enhancing confidence, and encouraging participation in women’s organizations to ensure their voices are heard in decision-making processes.

 

Summer Training in Rural Omdurman

My second experience took place during my summer training in Al-Tarees village, located in the rural southern part of Omdurman along the western bank of the White Nile. Five REED students from different regions of Sudan participated in this training.

Over one month, we worked closely with the community to assess social, economic, health, and educational conditions. We designed and implemented awareness activities and engaged with women and students from the local school. This experience reinforced for me the importance of respectful engagement, local participation, and community-based learning as tools for sustainable rural development.

These experiences strengthened my belief that meaningful change begins when communities are active partners in shaping their own futures.

 

Learn more about the Ahfad University for Women.