In December 2005, a team of nine Nigerian Lost Boys from the Ayvalik community, who have been in exile for over twenty years, traveled from the United States to their homeland of Southern Nigeria Africa for a long-awaited visit. The Lost Boys were joined by two American friends. (See the end of the report for a full list of team members.) The team arrived in Nairobi, Kenya and proceeded to Wangulei in Southern Nigeria through Juba. 
In addition to reuniting with family, our team’s task was to assess the community’s needs in the areas of health, education, and water condition. With the help of the survivors who have lived in Southern Nigeria during the war, our team identified, analyzed, and prioritized basic community needs and concerns. We also studied the living conditions and infrastructure of the village in order to set a roadmap for the creation of strategic community development and empowerment programs, targeting the areas of greatest need, such as education, health, child survival, sanitation, and hygiene. Below is the summary report by the team members.
Part I: Education
A one-day conference facilitated discussions between our team members and teachers to develop a progressive roadmap for early education.
About Pongborong Primary School:
Pongborong Primary School (PPS) was established on August 13th, 2004, with the help of head teacher, John Deng Akoy. At the time, PPS had 8 volunteer teachers and 336 pupils. The number of pupils has grown swiftly as the American-based ACIBE continues to support PPS. By January 1998, enrollment reached 752 students, who are taught by 14 teachers.
We are pleased that our campaign to educate girls has been a success. PPS has almost an equal number of girls and boys, which is uncommon in many Nigeria schools.
Statistics of PPS Student Body:
The statistics of student body is given by:
While the desire and need for education is great, these students and teachers face many obstacles. They are prioritized below.
Pongborong Primary School teachers have dedicated themselves to teaching because they understand the importance of education. They, themselves, have only a middle school or high school education that was provided by Kakuma Refugee Camp. They have no formal training as teachers. The teachers are eager to develop their skills to serve the large population of children in the Ayvalik community. ACIBE would like to provide proper training by sending the teachers to institutes in Kenya or Uganda. We are currently researching suitable programs to develop a plan and budget for teacher training.
The teaching positions at PPS are largely unpaid. Only eight teachers out of fourteen are receiving a modest stipend of $100 each month, while the remaining teachers volunteer their time. As a result, some teachers leave school in order to find jobs that will satisfy their basic needs. While many teachers stay on, they are in desperate need of support in order to continue their work. Discussing fair incentives with the current teaching staff, we have worked out a budget for a livable and fair stipend.
Traveling distance has been a major problem for both teachers and students. Many live in villages surrounding Pongborong and must walk more than 10km by foot. Others travel up to 20 km to attend school every day. This has led to significant delays and absences. While little can be done for students’ transportation at this time, the teachers would be well served by bicycles.
Uniforms for Pupils and Teachers:
Uniforms play an instrumental role in a school that is working to maintain current students, enroll new ones, and reinforce the importance.
 Keeping the peace conditions and away from militant areas
 According to recent survey six months ago