FAWE School Related Gender Based Violence Manual - English

The FAWE Mirrored Approach to ending school-related gender based violence (SRGBV) Manual for schools and education practitioners

PUBLISHED BY

Forum for African Women Educationalists (FAWE) FAWE House, Chania Avenue, off Wood Avenue, Kilimani P.O. Box 21394 - Ngong Road, Nairobi 00505, Kenya.

Tel: (254-020) 3873131/3873359 Fax: (254-020) 3874150 Email: fawe@fawe.org http://fawe.org/

AUTHORS & DESIGN

Community-based Leadership, Empowerment and Networking (CLEAN) UGANDA Team: Christine Semambo Sempebwa Julius Nkuraija Mary Kisakye Email: info@cleanuganda.ug http://cleanuganda.ug/

COPYRIGHT: All effort has been made to ensure that the information contained in this SRGBV Manual is accurate at the time of going to press; FAWE cannot be held responsible for any inaccuracies. Parts of this Manual may be copied for use in research, advocacy and education, provided that the source is acknowledged. This Manual may not be reproduced for any purposes without prior written permission from FAWE. ©FAWE

Cite: FAWE, (2021). The Mirrored approach to ending school-related gender based violence (SRGBV) Manual. Nairobi, Kenya. Forum for African Women Educationalists.

Acknowledgements

The development of The Mirrored Approach to ending school-related gender based violence (SRGBV) Manual was initiated and coordinated by the Forum for African Women Educationalist (FAWE) Regional Secretariat; led by the Executive Director, Mrs. Martha R.L Muhwezi and the Deputy Executive Director, Ms. Teresa Omondi-Adeitan. Special thanks to Julie Khamati, Programme Assistant; Juliet Kimotho, Advocacy Officer and Emily Buyaki, Communication Officer; for a for their technical input and guidance throughout the development process. Appreciation goes out to the entire FAWE team, the technical team from Community-based Leadership, Empowerment and Networking Uganda (CLEAN Uganda), and all the schools, institutions and individuals who made various contributions towards the successful development of this Manual.

tAble of contents

FOREWORD i

Preface ii

Acknowledgements x

List of Tables vii

List of Figures vii

List of Acronyms & Abbreviations viii

Glossary ix

INTRODUCTION 1 11

1.1 Overview of the Manual 11

1.1.1 The Mirrored Approach 12

1.1.2 The target for the SRGBV Manual 12

1.1.3 Goal, Aims and Objectives 12

1.1.4 Outcomes 12

1.1.5 Materials needed to deliver the Manual 12

1.1.6 Time Needed 12

1.1.7 Participants 12

1.1.8 Facilitators 13

1.2 Structure of the SRGBV Manual 13

1.2.1 The 10 SRGBV Units and Appendices 13

1.2.2 Key tips for a facilitator 14

INTRODUCTORY UNIT: HOW TO USE MANUAL 15

Introduction 15

What is in this Unit? 15

Session 1: Climate setting 15 Session 2: Background to the Manual 15

Session 3: Practical techniques in using the SRGBV Manual 15

Session 4: Practical application of the facilitation methods used throughout the Manual 15

UNIT ONE: GENDER BASED VIOLENCE 22

Introduction 22

What is in Unit One? 22

Session 1: Introduction to Gender 22

Session 2: GBV causes, manifestation and perpetrators in the community 22

Session 3: GBV effects on developmental domains, learning, teaching and school environment 22

UNIT TWO: SCHOOL RELATED GENDER BASED VIOLENCE 32

Introduction 32 What is in Unit Two? 32

Session 1: SRGBV types, causes and contributing factors 32

Session 2: The consequences of SRGBV 32

Session 3: Identifying, preventing and responding to SRGBV 32

UNIT THREE: LEGAL AND POLICY FRAMEWORK AND COMMITMENTS 42

Introduction 42

What is in Unit Three? 42

Session 1: Global and regional frameworks that address SRGBV 42

Session 2: How to work within national frameworks to address SRGBV 42

Session 3: Mainstreaming SRGBV prevention into school systems and procedures 42

UNIT FOUR: A SAFE SCHOOL ENVIRONMENT 58

Introduction 58 What is in Unit Four? 58

Session 1: The importance of a teacher code of conduct and SRGBV policy 58

Session 2: Identifying areas that need addressing in and around the school 58

UNIT

FIVE: IDENTIFYING SRGBV

68

Introduction 68

What is in Unit Five? 68

Session 1: Understanding changes during growing so as to address SRGBV 68

Session 2: Factors in and around school that contribute to SRGBV 68

Session 3: identifying an SRGBV survivor 68

UNIT

SIX: COMMUNICATION AND SUPPORT IN ADDRESSING SRGBV

87

Introduction: 87

What is in Unit Six? 87

Session 1: The importance of communication with children, adolescents and young people 87

Session 2: Involving parents and other adults during communication with learners 87

Session 3: Psycho social support 87

Session 4: Importance or counselling learners at risk or survivors of SRGBV 87

UNIT SEVEN: RESPONSE – SUPPORT, REFERRAL AND REPORTING

105

Introduction 105

What is in this Unit Seven? 105

Session 1: What is response? 105

Session 2: Direct support to learners 105

Session 3: Using the teachers’ Code of Conduct or SRGBV policy to address SRGBV 105 Session 4: Using the legal system to address SRGBV 105

UNIT

EIGHT: ACTION PLANNING AND PLEDGE

122

Introduction 122

What is in Unit Eight? 122

Session 1: Developing an action plan to prevent and respond to SRGBV 122

Session 2: Populating the plan 122

Session 3: The Pledge 122

TIME: 1 HOUR 30 MINUTES 122

UNIT NINE: MONITORING AND EVALUATION 132

Introduction 132

What is in Unit Nine? 132

Session 1: Monitoring and Evaluation 132

Session 2: Data collection 132

Session 3: Training Wrap-Up and Evaluation 132

APPENDIX I: Participants’ Registration Form 142

APPENDIX II: Pre Test Form 142

APPENDIX III: Training Programme Evaluation Form 143

APPENDIX IV: SRGBV Response Checklist 145

APPENDIX V Pledge Form 151

APPENDIX VI: List of Links 152

Bibliography 155

list of tAbles

Table 1: Examples of GBV causes, manifestation and perpetrators 19

Table 2: Factors contributing to SRGBV 27

Table 3: Key principles for SRGBV planning to identify, prevent and respond to SRGBV 31

Table 4: Policy commitments and international agreements addressing SRGBV 34

Table 5: Regional Frameworks that address SRGBV specifically in Africa 36

Table 6: National policies as guides for SRGBV mainstreaming: Uganda 40

Table 7: National policies as guides for SRGBV mainstreaming: Nigeria 42

Table 8: Checklist for developing and implementing the school SRGBV policy 49

Table 9: Factors in and around the school that contribute to SRGBV 61

Table 10: Behavior Challenge Chart 65

Table 11: The difference between discipline and punishment 65

Table 12: Rights and responsibility 68

Table 13: Modes of communication by age group 80

Table 14: Reporting point analysis 112

Table 15: The DOs and DON’Ts of effective listening 107

Table 16: Example of sample form for documenting an incident of SRGBV 118

Table 17: Example of documenting an incident of SRGBV 113

Table 18: Example template for a school SRGBV prevention and response plan 122

Table 19: Examples of areas that one could consider under each outcome when developing Plan 123

list of figures

Figure 1: Transect diagram focused on SRGBV on way to and from school 53

Figure 2: Participatory map with “black spots” 53

Figure 3: Growing up involves physical and emotional changes 58

Figure 4: Illustration for the Three Types of Response 98

Figure 5: Illustration for Reporting and Referral 100

Figure 6:The Problem tree

list of Acronyms & AbbreviAtions

ACPF African Child Policy Forum

AU African Union

CEDAW Convention on the Elimination of all Forms of Discrimination against Women

CESA Continental Strategy for Education in Africa 2016-2025

CLEAN Community-based Leadership, Empowerment and Networking

CoC Code of Conduct

EAC East African Community

ECOWAS Economic Community of West African States

ESSP Education Sector Strategic Plans

FAWE Forum for African Women Educationalists

GBV Gender Based Violence

GPE Global Partnership for Education

GRP Gender Responsive Pedagogy

HIV Human Immunodeficiency Virus

HIV/AIDS Human Immunodeficiency Virus/Acquired Immuno-Deficiency Syndrome

NGO Non-Governmental Organisation

OVC Orphans and Vulnerable Children

PSS Psychosocial Support

PTA Parent Teacher Association

PWDs Person with Disabilities

SADC South African Development Cooperation

SDGs Sustainable Development Goals

SRGBV School Related Gender Based Violence

SSA Sub Saharan Africa

STEM Science, Technology, Engineering and Mathematics

STIs Sexually Transmitted Infection

SVAC Sexual Violence Against Children

UN United Nations

UNCRC United Nations Convention on the Rights of the Child

UNESCO United Nations Educational, Scientific and Cultural Organization

UNGEI United Nations Girls Education Initiative

UNHCR United Nations High Commissioner for Refugees

UNICEF United Nations Children’s Fund

VAC Violence against Children

VACS Violence against Children Survey

WEF World Education Forum

glossAry

Anxiety

Adolescent

Attitudes

Bullying

Child

Child abuse

Child sexual abuse

Coercion

Corporal punishment

Cruel and Degrading Punishment

Curriculum

Cyber-bullying

Defilement

Discrimination

Feeling of worry, nervousness, or unease about something with an uncertain outcome.

The United Nations defines a young person as age 10 to 19 years.

Individual views, opinions or feelings about something.

Behaviour intentioned to inflict injury and discomfort through physical contact, verbal attacks, or psychological manipulation, often repeated over time and involves an imbalance of power.

The UNCRC defines a child as person below 18 years of age.

Includes the physical, emotional, or sexual mistreatment of a child, or the neglect of a child, resulting in actual or potential harm to the child’s physical and emotional health, survival and development.

All sexual activity with a child is considered as child sexual abuse.

The action or practice of persuading someone to do something by using force or threats and intimidation.

Any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light.

Any punishment that humiliates, denigrates, scapegoats, threatens, embarrasses, mocks or frightens learners.

It includes: age-appropriate knowledge and skills students are expected to learn; learning objectives they are expected to meet; the units and lessons that teachers prepare and teach; the teaching and learning materials; the tests, examinations and other methods used to evaluate student learning.

The use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature.

A sexual crime in with a person under 18 years.

Any unfair treatment or arbitrary distinction based on a person’s race, sex, religion, nationality, ethnic origin, sexual orientation, disability, age, language, social origin or other status.

Educational Institutions

Emotional health

Fear

Equity

Gender

Public and private institutions that admit learners for purposes of imparting knowledge and skills in a formal or non-formal manner from pre-school to higher education level.

Refers to the ability to appropriately manage and control one’s emotions.

Refers to the emotional response to real or perceived imminent threat.

Fair and impartial treatment, including equal treatment or differential treatment to redress imbalances in rights, benefits obligations and opportunities.

Refers to the social attributes and opportunities associated with being male and female and the relationships between women and men and girls and boys, as well as the relations between women and those between men. These attributes, opportunities and relationships are socially constructed and are learned through socialization processes.

Gender-based violence

Grooming

Harassment

Human Rights

Inclusive education

Intimate partner violence

Learners

Violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering, against someone based on gender discrimination, gender role expectations and/or gender stereotypes, or based on the differential power status linked to gender.

Behaviour used to target and prepare children and young people for sexual abuse and sexual exploitation – often subtle and difficult to recognize.

Any improper and unwelcome conduct that might reasonably be expected or be perceived to cause offence or humiliation to another person; it could be words, gestures or actions that tend to annoy, alarm, abuse, demean, intimidate, belittle, humiliate or embarrass another or that create an intimidating, hostile or offensive environment.

Universal guarantees protecting individuals and groups against actions that interfere with fundamental freedoms and human dignity.

Education system and environment that reaches out to all learners including the most vulnerable, marginalized and hard to reach.

Behavior by a current or previous husband, boyfriend, or other partner that causes physical, sexual, or psychological harm, including physical aggression, sexual coercion, psychological abuse, and controlling behaviors.

Pupils, students, trainees and any person under 18 and less than 25 years of age, enrolled in a public or private educational institution.

Rape Forced sexual penetration vaginally, anally or orally, against a person’s will.

School

An educational institution designed to provide learning spaces and learning environments for the teaching of students or pupils under the direction of teachers.

Sex Biological difference between men and women.

Sexual Violence Against Children (SVAC)

Survivor

According to UNICEF; this is sexual exploitation or abuse of a child, committed in person or remotely through the internet.

The preferred term for a person who has lived through an incident of violence (SRGBV and SVAC).

Victim A person who has suffered an incident of violence (SGBV and SVAC).

Youth

The United Nations for statistical purposes defines youth as persons between the age of 15 and 24 years

Note: Where United Nations definitions are used, they are without prejudice to other country specific definitions. The Mirrored Approach to ending school-related gender based violence (SRGBV) Manual is designed by the Forum for African Women Educationalist (FAWE), a key education actor in Africa, based on her experiences, related literature and stakeholder views. It is a guide to primarily enable: school administrators, teachers, learners, community members and other duty-bearers to identify, prevent and address SRGBV in and around schools. This is within the wider context where SRGBV is seen as a global concern that is detrimental to educational attainment, health and well-being of all learners, especially the most marginalized. Additionally, SRGBV has serious implications for the achievement of SDGs 5.2 , 5.3 , 8.7 and 16.2 .

The United Nations (UN) 2030 Agenda for Sustainable Development’, sets out to attain a fairer and more sustainable world for all and carries the strap-line, ‘Ensuring that no-one is left behind. Despite this, there is global consensus and evidence that school-related gender-based violence (SRGBV) devastates the lives of millions of learners and is likely to affect the SDG targets for education, gender equality and elimination of all forms of violence, if left unaddressed. In 2016, UN Women noted that 246 million children are subject to some form of gender-based violence (GBV) in and around school every year. SRGBV affects all learners across all levels and spans geographical, cultural, social, economic, or ethnic boundaries. It is worse in conflict situations and affects girls, young women, children with disabilities and other vulnerable minorities more disproportionately. SRGBV has far reaching and adverse consequences leading to anxiety, low self-esteem as well as depression. It negatively impacts school performance and educational outcomes, at times with life-long impact. In sub-Saharan Africa, early school drop-out is linked to higher incidence of teen pregnancy, early marriage, and HIV infection (Jukes et al., 2008), and other STIs (Baird et al., 2012).

Globally, efforts are underway to address SRGBV and schools have been identified as one important setting for conducting violence prevention efforts (UN Women, 2016). The African Union (AU) through its Continental Strategy for Education in Africa 2016-2025 (CESA 16-25), under Pillar 3 and strategic objectives 2 and 10 avers with the call to address SRGBV throughout the education and training systems. Commitment is further exemplified through the Gender Equality Strategy for the Continental Education Strategy for Africa (GES4CESA 16-25) that FAWE developed on behalf of the AU.

The Forum for African Women Educationalists (FAWE) agrees with the global community and the AU that until SRGBV is eliminated in and around schools across the world and in Africa, many of the life changing targets of the 2030 Agenda and Africa’s Agenda 2063; specifically, SDG4, SDG 5, SDG 16:2 and CESA 16-25 will not be achieved. In an effort to address SRGBV in Africa and joining efforts by others like: United Nations Girls’ Education Initiative (UNGEI), UN Women, Global Partnership for Education (GPE), and building on her previous efforts, including her Tuseme Manual and Gender Responsive Pedagogy: A Toolkit for Teachers and Schools, FAWE has developed The Mirrored Approach to ending school-related gender based violence (SRGBV) Manual.

It is hoped therefore that this resource which gives insight into SRGBV will help strengthen the capacity of schools and other education institutions, practitioners and school communities to identify, prevent and address SRGBV.

Hon. Simone De Comarmond, Chairperson, FAWE Africa Board

PrefAce

Martha Rose Lunyolo Muhwezi Executive Director, FAWE Africa

Since the 2000 World Education Forum (WEF) in Dakar, Senegal, Africa through its regional and national frameworks have devised strategies and invested resources to expand access to education and improve institutional environments; to support and meet the learning needs of all children, youths and adults. As a result, Education in Africa has expanded drastically in recent years and the median proportion of children completing primary school across countries has risen from 27% to 67% between 1971 and 2015 (World Bank, 2020).There has also been significant achievements in closing the gender gap in low income countries (UNESCO, 2016). Additionally, it was noted that, when enrolled, girls stand an equal or better chance than boys of continuing to the upper grades of primary school (UNESC0, 2016). The median proportion of children completing lower secondary school across countries has also risen drastically, from a mere 5% in 1971 to 40% in 2015 (World Bank, 2020). Even gender gaps in secondary school enrolment have been narrowing down. According to UNICEF, 2020; globally, in 2000, there were more out-of-school girls of lower secondary school age than boys, the opposite is true today. Moreover, in contrast to primary education, the gender disparity disadvantages boys at the secondary level in many countries; although the disadvantage is typically less extreme than it is for girls. The largest gender gaps at the expense of girls are observed in sub-Saharan Africa (SSA), (UNICEF, 2020).

While SSA governments are aware of the value of educational attainment for all as an essential strategy for national development and economic growth (MasterCard Foundation, 2019); under CESA 16-25, SRGBV remains a continental concern across all regions (ACPF, 2014; African Union, 2020). Although educational establishments are recognized as places of learning, personal development and empowerment schools are too often places of discrimination and violence, particularly against girls. Consequently, there is need to understand specific contexts and practically streamline SRGBV prevention into the systems of schools and educational institutions in Africa.

FAWE has therefore developed this Manual, based on a Mirrored Approach which lays emphasis on institutional-wide reform that is centrally concerned with SRGBV prevention and response, in an inclusive, learnercentered and gender responsive manner. Within this approach, the Manual provides practical guidelines on how to identify, prevent, respond to, report, refer and track progress made on efforts to address SRGBV in a planned, monitored and sustainable manner. FAWE hopes that the SRGBV Manual will be a reference material for not just in-service and out-service teachers but will be utilized by other stakeholders who look to address SRGBV in schools, institutions and at operational and policy level.

INTRODUCTION

1.1 Overview of the Manual

This manual is designed to equip users with knowledge and skills in a participatory and gender sensitive manner. The knowledge and skills will facilitate change in: attitudes, relationships, practices, systems and structures enabling response to SRGBV in and around schools. The manual uses a variety of training techniques and diverse content including school, individual and wider contexts and experiences. Bringing it down to school and individual level makes it easier to cascade the training to: other members of the school, parents and members of the community. At every stage of the training, gender balance and sensitivity should be observed. However discretion can be used to have separate groups for males and females, especially when it comes to cascading the training down to the parents and community. This broad and inclusive design will ultimately contribute to influencing change systems, structures, laws and norms in a sustainable manner.

1.1.1 The Mirrored Approach

The Mirrored Approach, was conceived by FAWE in response to the global call to address SRGBV. The approach draws strongly from FAWE’s GRP and Tuseme models and other good practices in Africa. It seeks to address SRGBV specifically in the African context, in a holistic and integrated manner. The Approach is a twin track that aims to strengthen: duty bearers; school administrators, teachers; parents and community, as well as the rights-holders, the learners. The approach gets the whole school community to work together to identify SRGBV and design tailored strategies to prevent and respond to SRGBV. Monitoring, evaluation and measuring effectiveness of the approach are key components outlined in the manual. An SRGBV checklist that can be used before the training and at regular intervals, in order to assess progress, is included as Appendix IV.

1.1.2 The target for the SRGBV Manual

The primary target is school administrators and teachers, who will be equipped with the training and delivery skills required to address SRGBV. They in turn will involve learners, parents and the wider community in addressing SRGBV, in and around schools. This target was arrived at building on FAWE’s extensive experience using her GRP training in-service and pre-service teachers in Burkina Faso, Chad, Ethiopia, The Gambia, Guinea, Kenya, Malawi, Namibia, Rwanda, Senegal, Tanzania, Uganda and Zambia. Results returned over the years show that school administrators and teachers are important cogs in the wheel of change and can lead to significant involvement of parents and the wider school community, in education interventions. This notion is supported by other key development players, with successful cases from across the world (UNICEF, 2019; UN Women, 2016; USAID, 2009).

1.1.3 Goal, Aims and Objectives

The Goal of the training is to contribute to improved practices to identify, prevent and address SRGBV in and around schools and other education institutions; for a safer SRGBV free environment. The aim and objectives and the envisaged outcomes that contribute to the goal are given below.

AIM: To create better school systems and structures that will lead to elimination of SRGBV in and around schools and other educational institutions.

Objectives are to:

1) Identify prevailing forms and drivers of SRGBV.

2) Develop interventions within the school systems and structures that address the drivers of SRGBV.

3) Monitor progress and measure effectiveness of the interventions and review and improve interventions.

1.1.4 Outcomes

The expected outcomes include:

1) Enhanced school leadership and community capacity and engagement to identify, prevent and address SRGBV.

2) Established and operational code of conduct (CoC)/ SRGBV policy that addresses SRGBV in and around the school.

3) Improved capacity of teachers and other school duty-bearers to identify and address SRGBV in an inclusive, child-friendly and gender-responsive manner.

4) Strengthened gender sensitive, child-centred, age-appropriate, participatory approaches, that address SRGBV, incorporated in school systems and structures.

5) Established and operational child-friendly, inclusive and gender-responsive response (reporting and referral) system.

6) Improved parental awareness and capacity to identify and address incidents of SRGBV in a timely and child-friendly manner.

7) Improved safe and secure (physical) environments in and around schools.

8) Established, operational and effective system to report, monitor, evaluate and create accountability on how SRGBV is addressed in and around schools.

These outcomes depend on the sum of knowledge and skills that is acquired through the units. It is therefore very important to cover all the units carefully and exhaustively.

4. Markers, chalk, sticky notes, manila masking tape, to aid in writing and putting up information.

Where the training is to be delivered virtually, short videos and attendant support slides can be prepared. Support short videos and slides on units and sessions that are going to be delivered can be uploaded on to a digital platform where participants can easily access them. Group work during virtual sessions can be done in breakout rooms, these are available on Zoom and other online platforms.

1.1.6

Time Needed

The manual has approximately 5 days of training content. Based on lessons learned from tested approaches; it is suggested that the training is spread out and conducted at different intervals in the school calendar. This could mean covering a section each week, fortnight or month, without disrupting the school activities. Each school should work out the most convenient way of covering the training content. Pre-service teachers, may have more time to handle more hours of training and may wish to handle the training in a shorter period of time.

1.1.7 Participants

1.1.5

Materials needed to deliver the Training

Essential materials you should have for delivering a training based on the manual include:

1. A copy of the Manual (one per person).

2. Notebook for each participant to use during training.

3. Large pieces of flipchart paper or chalkboard for facilitators to record information for the group to see.

In order to allow full participation and ensure that the school programme is not disrupted, work with 20 to 25 participants during physical meetings and 10 to 12 participants during virtual meetings. All provisions should be made for inclusion and gender responsiveness. For example, ensure that: physical venues and online facilities are accessible and special needs compliant; assistive devices and personnel for the blind and sign language interpreters for the deaf are available; lactating mothers can breast feed and have provision for their babies and caregivers etc. Address religious, ethnic and cultural diversity e.g. do not hold trainings on days or at times when participants are engaging in religious, cultural or ethnic activities, unless you have cordially agreed. For virtual training, ensure

all participants can use the technology and no one will be excluded. This may necessitate a pre-training familiarization session/ dry run.

1.1.8

Facilitators

Ideally, the training should be conducted by two facilitators, preferably a male and female. If working with educationists that handle special groups with unique characteristics, e.g. PWDs, children in conflict, child mothers, ensure that you are conversant with inclusiveness and know the SRGBV challenges of such groups. Otherwise, enlist support from technical persons who are aware of the characteristics and SRGBV needs of these groups. In some cases, you may need support of sign language interpreters, people who speak and are fluent in the language and culture of the school community, counsellors, and mentors during the training.

1.2

Structure of the SRGBV Manual

The Manual has ten units with explicit instructions on preparation and facilitation of sessions. Each unit begins with an introduction that briefly outlines the key content it covers. Units have a brief description of the 2-4 sessions therein; the estimated time required to cover each session; the learning objectives; a list of materials and resources to use for facilitation; preparation guidelines and facilitator support notes; guidelines for wrap up and reflection. The general glossary of terms too can be used to support delivery of the unit content, while the footnotes, Appendix IV and bibliography collectively have information, extensive links and references for additional reading.

1.2.1 The 10 SRGBV Units and Appendices

Introductory Unit: Outlines how to use the manual, both as a training and reference resource. It highlights: The goal, aims, objectives and outcomes of the training. It gives details of preparing and conducting a training and how to use the knowledge and skills acquired to address SRGBV.

Unit 1

Gender based violence (GBV): Defines the broad concept of gender and gender based violence. This enables participants realize that gender is socially constructed right from birth. The unit explores the causes, manifestation and perpetrators of GBV in the community and shows that SRGBV is not disconnected from GBV in the community.

Unit 2

SRGBV: Describes SRGBV giving insight into: types of SRGBV; causes, contributing factors and consequences. It further outlines the guiding principles and roles of teachers and education practitioners in preventing and addressing SRGBV.

Unit 3

Legal and Policy framework and commitments: Introduces the importance of legal and policy frameworks and commitments in addressing SRGBV. This ensures that participants understand that school level commitment is rooted in global, regional and national commitments. School management therefore must ensure there are school level policies to address SRGBV.

Unit 4

Safe school environment: Examines the basic standards a safe school should have. It emphasizes the important role of the governance and management bodies in preventing and addressing SRGBV. Key among their roles is establishing and enforcing a teachers’ code of conduct and school SRGBV policy, with adequate awareness and support across the school community.

Unit 5

Recognizing SRGBV in and around the school: Identifies physical and emotional changes and other factors in and around the school that can contribute to SRGBV. Within this context, the unit explains how to identify and support victims and survivors of SRGBV.

Unit 6

Preventing and responding to SRGBV: Describes the importance of communication and psycho-social support and counselling as key elements in engaging with children, adolescents and young people while preventing and addressing SRGBV.

Unit 7

Reporting, referral and follow up: Describes response to SRGBV in and around schools and other educational institutions. It explores reporting and referring cases of SRGBV, looking at the means and tools that can aid response in and around schools.

Unit 8

Action Planning: Explains how to develop an institutional SRGBV action plan for the school/ institution in line with the national education system. The plan components include: specific targets; a specified execution time frame; resources to use and people who will be responsible.

Unit 9

Monitoring and Evaluation: Defines monitoring and evaluation and explains the purpose of monitoring and evaluation of SRGBV prevention and response in and around schools. The unit looks at the hierarchy of monitoring and evaluation aims and indicators as well as data collection, management and utilization.

Appendices

Appendix I- Participants’ registration template.

Appendix II- SRGBV pre-test form.

Appendix III- Training programme evaluation form.

Appendix IV- SRGBV response checklist

Appendix V- Pledge Form

Appendix VI- List of links for further reading

1.2.2 Key tips for a facilitator

• Be an open-minded learner: Pay attention, guide and suggest rather than direct. Try to understand different points of view and divergent ideas; note and learn from any new ideas and knowledge generated.

• Place emphasis on preparation: Prepare at least a day in advance. Be clear about the learning objectives of each session and confident in using the appropriate processes/ tools to reach these objectives. In case of virtual training, be conversant with the package and attendant tools and ensure participants have the relevant package and are conversant with using it.

• Promote sharing: Encourages participation. Be very observant and note whether gender affects equal opportunity to participate in activities and answer questions. This could be carefully discussed during reflection, without finger pointing or blaming any individual.

• Control expectations: Participatory processes can encourage participants’ unrealistic expectations of “something good about to come”. Control such expectations, notably emphasizing the purpose of the training and what can be expected or not.

• Employ adult learning principles: Remember that you are working with adults, with their own personal experiences, ideas and even biases. Employ adult learning principles: Additional tips in Appendix VI.

introductory unit: How to use tHe mAnuAl

INTRODUCTION

This unit introduces facilitators and participants to the goal, aims, objectives outcomes and the practical application of the manual. The sessions herein will enable facilitators and participants to develop group dynamics and work well together, an important first step in addressing SRGBV. The unit provides foundational tips and techniques on content delivery and how to apply the knowledge and skills to identifying and addressing real life SRGBV situations.

What is in this Unit?

Session 1: Climate setting

The session looks at aspects of climate setting including getting participants to feel welcome and work as a group. It further looks at the overall aim and objectives of the training and participants’ expectations.

Session 2: Background to the Manual

1 hour 05 minutes

Session two introduces the manual and gives the participants’ foundational knowledge on SRGBV. 30 minutes

Session 3: Practical tips and techniques on how to use the Manual

This session gives a brief description of the facilitation methods primarily used throughout the manual. 30 minutes

Session 4: The session gives participants the opportunity for practical application of the facilitation methods primarily used throughout the manual. 40 minutes

Total 2 hours 45 minutes

Session 1: Climate setting

TIME: 40 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants should be able to define the aim and objectives and outcomes of the training and feel comfortable working as a group.

METHODS USED:

1) Working pairs.

2) The “talking circle.”

3) Brainstorming.

4) Small group discussions.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides and/ or short videos.

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Write on two separate flipcharts or project the aim and objectives and the outcomes of the training (See section 1.1.3).

SUPPORT NOTES FOR THE FACILITATOR:

Begin with an activity that sets the group dynamics in motion and make everyone feel involved right from the start. Once you have got the attention of all participants and they have started warming up to each other, get into the session. You can use a song or a game, as an ice-breaker to get everyone involved. For ideas of ice breakers, refer to Appendix VI.

Ideas for introductions: In pairs, participants tell each their preferred name with an accompanying adjective, e.g. Jolly Jane, Talkative Tony, Serious Sarah etc. In addition to this, ask each person to tell the other something they like and something they dislike. For virtual training, using a conferencing programme e.g. Zoom you can break the participants in pairs using timed breakout rooms. After participants have got to know each other in pairs, ask them to get into a circle. In the circle, give a ball to one participant who introduces their neighbour, saying their preferred name and adjective and what they like and dislike and the neighbour does the same in return. The ball should then be thrown around the circle randomly, until everyone has had a chance to introduce their neighbour. For the virtual training, get the participants out of the breakout rooms. Apply the talking circle concept, ask the person introduce the person they were paired with, randomly select people until everyone has been introduced. This exercise is fun and gets everyone, even the shy members of the group involved.

ACTIVITY 1: INTRODUCTIONS (30 MINUTES)

1. Welcome participants and introduce yourself.

2. Facilitate warm up ice-breaker.

3. Ask the participants to introduce themselves in pairs or in a wider group or combine both.

4. Distribute folded pieces of manila to create name tags which participants can put in front of them, where they are sitting, for quick identification. For online training, the names will be visible for everyone. However, ensure the people are referred to by their preferred names, in case these are not the ones on the conferencing platform.

ACTIVITY 2: GROUND RULES (5 MINUTES)

1. Explain that, as adults, the participants should develop ground rules to guide and harmonize the group during their time together.

2. Ask two participants to take lead and ask their colleagues to formulate ground rules, with one asking while someone writes them on a physical flipchart, slide or online whiteboard and sticks them on the wall or shares them for everyone to see. Based on the ground rules, they could also elect among themselves people to take on roles like: time keeper, in charge welfare and in charge entertainment.

ACTIVITY 4: EXPECTATIONS (15 MINUTES)

1. On pre-cut pieces of manila or sticky notes, ask participants to write their workshop expectations. For virtual training, participants can use the chat option and the facilitators can transfer them onto a slide or stickies on your online white board.

2. Stick them on the wall or share your screen, so that everyone can see them and see how they match with the training objectives. Also note any expectations which are not directly aligned to the training aim and objectives and make sure you address them. For example, sometimes participants ask for certificates, or tee-shirts. (Remember tip on controlling expectations, under section 1.2.2).

3. Tell the participants that there are certain outcomes they will realize in the mid and long term because of going through this training. Take the participants through the outcomes and allow some questions. Put up the flipchart or share screen on outcomes for everyone to see.

WRAP UP:

ACTIVITY 3: AIM, OBJECTIVES AND OUTCOMES (15 MINUTES)

1. Ask participants for the aim and objective the training, without reading them up.

2. Allow for two or three responses. (Your co-trainer should note them down- using a flipchart, chalkboard, slide or online whiteboard).

3. Ask two volunteers to read the aim and objectives in the manual.

4. Ask a volunteer to stick the flipchart you prepared with the aim and objectives on the wall where everyone can see it or have it available for sharing as a shared screen.

1) Congratulate participants on being part of a training that will be Interesting and participatory.

2) Remind them that they bring knowledge to the training and that you look forward to hearing more from each individual.

3) Remind everyone to call other participants by their preferred name.

4) Explain that some of their expectations cannot be met (e.g., giving them tee shirts), but you will work together to meet the workshop’s aim and objectives. Tell them that at the end of the training there will be an evaluation to see whether or not the aim and objectives of the training were met.

5) Remind them that the ground rules should be followed throughout the training.

6) Revisit any issues in the “Parking Lot” before you move on to the next session.

Session 2: Background to the Manual TIME: 30 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants should have foundational knowledge on the manual.

METHODS USED:

1) Pre-test.

2) Brainstorming.

3) Discussions.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides and/ or short videos

• Printed or online Google Forms pre-test forms.

• Application e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR: Have the pre-test form prepared and printed out or shared online beforehand. Prepare any support notes on flipcharts, slides or online white board before the session. Clearly mark sections of the manual you will be referring to avoid delays and fumbling.

SUPPORT NOTES FOR THE FACILITATOR: A pre-test enables you to see whether participants have had any knowledge on SRGBV, and if so, what do they know? How, when and where did they acquire the knowledge? A simple pre-test form is attached as Appendix II. The pre-test form enables you to see gaps and determine which areas to concentrate on. The online pre-test form can be created in Google Forms. The responses will all automatically be collected in one spreadsheet.

ACTIVITY 1: SRGBV PRE TEST (10 MINUTES)

1) Ask participants to fill in the pre-test form.

2) In case of the virtual training, share the Google Forms link.

3) They can ask you or the co-facilitator for guidance where they are not clear.

ACTIVITY 2: BACKGROUND TO THE SRGBV MANUAL (20 MUNITES)

1) Using flipcharts, slides or online whiteboard, introduce participants to the 10 units and their key objectives.

2) After introducing each unit, allow time for some questions as this session sets the foundation for the following training/ content sessions. Questions raised should be noted down or recorded as they help in preparing for the detailed sessions.

WRAP UP:

1) Tell participants that as teachers and those working with children, adolescents, young people; they have a very important role to play in identifying, preventing and responding to SRGBV. This manual will therefore help them to increase their knowledge and skills towards working with children, adolescents, and young people and other duty bearers while addressing SRGBV.

Session 3: Practical techniques in using the SRGBV Manual TIME: 20 MINUTES

LEARNING OBJECTIVES:

By the end of the session, the participants should have foundational knowledge of delivery skills that are participatory and fun but also respect diversity among the participants.

METHODS USED:

1) Brainstorming.

2) Discussions.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides and/ or short videos.

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

Make sure all participants have a copy of the SRGBV Manual

SUPPORT NOTES FOR THE FACILITATOR:

From the Manual, on flipchart, slides or online whiteboard, create a list of facilitation tips and any other reference materials for using during the session. Otherwise, refer to the tips under section 1.2.2.

ACTIVITY 1: FACILITATION TIPS (10 MINUTES)

1) Take participants through the tips for a facilitator.

2) Begin with one or two and ask participants for some tips.

WRAP UP:

1) Wrap up the session by discussing the rest of the tips and share your screen or put them on the wall where everyone can see them.

ACTIVITY 2: METHODS/ TECHNIQUES: (20 MINUTES)

1) Tell participants that there are several facilitation methods and techniques that one can use for different sessions.

2) Explain that using different methods helps to among other things break monotony and keeps participants both active and involved.

3) Ask volunteers about facilitation techniques they know of have used in the past. Write them down and your co-facilitator can guide a discussion on how these methods help the facilitator to get others involved.

4) Ask which technique they like most and why.

5) Introduce participants to the techniques in notes to the facilitator below.

Session 4: Practical application of the facilitation methods used throughout the Manual

TIME: 40 MINUTES

LEARNING OBJECTIVES:

By the end of the session, the participants’ should have foundational practical delivery skills that are participatory, fun and respect diversity among the participants.

METHODS USED:

1) Brainstorming. 2) Discussions.

3) Small group discussions. 4) Role play.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides and/ or short videos.

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

Make sure all participants have a copy of the manual.

SUPPORT NOTES FOR THE FACILITATOR: Have any reference materials for using during the session e.g. ice breakers.

For facilitation methods, refer to the section below.

Participatory Facilitation Methods Below are brief descriptions of the facilitation methods primarily used throughout the manual.

Brainstorming: The method is used as a first step to generate initial interest and essential involvement of the participants in a training activity. The facilitator asks the participants to think of ideas and all views are accepted and respected. This activity encourages participants to expand their thinking about an idea and look at a topic from different angles and perspectives.

Energizers/Icebreakers: Energizers, icebreakers or warm-ups, are games that lighten the mood and help participants relax, have fun and re/connect with each other. They can be used at the beginning and end of each sessions and between session and activities.

Group Discussion: This method is based on the principle of the trainer taking on the role of a group facilitator or guide. It enables participants to discuss issues in a participatory manner. The facilitator can guide the discussion using guiding questions and can encourage discussion through positive gestures like nodding, eye contact, moving around the room, etc.

Role-Play: Performing role-plays is an effective method for participants to put into action the skills learnt through the training. Role plays can be used for continuous practice and help participants remember and keep knowledge and skills alive. Role-plays can however be emotional; it is therefore very important to emphasize that participants are acting as characters and not themselves.

“Talking Circle “symbolizes completeness and creates a safe environment where everyone is equal and all views are respected. An everyday object such as a ball or pencil can be used as a talking object. When the talking object is placed in someone’s hands; it is that person’s turn to share his or her thoughts, without interruption. The object is then passed to the next person for example in a clockwise direction. Whoever is holding the object has the right to speak and others have the responsibility to listen. Silence is an acceptable response. There must be no negative reactions to the phrase, “I pass.” For virtual training, the same principle can be adopted, with the participants mentioning the agreed upon object and who they are passing it on to. E.g. “I am passing the ball to Donald”.

Observation: Working with a co-facilitator, take turns observing how the group is working together and responding to the activities and discussions. If you are facilitating the sessions alone, you can still observe how the group is reacting and working together. This will enable you create a balance between active and quiet or non-responsive participants. You can use this by engaging one or more of the facilitation techniques.

Feedback from participants: Whatever method you use, feedback from participants is very important. Invite participants to share their views on the sessions. You can get feedback on content delivery areas that were not adequately covered and areas for improvement

Self-assessment: As you train, you are also learning new things and getting feedback from participants. Always assess yourself at the end of each unit and each day looking at whether you achieved the objectives of the unit/s and sessions; what you could have done differently and how to handle upcoming sessions.

ACTIVITY 1: (40 MINUTES)

1) In groups or virtual breakout rooms of 5 to 7 people, ask participants to prepare a 5 minutes presentation on introducing the manual. They should use at least three techniques and involving the whole group; with two people acting as facilitator and co-facilitator. Discuss what worked well and what could have been done better in each session.

WRAP UP: Thank participants and formally close the introductory unit by asking a few participants for any key lessons learned. Ask them to note them down in their note books as KEY LESSONS- INTRODUCTORY UNIT. Ask the group to note down three ways they can use or apply what they have just learned and circle the one thing they plan to do first.

PERSONAL REFLECTION: Remember, these tips can help you work with learners and other adults including; coworkers, parents and members of the community. In your free time, work in pairs or small groups to try out different facilitation skills and help each other to identify strengths and weaknesses.

unit one: gender bAsed violence

Unit One introduces the broad concept of gender and gender based violence (GBV). The sessions provide information on how gender is socially constructed and begins at birth. Sessions further show that the way girls and boys and women and men are socially seen and treated in society may have a bearing on GBV. Sessions also look at, what causes GBV and how it manifests in communities. The unit shows that SRGBV is not disconnected from violence in the lives of learners, teachers and the school communities.

UNIT

OUTCOMES:

By the end of Unit One you should be able to: 1. Understand that gender is socially constructed and begins at birth. 2. Define GBV and its causes and manifestation in the community. 3. Understand how GBV affects education. 4. Reflect on what you can do as an individual to address SRGBV. What is in Unit One? Session

LEARNING OBJECTIVES:

By the end of this session, participants should be able to:

1) Define gender and sex and the related gender concepts.

METHODS USED:

1) Brainstorming.

2) Small group discussions.

3) Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Put the definitions of gender and sex on flipcharts, slides or online white board.

2) Label two flipcharts or slides WOW and HOW ABOUT.

3) Prepare flipcharts, slides or online white board with examples of statements about sex and gender.

4) Write two big signs, SEX and GENDER on separate flipcharts.

SUPPORT NOTES FOR THE FACILITATOR:

Below are notes to support facilitators understand key gender concepts that are important in preventing and responding to SR/GBV.

Definitions of Sex and Gender

Sex:

• Biological (male or female).

• Universal (factors are the same around the world).

• Born that way.

• Generally unchanging (with the exception of surgery).

• Does not vary between or within cultures.

Gender:

• Socially constructed roles, responsibilities and behaviours (masculine or feminine).

• Cultural.

• Learned.

• Can change over time.

• Varies within and between cultures.

Gender norms:

Are ideas about how men and women should be and act. We internalize and learn these “rules” early in life. This sets up a life-cycle of gender socialization and stereotyping.

Gender awareness:

Awareness of the socially determined differences between men and women, boys and girls, and how these differences affect their opportunities. This is important if we are to observe gender equality and address SR/GBV.

Gender stereotypes:

Structured sets of beliefs about the personal attributes, behaviours and roles of a specific social group, based on their sex. These beliefs are often biased and lead to exaggerated images of women and men that are used repeatedly in everyday life; for example, a belief that early years and Home Economics teachers should always be female and Science teachers should always be male. Girls should be nurses, while boys should study to be doctors. As we see below, gender stereo types can lead to gender bias and can result in and encourage SR/GBV.

Gender bias: An unfair difference in the way women or men, girls or boys are treated. Lack of gender awareness is likely to lead to gender bias. Where there is gender bias, some form of SRGBV is likely to happen, because female and male learners will be treated differently. For example, if there is a bias that boys are strong and girls are weak, boys may be “disciplined” through corporal punishment and manual labor, while girls may be asked to write an apology letter.

Gender barriers: Obstacles that prevent access to relationships, respect, authority, education and other rights, on account of being female or male. Lack of awareness of the socially constructed and determined differences between females and males, can lead to a pre-determined way of thinking. This is likely to lead to gender biases and barriers. For example, if society believes girls cannot perform well in Science subjects, it may create biases when selecting girls to answer questions during science lessons. This may ultimately create barriers in their science Technology, Engineering Mathematics (STEM) education trajectory.

Gender roles: Are social and behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a specific sex. These are formed right from birth and often determine the traditional responsibilities and tasks assigned to girls and boys, women and men. Like gender, while they are conceived from birth, gender roles can evolve over time, in particular through the empowerment of women/ females and transformation of masculinities.

Gender relations: Constitute how men, women, boys and girls interact with one another. This arises from the roles men and women are expected to play in society. Sometimes SR/GBV arises out of gender relations and the unequal power relations that are created. For example if boys are brought up to believe they are “men” and are more important than girls, then they can abuse girls, believing it is the right thing to do. Sexual violence is sometimes based on society looking at women and girl’s roles as cooking, getting married and having babies.

Gender sensitivity: The ability to perceive existing gender differences, issues and inequalities. The good news is that as members of the community and people with a duty to look after those entrusted to our care, we can be supported to become gender sensitive. Once we become gender sensitive, we can start taking corrective action to address the negative social constructs that contribute to SR/GBV.

Gender responsiveness: Coming up with strategies, plans and actions that address the different needs and aspirations of women and men, girls and boys. It involves taking action to correct or prevent gender bias and discrimination so as to ensure gender equality and equity. This could include having gender responsive laws, policies, bye laws, pedagogy etc.

Gender equality: Means that women and men, girls and boys have equal conditions for enjoying their full human rights and for contributing to, and benefiting from, economic, social, cultural and political development. It involves valuing males and females and the roles they can play; giving them opportunities for equal participation in all opportunities and spheres of life.

Gender equity: The process of being fair to women, men, girls and boys. To ensure fairness, measures must often be used to compensate for historical and social disadvantages that prevent women and men, girls and boys from operating on a level playing field.

Examples of statements about sex and gender

1) Women are born to cook, clean the house and take care of the children. (Gender)

2) Girls menstruate when they reach puberty. (Sex)

3) Boys get deep voices at puberty. (Sex)

4) Men are born to work, buy school needs and pay school fees. (Gender)

5) Girls cry a lot and are very emotional. (Gender)

6) Boys are strong and do not cry easily. (Gender)

7) Women breast feed babies. (Sex)

8) Boys are better than girls at Mathematics. (Gender)

ACTIVITY 1: INTRODUCTION TO GENDER (30 MINUTES)

1) Pin up the flipcharts of sex and gender, and on definitions of sex and gender. For virtual training, share your slides or notes.

2) Refer participants to the flipcharts or screen with the definitions of sex and gender and explain the concepts to them.

3) Read a sample statement, and then ask participants to stand next to the sign “sex” or “gender,” depending on whether the statement reflects biological or socially constructed roles (or what is considered masculine or feminine). For virtual training, you can ask participants to have two manila cards, one with sex and one with gender on it. They should raise the card that they feel corresponds with the statement, near their face, where it is visible. This exercise is meant to get participants into the discussion about how gender is “socially made” not “born”.

4) After participants have had time to decide whether the statements relate to gender or sex, ask the questions below. Allow participants to express their opinions and justify why they related the statements to sex or gender.

• Why do you think this statement is related to sex?

• Why do you think this statement is related to gender?

5) End the session by asking participants in groups or online breakout rooms of 5 to 6 to quickly draw and label pictures of any 3 of: 1) nursery school teacher, 2) Mathematics teacher, 3) school driver, 4) school cook, 5) head teacher and 6) school nurse.

6) Discuss the pictures and find out why they drew a male or female for each role.

WRAP UP: Thank participants and formally wrap up the session by asking participants on a sticky note of one color to “write a “WOW”- something you learned that was important to you”. On another sticky note of a different color, “write a “HOW ABOUT”? A question or other idea you might have”. Post your notes on the two flip charts (labeled WOW and HOW ABOUT). For virtual training, they can write their “wow” and “how about” to the facilitator only in the in-meeting chat. Spend the next five minutes reading and reviewing the notes. Highlight the important points. Put any issues that are not addressed in the “Parking lot” and address them by or at the end of the unit.

Session 2: GBV causes, manifestations and perpetrators in the community

TIME: 30 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants should be able to define what causes GBV and how it manifests in the community and who some of the perpetrators are.

METHODS USED:

1) Brainstorming.

2) Small group discussions.

3) Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides.

• Applications e.g. Zoom (virtual training).

• 25 pieces of green manila and 25 of pink manila cards 10 by 15 centimetres (you can use any other two colours).

• Two containers e.g. box, bowl or basket marked GBV and PREVENTION.

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with the four types of GBV (psychological/ emotional, physical, sexual and economic).

2) Prepare some examples of the definitions of the four types of GBV on flipcharts, slides or online white board.

3) Prepare causes, manifestations of GBV and the possible perpetrators on flipcharts, slides or online white board.

SUPPORT NOTES FOR THE FACILITATOR: Gender Based Violence (GBV)

This is violence or abuse that is based on gender roles and relationships. It can be either psychological/emotional, physical, sexual and economic, or combinations of the four. In the following section are brief descriptions of the types of GBV with a few examples. The examples are by no means exhaustive and participants can add to them based on their communities and experiences.

Psychological/emotional Violence: This is any act that causes psychological harm to an individual. Examples are: bullying, making threats, teasing; intimidation, lying about someone, insulting someone, humiliation and ignoring someone.

Physical violence: It is any act which causes physical harm as a result of unlawful physical force. It can take the form of: corporal punishment, holding/ restraining a person against their will, punching, kicking, hitting, shoving, wrestling, throwing something at someone,

pinching, scratching, biting, burning or scalding and forcing to swallow food or liquid.

Sexual violence: This constitutes any sexual behaviour or act performed on an individual without their consent. It can take the form of: rape, defilement, intimate partner violence, sexual harassment, indecent touching and exposure, sexually explicit language, sexually suggestive remarks or offers, sexual and inappropriate material (pictures, videos etc.).

Economic violence: This is any act or behaviour which causes economic harm to an individual. It could be in the form of: not providing adequate shelter, food, clothing and other basic necessities; exploiting others for economic gain; property damage; restricting access to financial resources, education, labor markets etc.

Causes, manifestations and perpetrators of GBV

There are several causes of GBV in the community. The causes are usually rooted in socio-cultural norms and beliefs. The abuse of power and exploitation of unequal power relationships also contribute to GBV. Note that whether the power is real or not; the victim always perceives the perpetrator as more powerful. GBV in the community has many causes, manifests in many forms and anyone can be a perpetuator as outlined in Table 1 below.

Table 1 Examples of GBV causes, manifestations and perpetrators

Causes Manifestation

Peer pressure.

Poverty and misuse of cultural norms, traditional family structures.

Poor legal systems and structures; corruption; pressure from cultural and religious institutions.

Poor enforcement of the law. Alcohol and substance abuse.

Bullying, intimate partner abuse, sexual harassment.

Control of access to goods, services, money, favour etc.

Implementation of discriminatory laws. Impunity or lack of legislation and sanctions against perpetrators.

Use of excessive force to maintain order and or security. Use of arms or force to inflict physical harm and access goods or services.

Perpetuator (more “powerful” person)

Peers, older children, both males and females.

Husband, father, head of household, clan heads.

Justice law and order duty bearers. Elected leaders, village elders, religious and cultural leaders.

Soldiers, police, robbers, gangs.

ACTIVITY 1: INTRODUCTION TO GENDER BASED VIOLENCE (GBV) (30 MINUTES).

1) Introduce the participants to GBV using the definition in the facilitator notes. Ask participants for some examples of violence suffered by women because they are women and by men because they are men. Note their answers and thank them.

2) Use the flipchart, slide/ notes on power and introduce how GBV is due to abuse of power and unequal power relations. Go through each type of power and ask participants if they know anyone who has experienced GBV because of the abuse of the power. Note the answers, as they may guide future sessions.

3) Introduce participants to the four types of GBV using examples in the notes.

4) Divide the participants into 3 groups or online breakout rooms and ask them to come up with 5 examples of GBV in the community and what causes them.

5) Ask each group to make a presentation after which the wider group responds and discusses the causes and types of gender in the community.

WRAP UP: Thank participants and summarize the causes and types of GBV in their community.

Give out the pink and green manila cards and ask participants to write down on the pink cards a form of GBV they have been knowingly or unknowingly encouraging and on the green cards one kind of GBV they have been knowingly preventing. Collect the cards in the containers marked, GBV and PREVENTION. With the co-facilitator, pass the containers round and ask each participant to read out one act of GBV and one act of PREVENTION. Tell them that we can all be perpetrators knowingly or unknowingly but we can also all prevent GBV. For virtual training, ask the participants to share with the facilitator only on in-meeting chat, one kind of GBV they have been knowingly preventing. After a few minutes, ask them to share a form of GBV they have been knowingly or unknowingly encouraging. Record the types of GBV and prevention raised by participants on flipcharts or slides marked WRAP UP SESSION 2 UNIT 1.

Session 3: GBV effects on developmental domains, learning, teaching and school environment

TIME: 60 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants should be able to show how GBV affects developmental domains (physical, mental, social, emotional and linguistic), learning, teaching and school environment.

METHODS USED:

1) Brainstorming.

2) Small group discussions.

3) Role plays.

4) Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Ask participants to give an example of GBV and how it can affect learning, teaching and the school environment. Get about three examples and discuss them as a group.

2) Have 3 to 4 scenarios of how GBV affects learning, teaching and the school environment typed and printed out on a sheet of paper.

SUPPORT NOTES FOR THE FACILITATOR: While GBV happens in the community, it can affect the school environment. This is because the pupils, students and teachers and other duty bearers come from the community and move between school and home every day, or go home for holidays. Below are some scenarios that show GBV can affect developmental domains (physical, mental, social, emotional and linguistic), learning, teaching and the school environment.

Scenario 1:

Jane is 10 years old in primary four and is always late for class. Her mother is a single parent who has three other children to look after. Jane has to do house work and help her mother make pan cakes before she goes to school each day. This often makes her worry because no matter what she does to try to get there on time, her mother always has something for her to do before she leaves for school, and it makes her late. Sometimes she does not even want to go to school because of the punishment she receives from her teacher. She makes her stand at the front of the classroom, and the other children laugh at her. After sitting down, Jane finds it difficult to concentrate in class. She has not reported anything to her mother, who only gives her money for exercise books when they sell pancakes.

Scenario 2:

Tom is 12 years old and lives with his father and four sisters. His father lost his source of income when his hardware store closed down during the country wide lock down due to the COVID-19 pandemic. As a result, he started drinking heavily. Due to the curfew and lockdown, he now drinks from home. He sends Tom to the shopping centre to buy him alcohol. Tom does not like buying alcohol for his father because when his father gets drank, he sometimes verbally abuses them and at times beats their mother. Tom has now become angry and he beat up a boy at school who said his father is a useless drunkard. He used to perform very well but his grades have steadily kept going down. He tried to raise the issue with his uncle, but the uncle rebuked him saying a son cannot report his father’s behaviour and that as a man, he should not whine but be strong.

Scenario 3:

Tony who is 15 years old has a disability and because of his disability, he finds it difficult to walk fast or ran. At home, when he was younger, his parents used to tell him to hide when visitors came over. He was also not allowed to go to church and to the shopping centre with his sisters. At school, he often sits alone while other children play during the school breaks and finds it very difficult to climb the stairs to his classroom. Some children tease him because of his disability. Tony dreads going to school because his legs hurt when he climbs the stairs to his classroom and the children laugh at him.

Scenario 4:

Dinah a refugee is 5 years old, she is in top class in the infant section of the community school which she attends with her older sister Mary. There is a child in Dinah’s class who pinches her when teacher Ida is not looking in their direction. This child who is much bigger than Dinah sometimes drinks her porridge and eats the snack that World Food Programme provides for her, saying refugees are bad people who eat their food. Dinah used to perform very well but because of the bullying, she has started forgetting the things she is taught in class. Dinah is afraid to report the child whose father is the village chief.

Scenario discussion questions:

1) Who is the powerful person in this scenario? (It could be more than one person)

2) What kind of power have they abused and how? (E.g. social through peer pressure and bullying).

3) Who is the victim?

4) How are they affected as a result of this abuse of power?

5) Where does this abuse happen? (It could be more than one answer e.g. at home and in the classroom etc.).

ACTIVITY 1: GBV AND POWER (20 MINUTES)

1) Tell the participants that since gender is socially constructed; GBV often has its source in the community; it involves the abuse of power and exploits unequal power relations. The power could be real or perceived. However, the victim of the abuse believes the power is real.

2) Share one scenario and ask a volunteer to read it.

3) Use the scenario discussion questions to guide a discussion on the scenario.

4) Note the answers on a flip chart, slide or online white board and share them with everyone. Note emerging patterns. The scenario may show that a victim can suffer abuse at home, on the way to and from the school, at school and in the community.

WRAP UP: Thank participants and ask them to start thinking about what they can do to address such a scenario. Ask them to write the summary in their note book, under the heading: UNIT TWO: WHAT I CAN DO TO ADDRESS GBV IN MY COMMUNITY.

ACTIVITY 2: GBV SCENARIOS GROUP DISCUSSION (40 MINUTES)

1) Divide the participants into 3 groups or online breakout rooms and give each group one fresh scenario (not the one discussed in activity 1).

2) Ask them to develop a 5 minute role play about the scenario. (While during the virtual training they may not be able to fully act, they can creatively use their voices, facial expression and improvised props to come up with interesting role plays).

3) Each group presents their scenario.

4) The others discuss the scenario based on the discussion questions.

5) Ask each group being critiqued to note the answers and based on them makes a summary of how GBV affects learning, teaching and the school environment. Each group will write out their summary on a flipchart or type it out.

WRAP UP: Thank participants and ask them

• What went well?

• What was difficult?

• What needs to be done differently next time?

WRAP UP: Thank participants and formally close training on Unit One by asking a few participants for any key lessons learned. Ask everyone to note them down in their note books under the heading; KEY LESSONS LEARNED UNDER UNIT ONE. Ask the group to write three ways they can use or apply what they have just learned and circle the one they plan to do first.

PERSONAL REFLECTION: Tell participants, “There are social norms that deem some forms of GBV as normal, acceptable, or even justified and therefore perpetuate GBV. GBV may go unnoticed because we have lived and accepted it for so long. We need to start critically looking at what happens around us and see whether there are forms of violence that have become acceptable over time. This is important since gender issues start from birth. Read more about gender in early years and in the school setting in the FAWE Gender-Responsive Pedagogy in Early Childhood Education A toolkit for teachers and school leaders, in Appendix IV”.

unit two: scHool relAted gender bAsed violence

Introduction

Unit Two is at the heart of the manual. It introduces the facilitators and participants to SRGBV. The sessions provide facilitators and participants with information on: types of SRGBV in and around their schools; and causes, contributing factors and the consequences of SRGBV. The unit outlines the guiding principles and roles of teachers and education practitioners in preventing and responding to SRGBV.

UNIT OUTCOMES:

By the end of Unit One you should be able to: 1. Understand the types of SRGBV and their causes and contributing factors. 2. Define the consequences of SRGBV.

3. Introduce ways of identifying, preventing and responding to SRGBV.

What is in Unit Two?

Session 1: SRGBV types, causes and contributing factors

This session:

• Introduces the types of SRGBV

• Defines some of their causes and contributing factors. 60 minutes

Session 2: The consequences of SRGBV

Session 2 defines the consequences of SRGBV. 30 minutes

Session 3: Identifying, preventing and responding to SRGBV

This session introduces ways of identifying, preventing and responding to SRGBV in and around schools. 60 minutes

Total 2 hours 30 minutes

Session 1: SRGBV types, causes and contributing factors

TIME: 90 MINUTES

LEARNING OBJECTIVES

By the end of this session, participants should be able to define the types of SRGBV in and around their schools; in individual classrooms and their causes and contributing factors.

Discussion.

NEEDED: • Flipcharts or chalkboard. • Masking tape. • Markers or chalk. • Sticky notes or • Manila pieces (15 by 10 centimetres). • Slides • Applications e.g. Zoom (virtual training) PREPARATION NOTES FOR THE FACILITATOR: 1) Be familiar with the four types of SRGBV (psychological/ emotional, economic, physical and sexual). 2) Write the definition of SRGBV on a flipchart. 3) Prepare three pieces of paper, one with “Agree,” one with “Disagree” and one with “Not sure.” Post the pieces of paper on the wall on different sides of the room. For virtual training, ask each participant to prepare 3 pieces of manila (15 by 10 centimeters) and write “Agree,” “Disagree” and “Not sure on them.” 4) Have definitions of the four types of violence and types of power from the session about gender available for reference. 5) Read and be familiar with the definition of SRGBV.

SUPPORT NOTES FOR THE FACILITATOR:

School related gender based violence (SRGBV)

SRGBV continues to be prevalent in schools, where learners should be protected and is detrimental to the learning and overall wellbeing of learners all over the world. All learners are at risk and vulnerable to SRGBV, however girls, children with disabilities and other vulnerable groups like children in conflict, emergencies and post conflict situations, are often at higher risk of SRGBV. Many times, SRGBV is under-reported or goes unreported in all contexts, especially for the most vulnerable.

School related gender based violence (SRGBV) is any form of violence or abuse that is based on gender norms and stereotypes and is reinforced through gender roles, relationships and unequal power dynamics. It can be either physical, sexual, economic or psychological/emotional, or combinations of the four. It can take place in the school, on the school grounds, going to and from school or in school dormitories. This violence can be perpetrated by teachers, pupils or community members. Both girls and boys can be victims as well as perpetrators. There are educational, reproductive health and health consequences of SRGBV. (UN WOMEN, 2016; USAID, 2009)

Types of SRGBV

Some types of SRGBV are more common than others. For example, bullying is the most prevalent form of violence in schools, regularly affecting more than one in three students between the ages of 13 and 15 worldwide (UN Women, 2016). One in ten girls under the age of 20 worldwide has experienced sexual violence and high rates of sexual harassment have been reported in many countries. Globally, rates of new HIV infections are highest among adolescent girls and young women between the ages of 15 and 24, compared with other groups based on age and sex. This is particularly true in Sub Saharan Africa . There is some evidence to suggest that girls are more likely to experience sexual violence with boys more likely to experience corporal punishment, or more severe corporal punishment, in school than girls (UNESCO, 2017). Millions of children live in fear of physical abuse under the guise of discipline: more than 80% of students in some countries suffer corporal punishment at school. Additionally, millions of children, whether in remote rural or densely built urban areas, face significant barriers to reach school every day, affecting their attendance. Lack of safety and threats of violence also affect access, particularly for girls. In a study of 7,000 children in 11 countries across Africa, Asia and Latin America, more than one-quarter of girls interviewed reported never or seldom feeling safe on the way to or from school (Plan International, 2014). Marginalized groups are at increased risk. In a survey of 3,706 primary schoolchildren from Uganda, 24% of 11 to 14-year-old girls with disabilities reported sexual violence at school, compared to 12% of non-disabled girls (Devries et al, 2014). Cyber-bullying is a growing concern. Available statistics suggest that the share of children and adolescents globally who are affected by cyberbullying ranges from 5% to 21% (UNESCO. 2017). Below are some examples of types of SRGBV, the list is by no means exhaustive and participants can add to it.

Causes of SRGBV and contributing factors

Children, adolescents and young people spend most of their waking hours in pre-school and school. When children are exposed to violence at school, they are not only denied of their rights to protection but to education .There are several factors that contribute to SRGBV, some are outlined in Table 2 below.

Table 2 Factors contributing to SRGBV

NDIVIDUAL FAMILY SCHOOL COMMUNITY

(Biological, personal history and demographic characteristics)

Lack of awareness of individual and collective rights.

Sex, age, ethnicity, disability.

Gender identity. Low level of education. Low economic status. Geographic location.

Living with or affected by HIV & AIDS.

Previous experience of violence (witness, victim, perpetrator etc.).

Conflict, emergency or post-conflict situation.

social relationships)

Low value accorded to the girl child in family settings. Lack of parental care. Alcohol/ substance abuse in family settings. Food insecurity. Inter-generational violence and tolerance of sexual, emotional and physical violence in the family. Lack of awareness of SRGBV and the rights of children and adolescents

(School-level factors)

Lack of knowledge and awareness around SRGBV. Lack of school level capacity to prevent, identify and address. Teachers / school staff able to perpetrate violence or abuse with impunity. Lack of safe, secure and welcoming physical spaces.

Teaching, learning and disciplinary methods that reinforce violence. Lack of teaching strategies for life skills and preventing and responding to SRGBV.

Lack of culturally appropriate and accessible services to report and respond to SRGBV. Tolerance of emotional, sexual, economic and physical violence in the community.

Persisting patriarchal values that support gender inequalities. Social norms, which discourage reporting of SRGBV and even accept it.

Politicisation and opposition to girls’ education.

SRGBV perpetrators not held accountable. Weak laws and enforcement of the law.

Scenarios for causes of SRGBV

Scenario 1:

My name is Rahim, I am 16 years old and in year four of high school. Two weeks ago after school I was walking to the football field with three boys in year six, and one asked us to take a different route than usual. When we got behind the shops near some old buildings, one of the boys lit a cigarette. He took a few puffs and started passing it around. When it came to my turn, I refused to take the cigarette. The boy who had lit the cigarette was very angry and out of nowhere, he punched me hard and knocked me to the ground. He did not beat me again but told me to never to tell anyone that he and his friends smoke cigarettes. I am so frightened that someone else might see and report them and they shall think it was me. I avoid them at school and walk to and from school alone. I am scared of telling anybody about my fears

Scenario 2:

My name is Amina, I am 17. I walk the same way to school every day. It is the only way I can walk to school safely, because if I pass through the ghetto, there are idle youths and petty thieves. On my route, each day I walk past the bar and restaurant owned by my father’s friend, uncle Bill. He sometimes gives me a drink and something to eat. He told me I can approach him whatever I want some money and that he is happy to help me any time. Last week, he touched my breast and asked me to go with him inside the room he uses as his office at the restaurant. I said no, but every day he asks me the same thing, and he is getting more and more persistent. Sometimes my parents send me to buy food from his restaurant and he gets close to me, and touches me. I am afraid my parents will not believe me when I tell them what uncle Bill does.

ACTIVITY 1: DEFINITION OF SRGBV (10 MINUTES)

1) Ask the participants to come up with definitions of SRGBV. Take two to three responses and note them down on flipcharts, slides or online whiteboard as DEFINTIONS OF SRGBV -UNIT TWO. Share the definitions with participants so that everyone can see them, then share the definition in the facilitator’s notes.

ACTIVITY 2: SRGBV CAUSES AND CONTRIBUTING FACTORS (50 MINUTES)

1) Divide the participants into 2 groups or online breakout rooms and give each group one scenario each of SRGBV. Ask each group to write and name the type/s of SRGBV in their scenario and: i) the causes; and ii) the contributing factors of the violence in this scenario.

2) Ask them to design a 5 minutes role play around their scenario.

3) Groups present their role plays and the other group guesses the type of violence, the causes and the contributing factors. At the end of each discussion, the group will share its summary of type, causes and contributing factors that they wrote down.

4) Ask for the five most prevalent forms of violence in their school and write them down.

WRAP UP: Thank participants and let them know that SRGBV can affect both girls and boys of any age, religion or culture. It has many causes and happens within and around schools. A lot of it goes unreported because victims are afraid or are not sure who to talk to. Sometimes teachers and education practitioners accept it because we are a part of these gender norms.

Session 2: The consequences of SRGBV

TIME: 30 MINUTES

LEARNING OBJECTIVES:

1. By the end of this session, participants should be able to name the educational, reproductive health and health consequences of SRGBV.

METHODS USED:

1) Brainstorming.

2) Small group discussions.

3) Discussion.

MATERIALS NEEDED:

• Flipchart or chalkboard; slides and/ or short videos.

• Masking tape.

• Markers or chalk.

PREPARATION NOTES FOR THE FACILITATOR: 1) Be familiar with the educational, reproductive health and health consequences of SRGBV.

SUPPORT NOTES FOR THE FACILITATOR: There are many negative educational, reproductive health and health consequences of SRGBV. Some of these are given below. SRGBV at times leads to victims becoming perpetrators in the short, mid or long term. Victims are also likely to have problems with other people and the law. SRGBV costs the families and state as they try to treat and rehabilitate victims in both the short and long term, and through loss of people who could have become very useful citizens. That is why identifying and preventing SRGBV is very important.

Educational consequences- These could include: absenteeism, lack of concentration, loss of interest in school, disruption in class, non-school attendance, lower academic achievement, school dropout, desensitized to suffering and using violence as a legitimate means to achieve their own aims.

Reproductive health and health include: These include: child and early/forced marriages, infant and maternal mortality, diseases due to early pregnancy and delivery (e.g. fistula), STIs, HIV/AIDS, mental disorders (anxiety, depression, loss of memory, anger or hostility, low selfesteem, shame, suicidal tendencies- attempts and actual suicide), substance misuse, risky (sexual) behaviour, eating disorders and physical wounds or deformity.

Financial Consequences-These include: Costs of treatment and legal costs.

Challenges in addressing SRGBV

There are challenges while addressing SRGBV, often compounded by lack of a common conceptualization of SRGBV. Additionally, some types of violence are more visible and easier to identify and track than others (e.g. physical and corporal violence vs. psychological and sexual violence). Often, the most vulnerable children (e.g. children with disabilities, refugees, victims of abuse) also have the least support and links to report abuse. Most violence goes unreported or unrecognized, particularly where social and gender norms make it hard for children, adolescents and young people to report or recognize certain behaviors and actions as violence. Reporting systems are at times not user-friendly, e.g. victims have to relive the abuse several times; the systems make the victims feel guilty and traumatized; there is lack of privacy; there are no specialized technical persons such as counsellors and sign language interpreters etc. Data on violence are rarely disaggregated by sex or by location of the incident, with data analysis and tracking systems usually at their lowest capacity in areas (including schools and communities) and countries where children are most vulnerable.

ACTIVITY 1: CONSEQUENCES OF SRGBV (30 MINUTES)

1) Divide participants into three groups or online breakout rooms.

2) Ask each of the groups to discuss the following question: “What are the educational, reproductive health and health consequences of SRGBV?”

3) Each of the groups should note their responses on the flip chart or slides.

4) Ask each of the groups to present group work in the plenary session.

5) Summarize the presentations, add any consequences participants may have missed out and share the summary.

WRAP UP: Thank participants and wrap up by telling them because of these consequences, it is very important to identify, prevent and respond to SRGBV. Ask them to write the summarized consequences in their notebooks as CONSEQUENCES OF SRGBV-UNIT TWO.

Session 3: Identifying, preventing and responding to SRGBV TIME: 60 MINUTES

LEARNING OBJECTIVES:

1. By the end of this session, participants should be able to define how to identify, prevent and respond to SRGBV.

METHODS USED:

1) Brainstorming.

2) Small group discussions.

3) Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with the key principles for planning to identify, prevent and respond to SRGBV.

2) Define what can be done to expand each of these principles into practical actions.

3) Draw on the participants’ experience to come up with the practical actions.

SUPPORT NOTES FOR THE FACILITATOR: The following principles should guide you when you are developing school interventions to identify, prevent and respond to SRGBV.

Table 3: Key principles for SRGBV planning to identify, prevent and respond to SRGBV

PRINCIPLE HOW IT SHOULD WORK

Whole school community approach

Effective SRGBV identification, prevention and response should as much as possible target the whole school community. Engage various stakeholders in and around the school and in the community. These should include among others: the board of governors, school management committees, the head teachers, senior teachers, heads of departments, subject teachers, matrons, games teachers, support staff and the learner representatives, parents, religious leaders, parent and community support group representatives, local authorities .

Context specific

Inclusive and ‘ no harm’ approach

All plans, strategies and activities aimed at identifying, preventing and responding to SRGBV should address a specific context. It is therefore very important to understand, the individuals, the culture, the community and any other factors within a specific school environment. Do not rush, study the situation carefully through a well-planned situation analysis exercise.

Put the best interests of the learner first. Ensure you observe, learners’ rights, needs, safety and protection and survival when planning how to identify, prevent and respond to SRGBV. Learners should also be recognized as key participants in developing solutions to address SRGBV. Ensure all learners, including traditionally marginalized or excluded e.g. learners with disabilities, refugees, the internally displaced are able to participate, take action and are consulted.

Gender responsive and developmentally appropriate

Topics and issues included in curricular and co-curricular activities must be gender-responsive, developmentally and age appropriate, so as not to encourage SRGBV in and around the school.

All the above must be based on strong gender and rights analysis and any gender biases must be noted and addressed at every stage. This should help to build knowledge and shape skills, values and attitudes in order to transform established norms around gender and power; by empowering individuals to champion gender equality and challenge all forms of SRGBV.

ACTIVITY 1: THE MIRRORED APPROACH (20 MINUTES)

1) Introduce participants to the mirrored approach- using Table 3 as a reference.

2) Ask a volunteer to read one principle and how it should work.

3) Brainstorm on what concrete actions can be taken under that principle to help identify, prevent and respond to SRGBV in their school.

4) Note down the answers.

WRAP UP: Thank participants and wrap up by telling them that they have now started thinking about practical ways of addressing SRGBV in their schools or institutions. They should write these down in their note books, under the heading, WAYS OF ADDRESSING SRGBV IN MY SCHOOL OR INSTITUTION: UNIT TWO. These will help them when it comes to drawing up their school or institution SRGBV response action plans.

ACTIVITY 2: THE MIRRORED APPROACH- GROUP DISCUSSION (40 MINUTES)

1) Divide participants into three groups or online breakout rooms.

2) Assign each group one principle: a) Whole school community approach; b) Inclusive and ‘no harm’ approach and c) Gender responsive and developmentally and age appropriate.

3) Ask each group to come up with practical activities to identify, prevent and respond to SRGBV in their school using that principle.

4) Each group reports in plenary.

5) Label these flipcharts or slides MIRRORED APPROACH GROUP DISCUSSION UNIT TWO. Keep them well, as they will help with action planning.

WRAP UP: Thank participants and formally close Unit Two by asking two of them to ask their colleagues and note down: - What went well? - What was difficult? - What needs to be done differently next time?

PERSONAL REFLECTION: Tell participants, “Remember, that SRGBV can happen at any level in the school, to a learner of any age, from early years through to secondary and higher education. It can be perpetuated by any one in and around schools and therefore requires a whole institution approach. Since it affects all learners; it must be addressed using an inclusive strategy that includes even the most vulnerable learners. SRGBV arises from gender norms, biases and unequal power relations; it must therefore be addressed through a gender-responsive strategy”.

Students from Athwana Secondary school during a Science lesson

unit tHree: legAl And Policy frAmework And commitments

Introduction

Unit Three introduces some key global and regional policies that commit to addressing SRGBV. It goes on to explain that these global and regional policies guide national policies and action plans. It further shows that it is therefore very important that schools make school level commitments that include prevention; response to mitigate the impact of SRGBV, and accountability. Unit Three emphasizes that school leadership is instrumental to making school level legal and policy commitments. These should be through child protection policies, procedures and systems that apply whole school approaches aimed at SRGBV prevention, response and accountability, in line with criminal, civil and local bye laws

UNIT OUTCOMES:

By the end of Unit Three you should be able to: 1. Outline key global and regional frameworks that address SRGBV. 2. Work within national frameworks to mainstream SRGBV into school systems. 3. Mainstream SRGBV prevention and response into school systems and procedures.

What is in Unit Three?

Session 1: Global and regional frameworks that address SRGBV

This session: Introduces the global frameworks and commitments to address SRGBV. Outlines some of the regional frameworks that address SRGBV. 60 minutes

Session 2: How to work within national frameworks to address SRGBV The session outlines how to make school level legal and policy commitments in line with national laws which address SRGBV. 40 minutes

Session 3: Mainstreaming SRGBV prevention into school systems and procedures.

Session 3 introduces SRGBV mainstreaming process and the four basic requirements for successful SRGBV mainstreaming and policy formulation in schools. 20 minutes

Total 2 hours

Session 1: Global and regional frameworks that address SRGBV

TIME: 60 MINUTES

LEARNING OBJECTIVES:

1. By the end of this session, participants should be able to outline key global and regional frameworks that address SRGBV.

METHODS USED:

1) Brainstorming.

2) Small group discussions.

3) Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with the global and regional frameworks and commitments that address SRGBV.

2) Print out or prepare a list of the key global and regional frameworks.

3) On flipchart, slide or online white board, make a summary of the key SRGBV issuesaddressed in international and regional instruments.

SUPPORT NOTES FOR THE FACILITATOR: Global Legal Frameworks that address SRGBV

Global legislation is necessary in order to ensure that a child, adolescent or young person’s right to a safe education is enforceable. Children, adolescents and young people are entitled to the rights and protections contained in specific treaties which include provisions which are relevant to eliminating violence against children. Below are some examples of key international legal commitments and frameworks that address SRGBV. There are links for more detailed information under each instrument.

Table 4 Policy commitments and international agreements addressing SRGBV

Instrument Commitment or provision

1960

UNESCO Convention against Discrimination in Education

1979 Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW)

1989: Convention on the Rights of the Child (CRC)

2000: Dakar Framework for Action Education for All

March 2015: Beijing Platform for Action (Beijing+20)

Adopted in 1960 -Signatories agree to the principle of non-discrimination and that every person has the right to education. The Convention expresses that a safe and violencefree learning environment is an essential part of a quality education.

Was adopted (entered into force in 1981) – Signatories must take positive measures to prevent, investigate, prosecute and punish any incidents of GBV, which are condemned as a form of discrimination that violates the human rights of girls and women (General Recommendation 28 – Paragraph 2).

Was adopted (entered into force in 1990), obligating states to ensure that children are properly cared for and protected from violence, abuse and neglect by their parents, or anyone else who looks after them (Article 19: Protection from all forms of violence), without discrimination (Article 2), and including the best interests of the child (Article 3).

The Framework sets out a plan of action aimed at achieving the six internationally agreed Education for All (EFA) goals. The Dakar Framework for Action outlines key strategies for meeting the EFA goals, including preventing violence and conflict, and creating a safe learning environment.

The 189 UN Member States that adopted the Beijing Declaration and Platform for Action took up the global call to end all forms of violence against women and girls by highlighting violence as one of their 12 critical areas of concern. They agreed on a comprehensive definition of what violence is, whether it takes place in the family or community, or is perpetrated or condoned by the state. In addition, they made the education and training of women one of 12 critical areas of concern.

April 2015: The Executive Board of UNESCO

May 2015: Incheon Declaration

Comprising 58 member states, the Executive Board of UNESCO adopted the Learning without Fear decision to commit to designing and implementing national policies and action plans to support safe, inclusive and effective quality learning environments for all children. This first-ever UN decision on SRGBV acknowledges its negative consequences on children’s health, learning, school attendance and school completion.

Participants at the World Education Forum (held in Incheon, Republic of Korea) endorsed the Incheon Declaration Education 2030: Towards inclusive and equitable quality and lifelong learning for all. Article 8 states: ‘We recognize the importance of gender equality in achieving the right to education for all. We are therefore committed to supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-based discrimination and violence in schools.

September 2015: Sustainable Development Goals

SDGs:

4.5 Eliminate gender disparities in education and ensure equal access to all levels of education for all.

4A Build and upgrade education facilities that are child, disability and gender-sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

5.2 Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation.

5.3 Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation.

8.7 Take immediate and effective measures to eradicate forced labor and by 2025 end child labor in all its forms.

16.1 Significantly reduce all forms of violence and related death rates everywhere; 16.2 End abuse, exploitation, trafficking and all forms of violence against and torture of children.

Regional Frameworks that address SRGBV

Africa remains committed to global commitments and treaties that address SRGBV and has a number of instruments that highlight commitments to address SRGBV. In Table 5 below are examples of some key regional and sub-regional instruments important to addressing SRGBV.

Table 5 Regional Frameworks that address SRGBV specifically in Africa

Instrument Provision or commitment Africa

AU Strategy for Gender Equality & Women’s Empowerment 2018-2028

CESA 15-25

Outcome 4.2 Voice: Women and girls have equal voice and exercise agency in the home, community, and public spaces.

Outcome 4.2 Voice: Women and girls have equal voice and exercise agency in the home, community, and public spaces

Pillar 3 calls for gender equity, equality and sensitivity throughout the education and training systems, and commits to it through strategic objectives 2 and 10 which lay emphasis on: a conducive learning environment in all sub-sectors and peace education and conflict prevention and resolution at all levels of education and for all age groups.

Maputo Protocol

National laws and judicial systems protect and fulfil women’s ownership and inheritance rights, education, wage equality, civil liberties and physical integrity as provided for by the African Charter on Human and People’s Rights on the Rights of Women.

Article 2:1 Every young person is entitled to the enjoyments and rights in the Charter irrespective of sex, ethnicity, color, language, religion, political or other opinion, fortune, national and social origin, birth or any other status.

The African Youth Charter

Article 13:3f Development of life skills to function effectively in society and include issues such as: HIV/AIDS; Reproductive Health; substance abuse prevention; and cultural practices that are harmful to the health of young girls and women, as part of education curricula.

Article 13:4h Young girls who became pregnant where applicable be supported to return to school.

Protocol on Gender and Development (2008, updated in 2016)

Article 6:1: Member states shall amend or repeal all laws that discriminate on the grounds of sex or gender.

Article 9: Calls for protection of PWDs through legislation and related measures, taking into account their particular disabilities.

Articles 11: Calls for protection of the girl and boy child; eliminating all forms of discrimination against them; protecting them from harmful cultural attitudes and practices and enabling them equal access to information and education.

Article 12: Calls for women’s representation and participation in decision making.

South African Development Cooperation (SADC)

East African Community (EAC)

Article 9: Calls for protection of PWDs through legislation and related measures, taking into account their particular disabilities.

The policy subscribes to the principles:

Equal opportunities and equitable distribution of programmes, services, and resources.

Non-discrimination, based on gender, race/origin, age, ethnicity, creed, political affiliation or social status including working to eliminate gender discrimination and violence.

Section 5.2: Ensuring elimination of all forms of discrimination in Education Sector in order to enhance human capital development in the region, through action around:

- Equal enrolment, retention and transition of all girls and boys including those with special needs in education at all levels.

- Affirmative action strategies to ensure and that there is equal access to Information Communication Technology (ICT), Science and Mathematics at all levels.

- Strategies for addressing Sexual Harassment and Gender Based Violence in education institutions and work places.

- Minimum standards for sanitation and hygiene to meet the special needs of boys and girls.

The policy subscribes to the principles:

o Equal opportunities and equitable distribution of programmes, services, and resources.

o Non-discrimination, based on gender, race/origin, age, ethnicity, creed, political affiliation or social status including working to eliminate gender discrimination and violence.

East African Community Policy (2018)

Section 5.2: Ensuring elimination of all forms of discrimination in Education Sector in order to enhance human capital development in the region, through action around:

- Equal enrolment, retention and transition of all girls and boys including those with special needs in education at all levels.

- Affirmative action strategies to ensure and that there is equal access to Information Communication Technology (ICT), Science and Mathematics at all levels.

- Strategies for addressing Sexual Harassment and Gender Based Violence in education institutions and work places.

- Minimum standards for sanitation and hygiene to meet the special needs of boys and girls.

Supplementary Act on Equality and Rights between Women and Men for Sustainable Development (2015)

Article 8: Member States shall adopt the laws and measures necessary for the social protection of persons with disabilities, taking into account the particular vulnerabilities of women and girls who are in this situation in all spheres of life.

Article 10: Calls for child protection in all sphere of life to include: a) Eliminating all forms of discrimination.

b) Equal access to education and health care.

c) Protection against negative attitudes and cultural practices (particularly vulnerable children- refugee and migrant children and children with disabilities).

d) Protection against sexual and physical abuse.

e) Prevention, protection, recovery and rehabilitation of children in conflict with the law.

f) Protection against begging, living on the streets and child labor

Economic Community of West African States (ECOWAS)

Economic Community of West African States (ECOWAS)

ACTIVITY 1: KEY SRGBV ISSUES IN INTERNATIONAL AND REGIONAL INSTRUMENTS (60 MINUTES)

1) The facilitator(s) can use one of the options below to introduce and explain the examples ofkey issues to prevent and respond to SRGBV addressed in international and regional instruments.

Exercise (Option 1)

• Divide participants into three groups or online breakout rooms. Ask them to discuss and write down examples of global and regional legal policies and frameworks they know which support prevention and response to SRGBV.

• Groups report back in plenary.

• Explain that rights they have identified (and others) have been written in international and regional documents, which most countries in the world and in Africa have signed.

• Share the list of the key global and regional frameworks. Explain that these instruments are important since they have commitments which individual countries must use to guide their SRGBV prevention and response.

• Explain that it is out of these international and regional frameworks that national frameworks are developed. It is these national frameworks that inform the school level policies and day to day SRGBV prevention and response in schools.

Exercise (Option 2)

The Africa Union (AU) Delegation Exercise:

• Divide participants into three groups or online breakout rooms. Assign each group one of the scenarios below. Read out or display the following scenarios:

• ‘Imagine that you are a delegation from any African country and you are going to make a presentation to the African Union (AU) about the global and regional legal policies and frameworks which support prevention and response to SRGBV in your country. As a group, list the frameworks and find a creative way of presenting them to the rest of us, the AU or your Regional Economic Community (REC).

• “Imagine you are an AU delegation and you are going to make a presentation about the global and regional legal policies and frameworks which support prevention and response to SRGBV in the RECs in Africa.

Session 2: How to work within national frameworks to address SRGBV TIME: 40 MINUTES

LEARNING OBJECTIVES:

1) By the end of this session, participants should be able to define how to work within national frameworks to mainstream SRGBV prevention and response into school systems.

METHODS USED:

1) Reflection.

2) Brainstorming.

3) Small group discussions.

4) Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with some national policies that address issues of SRGBV.

2) Print out or prepare a definition of SRGBV mainstreaming.

SUPPORT NOTES FOR THE FACILITATOR:

The legal and policy framework in individual countries is the key national guiding resource in preventing and responding to SRGBV. It enables institutions to plan, implement and monitor interventions. It also provides an opportunity to use lessons learned to identify: key gaps in current national legal and policy frameworks. National level actors can use the lessons learned to strengthen the legal protection of learners against SRGBV.

Below are examples of legal and policy provisions from countries from different RECs that can guide schools and institutions on which issues to address and who to target when mainstreaming SRGBV prevention and response into school systems and procedures.

WRAP UP: Thank participants and summarize and present the legal frameworks and commitments using flipchart, slides or online whiteboard with the key issues to prevent and respond to SRGBV addressed in international and regional instruments

Table 6 National policies as guides for SRGBV mainstreaming: Uganda

Legal Instrument

Specific provisions

SRGBV area addressed Uganda

The National Orphans and other Vulnerable Children Policy, 2004

The Refugee Act, 2006

The Second National Strategic Program Plan of Intervention for Orphans and Vulnerable Children (NSPPI II 2011/12-2015/16)

Circular Director of Education (7 August 2006)

The main provisions are around child protection and prevention of violations of the rights of children who are vulnerable and are more likely to be at risk and in hazardous and even life threatening situations.

Directed that each school’s Management Committee or Board of Governor’s approves a school disciplinary policy and also ensure that a punishment book is maintained by the school.

Refugees, orphans and other vulnerable children.

Education Act, 2008.

Teachers can be deregistered because of misconduct. Misconduct is defined to include professional misconduct and conduct prejudicial to the physical, mental or moral wellbeing of any learner in any school (Sec 14).

Disciplinary policy and records.

Teachers’ conduct

The Computer Misuse Act, 2011/ The Anti-Pornographic Act, 2014.

Prohibit the production, participating in the production, trafficking in, publishing, broadcasting, procuring, importing and exporting of pornographic material-materials depicting images of children with the primary purpose of causing sexual excitement.

Cyber violence

The National Plan for Action on Elimination of Child Labor 2012/132016/17.

National Referral Pathway for Prevention and Response to Gender Based Violence Cases in Uganda, 2013.

Children in exploitative and commercial sex are a key target group as they are considered among those in worst forms of child labor.

Provides guidance to service providers/practitioners and victims/ survivors about what to do and where to seek services in case of SR/ GBV.

Child labor and sexual exploitation

Response and referral

Reporting, Tracking, Referral and Response (RTRR), 2014.

Provides clear reporting, tracking, referral pathways and responses that learners, teachers, parents, community members and school administrators need to follow when they encounter or are confronted with SRGBV.

An SRGBV responsive RTRR system that is in line with the national targets and indicators.

National Strategy and Plan of Action on Violence Against Children in Schools (2015-2020).

The overall goal of the strategy is to ensure measures are in place to prevent, protect and respond to violence against children in schools. It has specific performance indicators for benchmarking and measuring progress.

An SRGBV responsive school- both systems (internal) and procedures (external).

Children (Amendment) Act, 2016.

Handbook for alternatives to Corporal Punishment, 2017.

Revised Guidelines on Prevention and Management of Teenage Pregnancy in school settings in Uganda (2020).

Framework for provision of continued learning during the COVID 19 lockdown in Uganda, 2020

Sections- 7: Harmful practices; 8: Harmful employment; 8A: Sexual exploitation; 42A: Protection from all forms of violence; 42B: Prevention and early intervention; 106A: corporal punishment.

Provides a set of positive behaviour management strategies in schools.

All forms of violence.

Positive discipline.

Ensure pregnant girls and child mothers are supported to continue and complete their education during pregnancy and after delivery.

Ensure that every child can stay safe while still acquiring knowledge in both health and academic sectors.

Retention and re-entry of pregnant girls

Child safety and continued learning.

Table 7: National policies as guides for SRGBV mainstreaming: Nigeria

Legal Instrument

Specific provisions

Section 1:1 Rape; 1:2 Punishment; 1:3 Victim compensation.

SRGBV area addressed

The Violence Against Persons (Prohibition) Act, 2015 (the VAPP Act)

Section 2 Physical violence. Section 3; 14; 21 Psychological violence. Section 4; 17; 18 Fear and threatening. Section 5; 22 Sexual violence. Section 6; 20; 25; 26. Harmful cultural practices.

Section 7 & 8 Obstructing justice. Section 10 Depriving of freedoms.

Section 11 Destruction of property with intent to cause distress. Section 12; 16 Economic abuse and abandonment.

Safe school environment. Addresses issues of response; justice and recompense for victims and penalties for offenders.

The Child’s Rights Act (CRA) 2003

Measures to be taken to promote children’s rights include protecting school children from acts aimed at curtailing their studies. This could cover sexual violence, corporal punishment and bullying.

An SRGBV responsive schoolboth systems (internal) and procedures (external).

Part I: Best interest of a child.

Part II: Rights of a child.

Part III: Protection of Rights of a child.

Section 221 (1) (b) CRA, 2003

Specifies that no child shall be ordered to be subjected to corporal punishment. However, there are contradictory laws; e.g. as at 2019; Article 295 of the Criminal Code (South), Article 55 of the Penal Code (North) and the Shari’a penal codes in the Northern states confirm the right of parents to use force to “correct” their children.

Corporal punishment.

National Guidelines and Standards of Practice on Orphans and Vulnerable Children, 2007.

Provide guidance for the development and implementation of interventions for the care, support and protection of orphans and vulnerable children in Nigeria.

Cyber Crimes Prohibition Preventions Act, 2015

The Act provides an effective, unified and comprehensive legal, regulatory and institutional framework for the prohibition, prevention, detection, prosecution and punishment of cybercrimes in Nigeria.

Section 23: Child pornography and related offences.

Section 24: Cyber stalking.

Orphans and vulnerable children.

Cyber violence.

National Policy and Plan of Action for the Elimination of FGM/C in Nigeria (2013–2017)

Education Sector COVID-19 Response Strategy, 2020

Prohibits and provides penalties for the act of FGM.

Provides comprehensive and coordinated actions to mitigate the COVID-19 pandemic’s immediate, medium- and long-term impact on the nation’s education sector.

Harmful cultural practices.

Child safety and continued learning.

LEARNING OBJECTIVES:

1. By the end of this session, participants should have a clear picture of what steps and actions to take when mainstreaming SRGBV into their schools systems and structures, in line with national frameworks.

METHODS USED

1. Brainstorming.

2. Small group discussions.

3. Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with some national policies that address issues of SRGBV.

2) Print out or prepare a definition of SRGBV mainstreaming.

SUPPORT NOTES FOR THE FACILITATOR:

Mainstreaming: According to the United Nations, mainstreaming is the process of assessing the implications for women and men of any planned action, including legislation, policies or programmes, in any area and at all levels. SRGBV mainstreaming should happen at school level. However, given that there may be restricted funding, schools should find creative ways of accessing school specific needs and establishing an SRGBV policy with definitions of SRGBV and clear guidelines for enforcement. The national policies in this unit can give some idea on areas to address in the school SRGBV policy. Raising awareness on the SRGBV policy and operationalization could be included in school activities across the school calendar. For instance, SRGBV-related issues could be consistently raised during school assemblies, parentteacher days, drama clubs, music activities, and art and culture days, among others.

Four things essential to SRGBV mainstreaming and establishing an SRGBV policy

Once you have introduced SRGBV mainstreaming, it is important to guide participants on the essential things they should have as they go into accessing school specific needs and establishing an SRGBV policy for preventing and addressing SRGBV in and around schools.

1) Political Will: Support and commitment from governance and management leadership towards preventing and responding to SRGBV. This commitment towards addressing SRGBV could include: public support and pronouncements on SRGBV; committing staff time and financial resources; instituting relevant internal structures, systems and practices.

2) Organizational Culture: Awareness and sensitivity concerning norms, beliefs and codes of behaviour that support or undermine preventing and responding to SRGBV in the school or amongst staff and learners. These could include: how people relate; what ideas are considered to be acceptable; how people are ‘expected to behave’; and what behaviours are rewarded.

3) Technical Capacity: Understanding the skills and knowledge that individuals in and around the school need in order to address SRGBV. Among these skills and knowledge are: gender analysis skills; awareness of national legal and policy guidelines and frameworks that address SRGBV; awareness of a conducive physical and all responsive environment; knowledge of child’s rights and protection; how to identify, report and refer SRGBV and monitoring and evaluation.

4) Accountability: Establishing mechanisms and standards used to measure progress in meeting its commitments to preventing and responding to SRGBV including: a safe school environment, gender responsive teaching, learner involvement, female participation in leadership and decision making, addressing grievances etc.

ACTIVITY 1: SRGBV MAINSTREAMING (20 MINUTES)

1) Introduce the participants to the definition of mainstreaming in the notes. Brainstorm on why it is important to mainstream SRGBV prevention and response into school systems and procedures. Participants can write reasons on sticky notes or manila cards which you can stick on the wall. For virtual training, they can share their reasons with you on in-meeting chat, which you can transfer to slides, or online white board. Discuss them and see

if there are any emerging themes. Ask a volunteer to summarize the importance of mainstreaming SRGBV prevention and response into school systems and procedures.

2) Explain that mainstreaming SRGBV prevention and response into school systems and procedures is a process that needs to be guided by certain factors within the organization. Introduce the participants to the four requirements including: political will; organizational culture; technical capacity and accountability. Once you have introduced all four, go back and brainstorm on each of them asking participants for examples from their schools or experience. End by telling them that even with these four in place; SRGBV mainstreaming is a change process that requires planning, resources and monitoring progress, among other things.

WRAP UP: Thank participants and formally close the unit by asking them to:

KEY LEARNING POINTS

• Change is a process. It is not an event that happens and finishes immediately.

• People and organizations making a change in their attitude, practices, systems and procedures. Most people and organizations go through a common process, as described by the five stages.

• Most people go through a similar process when they change.

• Understanding how individuals and organizations change can help us become better at facilitating change across the school and school community.

unit four: A sAfe scHool environment

INTRODUCTION

Unit Four addresses how to create a safe environment in and around the school. The Unit raises the basic political, physical, academic and social standards a safe school should have. The political environment ensures that school governing bodies and management not only have the will but put in action the commitment to preventing and responding to SRGBV. This calls for having in place, among other things, a teachers’ code of conduct (CoC) and an effective school SRGBV policy that protect learners across all levels SRGBV. What is in Unit Four? Session 1: The importance of a teachers’ CoC and school SRGBV policy Session 1: • Explains the importance of a teacher code of conduct and a school SRGBV policy.

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

• Explain the importance of a teacher code of conduct and school SRGBV policy.

• Show how to assess a school for SRGBV responsiveness and safety.

METHODS USED:

1. Brainstorming.

2. Small group discussions.

3. Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with the importance of a teachers’ CoC and a school SRGBV policy in enforcing a safe school environment.

2) Be familiar with areas that need to be assessed in a school and the methods.

3) Review activities and discussion questions.

SUPPORT NOTES FOR THE FACILITATOR: A safe school environment is one in which the political, academic, social and physical environment take into account the specific needs of all males and females, especially the learners, entrusted to the school’s care. One way of ensuring this is through establishing a user-friendly and operational SRGBV policy. The SRGBV policy can be implemented alongside the teachers’ code of conduct.

Students from FAWE AIC Kajiado Centre of Excellence listen keenly at a past event.

Teachers’ CoC and school SRGBV policy

A teachers’ CoC emanates from the state and relevant state entity. The entity could be the Ministry of Education or the Teaching Service Commission. The CoC refers specifically to teachers and a range of penalties are available to discipline teachers in breach of professional conduct. For example a teacher can be suspended and interdicted; and a teacher convicted of a sexual offence against a pupil can be deregistered. Examples of CoCs from Nigeria and Uganda can be found in Appendix VI.

On the other hand, a school can come up with whole school SRGBV policy that explicitly protects learners across all levels from adult-to-child and peer-to-peer abuse. The policy must be supported by sufficient and credible data on the nature and scope of SRGBV in and around the school and must have adequate support for implementation both within the school and school communities. It should be user-friendly and have clear definitions of SRGBV that can be understood by all members of the school community. The SRGBV policy must have clear roles, responsibilities and supporting systems. In case of abuse and misconduct; penalties must be clearly stipulated and consistent with legal frameworks for child rights and protection. However, in operationalizing the SRGBV policy, time must be taken to understand each case, especially those that involve the most vulnerable and victims or survivors of abuse. These cases may require less punitive measures such

as raising awareness, counselling and pyscho social support (PSS).

Summary of a good school SRGBV policy

• Is informed by contextual analysis.

• Addresses violence holistically, including prevention, response and support for victims;

• Identifies and addresses barriers to taking action on violence, such as poor law enforcement, impunity for perpetrators, inadequate reporting mechanisms, fear of repercussions, stigma, lack of support for victims, lack of female or sympathetic teachers;

• Engages the whole school community (including parents) in reflecting on violence and its causes

• Aims for empowering rather than regulatory or punitive approaches;

• Ensures that schools are supported with reflective training to help address norms that underpin violence.

• Ensures ongoing support, monitoring and evaluation of the SRGBV and code of conduct.

Developing and implementing the school SRGBV code of conduct/ policy

Students from Athwana Secondary school during a practical Science lesson

Table 8 Checklist for developing and implementing the school SRGBV policy

Component Key areas of interest

Defining a code of conduct The objectives of the code clearly stated. The public targeted by the code is clearly identified. The code should focus on teachers, but also include other school staff and anyone invited to work on school property (e.g. head teachers, administration, support staff, school-board members, contractors and inspectors).

• The code takes into consideration essential themes and questions around SRGBV.

Formulating the content

• The code is applicable to the daily working life of teachers.

• The code is formulated in specific terms.

• The code addresses gender and SRGBV issues.

• Adequate resources, sufficient time and local expertise and provided to develop the code.

• Major players are consulted on the design of the code. Learners should be involved in the formulation of the code of conduct, where possible.

Developing the code

• Major players agree to be involved in the process, including teachers and teachers’ unions and school communities (parents, pupils etc.).

• Much effort has been put into reconciling the different views of the parties involved.

• The code does not only reflect the government’s perspective.

• The implementation of the code is supported by the law.

Adopting the code

• Pre-primary, primary and secondary/school teachers officially adhere to code.

• The code is easy to understand, with visual illustrations e.g. posters with key messages and local language translations. The code should be distributed widely e.g. through workshops, drama, songs, radio, the internet, newsletters etc.

• There are sufficient resources and or innovative ways for wide circulation of the code.

Disseminating and promoting code

• Pre-primary, primary and secondary school teachers know about the code.

• The general public also know that there is a code, what it says and how to hold teachers and other school staff to account. It is particularly important that learners of different ages can understand the code. It should be worded in an age-appropriate and childfriendly way.

Implementing the code effectively

• The implementation of the code is supported by public authorities and by teachers (or their representatives).

• There are no bureaucratic delays or biases in the application of the code.

• The necessary resources for the implementation of the code has been mobilized.

• The code is considered effective with complaints investigated and appropriate sanctions and penalties.

• Violations of the code can lead to legal proceedings.

and sanctioning misconduct

Reporting

• The general public knows (or is familiar with) the procedures for lodging a compliant.

• Plaintiffs are not afraid to file a complaint. Risk assessments to ensure protection of both parties during an investigation.

• Appropriate and sufficient sanctions are applied in a format that is understandable to them.

Reviewing the code and evaluating is impact

• The revised version of the code is available to all stakeholders.

• Assessment reports on the implementation of the code made public.

• Investigation reports on cases of breaches of the code are available.

Adapted from Posson 2009, as cited by UN Women, 2016

How to assess a school for SRGBV responsiveness and safety

Leadership should have accurate, context specific information and in-depth understanding of issues to be tackled, people involved, relevant policies, implementation or non-implementation of those policies, role of other key stakeholders, and if the environment is conducive to identify and address SRGBV. School governance structures along with management should therefore ensure that periodically, the school goes through an SRGBV and safe school audit. All members of the school community should be involved with a core team of teachers, learners and external stakeholders properly trained and equipped to spearhead the assessment, using a lens that is gender sensitive, inclusive and child friendly. The knowledge and skills acquired in units 1-3 are very important to this exercise. Therefore, it is important to incorporate the

training into the school calendar and cascade it down to as many members of the school community as possible. With more members of the school community trained in SRGBV, its consequences and the importance of a safe school; it will become easier to involve them in assessing the school environment and owning the teachers’ CoC and SRGBV policy.

There are a number of ways to analyse the school for SRGBV responsiveness in each of the four areas: political, physical, academic and social as well as looking at monitoring and evaluation and sustainability. This unit shares two methods including using: a transect diagram or a participatory map (in session 2). Both methods have been used in organizational and programme planning, with great success across several organizations globally and across Africa.

ACTIVITY 1: QUALITIES OF A SAFE SCHOOL (20 MINUTES)

1) Ask each participant to write five qualities of a safe school environment in their notebooks.

2) Split the participants into working pairs or in online breakout rooms.

3) Give them approximately 5 minutes to introduce themselves to each other and share their ‘qualities for a safe school environment.’

4) Back in the wider group, ask for as many volunteers as possible to mention the many qualities of a safe school environment.

5) A co-facilitator will note these ideas on a flip chart, slides or online whiteboard.

6) Conclude by asking participants, ‘What is your role in building a safe school environment and how does a safe school support learning and learner development”?

ACTIVITY 2: LEADERS, LEADERSHIP AND DIVERSITY (30 MINUTES)

1) Divide the participants into 4 groups or online breakout rooms and ask each group to list five good leadership qualities and five bad leadership qualities.

2) Ask each group to include how each of these qualities can support or discourage forming an SRGBV policy in the school.

3) Ask each group to present their group work and discuss how they could address these issues in their schools.

4) After the presentation, tell them that leaders and the people they lead have good and bad, or likeable and dislikeable traits. That is why we must appreciate each other’s differences and the different choices that others make especially when making important decisions like creating a safe environment in and around the school.

5) Lead a discussion about appreciating differences as a leader: For example:

• Ask participants to think about and discuss a situation in which people in the school may have different opinions and make different choices about how to identify and address SRGBV. (You can also add examples like addressing sexual violence and teenage pregnancy throughclubs like FAWE’s Tuseme clubs; having girls do a pregnancy test at the beginning of every school term; having role models speak to girls; expelling girls who get pregnant, etc.).

• Ask participants to think about and discuss ways in which being different as a leader and an individual can be a good or a bad thing.

WRAP UP: Tell participants that different people like different things and make different choices from all of us. Mention that one’s relationships with others is more positive when we understand and appreciate the different opinions and choices of others. This is important as we go into creating a safe school environment.

Session 2: Identifying areas that need addressing in and around the school TIME: 2 HOURS

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

• Guide team members to identify SRGBV issues that need addressing and around the school.

• Facilitate a discussion on how to address the issues identified through the participatory activities.

diagram.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION

NOTES FOR THE FACILITATOR: 1) Be familiar with key steps and guidelines in developing an SRGBV policy. 2) Prepare a transect diagram focussed on SRGBV on the way to and from school. 3) Prepare a map of the school communities’ environment highlighting “black spots” for SRGBV.

SUPPORT NOTES FOR THE FACILITATOR:

Identifying SRGBV issues that need addressing in and around the school. This can be done through a school community perspective where the school community makes itself a sustainable safe space that has clearly identified SRGBV areas to address with clearly suggested solutions. This can be done through use of a number of participatory means including the transect diagram and participatory mapping, as shown below.

Figure 1: Transect diagram focused on SRGBV on way to and from school Example of a transect focused on SRGBV on way to and from school

Zone

Types of SRGBV issues raised

• Bullying

• Manual labour

• Teasing

• Casual but unwelcome sexual advances.

Suggested solutions

• Use various school platforms to sensitize learners and seek solutions with them and community.

• Rape

• Defilement

• Physical violence

• Theft

• Alcohol and drug abuse

• Aggressive unwelcome sexual advances

• Exposure to pornographic videos

• Develop local by-laws in consultation with community.

• Raise awareness on harmful gender norms.

• Know the warning signs

• Work collectively to come up with local by- laws and other solutions.

• Beatings.

• Verbal abuse.

• Denial of basic needs.

• House chores.

• Male preference

Establishing safe and confidential reporting mechanism.

School garden just outside fence Community and local government gardens Local trading centre Village and home

Figure 2: Participatory map with “black spots”

Staff houses

Staff houses Girls’ dormitory Types of SRGBV issues raised Suggested solutions

• Fix lighting behind boys’ dormitory

Put a wheelchair ramp at the entrance of the school clinic.

Fix the doors on the girls’ bathrooms.

Close holes in fence between girls’ and boys’ end.

Stop corporal punishment.

Stop punishing pupils in front of the administration block. Stock medicinal drugs and refurbish school clinic/sickbay.

ACTIVITY 1: THE TRANSECT DIAGRAM (15MINUTES)

1) Ask participants to gather around or view the projected/ shared transect diagram.

2) Explain how a transect diagram can be used to show areas learners and teachers move through on the way to and from school.

3) Discuss the types of SRGBV issues raised and ask participants to add any others.

4) Ask participants to suggest solutions.

ACTIVITY 2: THE PARTICIPATORY MAP (15 MINUTES)

1) Ask participants to gather around the participatory map or view the projected/ shared map.

2) Explain how a participatory map can be used to show SRGBV “black spots” in a school communities’ environment.

3) Ask participants to suggest SRGBV issues and solutions based on the map. Start them off with a) Suggestions for issues: no lighting behind boys’ dormitory; no wheelchair ramp at the entrance of the school clinic and b) Suggested solutions: fix the doors on the girls’ bathrooms; stop punishing learners in front of the administration block.

4) Explain that they can draw participatory maps of their school as teachers or with learners and they can identify SRGBV “black spots” that need attention.

WRAP UP: Ask two participants to come up with key lessons from the sessions. Ask another two to summarize how they will use what they have learned when they go back to their schools.

ACTIVITY 3: PRACTICAL APPLICATION (1 HOUR 30 MINUTES)

1) Divide the participants into 4 groups or online breakout rooms.

2) Ask group 1 to develop a transect diagram focused on SRGBV on the way to and from the community.

3) Ask groups 2 and 3 to draw a school SRGBV “black spots” map and group 4 to draw a community “black spots” map.

4) Have group 1 present their transect diagram and ask for additional issues and solutions. (ENSURE YOU IT CLEARLY AND KEEP IT FOR USE IN UNIT 8).

5) Next ask groups 2, 3 & 4 present their maps. (ENSURE YOU LABEL THEM CLEARLY AND KEEP THEM FOR USE IN UNIT 8).

6) Lead a discussion about the issues found on the way to school, in the community and in the school environment and their suggested solutions:

For example:

• Ask participants to think about which issues can be handled in the school and by whom and which issues cannot be resolved at school level. Ask them to note these down in their notebooks as UNIT FOUR- ISSUES TO BE HANDLED AT SCHOOL LEVEL.

• Ask participants to think about ways in which the issues that cannot be handled at school should be treated. Ask them to note these down in their notebooks as UNIT FOUR-ISSUES TO BE HANDLED BY OTHER STAKEHOLDERS.

WRAP UP: Tell participants that the transect diagram and the participatory mapping can be tailored to different groups and different settings. For instance, they can be tailored to an early childhood school setting. Thank them for their lively participation.

PERSONAL REFLECTION: Tell participants, “Interventions to prevent and address SRGBV can be more effective when learners are involved in planning and implementation. Ultimately, decision-making processes should also facilitate learner, family and community engagement, academic achievement and staff empowerment”.

unit five: identifying srgbv

INTRODUCTION

Unit Five notes that physical and emotional changes that children, adolescents and young people experience as they grow can lead to SRGBV if school communities are not equipped with knowledge and skills to handle them. The unit raises other factors in and around the school that contribute to SRGBV. It specifically looks at punishment and discipline; behaviour challenges and how to manage these challenges, especially in the classroom. Within this context, the unit explains how to identify and support victims and survivors of SRGBV.

What is in Unit Five?

Session 1: Understanding changes during growing so as to address SRGBV

This session looks at changes that take place when children, adolescents and young people are growing up. It also looks at the importance of understanding these changes and how to handle them in order to address SRGBV.

Session 2: Factors in and around school that contribute to SRGBV Session 2 examines the factors in and around school that contribute to SRGBV and affect children, adolescents and young people. It also specifically looks at punishment, discipline and identifying and managing behavioural challenges. 25minutes

Session 3: How to identify SRGBV victims and survivors

The session explains how to identify children, adolescents, young people who may be experiencing or are survivors of SRGBV.

45 minutes

4 hours

1 hour

Total 6 hours 5 minutes

Session 1: Understanding changes during growing so as to address SRGBV TIME: 45MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants will be able to: 1. Explain how bodies and behaviour changes in early years and especially during puberty.

2. Discuss the knowledge and skills needed to understand these changes and support children, young people and adolescent handle the changes and prevent or address any attendant SRGBV issues.

METHODS USED: 1) Group discussion. 2) Brain storming. 3) Sketches and pictures. 4) Storytelling. 5) Case studies and 6) Testimonials.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Familiarize yourself with the session content.

2) Prepare all materials required for this session (Any charts, slides or illustrations that can bring out issues of body changes).

3) If you can, familiarize yourself with the culture of the participants surrounding puberty. (Remember, in some cultures, issues of growing up may not be discussed openly)

SUPPORT NOTES FOR THE FACILITATOR:

Growing up is an important and exciting period in the lives of children, adolescents and young people that comes with changes. These physical and emotional changes can sometimes be confusing and lead to feelings of insecurity and awkwardness. They are at times exploited and lead to different forms of abuse. It is therefore important that teachers, parents and other duty bearers are equipped with knowledge and skills in this area; so that they can ably support children, adolescents and young people, to embrace growing up positively, and address any attendant SRGBV issues.

Figure 3: Growing up involves physical and emotional changes

Adapted from Health information and life skills development Manual – Ma-PLAY

Body and behaviour changes in early years and during puberty

Early years (0-2 years, 3-5 years, 6-8years):

Early childhood is defined as the period below the age of 8 years (UNICEF, 2001). Children in this age bracket tend to be very curious both about their bodies and the bodies of others. They look at one another’s private parts or touch their own private parts. They look at others when they are naked (perhaps when others are in the toilet). Often, they engage in fictional games that may involve nudity and touching, kissing and hugging peers. Sometimes they wet and soil their clothes. (For additional reading, see Appendix VI).

You should also note that while the 9-year-olds are neither classified under early years or puberty, they are transitioning towards puberty and should therefore not be ignored. Additionally, according to the East, Central and Southern African Health Community (ECSA-HC), (2011), studies show that sexual abuse can occur as early as 8 years.

Puberty (10-14 years and 15-19 years): UNICEF, (2011) divides puberty in to: early adolescence which is 10-14 years and late adolescence at 15-19 years. During this stage, adolescents start to sweat more and have body odour. Their growth is rapid, and they grow hair in the private parts and the armpits, and at times they may grow hair on their legs and arms and may get pimples or acne on their faces. Girls develop breasts, hips enlarge and ovulation and menstruation begin. Boy’s voices may change and become deeper, muscles may grow bigger and shoulders may broaden. Sperm production and ejaculation begin and boys sometimes have ‘wet dreams’.

Both boys and girls become more independent and self-awarehowever, they also struggle with a sense of identity and mood changes (anger, depression, being rude and self-centered). Quite often they identify with peers and relationships with friends and opinion of others become more important (peer pressure, wanting to please friends even if it means getting into trouble). They are interested in their appearance and self-image and

behaviour is often driven by feelings. During this stage, there is often experimentation (taking risks and using drugs) and there can be a rebellious streak. They also develop special feeling for opposite sex ( classmates, teachers or celebrities) and are curious about sexual organs and become aware of their sexuality. However, they are also sensitive and worry alot but are able tolearn quickly, plan and can be dependable.

ACTIVITY 1: BEHAVIORAL AND EMOTIONAL CHANGES FOR BOTH GIRLS AND BOYS (25 MINUTES)

1) Ask three or four volunteers to define puberty.

2) Write their responses on a flip chart, slide or online white board.

3) Thank them and then using the definition above; explain that puberty is a time of change.

4) Divide the participants into four groups or online breakout rooms.

5) Each group will handle early years 3-5 years; 6-9 years; 10-14 and 15-19 years.

6) Ask each group to discuss the significant needs and any changes that occur during these different stages for girls and for boys using a poster presentation. (Use two flipcharts or slides or pages to record the responses and encourage all team members to contribute).

7) Groups report back. Ask across the different groups if they have anything to add.

8) Take note of what has been presented and add any additional information from the notes above. Wind up by reminding participants that body changes are part of growing up and are normal and they vary from person to person.

ACTIVITY 2: UNDERSTANDING AND

ADDRESSING CHANGES

FOR BOTH BOYS AND GIRLS (20 MINUTES)

1) Using a chart at a time, discuss how any of these changes and issues can lead to SRGBV? E.g. are girls considered “inferior” and “dirty” during menstruation?

Some guiding questions:

i. How are children helped to understand their bodies and relating to others at this very early stage?

ii. Do toilet and other facilities cater for the early year’s children?

iii. Are the care givers for early years specially trained to cater for the holistic needs of these children in a gender responsive manner?

iv. Do girls and boys fear going through puberty, or is it something they look forward to?

v. How do they cope with or celebrate puberty?

vi. How does the community or culture recognize puberty? (For instance, in some cultures once girls begin menstruating, they are considered adults. In some cultures, they can now have sexual relations and even get married).

vii. How do teachers, parents and other adults respond to puberty? Do they result in unfair treatment? (For example, boys may gain more freedom, but girls may have more restrictions and more heavy punishments for fear of pregnancy by parents. Do boys get school needs while girls do not get sanitary pads for instance?).

viii. How do boys and girls react to each other as they go through puberty? (For example, boys may start making sexual advances towards girls and girls may become interested in boys).

ix. What kind of menstrual napkins or pads do girls use and how do they get them?

x. How are adolescents supported to recognize and deal with mental anxiety that comes with experiencing puberty?

xi. How do girls manage their periods at schools (For example, are there separate latrines or toilets for girls? Do they have doors and water?)

xii. How are girls supported by the whole school communities not to feel ashamed during menstruation?

WRAP UP: Sum up this session by noting that it is important for children, adolescents and young people to know the changes that take place in their bodies, so that they can make informed decisions and manage their feelings. These changes are normal, and they show that the body is maturing. However, if not handled well, they can contribute to SRGBV. Therefore, avoid punishment or scolding as it is likely to cause guilt and shame. While many cultures have sexuality shrouded in secrecy or hidden terms; providing the correct information and making sexuality a topic that can be talked about has benefits. Find age-appropriate sex education materials from the curriculum and other sources recommended by your Ministry of Education to support you in passing on information to children, adolescents and young people.

Session 2: Factors in and around school that contribute to SRGBV

TIME: 4 HOURS 25 MINUTES

LEARNING OBJECTIVES

By the end of this session, participants will be able to: 1) Identify the various forms of SRGBV children, adolescents and young people suffer at school. 2) Discuss how these forms of violence affect them.

METHODS USED: 1) Group discussion.

Brainstorming.

Presentations.

Sketches.

Debates. MATERIALS NEEDED:

Flipcharts or chalkboard.

Masking tape.

Markers or chalk.

Sticky notes or

Manila pieces (15 by 10 centimetres).

Slides

Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATORS: 1) Read through the support notes and have all training materials and flipcharts ready. 2) As a facilitator, try and get information on:

The most common forms of punishment in the school community.

Forms of punishment used in the school.

What punishments are culturally acceptable but violate child rights and protection. 3) Make enough copies of behaviour chart for each participant. (If possible, have any photographs or illustrations that can bring out issues SRGBV in and around schools)

SUPPORT NOTES FOR THE FACILITATOR:

Table 9 Factors in and around the school that contribute to SRGBV

Across the school:

• Discipline and punishment may follow local norms for punishing children, adolescents and young people. These may be culturally acceptable but may be harmful and have negative impact on the learners. Culturally acceptable practices may conflict with national and local laws and policies and at times they override the laws. For example, in many countries, corporal punishment is against the law, but many teachers still use it in the school. In most cases, both teachers and parents think corporal punishment is good and do not see it as abuse. Many adults were beaten or psychologically abused as children and they think it is normal and was for their own good. Teachers and parents might therefore not know any other way to discipline children. There are also other non-physical forms of punishment that are cruel and degrading. Certain punishments can have serious consequences are in violation of children’s rights. There is therefore need to change social norms and attitudes regarding punishment and discipline.

In the classroom:

• Language: Language may reinforce gender stereotypes. For example, using only male or female pronouns (she, he, his, her) instead of using their or talking about all pupils and students. References like: Mankind; man’s achievements; all men are created equal; God loves all mankind; the best man for the job; chairman; businessman; congressman; policeman; headmaster; midwife. Better forms of language can be used with neutrality and without reinforcing gender stereotypes: e.g. humanity; human beings; people; human achievements; all people are created equal; the best person for the job; chairperson; business executive; manager; businessperson; congressional representative, police officer; head teacher.

Language can also extend to non-verbal body language like gestures,facial and eye expressions. Remember, learners at all stages pick this up. If you laugh at a young boy who is playing with a doll or continuously show surprise at a high school boy who writes very well, and high school girl who is very good at Physics; you are likely to affect all of them psychologically. It has been noted that some compliments may have negative effects; for instance, if girls are continually complimented with beautiful, lovely, rather than brilliant and excellent. This could in some instances be the start of sexual violence, where girls are coerced into using their bodies and charm rather than brilliance to pass examinations.

• Lesson planning that is not gender responsive: This may not take into consideration the specific needs and gender considerations of girls and boys in all the teaching and learning processes. This may include: teaching and learning materials, teaching methodologies, learning activities, classroom arrangement, etc. As a result, this may lead to certain types of SRGBV, right from early years through the education trajectory. For example; treating girls as the weaker sex by gently patting a girl who hurts herself and is crying, while a boy in the same situation is told, ‘Get up, boys don’t cry.’ Other examples include: making boys sit at the front in Science laboratories. Teaching and learning materials that portray males and females in certain roles, e.g. stories that portray boys as heroes and girls as needing to be rescued. Classroom management and student leadership that favours certain groups or puts groups into certain roles e.g. girls take books to teachers’ houses and sweep classrooms, while boys help with setting up laboratory equipment and setting up the classroom. Lesson and class allocation where certain subjects and levels are taught by just female teachers and others by male teachers; despite having the same or similar qualifications.

In extracurricular activities:

• Lack of interaction and gender-specific activities. Since we are taught from an early age to interact with people of our sex and that certain games and sports are a reserve for either males or females, we take this into our professional lives. For example; teachers may insist that girls play with “feminine” toys like dolls and boys play with “masculine” toys like cars and bicycles. However, either sex can play with these toys. Girls may be stopped from playing games like chess or playing instruments like guitars in the school band. The reverse could be possible when boys are not allowed to join the cooking club and are instead encouraged to join the agriculture club or football team. This coercion may lead to confusion, lack of interest, emotional distress and may affect future career choices.

The more learners of the same sex interact (girls with girls and boys with boys), the more likely they are to display behaviour considered typical of their sex. For example, boys who play with boys all the time may become more rough and inclined to being violent. Yet, when learners have many different playmates and try different activities, they will build skills to interact and function successfully in other situations. Interaction should therefore be fostered early on to increase acceptance of diversity. Finally, outside the classroom, learners are sometimes subjected to chores or tasks that make them miss class or leave school late, e.g. to run an errand for a teacher or to do work for the school. School chores should be age appropriate and should never interfere with learning, be a cause for abuse, or threaten health.

Around the compound: Dining room:

• Unequal treatment for males and females or general biases. This often stems from cultural norms and social beliefs. There are some beliefs such as: boys should eat more than girls because they need to be strong and girls generally do not eat much. Boys are never satisfied; it is either the food that gets finished or the ribs that crack. Generally, males do not mind eating substandard or bad food. A sickly boy is like a girl and should not have food wasted on him. Males should not eat vegetables and fruits and females should not eat eggs and goat meat. Girls should not take dairy products during their menstrual cycle. Children should not eat eggs or meat. Remember, a lot of violent student strikes stem from issues around food!

Bathrooms/ restrooms:

• Facilities that are not gender responsive and age appropriate. These may translate into forms of SRGBV. For instance, water is essential, even in schools that do not have direct access to tap water. Adequate safe and accessible toilet facilities must be in place, and they should be appropriate for all ages in the school. For example, the youngest learners may need a step to be comfortable on adult toilet bowls, or may require smaller and lower toilets. In the case of pit latrines, the holes should be smaller to avoid accidents, especially for girls who always squat on the latrines. Distance to the facilities is a key factor in ensuring that young learners, learners with disabilities and girls can use the facilities safely and independently. For early years it may not be necessary to have toilets separated by sex, especially if half doors are in place. If the toilets are separated, ensure the signage is gender responsive and does not reinforce stereotypes. For instance, do not make the signage pink for girls and blue for boys, but use the same neutral colour. With older children, there should be toilets and bathrooms that are separate, clean and safe in terms of doorknobs, doors that reach the floor etc.

Adaptations from FAWE (2018) and FAWE (2019)

“Black spots” around the school: (Refer to notes generated from the participatory mapping in Unit 4)

On the way to and from school: (Refer to notes generated from the transect diagram in Unit 4)

Tips on how to deal with SRGBV in and around schools Acts of violence, particularly in schools, can confuse and frighten children, adolescents and young people, who may feel in danger or worry that their friends or loved ones are at risk. They will look to adults for information and guidance on how to respond. School personnel and other people in schools’ environment can help learners feel safe by establishing a sense of normalcy and security and talking with them about their fears by doing the following:

• Reassure children, adolescents and young people; address underlying issues. Emphasize that schools are safe. Explain that all feelings are okay and encourage them to talk about their feelings. Help to put these feelings into perspective and assist them in expressing these feelings appropriately. Address any underlying causes that may trigger feelings of insecurity or fear. For instance, young people in boarding schools may be afraid of “ghosts” because schools are not well lit and there are many overgrown bushes around the school. Young children may fear going to the toilet because that is where bullying happens. At times, they may need assistance separating reality from fantasy. Do not laugh at or ignore their “imaginary” fears, rather look at the underlying causes and how best to address them. Discuss efforts of the school to ensure safety.

• Make time to talk and give appropriate explanations. Set aside time to talk to learners, to listen to their questions, give guidance and provide ageappropriate and relevant information. This needs to be continuous, as children and youth do not always talk about their feelings readily. Watch for clues that they may want to talk. Some children, adolescents and young people prefer writing, playing music, or doing an art project as an outlet. Young children may need concrete activities (such as drawing, looking at picture books, or imaginative play) to help them identify and express their feelings.

• Establish and enforce safety procedures that include everyone. Establish clear written reporting structures and guidelines and who should handle what kinds and levels of SRGBV. Orient the whole school community on these structures and guidelines. Emphasize the role that pupils and students have in maintaining safe schools by following school safety guidelines including adherence to the school SRGBV policy and reporting suspected or actual cases of SRGBV. There are cases that can be handled by pupil and student bodies; other cases can be handled by a single teacher, while others need to be handled by a group of teachers, management or governing bodies. Criminal cases should be referred to the relevant authorities e.g. juvenile entities and law enforcement. In case teachers are the perpetrators, there should be clear lines of reporting and cases should be handled as per the teachers’ CoC and/or relevant law enforcement entity.

• Observe learners’ emotional state. Some children, adolescents and young people may not express their concerns verbally. Changes in behavior, appetite, concentration in class, and sleep patterns can indicate a learner’s level of anxiety or discomfort. In most learners, these symptoms will ease with reassurance and time. However, some learners may be at risk of more intense reactions. Learners who: have had a past traumatic experience or personal loss; suffer from depression or other mental illness; or have special needs, may be at greater risk of more severe reactions than others. Seek the help of mental health or other professional if you feel there are mental health or other complex issues involved.

• Maintain a normal routine. Keeping to a regular schedule can be reassuring and promote physical health. Ensure that children, adolescents and young people get plenty of sleep, regular meals, and exercise. Encourage them to keep up with their schoolwork and extracurricular activities but do not push them if they seem overwhelmed.

Table 10 Behavior Challenge Chart

Experience as a child during primary school

Experience as an adult in current school

Punishment and Discipline

Punishment is an action that is imposed on a person for breaking a rule or showing improper conduct. Punishment aims to control behavior through negative means. There are two types of punishment that used with children, adolescents and young people:

• Punishment involving negative verbal reprimands and disapproval.

• Punishment involving psychological or physical pain, as in corporal punishment. Some forms of child labor are considered harmful.

How did the learner feel?

Was the method effective, especially in the long run? (Say why for yes or no answer)

Discipline is often used interchangeably with punishment. However, punishment is meant to control a learner’s behavior, whereas discipline is meant to develop a learner’s behavior, especially in matters of personal conduct. It is meant to teach a student or pupil self-control and confidence by focusing on what they should learn. The ultimate goal is for learners to understand and correct their behavior.

Adapted from USAID. 2009. Doorways III Teacher Training Manual

Behavior Challenge

Teacher’s Response Why did the teacher respond this way?

Table 11 The difference between discipline and punishment Discipline vs. Punishment

Discipline is:

Punishment is:

Telling learners only what NOT to do. Acknowledging or rewarding efforts and good behavior. Reacting rather than responding to misbehavior. When learners follow rules because the rules are discussed and agreed upon.

Giving learners positive alternatives.

When learners follow rules because they are threatened or bribed/ coerced.

Controlling, shaming. Positive, respectful Negative, disrespectful. Nonviolent. Violent.

Consistent, firm guidance.

Consequences that are directly related to the misbehavior.

When learners realize their behavior affects others and know how their behavior affects others.

“Time-outs” That are open ended and governed by a child’s readiness to gain self-control.

Understanding individual abilities, needs, circumstances and developmental stages.

Teaching learners to maintain self-control.

Redirecting and selectively “ignoring” minor misbehavior.

Reflection and effective communication

Consequences that are unrelated to the misbehavior.

When learners are punished for hurting others, but not aware of how the behavior affects others.

“Time-outs” that banish a child for a set amount of time governed by the adult.

Not taking into consideration individual abilities, needs and circumstances.

Teaching learners to be controlled by a source outside of themselves.

Constantly reprimanding learners for minor infractions, causing them to ignore you.

Forcing learners to comply with illogical rules “just because I say so”

Teaching learners to behave only to avoid punishment. Teaching empathy and healthy remorse by showing it Being sarcastic or demeaning.

Using mistakes as learning opportunities

Directed at the child’s behavior, never the child

Directed at the learner, rather than the learner’s behavior

Adapted from L. Couture, Discipline vs. Punishment as cited by USAID, 2009 Case Studies for identifying and addressing behavior challenges Negative examples:

Case Study 1

When Ms. Abegunde walks into her form four Mathematics class, a group of boys are making noise at the back of the classroom. She greets the class and begins the lesson, but the boys continue talking when she turns to write on the blackboard. Irritated, she says loudly, “Everyone stop talking. Can’t you see I have started the lesson!” All the boys settle down, except Abeo. Abeo who is a member of the football team is still talking to his friend about the goal he scored against the visiting team over the weekend.

Ms. Abegunde believes Abeo is deliberately defying her and decides to put him in his place. She screams, “Abeo, why can’t you shut up, yet you are so poor at Mathematics? Come and kneel down in front of the classroom. Perhaps you get away with this on the football field but with me you are going to pay for this. I do not encourage nonsense in my class”.

Abeo moves to the front with his head bowed down. He is scared and humiliated in front of his friends. When he kneels in front of the class, he feels belittled and hates the Mathematics class.

• Ms. Abegunde shows anger. She attacks Abeo and his weakness in Mathematics, instead of addressing his behaviour.

• Ms. Abegunde in her anger uses humiliating language and punishment that is meant to hurt and humiliate rather than correct bad behaviour.

Case Study 2

Mr. Mukasa has started his Literature class in form four. As he continues with his lesson on the character of Okonkwo, he notices a group of students are talking and laughing at the back of the classroom. Mr. Mukasa walks to the back of the classroom and says, “Keep quiet, please. We are in the middle of analyzing a very key character and you all need to follow closely.”

After the students are quiet; Rebecca continues talking to her neighbour Josh. Mr. Mukasa reminds Rebecca that being respectful is part of the school rules. He then asks Rebecca, “Are you being respectful and fair to all of us if you talk while I am teaching, and the others are following the lesson?”

Rebecca is relieved that she has not been punished and stops talking and concentrates for the rest of the lesson. At the end of the lesson, she apologizes to Mr. Mukasa for talking during his lesson.

• Ms. Mukasa is very clear about what he wants to happen (to have the students quiet). He goes a step further and explains that it is for their good, it is respectful, and it is part of the school rules.

• Mr. Mukasa is not emotional. He uses polite language, and he addresses the behaviour rather than target the individual.

• He gives the student the opportunity to reflect on their behaviour by asking them whether they think it is appropriate.

Positive Discipline Techniques

• Find learners being good; praise them when they are not seeking attention and misbehaving.

• Ignore the bad behavior when possible, giving the learner positive attention during pleasant times.

• Teach learners to ask for attention (e.g., raising their hands when they want to speak).

• Target-Stop-Do: Target the learners by name, identify the behavior to be stopped, tell the learner what he or she is expected to do at that moment, let him or her make the decision about what he or she does next and its consequences.

• Do the unexpected: Lower your voice, change the tone of your voice or walk out of the room for a second.

• Distract the learner who is misbehaving. Ask a direct question, ask a favor, give choices or change the activity.

• Speak to the learner after class.

• Move the learner to another desk. This is a great strategy if a learner is talking to the same learner all the time and they sit near each other.

• Use nonverbal cues whenever possible.

• Give them a stern look, but do not speak.

• Hold up your pencil when a student should be writing.

• Hold up a book when a student should be reading.

• Walk near the learner.

• Touch the learner’s desk.

Adapted from USAID. 2009. Doorways III Teacher Training Manual

ACTIVITY 1: FACTORS CONTRIBUTING TO SRGBV (45 MINUTES)

1) Divide the participants in four groups or online breakout rooms. Each group will discuss one form of SRGBV in the following: The classroom; extracurricular activities; school compound and on the way to and from school.

2) Ask participants to present their group work and ask other groups to add their contributions. Some of the violence mentioned from the different groups will be the same. Clarify on each type of violence mentioned using the support notes for the facilitator.

3) Ask the others to briefly discuss what could have caused the violence and how it could have been prevented.

WRAP UP: Note that SRGBV can occur on the way to and from school, in the community on within the school environment and it can affect any age group. That is why it is important to keep identifying issues of SRGBV on a regular basis and across all age groups.

ACTIVITY 2: IDENTIFYING BEHAVIOR CHALLENGES (20 MINUTES)

1. Write the words “Behavior Challenges” on chalkboard, flipchart, slide or online whiteboard.

2. Tell participants to write down the five most common behavior challenges they see in the classroom and their school (e.g., speaking during lessons; coming to class late; bullying and teasing in class; disrespect to teachers and peers; not having homework done).

3. Ask participants to share their lists.

4. Write the behavior challenges on chalkboard, flipchart, slide or online white board as participants mention them. If a behavior challenge is repeated, put a tick next to it.

5. After everyone has shared, list the five most common behavior challenges participants encounter in their classroom or school.

ACTIVITY 3: IDENTIFYING AND RESPONDING TO BEHAVIOR CHALLENGES (40 MINUTES)

1. Divide the participants into small groups or online breakout rooms of three to five people.

2. Give each group one of the behavior challenges along with the behaviour challenge chart (Table 10).

3. Tell participants to think back to when they were in primary school. Keeping in mind the behavior challenge they were given, ask the following questions and let them write their responses on the chart:

• How did your teacher respond to this behavior challenge?

• Why do you think your teacher responded this way?

• How did this make you feel?

• Do you think the teacher’s response was effective in the long term?

4. Have participants think about their current school and answer the following questions. The questions encourage selfexamination, a basis for change and being non-judgmental.

• How do you respond to this behavior challenge?

• Why do you think you respond this way?

• How do you think this makes the learner feel?

• Do you think your response is effective in the long term?

5. After participants have filled out the chart, in small groups, let them share their answers for when they were in school and now. After the discussions in small groups, all the groups should share their answers in plenary.

ACTIVITY 4: PUNISHMENT VS. DISCIPLINE (30 MINUTES)

Before moving to the next activity, ask the following questions:

1. Begin by brainstorming, using the following guiding questions:

• Do boys and girls have the same behavior challenges? Give examples of challenges that differ between boys and girls in your school.

• In your school, are boys and girls given the same punishments? If not, describe the punishments that boys and girls are given.

• Why are boys and girls punished differently? Ask participants to think back on the gender roles that society ascribes to males and females.

• Do some of these punishments violate pupil/ students’ rights? If so, why do they happen?

2. Ask participants to define punishment and discipline. Inform them that you are going to look at the difference between discipline and punishment so as to help correct behavior without harming learners.

3. On flipchart, slide or online white board, write the word “Discipline” on one side and “Punishment” on the other.

4. Have participants say what they think the differences are between discipline and punishment and write them on flipchart, slide or online white board.

5. Give further information using the definitions in Table 11.

WRAP UP:

Conclude by telling participants that discipline should always correct the behavior without targeting and humiliating the individual. Teachers are role models for learners and other teachers and should therefore always demonstrate nonviolence and respect for the rights of the learners. Disciplinary measures should also be appropriate to the behaviour being addressed.

ACTIVITY FIVE: BEHAVIOR CHALLENGES PRACTICAL EXERCISE (40 MINUTES)

1. Divide participants into 4 small groups or online breakout rooms and give each group one of the scenarios for identifying and examining behavior challenges in facilitator support notes. Two groups will have the same scenario.

2. Tell them to identify all the positive and negative ways the challenging behavior was handled.

3. Come together as a whole group and have each group share their scenario and their positive and negative observations.

4. Discuss the following questions: • What could Ms. Abegunde have done differently?

• How do you think Abeo feels and how might this affect him in the short, mid and long term? Answers will vary, but they could include: short term- humiliated, scared, embarrassed, threatened, mad; mid-term- depressed, disinterested in Mathematics, more interested in football, seeking attention through disruptive behaviour, rude and bullying others; long term-poor parenting, intimate partner humiliation and violence.

ACTIVITY 6: POSITIVE DISCIPLINE TECHNIQUES (30 MINUTES)

1. Using the same behavioral challenges discussed earlier, and in the same small groups, ask participants to brainstorm alternative positive discipline techniques.

2. After groups have had a chance to brainstorm, have participants look at the list of positive discipline techniques in the facilitator support notes below. Add any new techniques and put a tick by the ones participants mention that are also on the list.

3. Go through the list and give examples of each technique (when possible) and when it can be used most effectively.

4. Encourage participants to document behaviors and their responses, noting what works and what does not work. They should also look for opportunities to observe colleagues who have successful classroom management and share successes with one another.

ACTIVITY 7: CREATING CLASSROOM RULES (1 HOUR)

1. Divide participants into 3 groups or online breakout rooms and explain that it is important for them to work with learners to come up with safe class guidelines; in line with the school rules.

2. Ask each group to develop six guidelines they feel would address some of the common challenges they experience in their classrooms.

3. Ask group representatives from each group to read out their safe classroom guidelines and ask members to note which ones are similar across the groups List the ones which cut across the groups on flipchart, slide or online whiteboard.

4. Ask for any additional rules from their groups and add them to the flipchart, slide or online whiteboard.

5. Explain thatthe fewer rules the better, so they should collapse and combine rules when possible. Fewer rules are easier to remember and therefore to be followed. Also add that the language used should be clear, age-appropriate and easy to follow.

6. Discuss with the participants how they plan to enforce these rules. Emphasize that responsibility of developing and enforcing the rules should involve the whole class, not just the teacher.

7. Point out that with each rule comes a responsibility. For example, if one rule states that no one should talk when someone else is talking, then this rule implies a responsibility that learners should take turns talking or not talk when the teacher is talking.

8. Ask everyone to copy the class list of rules into their note books. Explain that these can guide them when they are developing class rules with the learners back in school.

9. In their groups, ask participants to use Table 12 and rewrite the rules as statements of rights and responsibilities; the rights in one column and the corresponding responsibility in the other column.

10.Compare “learners’” lists of corresponding responsiilities. Draw up a list that combines their ideas.

11.Make sure everyone agrees with what is on the combined list. Ask them to copy the rules, and their interpretation as rights and responsibilities into their note books. Explain that they can use them to guide a similar process in their schools.

WRAP UP: Wrap up by emphasizing the following points:

1. Creating a safe classroom that is conducive to learning can be challenging, especially when teachers have a large number of learners. Teachers can work together with the administration, school personnel, parents and community members to ensure that everyone helps to enforce consistent and positive discipline procedures.

2. Having a well-managed classroom and good classroom management skills can cut down on discipline problems. Remind teachers of the solutions they discussed regarding behavior challenges.

3. Teachers should always use positive discipline measures and never use harmful classroom practices such as corporal punishment.

4. Developing classroom rules with the pupils and students can help teach them responsibility for their behavior and make them feel involved and a part of the safe classroom enforcement process.

Session 3: Identifying an SRGBV survivor

TIME: 1 HOUR

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

1) Discuss the signs and symptoms of a survivor of violence.

2) Discuss the importance of identifying child survivors in school.

3) Discuss the steps to take if you suspect violence against children, adolescents and young people.

METHODS USED:

• Group discussion.

• Brainstorming.

• Role play.

MATERIALS NEEDED:

• Flipcharts or chalkboard

• Masking tape

• Markers or chalk

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATORS:

1) Go through the notes as this is a sensitive topic which you need to prepare for very well.

SUPPORT NOTES FOR THE FACILITATOR:

Why is it important to identify survivors of (violence) SRGBV?

• Violence is a major public health concern and a human rights violation with negative consequences resulting in a number of health issues like STIs/ HIV, unintended pregnancies, pregnancy related complications, abortions, psychosocial problems, physical injuries, disability, death among others.

• Violence may result in socialeconomic problems that affect children’s health and well-being through social withdrawal, unexplained changes in behavior or personality among others.

• When they are identified, teachers get to understand the underlying causes behind many conditions and provide necessary counselling and refer them to health facilities which eventually improves the health of survivors.

• It helps school governing bodies, teachers, students, pupils, parents and members of the school communities to address the violence before it escalates.

• It helps save time and other resources.

• Many SRGBV (violence) survivors may never disclose the fact that they experience violence for different reasons. Thus, the need to be able to identify them.

• Some children, adolescents, young people may have experienced SRGBV (violence) but at times it may have been overlooked by their teachers or parents or other duty bearers, causing them scars for life.

• Early identification of violence can be a transforming and therapeutic experience as it empowers SRGBV survivors to know their rights and also help them recover.

• Teachers are uniquely placed to identify SRGBV survivors and help them find other referral services.

Signs and symptoms of survivors of (violence) SRGBV

You may suspect that a child, adolescent or young person has been subjected to (violence) SRGBV if she/ he has any of the following:

• Unexplained changes in behaviour or personality.

• Clinging to caregivers.

• Becoming withdrawn.

• Becoming uncharacteristically aggressive,

• Declining performances and participation in class.

• On-going emotional health issues such as stress, anxiety or depression.

• Unexplained chronic pain or conditions (pelvic pain or sexual problems, gastrointestinal problems, kidney or bladder infections, headaches).

• Multiple and recurring unexplained burns, bruises or black eyes, and broken bones.

• Repeated health consultations with no clear diagnosis.

• Harmful behaviours such as misuse of alcohol or drug or having excessive and risky sexual behaviour.

• Thoughts, plans or acts of selfharm or (attempted) suicide.

• Nightmares, trouble sleeping, or fear of the dark.

• Injuries that are repeated or not well explained.

• Repeated sexually transmitted infections.

• Adolescents seeking abortion/ post-abortion services.

• Withdrawal from usual social activities such as playing with peers.

• Bed wetting in children that had already outgrown the behaviour.

• Running away or going missing.

• Hyperactivity or inactivity.

• Refusal to talk or to eat.

• Mass hysteria.

Role play

Miss Chege comes in class for her Chemistry lesson. She is a cheerful teacher and gets along well with her Chemistry class. Miss Chege moves around the class returning papers from a recent test. As she goes around, she chats and has a good word for every student. When she gets to Sarah’s desk, she realizes that Sarah has not gotten her Chemistry books and she is distant and absentminded. When she asks Sarah what the matter is, Sarah’s eyes become teary, and she says no longer wants to come to school. Miss Chege reassures Sarah and tells her that she will talk to her immediately after the lesson.

Below are examples of the type of statements and questions you can use to start asking about violence.

• “I have supported other students who did not want to come back to school. Feel free to talk to me. The matter will be treated with confidentiality.”

• “Are you aware that sometimes bad things happen at school?”

• “Has anything bad happened to you at school or on the way to and from school?”

• Has anyone at home, school, community ever threatened to hurt you or physically harm you in some way? If so, when has it happened?”

• “Do you feel afraid of any person and why?”

• “Has anyone at school tried to bully you or insult you?”

• “Has anyone forced you into sex or forced you to have any sexual contact?”

If a learner answers “yes” to any of the questions, report immediately to the school authority and refer her for future support. More questions can be formulated around key emerging issues.

ACTIVITY 1: SIGNS AND SYMPTOMS OF VIOLENCE (1 HOUR)

1) Ask participants what signs and symptoms may make teachers or learners suspect that a child, adolescent or young person has been or is being violated.

2) Note responses on a flipchart, slide or online whiteboard.

3) Display, discuss and allow participants to ask and clarify issues.

4) Ask participants reasons why it is important to identify a child, adolescent, young person who may be subjected to violence.

5) Note their responses and have short discussions around them.

ACTIVITY TWO: IDENTIFYING A VICTIM OR SURVIVOR OF SRGBV (1 HOUR)

1) Introduce the role play on identifying a victim or survivor of SRGBV.

2) Ask a few volunteers how they feel about the role play and why.

3) In 2 groups or online breakout rooms, ask participants to act out the role play showing how they would support Sarah.

4) Each group acts out the role play.

5) Have a discussion and note some of the exemplary statements and questions during the role play.

WRAP UP: Thank participants and formally close the unit by asking a few participants for any key lessons learned and ask them to note them down in their notebooks as KEY LESSONS- UNIT FIVE. Ask them to add three ways they can use or apply what they have just learned and circle the one thing they plan to do first.

PERSONAL REFLECTION: Remember, identifying SRGBV survivors in school settings may be challenging as some may present with no obvious signs and symptoms. Some learners may not tell you about the violence due to shame or fear of being judged or fear of their teachers, parents’/guardian’s reactions and actions. Such survivors may be under threat from the perpetrators not to disclose incidences of violence.

It is therefore important that while dealing with children, adolescents and young people; efforts should be made to look out for children, adolescents, young people, who maybe experiencing any form of violence.

unit siX: communicAtion And suPPort in Addressing srgbv

Introduction: Unit Six focuses on communication, psychosocial support (PSS) and counseling as key elements in preventing and addressing SRGBV. It discusses effective, friendly, participatory and gender-responsive ways of engaging with children, adolescents and young people. The unit introduces skills and techniques for addressing communication barriers and underscores the importance of including adults, especially teachers and parents in communication with children, adolescents and young people.

What is in Unit Six?

Session 1: This session explains the importance of communication with children, adolescents and young, noting that communication should: Be friendly, receptive, participatory and gender-responsive. Do away with communication barriers through engaging various skills and techniques.

Session 2: Session 2 talks about involvement of adults during communication. These adults could be teachers, care givers, parents and relevant members of the wider school community.

Session 3: Introduction to psychosocial support

2 hours 30 minutes

1 hour 30 minutes

1 hour 15 minutes

Session 4: Importance of counselling children, adolescents and young people who are at risk of or survivors of SRGBV. 2 hours

Total 7 hours 15 minutes

Session 1: The importance of communication with children, adolescents and young people

TIME: 2 HOURS 30MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

1. Discuss effective ways of communicating with learners.

2. Identify barriers to communicating effectively with learners.

3. Discuss skills and techniques of communicating with learners.

4. Demonstrate good communication skills and techniques when engaging learners.

METHODS USED:

• Role plays.

• Group discussion and presentation.

• Buzz Groups.

• Experience sharing.

• Brainstorming.

• Reflection exercises.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides.

• Applications e.g. Zoom (virtual training).

• Colored manila paper and a pair of scissors (for card sorting exercise).

PREPARATION NOTE FOR THE FACILITATOR:

• Arrange all the materials that will be required for this session to be successful (Flipcharts or slides on: definition of communication; why it is important to communicate with children, adolescents and young people; principles of learnerfriendly communication; ways of communicating with learners; examples of good and bad communication skills when communicating with children, adolescents and young people; barriers to communication and communication techniques).

• Familiarize yourself with this session and be ready to answer questions asked by participants.

SUPPORT NOTES FOR THE FACILITATOR: Definition of Communication:

Communication is a two-way process that includes exchange of information and ideas, from the sender across a medium to a receiver. It involves sharing ideas and experiences with other people. Where children, adolescents and young people are involved, there is need to use age-appropriate language, skills, and techniques. This ensures that the information transmitted is appropriate but also allows the children, adolescents, and young people to feel relaxed and to communicate in a familiar and friendly mode. This is likely to enable them to open-up more and express their feelings. Note that, communicating skillfully with children, adolescents and young people is very key to preventing and addressing SRGBV. It is an on-going process that requires teachers, parents, and other adults to understand how children, adolescents and young people communicate and to keep up with any emerging communication trends.

Types of communication:

a) Verbal communication: is a process of communication that is done by word of mouth and quite often faceto-face. However, with technological advancement, verbal communication can occur virtually e.g., through video calls, various social media channels and telephone calls. Verbal communications require both the sender and receiver to speak clearly and listen effectively.

b) Non-verbal communication: is the process of communicating through sending and receiving wordless messages. Such messages can be communicated through gesture, body language or posture; facial expression, and eye contact or lack of it.

Why is it important to communicate with children, adolescents, and young people?

• Helps in giving appropriate information and messages.

• Helps build a positive relationship/trust.

• Helps to clarify and sort out myths and misconceptions.

• Provides a therapeutic touch.

• Helps to explore feelings and concerns.

• Provides source of support to children and adolescents.

• Improves understanding and knowledge.

• Builds self-esteem.

• Creates sense of responsibility.

• Remolds values and attitudes.

• Develops a sense of belonging.

• Strengthens capacity to cope with emotions and difficult situations.

Principles of learner-friendly communication

Inclusive participation and non-exclusion: Include all learners in your care. Teach them about their welfare and safety especially in relation to SRGBV and encourage them to make the right decisions. Inclusion may require you getting assistive devices or the support of specialized personnel, e.g., when working with the blind, deaf, deaf-blind, refugees, victims and survivors of violence, juvenile offenders etc.

Unconditional and equal care: Treat learners equally, regardless of gender, background, socio economic status or any other unique characteristics. Treat each one as a unique individual with unique set of circumstances.

Trust: Trust is a very important part of communication; it enables those with less power to gain confidence in those who are in positions of power. It encourages the threatened or violated to speak out in a safe environment. Confidentiality, should go hand in hand with trust.

Honesty: Honesty and trust go hand in hand. A child, adolescent or young person who is lied to will have their trust shattered. As a result, they are likely to feel anxious and desist from seeking help in future. As part of ensuring honesty, the teacher, parent, or adult should always describe their role in caring for the child, adolescent, or young person very clearly and in a no harm manner.

Patience: Patience is at the heart of communicating well with learners, especially those who are under threat or are survivors of SRGBV (violence). It takes time to develop patience, and even more to sustain it. However, patience is very essential in gaining trust and getting children, adolescents, or young people to be open and share their experiences honestly. Never rush them to express themselves; always be patient and allow them to come out and express themselves in their own time. Take time to explain any information, do not rush

Respect:

Respect children, adolescents, and young people for who they are, considering their individuality and diversity as well as adopting a non-judgmental attitude. Do not ignore their viewpoint and feelings. Observe privacy and confidentiality, within a safe environment, as part of respect.

Be attentive to the person talking to you and give them undivided attention.

Freedom to express: Allow children, adolescents, and young people to express their worries and anxieties through different age-appropriate communication techniques including play, drawing, songs or other creative arts activities and mediums.

Attitude and genuine whole-hearted involvement Speak with and not to the child, adolescent, young person. Do not judge them based on your own experiences or prejudices. Avoid using words that sound or are judgmental. Use simple, familiar terms to explain things. Compliment this with encouraging words or sounds, body language, gestures, and eye contact. Listen actively and provide feedback. Respond to questions with an encouraging attitude and always check that the learner has understood and acknowledge how they think and feel. Do not leave issues hanging, if need be, paraphrase where you may seem not to have been understood.

Our Own Feelings:

Be careful regarding your feelings; children, adolescents and even young people are very perceptive to the attitude of those around them. They pick up on the distress and anxiety of those around them. Do not get emotional or exhibit negative feelings. Avoid projecting your feelings, whether negative or positive onto those entrusted to your care.

Family Involvement: Ensure that close family or other significant adults in the family are involved in the care of the children, adolescents, and young people, especially those who are under threat or are survivors of SRGBV. However, always cross check with the learner and with other knowledgeable persons that the parent or selected adult is not abusive.

Ways of communicating with learners

There are three major modes of communicating with children, adolescents, and young people:

• Verbal communication (speaking and listening).

• Non-verbal communication (gestures, facial expressions, movement of body parts, moods, tone of voice etc.).

• Language of play (drawing, storytelling, story writing, make-belief play, music/songs, drama etc.).

Table 13 Modes of communication by age group

Verbal and non-verbal communication

Age 1-5 years

Asking a lot of questions. Expression of feelings. Talking. Seeking attention. Gestures and being very sensitive to facial expressions of those communicating to them. Play. Singing. Drawing. Age 6-12 years

Story telling. Singing. Role plays. Use of slang. Gestures as well as paying attention to other non-verbal expressions. Letter writing. Drawing.

Age 13 -19 years

Commenting on their appearance. Children in this age group want to be affirmed positively about their appearance. Sharing areas of interest and discussing them e.g., looking at pictures or sharing stuff on social media. Discussing their likes and dislikes on general issues like fashion, sports, the opposite sex. Letter writing. Social media interactions (Whatsapp, Face book and Instagram, Twitter, Tik Tok; among others).

Barriers to Communication

There are several barriers that can affect communication with learners both in and around school. Some of these are:

• Age related barriers such as lack of vocabulary to express themselves.

• Assuming the child is too young to understand what is happening.

• General attitude of teacher, parent, duty bearer.

• Limited knowledge and skills on how to communicate with children, adolescents, and young people.

• Lack of special skills and assistive personnel, e.g., sign language interpreters, juvenile experts, counsellors, psychosocial support experts, mental health experts etc.

• Fear based on relationship with others.

• Lack of trust in relationship with adults.

• Environments that are threatening/insecure; lack of privacy; are noisy, etc.

• Rejection and perceived or real failure to recognize their presence or achievements.

• Some traditions and customs that pose barriers to their communication.

• Cultural experiences/traditional beliefs.

• Unfriendly systems and environment.

Techniques of communicating with children, adolescents, and young people

Techniques of communicating with children, adolescent and young people involve using creative and non-threatening skills to communicate, explore sensitive issues and help them to express their feelings. The following are some of the age-appropriate communication techniques that can be used to communicate with children, adolescents, and young people.

a) Story telling: Children, adolescents, and young people tend not to like lots of direct questions or long lectures. When they are finding it difficult to talk about painful issues, listening to a story about someone in a similar position can be very comforting. It can give learners the sense of being understood, and it can help them to recognize that they are not alone. Story telling can also be used in problem solving among children, adolescents, and young people.

When using story telling as a communication technique, it is helpful to use a familiar story, fable, or folktale to convey a message to the learner. At the end of the story, encourage them to talk about what happened. For example, ask about the message of the story to confirm that the child, adolescent, or young person has understood its relevance. You could ask the children, adolescents, or young people to make up their own story, based on a topic that you give them. For example, tell me a story about a little girl who was very sad.

b) Play: Play is an important way that children explore their feelings about events and make sense of their world. When children play, much of their activity involves imitation or acting out, which helps us to begin to understand what type of emotions they are experiencing. Give the child a variety of play materials, including simple everyday objects (such as boxes, string, and sticks) and toys (such as human and animal figures, cars, and doll houses). Ask the children to show you parts of their life using the play materials. During a play the child is given age-appropriate items and the teacher, counsellor or care giver should observe how the child plays with them.

c) Drawing: Drawing enables children, adolescents, and young people to communicate their emotional state without having to put it into words. Most children, adolescents and young people enjoy drawing, and it is a useful, practical tool for identifying SRGBV and counselling. For drawing activities: Give the child, adolescent, or young person different materials to use, such as pencils, pens, paints. Ask them to draw something related to what you would like them to explore. For example, ask them to draw a picture of their family having fun or draw a picture of something that makes you sad or angry. Use open questions to encourage them to talk more about what they have drawn and why. For example, what is happening in your picture?

ACTIVITY 1: DEFINITION OF TERMS (15 MINUTES)

1) Ask each participant to write on a piece paper the definitions of the following:

• Communication.

• Types of Communication.

- Verbal Communication. - Non-Verbal Communication.

2) Collect the written responses.

3) Randomly select participants to read out some of the definitions that you have collected.

4) Process the definitions.

5) Summarize with the flipchart on “Definition of Communication” and “Types of Communication.

ACTIVITY 2: IMPORTANCE OF COMMUNICATION WITH CHILDREN, ADOLESCENTS AND YOUNG PEOPLE (15

MINUTES)

1) Ask participants to brainstorm on the importance of communication with children, adolescents, and young people.

2) Record the responses on a flip chart, slide or online white board and process them.

3) Summarize discussion with flipchart or slide on “Why it is important to communicate with children, adolescents and young people.”

ACTIVITY 3: PRINCIPLES OF LEARNER-FRIENDLY COMMUNICATION (30 MINUTES)

1) Ask participants to get into pairs or groups of three or pair/ group them in online breakout rooms.

2) Ask each pair of groups of three to write out two key elements they feel should be observed in learner-friendly communication.

3) Ask pairs or groups to volunteer to share their responses.

4) Write out the responses and process them.

5) Summarize responses by sharing the “Principles of learner-friendly communication.” You could use a flipchart, blackboard, slides, or online whiteboard in case of virtual training.

ACTIVITY 4: WAYS OF COMMUNICATING WITH LEARNERS (15 MINUTES)

1) Ask participants to brainstorm on the different ways of communicating with children, adolescents, and young people.

2) Record their responses and process them.

3) Summarize discussion by sharing “Ways of communicating with learners” Using prepared materials (handouts, flipcharts, projected slides, or online white board).

ACTIVITY 5: BARRIERS TO COMMUNICATING WITH LEARNERS

(15 MINUTES)

1) Ask participants to share personal experiences on barriers that affect effective communication with children, adolescents, and young people.

2) Record participants’ responses and process them.

3) Summarize with notes on “Barriers to communicating with learners”

ACTIVITY 6: GOOD AND BAD TECHNIQUES IN COMMUNICATING WITH LEARNERS (CARD GAME) (15 MINUTES)

• Prepare in advance the cards to be used in the card game for 3 groups in reference to the table below on “Examples of good and bad communication skills with children, adolescents and young people”. Prepare 60 cards (30 – “good skills” and another 30 – “bad skills”). For virtual training, you can prepare “cards” to share online.

Follow the steps below to facilitate the card game.

1) Divide participants into 3 small groups or online breakout rooms.

2) Give each group a set of the 10 – “good” and 10 - “bad” communication skills cards, (mixed).

3) Explain that each team will work together to quickly decide whether the description on the card is a good communication skill, or a bad communication skill.

4) Ask each group to sort out the mixed cards, grouping the good communication skills and bad communications.

5) Ask the groups to separately display the cards on slides, online white board or in any space available.

(The space could be on the tables, on the wall; floor or outside in the compound, depending on availability of space).

6) Summarize the card game exercise by displaying the notes in the table on “Examples of good and bad communication skills” highlighting the following good communication skills.

ACTIVITY 7: TECHNIQUES FOR EFFECTIVE COMMUNICATION WITH LEARNERS (10 MINUTES)

1) Ask participants in groups of three or online breakout rooms to write out techniques of communicating with learners.

2) Write out the responses and process them.

3) Summarize the discussion by displaying notes on “Techniques of communicating with children, adolescents and young people”.

WRAP UP:

End the session by reminding participants that:

• Effective modes of communication with children, adolescents and young people need to be child-friendly, age appropriate and gender sensitive.

• Effective communication with children, adolescents and young people will help to promote SRGBV seeking behaviour among them, through effective and healthy adult and peer communication.

• Application of effective communication skills and techniques will lead to improved interaction between the teachers, parents, and other adults with children, adolescents, and young people that are at risk of and/or survivors of SRGBV.

• Learners communicate in several ways. Teachers and parents need to find ways to help them express themselves.

Session 2: Involving parents and other adults during communication with learners

TIME: 1 HOUR 30MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

1. Explain the importance of involvement of parents and other adults while communicating with learners.

2. Demonstrate skills of communicating with children, adolescents, young people as well as their parents and other adults.

METHODS USED:

• Group discussion.

• Brainstorming.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

• Pre-prepared case scenarios.

PREPARATION NOTES FOR THE FACILITATOR:

• Review the reflection questions for this session.

• Prepare and arrange all the materials that will be required for this session to be successful (Definition of a parent and reasons for involving parents in communication).

• Familiarize yourself with this session and be ready to answer questions asked by the participants.

SUPPORT NOTES FOR THE FACILITATOR:

Definition of a parent

Who is a parent?

A parent is an individual who is responsible for care of a child, adolescent, or young person. They may be biological parents, guardians, and other significant adults.

The primary parent is the main person who lives with a child, adolescent or young person and provides regular parenting care for them.

Reasons for involving parents in communication

Involving parents is key in the family centred care approach to addressing SRGBV. It helps in developing positive relationships with parents/ parental figures and this is critical to providing the best care possible to their children. Reasons for involvement of parents and other parental figures while communicating with children, adolescents and young people could include:

• Children, adolescents, and young people still depend on their parents.

• It is part of the standard care to involve parents in matters concerning their children.

• Parents spend more time with children.

• Parents and other parental figures are expected to give continued support to children.

• Parents’ consent for children under 19 years of age is part of policy in many countries.

• The teacher can address the fears of both the parent/and child, adolescent or young person and consider the perceptions, feelings and needs of the parent or parental figure and the learner.

• Child, adolescent, or young person are relieved of anxiety; particularly if they are at risk of or a survivor of SRGBV.

• The knowledge of both the parent and the child, adolescent and young person on prevention and response to SRGBV is enhanced.

• Learner awareness and alertness concerning his/her responsibility of preventing violence as well as seeking timely assistance when at risk or exposed to violence is increased in a supportive environment.

• Parent and learner jointly access information on other forms of support through referral and linkages to appropriate services e.g., psychosocial and counselling support financial, material, and education support.

ACTIVITY 1: DEFINITION OF A PARENT (10 MINUTES) 1) Introduce the session. 2) Ask participants to brainstorm on the meaning of the term “parent”. 3) Record and process participants responses 4) Summarize discussion with the notes on “Who is a parent”.

ACTIVITY 2: REASONS FOR INVOLVING PARENTS IN COMMUNICATUION (30 MINUTES) 1) Ask participants to brainstorm on reasons for involving parents and other adult parental figures while communicating with children, adolescents, and young people. 2) Record their responses, process them. 3) Summarize discussion with flipchart, slides, or online notes on “Reasons for involvement of parents and other parental figures during communication”

ACTIVITY 3: BENEFITS OF COMMUNICATING WITH THE LEARNER TOGETHER WITH THE PARENTS (25 MINUTES)

1) Ask participants to share the benefits of engaging the child together with their parents or other parental figures.

2) Record their responses on the flip chart, slides or online white board and then process them.

3) Summarize discussion with notes on “Benefits of communicating with the child together with parents/ parental figures”

WRAP UP:

• Effective communication with children, adolescents and young people is about using age appropriate, child-friendly and gender sensitive language and skills.

• Application of effective communication skills and techniques will lead to a successful session between the teachers, parents and children, adolescents and young people who are at risk or survivors of SRGBV.

• Effective communication with both parent and child, adolescent or young person will help to promote timely SRGBV prevention or support.

Session 3: Psychosocial support (1 HOUR 15 MINUTES)

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

1. Define psychosocial support and explain its relevance in caring for children, adolescents and young people who are at risk or survivors of SRGBV.

2. Identify causes of psychosocial problems of children, adolescents and young people who are at risk or survivorsof SRGBV.

3. Identify effects of psychosocial issues among SRGBV survivors.

4. Articulate the key principles and methods in delivering psychosocial support.

METHODS USED:

• Group discussion.

• Brainstorming.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

PREPARATION NOTE FOR THE FACILITATOR:

• Review the reflection questions in this session.

• Arrange all the materials that will be required for this session to be successful (Flipcharts, slides, or online notes on definition of key terms; key tips and techniques in administering psychosocial support).

• Familiarize yourself with this session and be ready to answer questions asked by participants.

SUPPORT NOTES

FOR THE FACILITATOR:

Definition of key terms

Psychosocial Support (PSS) refers to the on-going care and support, in this case for children, adolescents and young people; to meet their age-appropriate and relevant emotional, spiritual, cognitive, social, and physical needs, through interactions with their surroundings and caretakers. Psychosocial support comprises two dimensions.

1) Psychological support: Internal, emotional, and thought processes, feelings and reactions, understandings, memory, learning (cognitive) abilities.

2) Social support: The way children, adolescents and young people relate and interact within their families, communities, amongst peers and other networks.

Psychosocial care and support are provided through interactions that occur in caring relationships in everyday life, at home, school and in the community.

This includes:

• The love and protection that survivors experience from family, school, and community environments.

• Support provided by the community that assists survivors and families in coping.

Psychosocial care and support help children, adolescents and young people at risk or survivors of SRGBV to have a sense of self-worth and belonging and to develop skills and a sense of normalcy for the future. UNESCO, 2019 notes that, displaced students tend to be particularly at risk and poverty can also make students vulnerable to stress, trauma and their negative mental health effects, which can lead to behavioural difficulties.

Key tips techniques in administering psychosocial support

Psychosocial support systems for learners across age groups should note that every individual is unique with specific experiences and needs. Support should, therefore: Always be given by respecting the rights and dignity of the individual and considering their unique background and environment.

It should be in the best interests of the learner. Should be delivered in a clear, appropriate and no-harm, childfriendly manner.

The effectiveness of psychosocial support interventions should be continuously evaluated and adjusted to fit the changing needs.

Psychosocial support can be administered through play therapy, family therapy, group therapy and support groups as outlined below:

a) Play Therapy: This is therapy directed through play and games using toys and other tools or appropriate media. Play therapy helps the child, adolescent or young person recognize, identify, and normalize feelings. Art is part of play therapy and therapy can be directed through drawing and painting.

b) Family Therapy: This is where the counsellor works with the whole family for the benefit of the child, adolescent, or young person. The approach takes into consideration the family systems, social and cultural values, and the environment. It focuses on helping the family function in more positive and constructive ways by exploring patterns/forms of communication and providing appropriate support.

c) Group Therapy: This is a therapy approach between a counsellor and a group of children, adolescents, and young people with common problems. The group benefits from sharing experiences, learning from others, counsellor’s professionalism, and personal

interaction. It uses the power of group dynamics and peer interactions to increase understanding of the problem and improve on the coping skills.

d) Support Group: Comprises of an informal group made of learners, teachers, parents and members of the community with similar problems. It could be a parent support group for the deaf, autistic, survivors. It does not have to be structured and can be open to new participants or closed. At the heart of it is that members help each other to improve and better manage their situation, share challenges and discussing solutions to meet their children’s psychological, social, physical and medical needs.

ACTIVITY 1: DEFINITION OF A PSYCHOSOCIAL SUPPORT (15 MINUTES)

1) Ask participants to brainstorm on the meaning of psychosocial support and its importance to children, adolescents and young people.

2) Record participants’ responses and process them.

3) Summarize the discussion with the “Definition of key terms”

ACTIVITY 2: PSYCHOSOCIAL ISSUES AMONG LEARNERS AT RISK OR SURVIVORS OF SRGBV (35 MINUTES)

1) Ask participants to form 3 groups or divide them into online breakout rooms and discuss

• Common psychosocial issues that affect children, adolescents and young people at risk and survivors of SRGBV.

• Causes of psychosocial issues among children, adolescents and young people at risk and survivors of SRGBV.

• Effects of psychosocial issues among children, adolescents and young people at risk and survivors of SRGBV?

2) Give them 10 minutes to prepare and 5 minutes for each group to present in the plenary

• Ask each of the groups to give feedback in the plenary.

• After the discussion, put the charts up where everyone can see them.

ACTIVITY 3: KEY TIPS AND TECHNIQUES IN ADMINSTERING PSYCHOSOCIAL SUPPORT (25 MINUTES)

1) Ask participants to brainstorm on what they think are the key things one needs to do when administering psychosocial support.

2) Write responses and process them.

3) Summarize discussion by taking them through the flipcharts, slides or online notes on “Key tips in administering of psychosocial support”

WRAP UP:

Psychosocial interventions are an important aspect for dealing with psychosocial needs of children, adolescents and young adults that are at risk of or survivors of SRGBV (violence). It is important to equip some members in the school with basic knowledge and skills in psychosocial support.

Session 4: Importance or counselling learners at risk or survivors of SRGBV TIME: 2 HOURS

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

1. Discuss the importance of counselling children, adolescents and young people who are at risk or survivors of SRGBV.

2. Explain qualities of a good counsellor for children, adolescents, and young people.

3. Outline good counselling techniques.

METHODS USED:

• Brainstorming.

• Role plays.

• Group discussion.

• Buzz Groups.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

• Manila (15 by 15 centimeters) cards or sticky notes.

PREPARATION NOTE FOR THE FACILITATOR:

• Review the reflection questions in this session.

• Arrange all the materials that will be required for this session to be successful (Flipchart slides or online notes on definition of counselling, importance of counselling, qualities of a good counsellor and good counselling techniques).

• Familiarize yourself with this session and be ready to answer questions asked by participants.

SUPPORT NOTES FOR THE FACILITATOR:

Definition of counselling

Counselling is face-to-face communication between a counsellor (teacher) and one or more people where the counsellor helps the individual or group of people to make informed decisions, choices, and act on them. Through the counselling process children, adolescents, and young people at risk of or survivors of SRGBV can overcome their problems. Counselling empowers them and their parents to deal with fear, shock, and anger, among others. Learner counselling is a planned intervention between a child, adolescent, young person and/ or parent with the counsellor to assist them improve, or resolve his/her present behaviour, difficulty, or discomforts.

Importance of counselling

Counselling helps learners and parents to:

• Discuss feelings and worries freely without cultural, gender, and social discrimination.

• Express worries, emotions, releases tension as well as share feelings and behaviours.

• Deal with painful emotions and challenges.

• Make choices and decisions that will prolong the learner’s life and improve their quality of life.

• Minimize negative consequences and adapt to the external environment (e.g., home, school, family).

• The counsellor is well trained to address the fears of both the parent/and of the child adolescent or young person.

• Relieves anxiety.

• Increased knowledge of care and support for survivor of SRGBV.

• Raises awareness and alertness concerning his/her responsibility of avoiding and preventing SRGBV.

Qualities of a good counsellor and factors that facilitate effective counselling

a) Being non-judgemental:

The counsellor should use non-judgmental language and posture.

Leaning forward communicates involvement and interest in what the client is saying.

Leaning back usually communicates a judgmental attitude and lack of interest in what the client is communicating. Make sure your posture does not intimidate the client.

Counsellors should not use words that apportion blame to the child, adolescent, or young person. Fidgeting or restlessness by counsellor gives the child, adolescent or young person and parent an impression that the counsellor has no time to listen or that it is his/her problem that has caused you to be unsettled. Fidgeting around in one’s chair, reaching out for a book, holding newspapers or writing may communicate to the client that the counsellor is impatient and would like to move on to something else. Such behaviour interrupts the client’s communication.

b) Being empathetic:

This is the act of seeing things from a client’s perspective or point of view. It implies trying to see and feel how it is for the client who is in that situation. This requires the counsellor to understand, appreciate and validate the client’s feelings. It also demands that a counsellor pays careful attention to what the client is saying to understand how things are for the client. This must be communicated to the client.

c) Showing care, concern, and willingness to help: Nearly all counsellors have a busy client schedule and load and might fail to create time to be available to help and support children, adolescents or young persons who are at risk or survivors of SRGBV. Nevertheless, a counsellor must be available, approachable, and committed to receive and attend to these children, adolescents, or young persons. The counsellor should give the child, adolescent, or young person and/or parent time to express their emotions.

d) Being friendly: This refers to the mutual friendship, care, and concern to the client/learner. The counsellor must approach the client/learner as a unique person with a unique problem. There must be willingness on the part of the counsellor to help the client/ learner. The counsellor must be warm and open towards the client/ learner and must be non-defensive. They should use age-appropriate language understood by the child, adolescent, or young person.

e) Openness:

The counsellor must be true to oneself and to the client/ learner, i.e., honest, and not to make empty promises. They should provide sufficient information to the child, adolescent, or young person and parent but must avoid information overload.

f) Respectful/Non- discrimination: Respect clients/ learners for who they are regardless of their sex, age, background, social-economic status, etc. and this can be expressed through verbal and non-verbal communication.

g) Privacy and confidentiality:

The counsellor should be a person who is able to keep secrets. Any person who finds it hard to keep information concerning his/her client’s problems cannot make a good counsellor. For counselling to be fruitful and meaningful, the learner should feel safe to talk about issues that he/she might not have discussed elsewhere. The counsellor should ensure confidentiality to learner and parent. In cases where total confidentiality is not possible; for example, if the issue at hand must proceed to the police or courts of law, the counsellor should inform the learner and the parent. Interviews and examinations should be conducted in a place where the child, adolescent, young person who is at risk or a survivor of SRGBV will not be observed or disturbed by other people.

Other important attributes of a good child counsellor

• Get down to the child’s eye level.

• Ability to speak softly, smile.

• Identify and respect emotions (i.e., crying/anger is OK).

• Give the child, adolescent, or young person choices.

• Talk about things that interest the child.

• Maintain eye contact.

GOOD COUNSELLING TECHNIQUES

COUNSELLING TECHNIQUES

Common techniques used in counselling children, adolescents, or young people include.

a) Listening: Every child, adolescent or young person has a story to tell and the way you respond depends on how you actively listen to them. Listening involves attending carefully to both verbal and non-verbal messages/language and involves suspending judgment.

b) Enactment: One way of making a learner counselling session different from merely a talking session is to ask the child, adolescent, or young person to act or show what happens when the problem arises. Children, adolescent, or young person can be asked to act out both the problem and the solutions. Observe the communication process and interaction and identify where the problem lies. This technique gives the counsellor considerable information and helps to formulate interventions and strategies.

c) Empty Chair: This is used to symbolically bring in absent members of the family or significant others into the counselling session. The counsellor might say to the child, adolescent or young person “If your mother were sitting in this chair, how would you inform her that you have been exposed to sexual violence. How would she respond?”The technique helps the child, adolescent, or young person to develop effective communication skills and pass on sensitive and worrying information. Vacation/Side-stepping: Some children, adolescent or young persons feel intimidated by the presence of others, so they fail to open-up during the counselling session. It might be beneficial to negotiate and see them separately, to create space for the child, adolescent, or young person to openup. During the separation, it is important to agree about confidentiality issues and information to be shared in the presence of others.

d) Use of silence: A child, adolescent or young person’s counsellor needs to learn the use of silence. Silence creates room for children, adolescents, or young persons to speak and share more. When a question is posed to the child, adolescent, or young person; he/she may not respond immediately, hence the temptation to try and simplify the question further or ask another. The fact that the child, adolescent, or young person does not answer quickly does not mean the question is too difficult. She/he might just be processing the answer and asking a new one might disrupt their thought process. Allow them some space and if the silence is prolonged, comment on the process then seek clarification e.g. “Do you want me to rephrase the question?”

e) Widening the system: When people are in crisis, they usually forget the other people who can be there for them. Widening the system is looking for support from any given social system surrounding a person. This usually starts with the immediate family then, if necessary, move out to the extended family and then to all other systems.

f) Externalizing: When children, adolescents or young persons have a problem/ bad behaviour, people tend to associate the problem or the bad behaviour with them so firmly that the child, adolescent, or young person is seen as the problem, e.g., a child involved in bed wetting being called a bed wetter, a child who has learnt smoking and drinking alcohol being referred to as a bad person. Externalizing is therefore a way of separating the problem or behaviour from the child, adolescent, or young person.

g) Taking one down: This is a way of acknowledging the client’s expertise in certain areas, for example, after talking to a child, adolescent, or young person for about 30 minutes a counsellor cannot become an expert on the family or culture. Therefore, a good counsellor will take one down and say something like “How are such problems normally solved in your family or in your culture”? This educates and teaches the counsellor about the client’s way of life.

ACTIVITY 1: DEFINITION OF COUNSELLING (20 MINUTES)

1) Ask participants to individually write on cards, sticky notes or in-meeting chat the definition of “Counselling”.

2) Ask participants to post the written cards or sticky notes on the wall. For virtual training, share screen with all definitions.

3) Request participants to go ahead and read the definitions.

4) Process the various definitions provided.

5) Summarize discussion with flipcharts, slides, or online notes on “Definition of counselling”.

ACTIVITY 2: IMPORTANCE OF COUNSELLING LEARNERS (20 MINUTES)

1) Request participants to pair up or pair them up in online breakout rooms and ask them to discuss the importance of counselling learners.

2) Ask a few pairs to share their answers with the whole group.

3) Record and process responses.

4) Summarize discussion with flipcharts, slides, or online notes on “Importance of counselling”

ACTIVITY 3: QUALITIES OF A GOOD COUNSELLOR AND FACTORS THAT FACILITATE EFFECTIVE COUNSELLING (40 MINUTES)

1) Ask participants to brainstorm on factors that facilitate effective learner counselling.

2) Write responses on flipchart, slides or online white board and process them.

3) Summarize with notes on “Factors that facilitate effective counseling in learners”

1) Ask participants to individually write the characteristics of an effective child, adolescent, or young person counsellor in terms of knowledge, attitudes and skills.

2) Ask participants to volunteer to share on the qualities they have written.

3) Process the responses.

4) Summarize discussion with notes on “Qualities of a good counselor”.

ACTIVITY 4: GOOD COUNSELLING TECHNIQUES (40 MINUTES)

1) Display notes on counselling techniques.

2) Discuss the counselling techniques with participants.

3) Divide the participants into 3 small groups or online breakout rooms.

4) Ask each group to select volunteers to role plays as:

• A counsellor.

• A child, adolescent, or young person.

• A parent. The rest of the group member become observers.

1) Ask each group to come up with a case scenario and conduct a role play using a combination of counseling techniques.

2) Ask the observers for comments on usage of the techniques by counsellor during the role play.

3) Request all groups to report back in plenary and observers to give feedback.

4) Process the feedback.

5) Summarize session by emphasizing the importance of the child counselling techniques earlier discussed

WRAP UP: Close the unit by telling the participants that counselling involves three major parties: the learner in danger who is in danger of or a survivor of SRGBV, parent and other primary care giver. Counselling children, adolescents or young persons who have experienced SRGBV must be adapted to the developmental level and capacities of the individual child, adolescent, or young person. Ask the group to note three ways they can use or apply what they have just learned and circle the one they plan to do first.

PERSONAL REFLECTION: Remember, displaced students tend to be particularly at risk and poverty can also make students vulnerable to stress, trauma and their negative mental health effects, which can lead to behavioural difficulties (Blitz et al., 2016). PSS is essential for such learners but also helps to strengthen SRGBV survivors and their parents in dealing with the challenges they face and ensures their active participation in coping with the difficulties.

unit seven: resPonse – suPPort, referrAl And rePorting

Introduction

This Unit focuses on responding to SRGBV in and around schools and other educational institutions. It explores reporting and referring cases of SRGBV through the appropriate channels and in a no harm manner. The unit further looks at the systems and tools within the school that can specifically be used to respond to SRGBV, key is the Teachers’ Code of Conduct and The school SRGBV policy. The unit also looks at referral, building referral networks and response at community level.

What is in this Unit Seven?

Session 1: What Is response?

This session looks at what is meant by response, including reporting and referring learners to the appropriate people and establishing response and support networks.

Session 2: Direct support to learners

Session 2, against the backdrop of the definition in session 1, looks at practical ways of handling cases of SRGBV at school.

Session 3: Using the Teachers’ CoC to address SRGBV

This session explores how a teachers’ Code of Conduct and school SRGBV policy can be used in response to SRGBV.

Session 4: Using the legal system to address SRGBV (2 hours)

Session 4 discusses proper reporting procedures at community level and how to respond to violations of local and national laws.

Total

Session 1: What is response?

TIME: 2 HOURS

2 hours

1 hour and 30 minutes

1 hour

2 hours

6 hours and 30 minutes

FAWE Executive Director Ms. Martha Muhwezi at a past event.

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

1. Explain the three types of response to SRGBV, namely; direct support, referral and reporting.

2. Identify points of a response network within their community.

3. Demonstrate ways to make an appropriate referral for a SRGBV incident.

4. Demonstrate ways to report a SRGBV incident.

5. Strategize how to gain the support and encouragement needed to report a SRGBV incident.

METHODS USED:

1. Discussion.

2. Brainstorming. 3. Game.

MATERIALS NEEDED:

Flipcharts or chalkboard. Masking tape. Markers or chalk. Sticky notes or Manila pieces (15 by 10 centimetres). Nametags with points of referral. Ball of string.

Short video of THE CHAOS OF RESPONSE- Resource Point Activity. Slides Applications e.g. Zoom (virtual training)

FACILITATOR PREPARATION:

1. Review the notes on Response Network and Figures 4 and 5.

2. Draw or prepare slides of: Three Types of Response (Figures 4); Reporting and Referral (Figure 5) and Tips for effective response.

3. Read through notes and acquaint yourself with the role-play. (Additional characters may also be added to those mentioned in the support notes to the facilitator).

SUPPORT NOTES FOR THE FACILITATOR: Response Network

In the last unit we noted that, learners who have experienced SRGBV need a wide range of support. Participants will need to develop a response network of individuals or institutions to support the children, adolescents and young people who come to them seeking help. Responding to SRGBV means supporting the victim; ensuring the safety of the child, adolescent or young person who is at risk or experiencing the abuse; and holding the perpetrator accountable through criminal prosecution, public inquiries, compensation programmes, civil actions, community-based settlements or customary legal systems. A response network has three components:

1. Direct support in which learners can talk to a teacher or other designated adult with good communication skills and who has basic knowledge of child rights, child protection and a no harm approach that centres on the best interest of the child, adolescent or young person. They should also know what they can handle and what needs to be referred for more technical support.

2. Reporting systems that enable victims and their advocates to report crimes or violations of a Teachers’ Code of Conduct and or other recognized SRGBV prevention policies, bye laws and national laws.

3. Referral systems in which learners are directed or referred to for the services they need, such as emotional support and counseling, medical treatment and services and legal aid for victims and their families.

Figure 4 Illustration for the Three Types of Response

Referral

Counselling Legal Aid Hospital (Add your own Example)

Direct Support Show Support

Listen Use Open-ended Question (Add your own Example)

Report

Police Disciplinary Committe Social Welfare Office Village Leader (Add your own Example)

Tips for Effective Response

1) Develop a plan for reporting and referral with and within the school community that is clear, simple, accessible to all learners , confidential and respectful. The response plan should have clear reporting lines and penalties for violating aspect of the plan e.g. confidentiality.

2) Go to report with another teacher, youth representative or responsible community representative.

3) Work with other community members and raise awareness on the importance of reporting through community structures e.g. village councils, religious structures etc.

4) Create response networks and support systems. Know the points of referral within the community and the strengths and weaknesses of each, and plan how to work with those strengths and weaknesses. For example, if one social worker has a reputation of being more sensitive to SRGBV than another, then look for that social worker and build a relationship.

5) Notify the learners, parents and other responsible adults and help them know and familiarize themselves with the response networks.

6) Know the processes, systems and limits of a referral point. Some referrals, for example, offer great services but require a lot of follow-up or pressure.

7) Accompanying the child, adolescent or young person to referral visits to advocate and intervene for him or her.

8) Keep advocating for the learner or making new referrals until the right services are offered.

9) No matter what happens, follow up with the child, adolescent or young person to make sure he or she knows that even if nothing happened as a result of the referral or reporting, the SRGBV incident was still wrong and not their fault. Create greater protection for them by getting the support of influential community members, preferably who have awareness and knowledge of SRGBV.

VICTIM

Police SRGBV in violation of the law.

Human Rights group

Religious

SRGBV as a violation of human rights.

National laws. Strong cultural norms that accept and entrench certain forms of SRGBV

National laws. Strong cultural norms that accept and entrench certain forms of SRGBV

Is familiar with law related to SRGBV.

Is familiar with law related to SRGBV.

Very intimidating and may not take incidents seriously.

Has no sign language interpreters and special needs specialists?

Can offer some solace and counseling, within the religious setting.

Can be judgmental.

THE CHAOS OF RESPONSE- Story for resource point activity

A young girl is waylaid and sexually abused as she moves on her way to school after lunch. She suspects her assailant was an older boy from school, but she is not certain. Below is the response chain after the girl reports to her teacher.

The teacher goes with the girl to the head teacher to report the case of sexual violence.

The head teacher refers the case to the senior women teacher and asks her to go with the deputy head teacher in charge of student affairs to report the matter to the police.

The Police say, “The matter happened outside the school, report to the local chief first”.

The senior women teacher refers the matter to the local chief.

The local chief refers the girl to the hospital to get a rape/ medical report.

The girl sees the midwife at the hospital, who asks her to tell her story to the doctor.

The midwife calls in the doctor, who asks her to tell her story again.

The doctor treats the girl and calls in a counsellor.

The girl tells the counsellor what happened.

The counsellor takes the girl to the religious leader.

The religious leader contacts the church psychosocial support specialist, who asks for details, so the girl tells the story again.

The psychosocial specialist calls the child’s rights NGO they work with.

The programme officer is busy handling another case, and they ask the girl to come later with her parents.

The deputy head teacher and senior women teacher take the girl to the school parent support group.

The social worker, who works with the parent support group, asks the girl to tell her story.

The social worker goes with the girl and parents back to the police.

The police hear her story and write a report.

The doctor meets with the parents, the girl and the police to discuss further treatment and evidence.

The head teacher calls the PTA, which suggests that the mother support group, the local human rights group and the school health work should be involved.

The girl tells her story to the school management committee which makes a report to the Ministry of Education.

Suggestions for reporting and referral

Some children, adolescents and young people will disclose incidents of SRGBV they have experienced to a teacher. Suggestions for immediate responses for the teacher are provided below. However, it is also important for the teacher to follow up with the learner directly. Always keep in mind that followup responses of any kind should be in the best interest of the child, adolescent or young person. All information should always be kept confidential.

Discuss with the child, adolescent or young person who they can trust to talk to immediately and who they would like to accompany him or her when reporting to an authority is required.

If possible, always have a counselor or qualified person available to help learners talk privately about their feelings.

Discuss with the child, adolescent or young person, available options for their recovery and make sure that they make choices from an informed position.

Discuss with the child, adolescent or young person, options for reporting. Each child, adolescent or young person’s experience is unique and must be discussed with him or her and evaluated individually.

Report any acts of SRGBV. This is a legal obligation of all teachers and other duty bearers under international and national law like the Children’s Act. When reporting specific incidents of SRGBV disclosed by a child, adolescent or young person, their safety must come first.

Always follow up with the child, adolescent or young person. Following up shows them that you care and are dedicated to their wellbeing.

ACTIVITY 1: THE THREE TYPES OF RESPONSE (20 MINUTES)

1. Ask participants what they think response means in the context of the teacher or duty bearer’s role in responding to SRGBV; allow time for responses and note them down. Repeat the process and ask about direct support and reporting. Note the responses down.

2. Explain that learners who are at risk or have experienced SRGBV will need a wide range of support; participants will need to develop a response plan and network in order to support them. Take the participants through the three types of response, using the notes and Figure 4.

3. Summarize by telling participants that response needs to be done properly and share the tips on response. Put them where everyone can see them.

ACTIVITY 2: REPORTING (1 HOUR) Step 1 (30 MINUTES)

1. Have the Illustration for Reporting and Referral in Figure 4 where everyone can see it. Explain that in order to report an incident of SRGBV, a teacher or other duty bearer needs to know where to report.

2. Divide participants into 4 groups or online breakout rooms and give each group 5 referral points to handle. Ask them for each reporting point on separate sticky notes, slides or online notes, to write:

• The key contact person there e.g. Police inspector.

• The place where the contact person can be found e.g. Police station.

• The type of violation they would report to this person e.g. SRGBV that is in violation of the law.

3. Ask the participants to gather round the flipchart for Reporting and Referral in Figure 4. Ask the groups to stick the notes next to the corresponding reporting point on the illustration. (For virtual training you can ask them to share the slides or notes with other groups).

4. With the wider group, go over the illustration- Reporting and Referral in Figure 4 and go through each reporting network point, one by one, and identify possible strengths and weaknesses of the various reporting points. For example: Police, Police station, SRGBV that is in violation of the law, Strength: Is familiar with laws related to SRGBV, Weakness: Very intimidating and may not take SRGBV incidents seriously. They can write these on a sticky note of another colour. Stick them on the illustrations next to the relevant reporting point. (For virtual training, they can take note of examples and continue practicing the process back in their schools).

Step 2: (30 MINUTES)

1. Using Table 14, tell participants that reporting points can also be subjected to further analysis of what legal and cultural context they operate in.

2. In their groups, ask participants to record details of reporting points in a tabular form on flipcharts, slides or online notes.

3. Let the groups to report back in plenary. Ask participants why it is important to know the operational context and potential weaknesses and strengths of a reporting network point.

WRAP UP: Summarize by explaining that reporting can feel risky and scary. It is not easy to approach some of the people on the list. They therefore need support from each other, the community and other referral and reporting network points.

ACTIVITY 3: THE CHAOS OF RESPONSE (40 MINUTES)

1. Inform participants that you are going to walk them through an SRGBV scenario to demonstrate what reporting and referral might be like for a learner.

2. Ask participants to make and wear nametags for each of the response points from Figure 5 until all the response points are represented by participants. If there are more participants than response points, some participants can be observers. In case there are less participants than response points, let everyone get a role.

3. Ask all participants who are wearing nametags of response points to sit in a circle. Put the chairs close together. Ask the observers to stand outside the circle.

4. Ask one participant to volunteer to represent the teacher of a 12- year-old girl. Give the participant a nametag that says “Direct Support,” because this is one of the three categories of a response system. Explain to participants that the direct support participant is now going to activate and engage the other two categories of the response system: reporting and referral.

5. Ask the direct support participant to stand close to the circle (on the outside) and hold the ball of string.

6. Explain that the string represents a 12-year-old girl who was raped by a man who waylaid her as she walked to school.

7. Ask the participant to hold the end of the string, and without letting go of their end of the string to toss the ball of string, to a designated resource point (facilitator uses the sentences in THE CHAOS OF RESPONSEResource Point Activity under the support notes to the facilitator, to tell participants where to throw the ball next).

8. Ask the resource point who receives the ball of string to wrap the string around his or her finger and then throw the ball of string to the next resource point that is named, and so on.

9. Stop the activity when each resource point has received the ball of string at least twice.

10.There will be a large web of string in the center of the circle, with each resource point holding parts of the string.

11.Ask resource points to stand up, drop the string web on the floor in front of them, step back and have a seat. Make sure the string web is in a place where all participants can see the confusing mess.

12.Remind participants that it is their job to reduce the chaos and re-victimization during the response process. Refer participants to the Tips for Effective Response. (For virtual training, use a prerecorded short video of the process. You can make the video interesting by using costumes and props. Ensure that social distancing and wearing masks are observed in the video).

DISCUSSION QUESTIONS: Use the following questions to guide the discussion:

1. Ask participants what they see in the middle of the circle.

2. Ask if this process was helpful to the girl. Why? Why not?

3. How many times did the girl have to repeat her story?

4. Even if a girl has high self-esteem or is very resilient, what must it be like for her to repeat such a traumatic story over and over?

5. What could have been done to avoid making this complicated web of string?

6. What role can participants play to minimize the complicated web?

7. As a resource point, how many times did each participant talk to this girl? Is there a way they

could have been a more effective resource point for this girl?

8. Ask participants to get into groups of two and brainstorm ways in which this girl’s teacher could have minimized the chaotic mess this response process became. Ask participants to share and write their ideas on a flipchart, slides, online notes or in-meeting chat.

9. Remind participants of their role in reducing the chaos of reporting and referral. Remind them of the list of ways to do this (see Activity 3).

WRAP UP:

1. Explain that there will always be challenges in reporting and referral, but it is the teacher or other duty bearer’s job to make these challenges as minimal and infrequent as possible.

2. Review what participants can do to reduce the chaos of reporting and referral.

3. End by noting that, perpetrators who are not held accountable for their actions will continue to commit acts of violence against children, adolescents and young people. More children, adolescents and young people may be harmed and suffer lifelong consequences. Reporting and responding to reports of violence is the first step to reducing SRGBV. However, the number of times a child has to recount their victimization through the act of testifying can be detrimental to the child’s well-being and recovery. A study in the United States found that all children between the ages of 6 and 14 who had been the victims of child sexual abuse and testified showed significant improvement in mental health over time, but the group who testified more than once showed higher levels of emotional distress two years after the initial assessment (UN, 2015).

Session 2: Direct support to learners

TIME: 1 HOUR AND 30 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants will be able to:

1. Recognize the importance of providing a supportive environment for learners.

2. Understand the importance of learner safety and confidentiality if learners come to them with a problem.

METHODS USED:

1. Discussion.

2. Brainstorming.

3. Small-group work.

MATERIALS NEEDED:

Pieces of paper.

Flipcharts or chalkboard. Masking tape. Markers or chalk.

Sticky notes or Manila pieces (15 by 10 centimetres).

A pre-recorded video on Basic listening skills. Slides

Applications e.g. Zoom (virtual training).

FACILITATOR PREPARATION:

1. Write the following statements on separate pieces of paper (one per participant), then fold the paper: Ignore me.

Only pretend to listen. Turn your back on me. Smile at me and listen intently to what I am saying. Shake my hand and listen to me. Let other things distract your attention away from me.

Pay attention to what I am saying. Refuse to look at me. Look at me with respect. Listen to me, but look down on me. Pity me.

SUPPORT NOTES FOR THE FACILITATOR: Listening Skills

This session is meant to enhance listening skills for teachers and other duty bearers. Be sure to adapt the listening skills to the best interests and age of the learner and what is culturally appropriate. Below are some basic listening skills tips.

1. Do not cut the person off. Do not interrupt. Allow him or her to finish.

2. Allow natural silence. Do not feel you have to fill silence with your questions or advice. Silence will allow the person time to think and formulate thoughts.

3. Let the person know you are listening through verbal encouragers (e.g., “uh-huh,” “yes” or “I see.”)

4. Let the person know you are listening through nonverbal gestures:

Face the speaker. Nod your head. Display an open posture (e.g. do not fold hands or cross legs or both). Keep an appropriate distance. Make frequent and friendly eye contact. Appear calm and relaxed.

Active Listening Skills

1. Reflect:

a. Name the situation and feelings that the learner is expressing to you back to them.

b. Capture exactly what the learner has told you. This requires very effective passive listening skills.

2. Paraphrase: This skill can be explained in two parts. Feedback is an integral part of effective paraphrasing. The skilled communicator can elicit such feedback (both verbally and nonverbally) without explicitly asking a question. Paraphrasing does not add any new perspective or interpretation beyond what the learner said.

a. Reword

Restate (in your own words) what the learner tells you in a way that demonstrates that you understood it. This is a very effective skill, particularly when a child, adolescent or young person expresses a lot of feelings and content.

b. Give

Feedback

Always ask the learner, in some way, if you heard him or her correctly.

3. Assess and Explore: This involves gathering more information from the child, adolescent or young person. Ways of assessing and exploring involve the following:

a. Open-ended questions: These are questions that call for more than a “yes” or “no” answer. They encourage the person to open up and share more and to think about his or her feelings, situation and options.

For example; “Tell me more about that.” “What are you most afraid of?” or “What would you like to happen as a result of your coming to me?”

b. Understanding and seeking clarification: This involves digging through information or statements to make sure you understand the situation correctly. This is most often used when a person says something that is not clear. For example, if a young person says “I just want out!” You will not know what that means unless you ask what the person means by “I just want out.”

c. Probing Questions: These are questions to solicit more information, for examples; “Was anyone else there?” or “Did anything else happen?”

d. Encouragers: These are short statements that encourage the person to say more, elaborate, explain or take an in depth look at the situation, e.g., “I’d like to hear more about that” or “I’m listening. Go ahead.”

4. Validate: This involves recognizing or sensing the speakers’ challenges, anxiety or difficulty with regard to sensitive disclosure or decisions and commending their effort and courage in sharing information despite these obvious challenges. For example, “I understand it is difficult but you have made an important decision by telling me this” or “You have done the right thing by coming forward to tell me.”

DOs and DON’Ts of Effective Listening

Below in Table 18 are the DOs and DON’Ts of effective listening when dealing with a learner who has come to report that he or she has been a victim of SRGBV.

Table 15 The DOs and DON’Ts of effective listening

DOs DON’Ts

Believe the child, adolescent or young person. Don’t ask accusing questions. Create a rapport with the child, adolescent or young person. Don’t be overly formal.

Listen objectively.

Don’t be judgmental. Be reliable. Don’t miss appointments. Be committed.

Don’t offer assistance unless you are able to follow through.

Explain circumstances as they are likely to happen.

Ensure privacy is obtained to enable the child, adolescent or young person to talk in confidence.

Assure the child, adolescent or young person of a reasonable level of confidentiality.

Don’t assure the child, adolescent or young person about matters over which you have no control.

Don’t speak to the child, adolescent or young person where there are likely to be interruptions and eavesdroppers.

Don’t give information about the child, adolescent or young person unless professionally required.

Agree at the outset on the amount of time you will take. Don’t appear to be in a hurry.

Maintain an appropriate physical distance.

Assure the child, adolescent or young person that he or she can always come back.

Be in control of your emotions.

Don’t touch the child, especially if you are of the opposite sex.

Don’t feel frustrated if the child does not open up immediately.

Don’t get overwhelmed by your emotions about the situation.

Don’t pressure or rush the child to speak. Allow the child, adolescent or young person to tell his or her story. Don’t interrupt.

Be patient.

Be aware of your own feelings.

Know your limits.

Don’t project your personal experience onto the situation.

Don’t try to handle a problem that is beyond your training.

Be available immediately to a distraught or suicidal child. Don’t delay helping a child with suicidal thoughts.

Refer victims to appropriate professionals or services in situations that are beyond your level of expertise.

Don’t make referrals without the consent of the person counseled (or guardian if appropriate).

ACTIVITY 1: BASIC LISTENING SKILLS (45 MINUTES)

1) Give a folded piece of paper to each participant with a statement written on it (see list under Facilitator preparation). Tell participants not to look at their piece of paper, but to ask a buddy to tape it to the back of their shirts so that others can read it. These pieces of paper can also be made into hats or pinned onto hats. Participants should not see the writing on their piece of paper.

2) Ask participants to walk around the room and interact with their peers. Each person should tell the peer a brief one-minute story about something that has happened to him or her this year. They should walk around the room, interacting randomly with each other for 10 minutes. Participants should conduct their interactions with each other based on the statement on the other person’s piece of paper; e.g. ignore me; turn your back on me; smile at me and listen intently to what I am saying e.t.c.

3) At the end of 10 minutes, ask the participants to form a circle and remove and read their piece of paper. Guide them through a discussion using the discussion questions below.

For virtual training, use a) a pre-recorded short video of the process. Ensure that social distancing and wearing masks are observed in the video; or b) divide participants into pairs and give each pair statements from these: look ahead and talk on your phone; smile at me and listen intently to what I am saying; read and do other things that distract your attention away from me; listen to me but let your expression show disrespect and pity. Ask the pairs to present to the wider group, with one talking and the other acting out the situation in the statement.

DISCUSSION QUESTIONS:

Use the following questions to guide the discussion:

1. Ask participants how they felt during this activity. Note that some responses will be positive and others will be negative.

2. Discuss how it feels to be listened to? How did it feel not to be listened to?

3. Explain that listening to children, adolescents and young people and respecting their opinion is so important that it is listed under the Convention on the Rights of the Child (CRC), Articles 12, 13 and 14.

4. Ask participants why they think listening to children, adolescents and young people is so important that it is included in the CRC.

5. Ask participants how this activity is related to their responsibility to assist children, adolescents and young people. Refer back to their answers in Session 1, Activity 1 of this unit. Ask participants how basic listening skills help them respond to SRGBV.

ACTIVITY 2: DOS AND DON’TS OF EFFECTIVE LISTENING (45 MINUTES)

1. Referring to the DOs and DON’Ts of Effective Listening. Ask participants to take a moment to read the DO and the DON’T and to think about why it is important, and what it would look like in real life or how they would demonstrate it.

2. Go through the entire list and discuss the DO and DON’Ts. Guide the discussion with statements and questions. For example, for “Do believe the child, don’t ask accusing questions”, ask why it is important to believe the child? Or ask what this statement means: “Don’t ask accusing questions.” If necessary, explain that this means teachers and other duty bearers should not make learners feel guilty or as if they have done something wrong. Teachers should not ask questions such as, “What were you thinking wearing such a short dress?” or “Why were you walking alone?” Teachers should never make a learner feel bad about coming to them for help or that they brought the abuse upon themselves.

3. After every DO and DON’T has been discussed, ask participants if there are any that are not clear or need further explanation.

4. Remind participants of Activity 1 and what it felt like when someone wasn’t listening. Remind participants of the effective communication in unit 6. Give them a few minutes to review the communication skills in unit 6. Explain that all these are very basic and useful techniques they can use if a learner comes to them.

WRAP UP:

Tell participants that if there is an emergency, a teacher or other duty bearer should always act immediately to ensure the safety of the learner. The most important points to remember when a learner comes to a teacher with a problem are:

The learner’s safety comes first. Learners have the right to confidentiality. Always respect your learners and act in their best interests.

Session 3: Using the teachers’ Code of Conduct or SRGBV policy to address SRGBV TIME: 1 HOUR

LEARNING

OBJECTIVES:

By the end of this session, participants should be able to:

1. Explain how the Teachers’ Code of Conduct and SRGBV policy can be used to prevent and respond to SRGBV.

2. Report violations of the Teachers’ Code of Conduct and SRGBV policy.

METHODS USED:

1. Group discussion.

MATERIALS NEEDED:

1) For each participant have a copy of:

• Copies of the Teachers’ Code of Conduct (CoC).

• Copies of the school SRGBV policy if there is one.

• Copies of the Education International (EI) Declaration on Professional Ethics (To use if a local CoC is not available).

2) Notes on “Using the Code of Conduct to Reduce SRGBV”.

FACILITATOR PREPARATION:

1. Have copies of a national teacher code of conduct regarding proper student-teacher relationships and reporting procedures and the school SRGBV policy. If these are not available, us the Education International (EI) Declaration on Professional Ethics from Appendix VI. (For virtual training, these can be shared 3-5 days before the training).

2. Write each question on pieces of paper or photocopy the questions, cut them apart [from Using the Code of Conduct to Reduce SRGBV].

SUPPORT NOTES FOR THE FACILITATOR:

1. The EI Declaration; teachers’ CoC and school SRGBV policy represent an individual and collective commitment by teachers and other education personnel towards creating a safe, conducive, and supportive environment.

2. All three can mutually reinforce each other; in agreement with national and even regional and international laws, statutes, rules and programmes that guide education and teachers’ conduct.

3. In the context of SRGBV, all three should address teacher professional conduct and address the problems arising from relations with the different participant in education. Ultimately, they should enhance equality of educational opportunity for all children and youth without discrimination, and particularly children from marginalized groups; those who are specifically more vulnerable to or are victims or survivors of SRGBV.

Questions to ask when using a Code of Conduct or SRGBV policy to respond to SRGBV. When using any of the above, you need to ask whether they answer the questions below.

Does the CoC; SRGBV policy:

1) Clearly define the different forms of SRGBV?

2) Have a clear, unambiguous, zero tolerance guidelines against all forms of SRGBV?

3) List examples of behaviors covered by the policy?

4) List the proper reporting procedures for teachers who wish to report a violation of the CoC or an incident of SRGBV?

5) Mention the teacher’s responsibility to his or her students regarding their right to education?

6) Mention the rights of the child (such as freedom from corporal punishment, right to an education, etc.)?

7) Give the teacher’s responsibility regarding protecting students from violence? This could be psychological, physical, or sexual violence.

8) Mention what constitutes improper behavior with learners (and by learners) and the consequences of such behaviour?

9) Give clear consequences of breaking rules; regarding unprofessional behavior clear and are these linked to disciplinary procedures? What are the proper procedures?

10) Lay out ways for teachers, other staff (and learners) to raise concerns, confidentially, when necessary, about unacceptable behavior by other teachers or staff members?

11) Provide names or contact information of people responsible for accepting and managing complaints?

12) Prohibit retaliation against those who report incidents of SRGBV?

ACTIVITY 1: RESPONSE USING THE TEACHERS’ CODE OF CONDUCT (1 HOUR)

This activity requires copies of a Teachers’ CoC or school SRGBV policy with regulations regarding SRGBV. Ideally, have one copy for each person, but at least a few per group. If not, use the Education International Declaration on Professional Ethics.

1. Divide the participants into 3 groups or online breakout rooms. Give each group 4 questions from the 12 questions above, under Questions to ask when using a Code of Conduct or SRGBV policy to respond to SRGBV.

2. Each group will take some time to look through the CoC or SRGBV policy and have one person report back in plenary, indicating the clause and the page number where the answer can be found, so other groups can follow for reference purposes.

3. If participants were unable to find the answer to any of the questions, write that question on a flipchart or slide labeled “Gaps in the Teachers’ Code of Conduct or SRGBV policy.” The gaps should be listed and addressed later.

WRAP UP:

Remind participants that, the CoC largely exists to ensure that teachers act in an ethical manner and always maintain their professionalism. It reinforces the concept of accountability, ensuring that teachers maintain their responsibility to create a safe and respectful learning environment for all learners. Additionally, an SRGBV policy looks to ensure that there is a safe and conducive environment for all members of the school community, especially learners entrusted to the institution’s care. These are therefore important tools for a quality education and should be well understood by teachers, learners, parents and the school community.

Session 4: Using the legal system to address SRGBV TIME: 2 HOURS

LEARNING OBJECTIVES:

By the end of this session, participants should be able to:

1. Identify laws pertaining to SRGBV.

2. Understand how to report violations of the law. 3. Appreciate their legal and ethical duty to report SRGBV.

METHODS USED:

1. Case studies. 2. Brainstorming.

MATERIALS NEEDED:

Flipcharts or chalkboard. Masking tape. Markers or chalk. Sticky notes or Manila pieces (15 by 10 centimetres). Slides

Applications e.g. Zoom (virtual training) Copies of the supplemental handout, Laws, Regulations and Reporting Procedures.

FACILITATOR PREPARATION:

Review and have copies of some, Laws, Regulations and Reporting Procedures, regarding SRGBV. (You can get some information from Unit Three, Session Two). For virtual training, share the laws and regulations beforehand and ask participants to prepare soft and hard copies.

SUPPORT NOTES FOR THE FACILITATOR: Below are examples of psychological and sexual abuse. These can be used in the activities that look at possible ways of reporting SRGBV.

1. A teacher sometimes calls girls who do well in Physics class, “our male challengers”; the class laughs each time he says it. (Psychological)

2. Young men who are on the football team and are popular bully the smaller boys during break time and sometimes eat their snacks. One small boy who said he would report them was kicked by two of the older boys. The school turned a blind eye as the football team has brought in many trophies. The little boys live in fear. (Physical and psychological)

3. A teacher tells a girl she is stupid for falling asleep in class and she should just drop out and get married. The girl is tired because she gets up early every morning to help her mother with household chores before school. (Psychological)

4. A girl is raped by the school night watchman. The head teacher does not want the news to get outside the school circle, as it will ruin the school’s reputation. The watchman is dismissed and the parents who do not want to suffer “shame” in the community agree to have their daughter move quietly to another school. (Sexual and psychological)

5. A male student is late for school and is beaten by his teacher. The boy who sees a lot of violence at home retaliates by beating the teacher so badly, resulting to the teacher’s hospitalization. (Physical)

6. A student is tutored by her teacher at his house. She is uncomfortable with this arrangement; the last time she went, he tried to kiss her and touch her breasts. He has threatened that if she does not go to his house, he will fail her. (Sexual)

Table 16 Example of sample form for documenting an incident of SRGBV

Description of the incident Date of the incident Date reported and to whom Immediate response Follow up Response

Explanation

Describe the allegation Date

Date reported By: [name]

The teacher should write down what he or she did upon hearing the disclosed incident to support the student/pupil

The teacher should write down what was done to follow up, namely, who did he or she discuss this with (for example, the head teacher, senior male or female teacher, parent, etc.).

Table 17 Example of documenting an incident of SRGBV

Description of the incident Date of the incident Date reported and to whom Immediate response Follow up Response

Example from Scenario 1

Student reports being beaten with a stick by the prefect upon arriving at school. The name of the perpetrator perfect is known to the student.

[20/05/19] and at other times during the past week.

[20/05/19] Reported to Mrs. Opio.

Student agreed to report incident to the Head teacher but not to be identified by name.

The form two teacher who observed the incident confirmed that the student was beaten by the prefect. Met with the Head Teacher [21/05/19] and with the senior male and female teacher [21/05/19]. Head Teacher addressed the school assembly [25/05/19]. Checked back with student [30/05/19].

ACTIVITY 1: LAWS AND POLICIES (1 HOUR)

1) In three groups, refer participants to the national laws also ask them to come up with any customary laws and local by-laws that protect children.

2) Ask each group to review the laws and regulations that protect learners from abuse under each category.

3) Ask each group to report back in plenary.

4) Have a discussion as a group, guided by the discussion questions below.

DISCUSSION QUESTIONS:

Use the following questions to guide the discussion:

1) What information was new to you today?

2) What national laws in this country protect learners from SRGBV (physical, psychological and sexual abuse)?

3) What customary or local by-laws protect learners from SRGBV?

4) What exists within the Teachers’ Code of Conduct or SRGBV policy that protects learners from SRGBV?

ACTIVITY 2: REPORTING REQUIREMENTS (1 HOUR)

1. In the same 3 groups, assign each group two scenarios from 1-6 in the support notes. Ask participants to work in their groups to develop a process with concrete steps for reporting the assigned scenario. Guidelines include: what steps does the teacher take as they report?

To whom do they report (e.g., the police, education authorities or local chief)?

2. Have each group report back to the wider group. Then, ask the following questions: Were the steps to reporting unclear in any of the scenarios?

Was it difficult to identify the appropriate jurisdiction/actor to which the teacher was supposed to report?

Did you identify any barriers or constraints to reporting in any of the scenarios?

3. Share tables 16 and 17 with everyone and tell them they can guide them in reporting SRGBV in their schools.

WRAP UP: Thank participants and summarize by reminding participants that it is their legal and ethical responsibility to respond to SRGBV. Remind them that there are some possible challenges to response. They however can apply the various strategies learned and work with various people within their response network to address these challenges. Formally close the unit by asking a few participants for any key lessons learned and ask them to note them down in their notebooks as KEY LESSONS UNIT SEVEN. Ask the group to add three ways they can use or apply what they have just learned and circle the one you plan to do first.

PERSONAL REFLECTION: Remember, identifying SRGBV victims and survivors in school settings may be challenging as some may present with no obvious signs and symptoms. Some learners may not tell you about the violence due to shame or fear of being judged or fear of their teachers, parents’/guardian’s reactions and actions. It is therefore important that efforts should be made to make disclosure as easy as possible.

unit eigHt: Action PlAnning And Pledge

Introduction

This Unit gives participants a chance to discuss a tangible plan to help address SRGBV. Participants also have an opportunity to formally commit to decreasing SRGBV and its harmful effects by writing a pledge to help prevent and respond to SRGBV in their classrooms and in and around their schools. The participants further get an opportunity to reflect on the training and how the skills they have acquired will be applied practically in their school environment.

What is in Unit Eight?

Session 1: Developing an action plan 1 hour 30 minutes

Session 1 examines steps in developing an action plan to prevent and respond to SRGBV. It goes on to outline resources required to deliver the plan and any challenges they may face. 1 hour

Session 2: Populating the plan. This session gives key components of a good plan and gives guidelines on how to put planned activities into a template.

Session 3: Pledge Session 3 handles re/committing to roles and responsibilities to prevent and address SRGBV through an action plan and signing a personal pledge.

30 minutes

30 minutes

Total 3 Hours

Session 1: Developing an action plan to prevent and respond to SRGBV

TIME: 1 HOUR 30 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants should have:

1. Acquired the key information required to develop an action plan to prevent and respond to SRGBV in and around their school.

2. Embarked on developing their action plan.

METHODS USED:

1. Group work.

2. Gallery walks. 3. Discussion.

MATERIALS NEEDED:

Flipcharts or chalkboard. Masking tape. Markers or chalk.

Sticky notes or Manila pieces (15 by 10 centimetres). Previous group work for reference.

Flipchart labeled Problem Tree, with the picture of a tree, Different colour sticky notes. Slides Applications e.g. Zoom (virtual training)

FACILITATOR PREPARATION:

1) Have in place the participatory maps and transect diagrams from the groups which you labeled/ saved under unit four.

2) Have your own ranking of what you feel are the five major issues, which they can address in and around the schools.

3) Look at possible stakeholders they may need to work with; referring to notes from unit seven.

4) Consider areas where parents would need to come in, based on notes from unit six.

This background information should not be imposed on the participants but will enable you to access how they are progressing.

SUPPORT NOTES FOR THE FACILITATOR:

Participants are encouraged to come up with their plans, as a first step towards transforming the skills acquired through the training into actions which are specific, measurable, achievable, realistic and time-bound (SMART).

ACTION PLANNING

To get started in setting appropriate goals for your activities. You are going to use the “Problem Tree” and “Objective Tree” technique to initiate a school SRGBV plan.

The Problem Tree

The purpose of the Problem Tree is to provide a broad overview of the problem, as well as, identify specific causes and resulting effects. The use of negative language whilst using this tool is helpful in identifying specific problems.

Identify the problem

As we discussed in earlier units, deciding on the problem is best done in a group setting where all members of the school and select members of the community and other relevant stakeholders discuss core issues together. Remember, it is important to identify the SRGBV “problem”. Make sure that your problem is an existing negative state, not an absence of a solution. For example; “Only the headmaster and governing body handle cases of SRGBV” is a problem, “No capacity to prevent and respond to cases of SRGBV” is not.

Find the specific causes that are contributing to this problem

The specific causes contributing to the central problem are placed below the main problem, forming the ‘roots’ of your tree. It is possible that some of the issues the participants identified in earlier units are contributing causes to the main problem/s and can be added at the bottom of the tree. There could be multiple layers to contributing causes, participants should therefore be guided to dig deep. The more detail they go into at this stage, the easier it will be to identify objectives and solutions. It is therefore recommended to use sticky notes if available, so that they can easily re-arrange their tree/s. This is also particularly useful when grouping related causes together.

ACTIVITY 1: RANKING PROBLEMS (1 HOUR)

1) Place the flipchart of the “Problem Tree” where everyone can see it.

2) Ask participants to get into the three groups in which they developed the transect diagram and maps for SRGBV “hotspot” in and around the school.

3) Also ask them to revisit their maps and transect diagrams and identify issues that need to be addressed.

5) Ask the participants to analyze the underlying causes for the problem. (Answers might include: governing body does not prioritize SRGBV; no budget; academics are priority; no time for planning; no capacity to prevent and respond; no one is responsible; community not engaged etc.).

6) When they have identified all the causes and written them down, ask them to brainstorm on all the negative impacts of the problem on a safe school, and write them as branches of the tree, e.g. no action taken against community offenders; corporal punishment continues despite being banned; girls drop out; students with disabilities transfer to special schools; teachers make girls pregnant, etc.

7) Once all groups have worked on their trees, share them and ask participants to do a brief gallery walk or online presentation to see what the others have come up with.

Figure 6 The Problem tree

4) Ask the participants to come up with 3 problems ranked 1-3. They should zero in on a core problem which makes up the trunk of the tree, e.g.: “Only the head teacher and governing body handle cases of SRGBV” Go on to tell them that the roots of the tree are the root causes of the problem and the branches are the impact in terms of SRGBV.

WRAP UP: Tell participants that each group has several SRGBV issues that need addressing. This process can be repeated for other issues until they have addressed the major problems affecting the school. Tell them that if these issues are not addressed, they will affect the outcomes in section 1.1.4.

ACTIVITY 2: DEVELOPING OBJECTIVES AND FORMULATING ACTIVITIES (30 MINUTES)

1) Introduce participants to the “Objective Tree” and tell them that the purpose of the objective tree is to identify specific objectives that will overcome each element of the problem tree. Objective trees are important in guiding the action planning process and measuring success.

2) Tell participants that when writing the statements on the problem tree they used negative language, simply changing these to positive statements will help shape their objectives. For instance, “no action taken against community offenders” will become “action taken against community offenders.”

3) After the participants have come up with several positive statements, ask them to come up with how they will address these issues. These can be grouped under various strategies or means e.g. partnerships and awareness raising. They should be SMART (specific, measurable, achievable, realistic and timebound). Below is an example of how to address an issue.

Issue: No action taken against community offenders.

Which objective does it affect: Objective 7: Improved safe and secure (physical) environments in and around schools.

Who does it affect? Affects mainly girls 14-19. This is what we want to achieve: To ensure offenders are identified and punished. No more girls are attacked/ violated.

This is what must happen for us to achieve our goal: We shall get support from the community and raise awareness about the dangers of SRGBV.

These are possible strategies or actions we could take to achieve our goals: Form partnerships and raise awareness.

This is the strategy we have chosen: Partnerships and community awareness.

These are people we know are available to help us: Ministry of Education, Teachers’ Union, religious leaders, local businesses, local chief, parents, human rights NGO, FAWE.

These are materials/resources we know are available to us: Flipcharts, announcements at all school events, announcements at all religious and local functions. This is the first step we need to take: Set up a meeting with the local leaders to introduce

These are the next steps we need to take: Set up the school-community partnership group, develop a plan of activities for raising awareness on the dangers of SRGBV, identify response points to work with.

These are the final steps we need to take: Measure our success every month and every term. These are some possible challenges for our plan: Opposition from the youth and older men who sexually harass the girls. Having no budget for SRGBV activities. These are some ideas for overcoming those challenges: Work with youth and men to sensitize their fellow youth and men using means such as music, dance and drama. Ride on activities that do not cost money to pass out messages e.g. church sermons, local market megaphone, announcements before local football matches, announcements in video halls etc.

This is how we will know our plan has worked: Community offenders will be identified and punished. There will be less girls violated. Less youth and men will be committing sexual offences against girls.

WRAP UP: Formulating problems and objectives is an important first step in developing the school SRGBV plan, End this session by asking participants the following questions and take a few minutes to make any clarifications before moving on to session two.

• What is the most important thing you learned in this session?

• What did you enjoy most about this session?

• What did you find difficult about this session?

• Are there any questions or issues we did not cover that you would like to discuss?

Session 2: Populating the plan TIME: 1 HOUR

LEARNING OBJECTIVES:

By the end of this session, participants should have basic skills on how to populate a school SRGBV action plan using key information developed from the earlier units and the Problem and Objective tree technique.

METHODS USED: 1. Group work.

MATERIALS NEEDED:

Flipcharts or chalkboard. Masking tape. Markers or chalk. Sticky notes or Manila pieces (15 by 10 centimetres).

Flipchart, slides or online whiteboard with template for the plan with illustration.

Typed out template for the plan for each group. Applications e.g. Zoom (virtual training)

FACILITATOR PREPARATION: Have the following:

Flipchart, slides or online whiteboard with filled template for the plan to use for illustration.

Typed out template for the plan for each group. For virtual training, share the template beforehand and ask participants to prepare soft and hard copies.

Slides

SUPPORT NOTES FOR THE FACILITATOR:

Why is planning important?

We all know the adage that; “Failure to plan, is planning to fail!” Yes, planning takes time and effort, but it is necessary for success. Plans are important because they:

1. Give clear direction and encourage participation: School leadership looking to create the right environment for a safe school must first and foremost establish set goals and objectives with the rest of the school community. Both relevant internal and external stakeholders can be part of the meeting/s to create clear direction for the school SRGBV prevention and response plan. Gender is deeply

rooted in social and cultural norms, that is why it is important to work with various stakeholders, bearing in mind that it may take a while for some groups to understand what SRGBV is and that it is indeed a danger to our learners and negatively impacts the community.

2. Encourages self-awareness

When leadership works closely with the entire school team and community, they are more likely to understand what is happening, what it means, and how those challenges affect everyone in the school and community. They are also more likely to internalize and execute their roles because they have been a part of the process. One plan is therefore better than having many small plans which are not linked.

3. Helps leadership to communicate targets and stay on course

The plan should have clear set targets and individuals to ensure that these targets are met; using supporting strategies and various resources within set time-frames. Leadership should use the plan to remind the school community of the set targets from time to time. Having clear targets and communicating them reassures the people involved. For example, teachers and parents who were anxious that they would have an extra load will be relieved when they realize that awareness raising about SRGBV can be done using the routine school activities such as assembly, lessons which are more gender responsive, Tuseme clubs etc.

4. Makes room for guided feedback

Executing a good plan should also establish a culture that nurtures the ability to take on external feedback. While leadership must ensure that the plan is being executed based on the objectives and targets in a timely manner, they should also encourage people across the school community to give useful feedback and additional ideas. This can be used to improve on the plan and sustain it.

A good action plan should have a hierarchy of aims in a logical manner to include a goal, objectives, outputs and activities, which are guided by certain well thought through strategies. The plan should also clearly indicate: inputs, or things needed to implement the plan; people who will be responsible to see that things get done; time frames within which things should be done.

Goal Definition: A major aspiration that the school intends to realize, in this case, to make your school safe using the mirrored approach. Characteristics of a Goal include:

Reflects the Big Picture Clearly serves the interests of the school as a whole. Ambitious and even daring!

Achievement of the goal represents significant progress in contributing to addressing the issue at hand.

Time period varies (typically one to three to five years).

Example: Significantly reduce the SRGBV cases in and around schools by 2025.

Objective Definition: A concrete, measurable milestone on the way to achieving a goal. Characteristics of a good objective include: Relevant and significant with respect to the goal.

Measurable: Shows measures or sources of data for progress measurements, whether quantitative, qualitative, or both.

Achievement of the objective represents significant progress toward achievement of the goal.

Achievable in typically six months to a year.

Shows the timeline or deadline for completion of the objective.

Shows the specific point person or group with overall responsibility for ensuring that progress on the objective occurs as planned.

May show estimated resources, if any, required for achievement, along with potential sources of support.

Specific and reasonable with respect to both scope and timeline.

Has a coherent set of activities or actions. Example: Reduce by 50% the number of community sex offences commented against girls by 2022.

Activity Definition: One of a coherent set of specific steps that must be taken to reach the objective. Characteristics of an activity include: Specific and reasonable with respect to scope, timeline (typically one year or less).

Shows the timeline or deadline for completion of the activity.

Shows the specific person with overall responsibility for ensuring that the activity occurs as planned.

May show estimated resources required for achievement, if any, along with potential sources of support.

Completion of all the activities under an objective means achievement of that objective.

Example: Identify and record all learners who have experienced some form of sexual violence in the community in the past year by last week of June, 2021.

Table 18

Example template for a school SRGBV prevention and response plan

Goal: SRGBV cases in and around schools will be significantly reduced by 2025 with participation of both males and females in the school and community.

Objective 1: School leadership (governing bodies, management,) engages school community (teachers, student councils, parents and other adult duty bearers) to use the mirrored approach to prevent and respond to SRGBV by 2022.

Activity Inputs

Form schoolcommunity partnership

Conduct meeting to explain the importance of addressing SRGBV in and around schools.

Conduct capacity building training in mirrored approach for teacher trainers of trainers and members of SRGBV committee.

Conduct capacity building training in mirrored approach for teacher trainers of trainers and members of SRGBV committee.

Include SRGBV activities in school calendar and activities.

Two hours after school on Monday and Thursday.

Person responsible Time Output

Head teacher. Focal point teachers (male and female).

Three hours on Saturday morning.

Three hours on Saturday morning.

Head teacher. Focal point teachers (male and female).

1 week (first week of September 2021)

School-community partnership/ SRGBV committee with 14 members established.

First week of September 2021 Meeting conducted and key SRGBV issues explained.

Head teacher. Focal point teachers (male and female).

Trainers. FAWE Mirrored Approach manuals and training resources.

Head teacher. Focal point teachers (male and female).

School academic and extra-curricular time table.

Two hours after school on Monday and Thursday

Director of studies Pupil/ students’ council.

First week of September 2021

Meeting conducted and key SRGBV issues explained.

(August-November, 2021) 12 Teacher trainers of trainers and 12 SRGBV committee members trained in FAWE Mirrored Approach.

(September and October 2021)

SRGBV activities that are named e.g. classroom rules; announcements at assembly; talking compound are clearly included in school time table.

Develop a community SRGBV mobilization and awareness plan.

Two hours after school on Monday and Thursday

Community representatives. Focal point teachers (male and female).

(September and October 2021)

SRGBV community activities that are named e.g. announcements on market radio; announcements in places of worship; engaging local leaders.

Table 19 Examples of areas that one could consider under each outcome when developing Plan

address

SRGBV

1.1 Hold a meeting to explain the importance of addressing SRGBV in and around the school.

1.2 Conduct training to build capacity of teachers to address SRGBV using FAWE Mirrored Approach (FAMA).

1.3 Develop SRGBV action plan with school community.

1.4 Hold monthly and end of term SRGBV Committee meetings to review

Number of male and female member of the school community who attend meeting.

Number or percentage of teachers trained, know main forms of SRGBV and utilize FAMA to address SRGBV.

Number or percentage of teachers, learners and community involved in developing SRGBV action plan.

Number of monthly and end of term SRGBV Committee meetings held.

Number and type of SRGBV issues raised.

2.1 Hold meetings to develop code of conduct/ SRGBV policy.

2.2 Allocate resources to implement SRGBV policy during school annual, term and monthly planning meetings.

2.3 Conduct in school and community activities to raise awareness on Teachers’ CoC and SRGBV Policy.

SRGBV code of conduct/ SRGBV plan with clear definitions of SRGBV, zero tolerance to SRGBV and clear guidelines and penalties in line with Teachers’ CoC and national laws.

Number or percentage of teachers, learners and community involved in decision-making processes and development of code of conduct/SRGBV policy.

SRGBV resource document (time, personnel, budget).

Number and type of awareness activities planned and conducted.

Number or percentage of teachers, learners and community implementing code of conduct/ SRGBV policy.

Number or percentage of teachers who have received in-service training on FAMA and SRGBV.

Number and percentage of teachers using participatory gender-responsive approaches and positive discipline teaching methodologies.

Number or percentage of teachers who have received refresher training on FAMA and SRGBV.

Percentage of teachers including participatory gender-responsive approaches and positive discipline and teaching methodologies in their termly and monthly scope of work and lesson plans.

Percentage of teachers reporting no longer using corporal punishment in the past 12 months.

Percentage of teachers and learners reporting decreased SRGBV by kind, in the past 12 months.

4.1 Establish activities that involve and empower learners to address SRGBV.

Number and type of activities established and incorporated into school calendar, (e.g. SRGBV clubs, poems and stories, music, dance and drama, mention when leading assembly etc.).

Outcome 5: Established and operational child-friendly and gender-responsive reporting, response and referral system.

4.1 Establish designated safe, confidential, ageappropriate, gender sensitive and inclusive reporting mechanisms, procedures and spaces.

4.2 Create in school support and referral systems to offer timely physical, psychosocial and counseling, legal and other support.

Percentage of students who know about the designated safe, confidential, age-appropriate, gender sensitive and inclusive reporting mechanisms, procedures and spaces and are confident in using them.

Number of learners reporting potential, current and past cases of SRGBV.

Percentage of staff who know how to respond to incidents of SRGBV and clearly understand their roles and responsibilities in response.

Number of victims and survivors receiving direct response and referral.

Outcome 6: Improved parental awareness and capacity to identify and address incidents of SRGBV in a timely and child-friendly manner.

6.1 Select parent representatives on SRGBV committees and other bodies that address learner and safe school issues.

6.2 Include parent in capacity building activities.

6.3 Engage parents in SRGBV prevention and response activities.

Number of school and other bodies; (village councils, mama clubs, special needs committees, parents of survivors etc.) with gender balanced parental representation.

Number of parents who have participated in capacity building activities on gender equality and SRGBV.

Number and frequency of parent-teacher meetings discussing issues of SRGBV.

Number of parents that have participated in SRGBV prevention and response activities.

Outcome 7: Improved safe and secure (physical) environment in and around schools. 7.1 Conduct activities to map SRGBV “black spots” in and around school. 7.2 Conduct a survey on number of learners who feel unsafe as a result of the identified SRGBV “black spots”.

Number of SRGBV “black spots” with remedial action taken (e.g. fixing bathroom doors, installing lighting, closing holes in fences etc.).

Number or percentage of learners who report feeling safe and protected around the school.

Number or percentage of learners who report feeling safe on the way to and from school.

Outcome 8: Established, operational and effective system to report, monitor, evaluate and create accountability on how SRGBV is addressed in and around schools.

8.1 Establish a school SRGBV Information and Management System (IMS), within the wider school system.

School SRGBV IMS established.

Number of teachers who know how to collect and store data on SRGBV in line with action plan and indicators

Number of teachers who know how to collect and store data on SRGBV in line with action plan and indicators.

ACTIVITY 1: COMPONENTS OF A GOOD PLAN (15 MINUTES)

1) Ask three to four volunteers to define what a plan is and what a good plan should have.

2) Write the answers down on flipchart, slides or online whiteboard.

3) Brainstorm on what could is needed under each of the proposed components of a good plan.

4) Note down the answers.

5) Get any additional information using the support notes for the facilitator for reference.

WRAP UP: Thank participants and summarize by telling them that they can now formulate goals, objectives, strategies and activities that will give them tangible short term results (outputs) regarding the issues raised in the objective tree. They however, must ensure that the activities they plan are SMART (ask one or two participants to define this acronym). They must also have a person or people who will be responsible and must note the things they will use to operationalize the plan.

ACTIVITY 2: POPULATING THE ACTION PLAN (45 MINUTES)

1) Introduce the participants to the pre-filled template of the plan and explain that it brings all the components of a good plan together in one place.

2) Ask the participants why they think it is important to have all these components together in one place.

3) Take them through the importance of a plan.

4) Ask participants in their groups or online breakout rooms to create a plan using the template and at least one of their identified issues.

5) Groups report back in plenary and discuss templates.

6) Share Table 18 and explain how it will guide them as they formulate activities that are measurable that fit under each outcome.

WRAP UP: Thank participants and tell them that they should now come up with a plan that can be used to address some of the key issues identified in their school, using minimal resources and without disrupting the school timetable.

Session 3: The Pledge

TIME: 30 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants will make a personal pledge to prevent and respond to SRGBV in their classrooms and in and around their schools.

METHODS USED: 1. Self-reflection activity.

MATERIALS NEEDED:

Flipcharts or chalkboard. Masking tape. Markers or chalk. Sticky notes or Manila pieces (15 by 10 centimetres). Pledge to Prevent and Respond to SRGBV. Slides

Applications e.g. Zoom (virtual training)

FACILITATOR PREPARATION:

1. Write an example of the Pledge to prevent and respond to SRGBV on a flipchart, chalkboard, slide or online white board. If possible, make copies of the pledge on good quality paper so participants can leave the training with it. (For virtual training, arrangements can be made on modalities of getting good quality copies of the pledge to the school/s).

ACTIVITY 1: MY PLEDGE TO MY STUDENTS (30 MINUTES)

1. Distribute copies of the Pledge to prevent and respond to SRGBV, Appendix V.

2. Ask participants to complete the Pledge with details of what they can personally do to ensure that they are working towards preventing and responding to SRGBV and providing learners with a safe learning environment.

3. Have a school management sign the pledge as a witness.

WRAP UP: Thank participants and formally close the unit by asking a few participants for any key lessons learned and ask them to note them down in their note books. Ask the group to add three ways they can use or apply what they have just learned and circle the one they plan to do first.

PERSONAL REFLECTION: It is very important that as an individual and a school, you find time to complete the planning process you have started.

unit nine: monitoring And evAluAtion

Introduction

Unit Nine sets out to provide basic information on monitoring and evaluation, so that schools can be guided to work with the same basic information when monitoring progress and evaluating results and impact of their SRGBV prevention and response plans. The information from this unit will enable participants put together information that can be used for planning. Knowledge and skills acquired can be used in supporting other schools and even countries to learn from their experience. It is important to design the monitoring and evaluation plan right at the beginning, along with the action plan. Baseline data, to show what the state of affairs was before the action plan was executed is also very important for monitoring and evaluation. The checklist (Appendix VI) at the end of the manual can be used as a guide to generate baseline data.

What is in Unit Nine?

Session 1: What Is meant by Monitoring and Evaluation?

This session introduces participants to monitoring and evaluation, explaining why monitoring and evaluation is important and giving examples of indicators to be used in monitoring.

Session 2: Data collection

Session 2 introduces data collection, giving the purpose of collecting, managing and keeping SRGBV data at school level.

Session 3: Training wrap-Up and evaluation

This session summarizes key themes of the training programme and wraps up the programme. Participants will complete an evaluation form on the training.

1 hour

45 minutes

30 minutes

Total 2 hours 15 minutes

Session 1: Monitoring and Evaluation TIME: 1 HOUR

LEARNING OBJECTIVES:

By the end of this session, participants should be able to:

1) Define monitoring and evaluation and differentiate them from each other.

2) Explain why monitoring and evaluation is important.

3) Define and develop different types of indicators to be used in monitoring.

METHODS USED:

1. Group work.

2. Brainstorming.

MATERIALS NEEDED:

Flipcharts or chalkboard. Masking tape. Markers or chalk. Sticky notes or Manila pieces (15 by 10 centimetres). Slides

Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with the key terms monitoring and evaluation.

2) Prepare flipcharts, slides or online white board with definitions of monitoring and evaluation.

3) Prepare flipchart, slides or online white board with some examples of monitoring and evaluation indicators.

SUPPORT NOTES FOR THE FACILITATOR:

What is monitoring and evaluation?

Monitoring is the systematic day to day process of gathering information and analyzing it to assess the progress and track the success or failure of interventions. Monitoring is from the start throughout the implementation period of an intervention. It can include monitoring of processes, such as: when and where activities occur; who implements them; and how many people or entities they reach. All this is important to decision-making.

Evaluation is the systematic and objective assessment of an on-going or completed intervention. The aim is to determine whether the intervention has met its stated objectives and is usually intended for internal use. Evaluations can be periodic/formative, conducted to review progress, predict likely impact and highlight any necessary adjustments in design. It can be terminal/summative; carried out at the end of an intervention to assess performance and overall impact. In the case of SRGBV it would look at whether there was a shift in attitudes and practices in the school and the community, and whether the intervention affected the drivers of SRGBV as expected.

Why is monitoring and evaluation important?

Monitoring and evaluation is important to determine whether strategies are being implemented effectively and achieving the desired outcomes. It can demonstrate positive, negative, direct, or indirect changes that have occurred and whether targets have been reached. Monitoring and evaluation helps school leaders and managers as well as other stakeholders such as policy makers, community members, and response focal points to make informed decisions in SRGBV prevention and response.

While there is some evidence on the prevalence, root causes, and drivers of SRGBV, there is less evidence on what kinds of strategies are effective in preventing SRGBV and offering adequate support and resources to survivors. Monitoring and evaluation helps address this knowledge gap and helps to show which strategies and activities work by producing good practices supported by evidence on what is effective in preventing and responding to SRGBV. Indicators are therefore an inherent part of a good monitoring and evaluation framework.

The importance of indicators that will be used to measure the SRGBV FAMA success

This manual proposes three core sets of indicators:

1. Process indicators to track progress at the school level and where necessary and possible create linkages to district/ provincial level and national levels.

2. Indicators on drivers that measure medium-term change in the drivers of SRGBV at school level and again where possible with linkages to other levels.

3. Prevalence indicators that measure impact on prevalence of SRGBV at the school and other levels.

The proposed broad set of indicators has been suggested based on evidence and good practices on prevention of SRGBV. When consistently used, these indicators will provide information about SRGBV prevention and response, giving insight into how big the problem is, where and how it manifests and when and how often it happens. Subsequently, the indicators will look at how effective the FAMA is in

preventing and responding to SRGBV. This will be done through giving pointers such as: numbers, percentages, perceptions, or opinions etc. Given their importance in the monitoring and evaluation process, a more detailed description is given in the sections that follow.

Process Indicators

Process indicators track the progress of the planned strategies and relayed activities and describe the processes that contribute to the achievement of outcomes. Process indicators are used to track progress on how effectively activities are being implemented, and to feed back any noticeable changes into the approach to improve and optimize it. Process indicators measure progress at two levels: national (or district/ provincial) level and school level. This manual will primarily look at school level. At school level, data on progress can be got through administrative systems such as a school census, internal mapping or education management information systems (EMIS), and can be collected every six to twelve months.

Examples of process indicators are given below:

Example of Process Indicators

• Number of monthly and end of term SRGBV Committee meetings held.

• Number or percentage of teachers, learners and community involved in developing SRGBV policy.

• Number of teachers including SRGBV good practices in their termly and monthly scope of work and lesson plans.

• Number of parents who have participated in capacity building activities.

Indicators on drivers

Indicators on drivers track changes in the attitudes, norms, and behaviors that underpin SRGBV among students, teachers, educational staff, and community members. Measuring these indicators can capture medium-term changes expected to eventually lead to the elimination of SRGBV. Indicators that measure the drivers of SRGBV also help show whether legislation addressing SRGBV and violence against women and children is effective and demonstrate the degree of national or provincial level commitment towards prevention and response.

Evidence suggests that attitudes can change in a relatively brief amount of time. However, change in attitudes does not necessarily mean that behavior or social norms have changed. For this reason, it is important to collect data periodically to capture any changes in attitudes on SRGBV and gradual changes in behaviors and norms. Data on changes in attitude, behaviour and social norms can be collected at school level through the school administrative data collection systems e.g. departmental reports; SRGBV committee reports and SRGBV club activities. However, more data can be obtained by tapping into provincial and national level sources such as surveys on GBV and SRGBV or school audits on issues such as teenage pregnancy and corporal punishment. Examples of indicators on drivers are given below.

Example of Indicators on drivers

Number of female teachers and learners in decision making positions.

Percentage of learners who know that corporal punishment is not normal and is illegal.

Percentage of parents who no longer practice corporal punishment.

Percentage of learners who report equal distribution by sex of chores at home.

Prevalence Indicators

Prevalence indicators measure the prevalence of SRGBV experienced and perpetrated by learners and teachers and other members of the community. Ultimately, the objective of the school plan is to reduce the rate of SRGBV; measuring these indicators is therefore central to determining the effectiveness of this plan and the selected approach. Following the development and implementation of the action plan within the mirrored approach, reporting rates are likely to increase in the short to medium term; as reporting mechanisms are improved and structures are put in place for addressing incidents of SRGBV. As a result, learners, teachers and other members of the community will become increasingly confident and willing to report incidents of SRGBV.

Reduction in prevalence is a long-term objective, so data collection on prevalence should occur less frequently, probably every two to four years and can align with significant surveys conducted with students, teachers, and community members on their experiences of SRGBV. Existing data can be collected from previous surveys, such as the Global School-based Student Health Survey (GSHS) or the Health Behaviour in School-aged Children (HBSC) study and other household surveys and can be used as baseline data to compare prevalence rates. When data collection on prevalence does take place, it is important to measure experiences of SRGBV in the past 30 days, and experiences since the beginning of the school year in order to gauge whether the rates of SRGBV are indeed dropping. Examples of prevalence indicators are given below.

Example of Prevalence indicators

Percentage of learners who have experienced physical bullying in the past 30 days/since the beginning of the school year.

Percentage of teachers who have administered corporal punishment to a learner in the past 30 days/since the beginning of the school year.

Percentage of learners who have experienced sexual harassment in the past 30 days/since the beginning of the school year.

General tips for monitoring and evaluation:

Avoid only selecting indicators that will take a long time to change, such as the prevalence of violence or social norms, particularly if trying to measure the impact of interventions over a short period of time.

Integrate monitoring and evaluation into your plan and approach right from the beginning.

Understand exactly what your action plan and approach is trying to change, and focus on assessing any change around that. For example, if you are trying to change disciplinary practices, that is what should be measured.

Measure both quantitative and qualitative changes, e.g. the decrease in number of bad disciplinary practices; increase in alternative and good practices. More learners understand the concept of disciple versus punishment etc.

Ensure findings are practical and relevant not just for leadership but for the whole school community and other stakeholders. Use findings to improve the strategy, identifying the parts that worked well along with those that may need re-thinking. Findings can also identify unintended results or impacts.

Guidelines for a monitoring and evaluation framework plan.

A description of chosen indicators that will be used to measure the strategy’s success. Roles and responsibilities for monitoring and evaluation of activities.

Descriptions of the tools and methodologies to be used in gathering data. How data will be gathered, stored, kept safe and confidential, and used.

A timeline for data collection and other monitoring and evaluation activities. A strategy for addressing ethical and safety concerns.

ACTIVITY 1: DEFINE MONITORING AND EVALUATION (15 MINUTES)

1) Conduct brainstorm on the meaning of monitoring and evaluation.

2) Ask participants to share their answers.

3) Write down participants’ responses on the flip chart, slides or online white board.

4) Summarize what monitoring and evaluation means guided by the facilitator support notes.

ACTIVITY 2: INDICATORS IN MONITORING AND EVALUATION

(45 MINUTES)

1) Ask volunteers for the meaning and importance of indicators in monitoring and evaluation.

2) Note the answers and building on them, explain the meaning and importance of indicators in monitoring and evaluation.

3) Inform participants that you are going to walk them through how to develop indicators for their plans from goal to activity level.

4) Use a few minutes to walk them through the template, for a school SRGBV monitoring and evaluation indicators.

5) In groups or online breakout rooms, ask participants to add indicators and means of verification to their work plans.

6) Answer questions and give support to groups as they work.

WRAP UP: Remind participants that, monitoring and evaluation is important in ensuring that the plan stays on course and realizes its impact. It is therefore important that a monitoring framework with clear indicators and means of verification is in place right from the start. This exercise has given them skills to develop SRGBV indicators but can be adapted to other plans and activities in the and around the school.

Session 2: Data collection TIME: 45 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants should be able to define data collection, and the purpose of collecting, managing and keeping SRGBV data at school level.

METHODS USED:

1. Group work.

2. Brainstorming.

MATERIALS NEEDED:

• Flipcharts or chalkboard.

• Masking tape.

• Markers or chalk.

• Sticky notes or

• Manila pieces (15 by 10 centimetres).

• Slides

• Applications e.g. Zoom (virtual training)

FACILITATOR PREPARATION:

1) Have soft or hard copies of a variety of data collection tools from the training that you can use as examples; e.g. the registration sheet; pre-test form; transect diagram; participatory maps.

SUPPORT NOTES FOR THE FACILITATOR NOTES: Data Collection

During implementation of the school SRGBV action plan; a variety of methods can be used to gather data in and around the school. Complementary and additional data can also be collected from pre-existing sources at national and local level. For example, there may be to data at national level on the most harmful social norms that promote SRGBV; or data specifically for your local region. Such data becomes very useful as you make your school plan because you are fitting it in with priorities of your local area and the country. National and local data could also include important information like: learners’ experiences of SRGBV by age, type and disaggregated by sex; response and support services nationally and locally in your area; and qualitative data such as evidence of change through good programmes and practices. Data collection does not therefore always require conducting fresh surveys but can be obtained from pre-existing local and national surveys and other sources at that level.

When gathering data, using both qualitative and quantitative methods give a more accurate picture of what is happening. This is particularly important since SRGBV is rooted in cultural and social practices which may not come through in quantitative data or numbers but can be better seen through qualitative aspects like change in attitude and practices. Some of this data comes out through the testimonies of individuals who have gone through programmes similar to this and their attitude and school culture has completely changed.

Data collection done on a regular basis and stored well can be useful beyond school planning, monitoring and evaluation and re-planning. For example, progress at the national level is dependent on what happens at local government and school level. Measuring progress at the national level is key to determining how funding and resources are administered and where additional support and resources should go. Since SRGBV is a key global and regional concern, a well designed and implemented SRGBV plan not only helps to create safe schools but wellkept data can inform local government and national level strategies and can attract more partners and additional resources. The resources may not be funding but could include: improving teacher training, professional development, and teacher working conditions; and ensuring key elements of the SRGBV school plan are adopted and replicated in other schools. That is why collecting data on progress made on a regular basis and sharing it with stakeholders like your national teacher’s union; the ministry of education and other key players is important.

When developing data collection activities and methodology, think about how you can involve a wide range of stakeholders, especially those that can support you by using your data to create greater awareness, and advocate for resources and action against practices which you may not be able to do as a school. Such partnerships could also expand good models and advocate for strengthened data collection and even wider and more specialized surveys.

ACTIVITY 1: DATA COLLECTION (45 MINUTES)

1) Ask each group or online breakout room to brainstorm on the meaning of data collection.

2) Ask participants to discuss the purpose of collecting, managing and keeping data.

3) Writes down the responses from the participants on a flip chart, slides or online white board.

4) Group work discussion – In 3 groups or online breakout rooms, request participants to discuss the following:

A: What types of SRGBV data needs to be collected for developing and implementing their SRGBV plan? What SRGBV data tools can be used for data collection?

What will be the process for collecting the data?

B:

Issues to consider in SRGBV data storage and management in their school. How and where can SRGBV data be kept? Factors that limit effective data storage and management in their school.

1. Ask participants to put their work on the wall or display it online.

2. Ask participants to listen to one group at a time as they make their presentation and asks questions as appropriate.

3. Wrap up the session by asking each group to come up with 2 key lessons learned

Session 3: Training Wrap-Up and Evaluation

TIME: 30 MINUTES

SESSION OBJECTIVE:

By the end of this session, participants should be able to:

1. Complete an evaluation of the training.

2. Complete a post-training assessment to measure learning regarding SRGBV.

METHODS USED: Large-group activity.

MATERIALS NEEDED:

Flipcharts or chalkboard. Masking tape. Markers or chalk. Sticky notes or Manila pieces (15 by 10 centimetres). Slides

Applications e.g. Zoom (virtual training) Training programme evaluation form (Appendix III).

FACILITATOR PREPARATION: Have the enough copies of: Training programme evaluation form (Appendix III).

ACTIVITY 1: PROGRAMME WRAP-UP (15 MINUTES)

1. Congratulate the participants for all their hard work, attention and participation during the programme.

2. Remind them that they hold a very important role in the community, school and in the lives of young people. Their efforts will go a long way to prevent and respond to SRGBV and to help all their pupils and students to receive a quality education, while honoring the rights of young people.

3. Have all the participants share one new thing that they learned. Write these points on flipchart, slides or online white board. People can repeat the same thing; just put a check mark if more than one person says it.

4. Remind them of their action steps and the importance of making connections between what they have learned and how it applies to some of the action steps they might have outlined.

ACTIVITY 2: EVALUATION OF THE TRAINING PROGRAMME (15 MINUTES)

1. Give each participant an evaluation form of the training programme to fill out. An example is provided in Appendix III of the manual.

2. Collect all forms and give them to the appropriate person on the training team.

APPENDIX I: Participants’ Registration Form

DATE: SCHOOL/ INSTUTUTION

DAY OF TRAINING:

No. Participant’s Name Position in institution F M Email Tel Signature

APPENDIX II: Pre-Test Form

Answer all the questions as honestly as possible. Answers are simply to see how much basic knowledge we have about school related gender-based violence (SRGBV). These answers will help us plan better how we will share and learn with and from each other.

1) What is SRGBV?

2) Write five things that cause it.

3) Write five things that you can do to prevent SRGBV.

4) Have you ever been trained on SRGBV? Circle Yes or No.

5) If your answer to 4 was yes, who trained you, when, and what key three key things did you learn?

6) If your answer to 4 is no, what three things would you like to learn about SRGBV?

Thank you

1. TRAINING TEAM

Additional Comments:

TRAINING SCHEDULE Please rate the following where applicable:

Length of days

Hours per day

Evening session/s Weekend session/s Holiday session/s Free time

Comments or suggestions for improvement:

OTHER COMMENTS AND SUGGESTIONS

Too long Just right Too short

1. What are three specific things you learned that will help you to be more effective in protecting and supporting children, adolescents and young people against SRGBV?

2. Which sessions/topics do you think should be dealt with more thoroughly or added to more value to this training?

3. Do you think there are sessions/topics which should be reviewed? How and why?

4. How have your attitudes changed as a result of the training and how will these changes affect you in the future?

APPENDIX IV: SRGBV Response Checklist

Domain 1: School leadership and community engagement

Term 1 Term 2 Term 3 Year Total

F M F M F M F M

How many members of school leadership:

Attended a meeting explaining the importance of addressing SRGBV in and around the school?

Were trained on how to address SRGBV using FAWE Mirrored Approach (FAMA) and know the main forms of SRGBV?

Were involved in developing SRGBV action plan with school community?

Utilized the FAMA and SRGBV action plan to address SRGBV in and around the school?

How many community members: Attended a meeting explaining the importance of addressing SRGBV in and around the school?

Were trained in how to address SRGBV using FAWE Mirrored Approach (FAMA) and know the main forms of SRGBV?

Were involved in developing SRGBV action plan with school.

Utilized the FAMA and SRGBV action plan to address SRGBV in and around the school?

How many teachers: Attended a meeting explaining the importance of addressing SRGBV in and around the school?

Were trained in how to address SRGBV using FAWE Mirrored Approach (FAMA) and know the main forms of SRGBV?

Were involved in developing SRGBV action plan with school leadership and community?

Utilized the FAMA and SRGBV action plan to address SRGBV in and around the school?

How many learners: Attended a meeting explaining the importance of addressing SRGBV in and around the school?

Were involved in developing SRGBV action plan with school leadership and community? Yes No N/A

Does the school have a gender responsive SRGBV action plan (based on agreed upon SRGBV issues) that is incorporated in the school calendar?

Have members of the school community been trained in how to implement the SRGBV action plan using their day-to-day school and community activities?

Does the school have a budget and resources specifically for the SRGBV action plan?

Are members of the school community implementing the SRGBV action plan using their day -to -day school and community activities?

Does the school have a school and curriculum and curricular guidelines that are gender responsive and address SRGBV?

Does the school hold regular meetings to plan and access progress of SRGBV action plan?

List the major achievements registered by school leadership and community in addressing SRGBV from January to December, specifying the issues that were addressed.

Domain 2: School code of conduct / SRGBV policy Term 1 Term 2 Term 3 Year Total

How many members of school leadership:

Were involved in decision-making processes and development of the school code of conduct/ SRGBV policy?

Are aware of the school code of conduct/ SRGBV policy?

Are actively involved in enforcing the school code of conduct/ SRGBV policy?

How many teachers:

Were involved in decision-making processes and development of the school code of conduct/ SRGBV policy?

Are aware of the school code of conduct/ SRGBV policy?

Are actively involved in enforcing the school code of conduct/ SRGBV policy?

How many learners:

Were involved in decision-making processes and development of the school code of conduct/ SRGBV policy?

Are aware of the school code of conduct/ SRGBV policy?

Are actively involved in enforcing the school code of conduct/ SRGBV policy?

How many parents and other community members: Were involved in decision-making processes and development of the school code of conduct/ SRGBV policy?

Are aware of the school code of conduct/ SRGBV policy?

Does the school have a code of conduct/SRGBV policy with clear definitions of SRGBV, zero tolerance to SRGBV and clear guidelines and penalties in line with Teachers’ CoC and national laws?

Does the code of conduct/SRGBV policy address sexual harassment, corporal punishment and other forms of SRGBV outlined in the FAMA?

Does the school have resources, (time, personnel, budget) dedicated to implementing the code of conduct/ SRGBV?

Does the school have several types of awareness activities planned and conducted every term across the year?

Yes No N/A

List by sex, the number and types of SRGBV cases that were addressed using the code of conduct/ SRGBV policy in the last 12 months.

Domain 3: Teachers and educational staff support

How many teachers:

Believe that women and girls need to be responsible for keeping themselves safe?

Believe that violence against women and girls is justified under certain circumstances?

Believe that boys and girls should have equal access to an education and study the same subjects?

Believe girls do better at language and the Arts and boys at Mathematics and Science?

Are aware of legislation and policy frameworks on child protection, violence prevention, and protecting pregnant students?

Have received in-service training on FAMA and SRGBV?

Are using participatory gender-responsive approaches and positive discipline teaching methodologies?

Have received refresher training on FAMA and SRGBV?

Are including participatory gender-responsive approaches and positive discipline and teaching methodologies in their termly and monthly scope of work and lesson plans?

Are reporting no longer using corporal punishment in the past 12 months?

Are reporting decreased SRGBV by kind, in the past 12 months?

Term 1 Term 2 Term 3 Year Total

F M F M F M F M

Are there teachers who have administered corporal punishment to a learner in the past 30 days/since the beginning of the school year?

Are there teachers who have experienced sexual violence by someone other than an intimate partner in their lifetime/in the past 12 months?

Did the teachers who experienced sexual abuse get any direct support or referral?

Are there teachers who have experienced physical or sexual partner violence in their lifetime/in the past 12 months?

Did the teachers who experienced physical partner violence get any direct support or referral?

What are the main areas where teachers need personal support; technical support; capacity building over the next 6-12 months?

Yes No N/A

Domain

4:

Child rights,

How many learners:

participation, and gender

Have clear understanding of SRGBV?

equality

Term 1 Term 2 Term 3 Year Total F M F M

Are reporting improved, healthy and safe peer to peer relations?

Are reporting increased use alternative modes of discipline in past 12 months?

Believe they have the right to a safe and protective environment?

Participate in the classroom?

Are from marginalized groups that have reported discrimination at school? Yes No N/A

Are there learners who believe that a woman’s role is to take care of her home and family?

Are there learners who have experienced physical bullying in the past 30 days/since the beginning of the school year?

Have some learners experienced emotional bullying in the past 30 days/ since the beginning of the school year?

Have some learners experienced cyber-bullying (via mobile phone or internet platforms) in the past 30 days/since the beginning of the school year?

Are there learners who have experienced corporal punishment from a teacher in the past 30 days/since the beginning of the school year?

Are there learners who have experienced sexual violence by someone other than an intimate partner in the past 30 days/since the beginning of the school year?

Are there learners who have experienced sexual harassment in the past 30 days/since the beginning of the school year?

Are there learners who have experienced physical partner violence in the past 30 days/since the beginning of the school year?

Are there learners who have experienced sexual partner violence in the past 30 days/since the beginning of the school year?

Are there learners who have experienced emotional partner violence in the past 30 days/since the beginning of the school year?

Are there SRGBV awareness and response activities (e.g SRGBV clubs, poems and stories, music, dance and drama, mention when leading assembly etc.) established and incorporated into school calendar?

What are the main areas that affect child rights, participation, and gender equality in general and by sex and different age groups?

Domain 5: Response and referral

Evidence of response and referral seen through:

Learners who know about the designated safe, confidential, age-appropriate, gender sensitive and inclusive reporting mechanisms, procedures and spaces and are confident in using them?

Learners reporting potential, current and past cases of SRGBV?

Staff (teaching and non-teaching) who know how to respond to incidents of SRGBV and clearly understand their roles and responsibilities in response?

Victims and survivors receiving direct response and referral?

Term 1 Term 2 Term 3 Year

F M F M F M F M

Does the school have an established school reporting and referral SRGBV policy with clear reporting and referral guidelines that observe confidentiality and are learner-friendly?

Does the school have clear referral points that can easily be reached? Does the school have resources and the capacity to offer support to victims and survivors of SRGBV?

What were the main cases of SRGBV reported and referred in general and by sex and age group over the past 6 and 12 months?

Yes No N/A

Domain 6: Parent engagement

Parents who:

Sit on school bodies and other bodies (Village councils, mama clubs, special needs committees, parents of survivors etc.)?

Have participated in capacity building activities on gender equality and SRGBV?

Have participated in SRGBV prevention and response activities?

Term 1 Term 2 Term 3 Year

F M F M F M F M

Does the school hold regular parent-teacher meetings to discuss issues of SRGBV?

What are the major contributions that parents made towards preventing and responding to SRGBV in past 3, 6 and 12 months?

Yes No N/A

Domain 7: Safe and secure environment in and around schools Term 1 Term 2 Term 3 Year Total

F M F M

Learners who: Report feeling safe and protected around the school? Report feeling safe on the way to and from school?

Does the school have the resources and capacity to identify SRGBV “black spots” and take remedial action? What SRGBV “black spots” have you identified in the past 3, 6, 12 months and what remedial action have you taken to eliminate them?

Yes No N/A

Domain 8: Reporting, monitoring, and accountability

Teachers who know how to collect and store data on SRGBV in line with action plan and indicators.

Term 1 Term 2 Term 3 Year Total F M F M F M F M

Yes No N/A

Does the school have an established SRGBV Information Management System (IMS)? What are the main reporting, monitoring and accountability challenges and gaps in the past 3, 6 and 12 months? How have you addressed them?

PLEDGE TO PREVENT AND RESPOND TO SRGBV

I, , will support provision of quality education to girls and boys in a safe and supportive environment, by doing the following: 1. 2. 3. 4. 5. Signed: ………………………………………………………………………………………….. Witnessed by:…………………………………………………………………………………. Date:…………………………………………..

APPENDIX VI: List of Links

INTRODUCTION

Key tips for a Facilitator: Adult learning principles and techniques https://www.canr.msu.edu/od/uploads/files/PD/Facilitating_Adult_Learning.pdf Running successful online workshops https://medium.com/swlh/running-successful-online-workshops-9a86780f83e1

Online Teaching Guide https://symo.s3.eu-west-2.amazonaws.com/Online-teaching-guide-PDF.pdf https://miro.com/guides/online-workshops/

INTRODUCTORY UNIT: HOW TO USE THE MANUAL Energizers/Icebreakers https://resourcecentre.savethechildren.net/node/8546/pdf/alliance_100_ways_ to_energise_groups.pdf

UNIT ONE: GENDER BASED VIOLENCE

Gender in early years and in the early years of education https://www.vvob.org/sites/belgium/files/grp4ece-toolkit-72dpi_0.pdf

UNIT THREE: LEGAL AND POLICY FRAMEWORKS AND COMMITMENTS

Global Legal Frameworks that address SRGBV 1960 UNESCO Convention against Discrimination in Education https://en.unesco.org/news/what-you-need-know-about-convention-against-discrimination-education

1979 Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW) https://www.ohchr.org/documents/professionalinterest/cedaw.pdf

1989: Convention on the Rights of the Child (CRC) https://www.unicef.org/child-rights-convention

2000: Dakar Framework for Action Education for All https://www.preventionweb.net/files/7705_DakarFramework.pdf

March 2015: Beijing Platform for Action (Beijing+20) https://www.unwomen.org//media/headquarters/attachments/sections/library/publications/2015/sg%20report_ synthesis-en_web.pdf?la=en&vs=5547

April 2015: The Executive Board of UNESCO: https://en.unesco.org/news/learning-without-fear-appeal-fight-schoolbased-violence-against-girls

May 2015: Incheon Declaration http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf

September 2015: Sustainable Development Goals https://www.undp.org/content/undp/en/home/sustainable-development-goals.html

Regional Frameworks that address SRGBV specifically in Africa

AU Strategy for Gender Equality & Women’s Empowerment 2018-2028

https://au.int/sites/default/files/documents/36195-doc-52569_au_strategy_eng_high.pdf

CESA 15-25:https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf

Maputo Protocol: https://www.un.org/en/africa/osaa/pdf/au/protocol_rights_women_africa_2003.pdf

The African Youth Charter

https://au.int/sites/default/files/treaties/7789-treaty-0033_-_african_youth_charter_e.pdf Protocol on Gender and Development (2008, updated in 2016)

https://genderlinks.org.za/wp-content/uploads/2016/01/ADOPTED-REVISED-PROTOCOL-ON-GAD.pdf East African Community Policy (2018)

http://fawe.org/girlsadvocacy/wp-content/uploads/2018/12/EAC-Gender-Policy.pdf

Supplementary Act on Equality and Rights between Women and Men for Sustainable Development (2015) https://www.ccdg.ecowas.int/wp-content/uploads/Supplementary-Act-on-Gender-Equality.pdf National policies as guides for SRGBV mainstreaming: Uganda

The National Orphans and other Vulnerable Children Policy, 2004 http://www.africanchildforum.org/clr/policy%20per%20country/uganda/uganda_ovc_2004_en.pdf

The Refugee Act, 2006 http://www.judiciary.go.ug/files/downloads/Act%20No.%2021of%202006%20Refugees%20Act2006.pdf

The Second National Strategic Program Plan of Intervention for Orphans and Vulnerable Children (NSPPI II 2011/122015/16)

https://bettercarenetwork.org/sites/default/files/2021-01/docs_document_1.pdf

Circular Director of Education (7 August 2006) http://www.endcorporalpunishment.org/wp-content/uploads/country-reports/Uganda.pdf

Education Act, 2008 http://www.unesco.org/education/edurights/media/docs/5d1b721a509097c2833561341ead3d788906cf4a.pdf

The Computer Misuse Act, 2011/ The Anti-Pornographic Act, 2014 https://www.ug-cert.ug/files/downloads/The-Anti-pornography-act-2014.pdf

The National Plan for Action on Elimination of Child Labour 2012/13-2016/17 http://www.africanchildforum.org/clr/policy%20per%20country/uganda/uganda_childlabour_2012-2017_en.pdf

National Referral Pathway for Prevention and Response to Gender Based Violence Cases in Uganda, 2013 https://uganda.unfpa.org/sites/default/files/pub-pdf/15_03_%2018_PSYCHOSOCIAL%20SUPORT%20BOOK_0.pdf

Reporting, Tracking, Referral and Response (RTRR), 2014 https://books.google.co.ug/books?id=ax7i2bHzIVcC&q=inauthor:%22Uganda.+Ministry+of+Education+and+Sports+(+-2014)%22&dq=inauthor:%22Uganda.+Ministry+of+Education+and+Sports+(+-2014)%22&hl=en&sa=X&ved=2ahUKEwj5zuKdyMLwAhUZHcAKHU96C_wQ6AEwBHoECAQQAg

National Strategy and Plan of Action on Violence Against Children in Schools (2015-2020)

https://eprcug.org/children/publications/health/protection-and-participation/violence-against-children/nationalstrategic-plan-on-violence-against-children-in-schools-2015-2020

Children (Amendment) Act, 2016

https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/104395/127307/F-171961747/UGA104395.pdf

Handbook for alternatives to Corporal Punishment, 2017

https://www.worldvision.org/wp-content/uploads/2018/09/3-DREAMS-training-manual-to-end-violence-inschools-1.pdf

Revised Guidelines on Prevention and Management of Teenage Pregnancy in school settings in Uganda (2020)

https://www.ungei.org/sites/default/files/2021-02/Revised-Guidelines-Prevention-Management%20-TeenagePregnancy-School-Settings-Uganda-2020-eng.pdf

Framework for provision of continued learning during the COVID 19 lockdown in Uganda, 2020

http://www.education.go.ug/wp-content/uploads/2021/03/guidelines-for-phased-reopening-and-running-of-education-instituitions-under-the-Covid-19-standard-operating-procedures.pdf

National policies as guides for SRGBV mainstreaming: Nigeria

The Violence Against Persons (Prohibition) Act, 2015 (the VAPP Act) https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/104156/126946/F-1224509384/NGA104156.pdf

The Child’s Rights Act (CRA) 2003 https://www.refworld.org/pdfid/5568201f4.pdf

Orphans and Vulnerable Children, 2007 https://bettercarenetwork.org/sites/default/files/attachments/National%20Guidelines%20and%20Standards%20 of%20Practice%20on%20Orphans%20and%20Vulnerable%20Children.pdf

Cyber Crimes Prohibition Preventions Act, 2015

https://ictpolicyafrica.org/fr/document/h52z5b28pjr?page=5

National Policy and Plan of Action for the Elimination of FGM/C in Nigeria (2013–2017) https://onelifeinitiative.org/wp-content/uploads/2018/06/National-Policy-and-Plan-of-Action-for-the-Eliminationof-FGM-in-Nigeria-2013-2017.pdf

Education Sector COVID-19 Response Strategy, 2020 https://reliefweb.int/sites/reliefweb.int/files/resources/nigeria_education_sector_covid-19_response_strategy_ north_east_.pdf

UNIT FOUR: SAFE SCHOOL ENVIRONMENT

Teachers’ CoC and school SRGBV policy https://etico.iiep.unesco.org/sites/default/files/nigeria_2013_teachers_code_of_conduct.pdf

http://www.esc.go.ug/wp-content/uploads/2018/04/Legal-notices-supplement-2012.pdf

Education International Declaration on Professional Ethics

https://accrs.ei-ie.org/wp-content/uploads/2014/11/EI-Declaration-on-Professional-Ethics_eng.pdf

UNIT FIVE: IDENTIFYING SRGBV

Body and behavior changes in early years and during puberty https://www.vvob.org/sites/belgium/files/grp4ece-toolkit-72dpi_0.pdf

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