1.2.2 Key tips for a facilitator

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.