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

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”.