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

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

PRINCIPLE

Whole school community approach

Context specific

Inclusive and ‘ no harm’ approach

HOW IT SHOULD WORK

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 .

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”.