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

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]

Table 17 Example of documenting an incident of SRGBV

Description of the incident Date of the incident Date reported and to whom

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. 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.).

Immediate response Follow up Response

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.

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

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. 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. Total 1 hour 30 minutes 1 hour

30 minutes

30 minutes

3 Hours

Session 1: Developing an action plan to prevent and respond to SRGBV TIME: 1 HOUR 30 MINUTES