Growing Up in Zambia - Pupil Workbook

Fo r

Pu

pi ls

Growing up in Zambia A Pupils’ Guide to Civic Education

Š Camfed 2008 Camfed Zambia 13 Lubwa Road Rhodes Park PO Box 51354 Lusaka Zambia Camfed International 22 Millers Yard Mill Lane Cambridge CB2 1RQ UK www.camfed.org We give permission for individual pages of this resource to be reproduced solely for educational purposes. They may not be copied for resale.

Design and layout by Mousetank Ltd. Photography by Jaimie Gramston and Mark Read Š Camfed. Camfed would like to thank the Lusaka Museum and Ali Brownlie Bojang, consultant.

This publication has been entirely funded by the UK Department for International Development and produced in collaboration with the Zambia Ministry of Education.

Printed on recycled paper to protect the environment.

Table of Contents Unit One: My Life ....................................................................................................................1 All About Me..............................................................................................................................................................1 My Dreams and Goals . ..........................................................................................................................................4 Human Needs............................................................................................................................................................7 Where is your Power?........................................................................................................................................... 10 Obstacles and Cooperation............................................................................................................................... 13 Unit Two: Citizenship.............................................................................................................17 What is a good citizen?........................................................................................................................................ 17 Citizens’ Rights........................................................................................................................................................ 20 Gender....................................................................................................................................................................... 25 Equality..................................................................................................................................................................... 29 Unit Three: Social Challenges...............................................................................................33 Barriers to school................................................................................................................................................... 33 Can Priscilla stay at school?............................................................................................................................... 38 Child labour . .......................................................................................................................................................... 41 Teenage pregnancies........................................................................................................................................... 46 Divorce – equality for all?................................................................................................................................... 49 Unit 4: Speaking up and Speaking out................................................................................53 Champions............................................................................................................................................................... 53 Identifying your issue.......................................................................................................................................... 58 Getting active......................................................................................................................................................... 62

Foreword Camfed has created a new and innovative resource pack for the teaching and learning of Civic Education. It combines three books: this teachers’ guide, a student workbook and a collection of stories and photographs entitled Listen to My Story. We hope that together, they will inspire a high level of creativity in classrooms across Zambia.

Civic Education is a key aspect of the school curriculum and one that prepares pupils for a productive and fulfulling life. The resource pack addresses issues of great concern to children and young people as they grow up in our society. A particular focus is gender and issues of inequality in Zambia. Many of the stories, photographs and activities enable boys and girls to reflect on the influences on their lives that shape their choices.

English skills, literacy, and other elements of the curriculum are also supported and the sessions in the pack are designed to show how life and learning converge to change people’s futures. I hope that the many Zambian teachers and students who use this rich resource will benefit from the stories, and that the interactive and reflective activities will stimulate interest and learning in different local settings.

Every child has the right to education. Yet in Zambia, as in many other countries around the world, millions of children, especially girls, are excluded from school. We often hear the statistics, but it is rare for those excluded children to have opportunities to make their voices heard.

The resource pack draws on the stories of young Zambians from around the country who have struggled to claim their right to education. They have chosen to speak out and share their experiences with other young people to inspire them, and encourage those who may identify with them to have courage. The stories illustrate the many challenges young people, and particularly young women, face on their journey through life, but they also confirm that education can be the torch that lights the way forward.

As a former teacher amd headteacher, I understand the joys and challenges of teaching and the enormous responsibilities involved in helping to shape young lives. I wish you every success in your important career.

Barbara Chilangwa Executive Director, Camfed Zambia and former Permanent Secretary of Education

Unit 1: My Life

6

Unit 1: My Life

Unit One: My Life

All About Me What you will learn in this session In this session you are going to look at ‘self-esteem’. Self-esteem is when you feel good and positive about yourself. Everyone is good at something and every single person has value. It is not about being big-headed but about developing respect for and pride in yourself. This is important if you are to grow up and achieve everything you want to and to contribute fully to the society in which you live.

How will this help your school work This session will help your Spiritual and Moral Education. Thinking about what you are good at is part of growing up and recognising your talents. It helps you to have more selfconfidence and independence. The discussions will help you develop your listening and speaking skills for English. You will also start to think about gender – being a girl or a boy – which is part of Civic Education.

Individually look at the paragraph below. Your teacher will tell you to complete either in your head or by copying it into your books.

My full name is and I like to be called Four words which describe me are , , , and I am good at and (think of as many as you can) Things that make me feel good are , , , and When I am an adult I will fight against and for the rights of The most beautiful place I can imagine is .

The nicest thing anyone has ever said about me was when I like being a girl/boy because I don’t like being a girl/boy because

1

Unit 1: My Life

Whole class: Sit in a big circle and close your eyes. Think for a minute or two about what you are good at or something positive about yourself. Stand up and make a statement to the whole class about what you are good at. You don’t have to do this but try hard to say something in front of the others.

Whole class: You are now going to think about what someone with self-esteem is like. Clear the tables and chairs out of the way so that there is an empty space in the middle of the classroom, or go outside and mark out a space about the size of the classroom. One corner will be ‘Agree’, the other will be ‘Disagree’. If you think this describes someone with really good self-esteem go to the Agree corner. If not go to the Disagree corner. If you are not sure, or you neither disagree nor agree, stand in the middle! Move to the appropriate place when your teacher calls out these descriptions.

Someone with strong self-esteem… … has pride in themselves … gets upset about what other people say about them … is not sure what they want out of life … makes up their own mind about what they will do … is easily influenced by their friends … is OK with the fact that they may not be good at everything … likes to try new things … takes responsibility for their own actions … is not sure what they are capable of … is afraid to say what they think … is willing to help others … will stand up to bullies

Groups: Did everyone have the same ideas about self-esteem? Discuss those characteristics that people did not agree about, if there were any.

Film: Now watch the film about Cindy. Cindy is one of the thousands of girls being supported through school by Camfed. She is 13 years old and lives with her grandmother in a rural village in Zambia. In this short film she describes her life and ambitions.

Groups: After watching the film discuss in your groups the following questions: Cindy is 13 years old and lives in Zambia

2

Unit 1: My Life

• In what ways are your lives similar to Cindy?

• In what ways are your lives different from Cindy?

• Do you think Cindy has self-esteem?

• What makes you think that?

• What do you think Cindy means when she says ‘I won’t be tempted by anyone.

All I’m fighting for is my future life.’

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this a little/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I identified some things I am good at I understand what it means to have strong self esteem I know what I am good at

Take time to think and reflect on yourself

3

My Dreams and Goals Unit 1: My Life

What you will learn In this session you will think about changes that you have already experienced and then think how your life and your community might change in the future. You will explore any differences there may be between what girls and boys think about their futures. You will consider what role you can take in your own future and the future of your community.

How will this help your school work This session will help your Spiritual and Moral Education. You will think about what you want to do in the future which will help you develop your ambitions. You will also continue to think about some of the differences between girls and boys. It will encourage you to have more self-confidence. The discussions will help you develop your listening and speaking skills for English.

Individually, copy these two grids into your exercise book. First of all complete the first column of each grid on your own.

The main things that are changing … … in my life

… in my community

The main things that are staying the same… … in my life … in my community

In groups of 3 or 4, that include boys and girls, share your observations and check to see if there are any differences between how you think things are changing and/or staying the same for girls and for boys. Make a note of any differences.

Discuss how life in your community has changed since your parents, aunts and uncles were young. At home ask older people what they think has changed. Make a list of the changes.

Did people benefit from these changes or not? Were some changes better for women, were some better for men? On your list tick  those changes you think are good and put a cross  against those you feel are bad. Complete the second column on your grid.

Look at the time line on the right. Do you think it was produced by a girl of a boy? Where do you think they might live? Discuss the reasons for your answers.

4

Unit 1: My Life

Taken from Education for Development by Susan Fountain, UNICEF1995

Individually think of how you would like your society to change for the better. Think of different groups and how you would like things to change for them e.g. women, people with disabilities.

Individually: draw a timeline which forks in two. On the straight part note important events in your life so far. The forked part allows events for the next 25 years to be shown. The top fork is

5

Unit 1: My Life

for ‘ideal futures’ – this is to note things that you hope will happen in your life. The bottom fork is for ‘probable futures’ where you record things you feel are likely to happen in your own life.

In groups discuss each person’s time line in turn. Decide what needs to happen for the ideal futures to become reality? What can that person do to help their ideal future come about?

Individually make an action list of what you should do in the next 3 years of your life so that you can work towards your ambitions and your ideal future. Next to each action point list the obstacles you think you might face and how you might be able to overcome them.

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this a lot/I understood this very well neutral face – I did this a little/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I have some idea what I would like my life to be like in the future I realise that there is sometimes a difference between expectations for girls and boys I have identified certain actions I will take to help achieve my goals

6

Human Needs Unit 1: My Life

What you will learn in this session In this session you will think about the things that every human being needs in order to fulfil their potential. Whilst people often have different needs there are some fundamental needs that everyone in the world has. Needs are not only things that keep us alive but also things that help us thrive. Meeting these needs is essential for a person’s development and thus the development of Zambia.

How this will help your school work Human needs are the basis for human rights and for development which are important elements of Civic Education. This session also includes activities that will help you understand about growing up, caring for others and ambition which are part of Spiritual and Moral Education.

There are different things that people need in order to be happy. An American man called Abraham Maslow developed a ‘Hierarchy of needs’ theory. His theory suggests that within each person their is a hierarchy of needs and the individual must satisfy each level before they move onto the next. There are five hierarchical levels. These are: • Physiological needs: these are things like food and shelter that are needed for our basic survival • Safety needs: this is the need to feel safe wherever you are • Social needs: the need for love, friendship, a sense of belonging and knowing who are • Esteem needs: the need for self-respect, status and recognition from others • Self-actualisation: the point at which you reach your full potential In groups identify the needs being met in this unit. Some of the pictures may show more than one need being met.

Either individually in your books, or in groups on a large sheet of paper, draw a Hierarchy of Needs diagram leaving some space around the edges. Add the needs you have identified from the photos in the appropriate place on the pyramid.

Now read the following extracts from the stories. Draw two columns in your book.

In the first column write out sentences that tell you that a need is being met. In

7

!

Unit 1: My Life

the second say whose need is being met – it might be the writer or someone else. Choose at least 6 needs to write about.

Here is an example:

A need is being met I am able to support

my family

The person whose need is being met Mwelwa’s family’s basic needs for shelter and food are being met (physiological needs). This will also meet Mewlwa’s need to feel good about herself (self esteem).

Mwelwa: ‘I am able to make decisions and advise my fellow members. I am able to support my family. According to our tradition and culture, it was taboo before for a young woman to stand up in public and talk about sex, reproductive health and such issues as HIV/ AIDS in the presence of elders. I am able to speak to people and raise important issues that affect young people. I am now empowered with information and can help young women facing similar challenges to the ones I have gone through.’

Bronah: ‘I can safely say that my early childhood was happy. I lived with my mother, my father and four brothers in Ndola. I was the last born in the family, and I was the only girl.

Everyone spoilt me. As children of the family, my brothers and I had nothing to worry about. We had adequate food; we lived in a good house; we played and life was good to us. I attended Perseverance Basic School from Grade 1 to Grade 7. I passed the exams and was accepted into Grade 8.’

Phoebe: ‘My own grandmother turned me into a slave. The tasks I was made to do were far beyond my capability, but she beat me up if I failed to do them. What made my suffering worse was hunger. Each time food was prepared, my grandmother would

8

Unit 1: My Life

send me to fetch water or wash her clothes. While I was gone, the two of them would eat all the food. I only got back in time to wash the plates and pots that they had used.’

Mutumba: ‘I was trained through the Seed Money Scheme and Community Health programme.

I then received a grant and I started a business. I used to sell scones and I raised enough money and I was able to supply my family with basic requirements. My selfesteem increased because I used to counsel pupils on how they should take care of themselves.’

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this a little/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I know that all human being have needs I understand that some people have special needs I understand that needs must be met in order for people to achieve their full potential

9

Where is your Power?

Unit 1: My Life

What you will learn in this session In this session you will look at the concept of power – in particular what it means to you and how it affects you. You will explore different kinds of power and debate whether it is a good thing or not. You will work with others and share your ideas and listen to others. This will help you learn how to cooperate in a group, be open-minded towards others’ ideas and be more confident about your own ideas and views.

How will this help with your school work Power and who has it or not is an important aspect of Civic Education particularly in relation to democracy and citizenship. It is an important concept in understanding about gender and authority. In this session you will also practise being creative and your reading, listening and comprehension skills for English.

Power by Edwina Matthews To some power is guns To some power is knives To some power is the ability to read, and write.

To some power is control To some power is a fist To some like Dr. Martin Luther King Jr. power was words.

To some power is like a trapped animal trying to get out of a cage.

To some power is love To some power is art To some power is money To me power is knowledge So what is power to you?

Groups: In groups of 3 or 4 discuss what would you like to have the power to do? Use your imagination.

Maybe you’d like to become a doctor and have the power to improve people’s health. Think of your own ideas and explain why you would like to have that power. (Your teacher may ask you to write down your ideas about power, or draw pictures.)

10

Unit 1: My Life

‘Being poor is not something that can stop someone from getting educated. What is important is hard work and determination that come deep inside oneself.’ Alfred ‘I am facing more problems than before. I have only one school uniform. I can’t even remember when I last wore proper shoes. I have been allowed to wear tropical sandals.

I run out of books and pens, but some good Samaritans help me out at the school. I want to be educated but because of money problems I doubt that I will reach my goal.’

Mabvuto ‘I am a disabled person … When I was 10 years old my mother took me to school. I remember very well that the majority of the people were laughing at me. Their laughter did not touch me. I was too happy to be in school to allow their mockery to affect me.’

Jonathan ‘When I was in Grade 9, I met a boy who told me that he loved me. I started a relationship with him. I was still young and I didn’t know what I was doing. I had friends who had boyfriends and they encouraged me to have one as well. Eventually I became pregnant and I continued with the relationship hoping that he would support me.’ Mildred ‘When I was in Grade 11 life started changing for me. I met girls from well-to-do families.

They dressed well and had inspiring stories about life. I regarded them as wonderful girls worth emulating. One story they told me, which I still vividly remember, was about being old fashioned of a girl had no boyfriend. As a village girl I wished to get out of being out of fashion. I was still wearing long dresses and flat shoes. I was teased and humiliated by their comments about my dress.’ Leah

Whole class: Share your ideas with the whole class.

Groups: Back in your groups read the poem below. Take it turns to read a line each. At the end of each line go round the group saying whether you agree or not and whether you think this would be a good use of power or not.

In groups discuss what power means to each of you. Think about the things that give you power. What powers do you individually have? Working as a group add some more lines to the poem. Each line should start ‘To some power is ….’.

Take it in turns to read these quotes from young people in Zambia. Pick two where you think the person writing knows that they have power. Discuss what kind of power they have. Make a list of the things that stop some people having power over their own lives?

11

Unit 1: My Life

What does having power allow someone to do? Is this a good or a bad thing? Think of some political leaders such as Nelson Mandela or Kenneth Kaunda. Discuss what kind of power they had and whether they used their power well or not.

In single sex groups discuss whether girls and boys have the same power? Each group should come up with a short statement about the relationship between power and gender and present it to the rest of the class. If there is a difference of opinion have a debate about it.

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this a little/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I realise that people can have different kinds of power I understand that some people have less power over their lives than others I appreciate that power can be used for the good, and for the bad

12

Obstacles and Cooperation

How will this help with your school work You practise your oral and aural skills through discussions, writing skills and your reading and comprehension skills through reading the stories. You will understand more about citizen’s duties and responsibilities as part of citizenship. As part of Spiritual and Moral Education you will understand more about community and friendship. The session also includes cross cutting themes such as family and respect. Your teacher will divide you into four teams and you will play the obstacle game. (Instructions for this game are in the Teachers’ Guide) Individually study the drawing and the photo that appear below.

!

13

Unit 1: My Life

What you will learn This session follows on from previous ones where you will have identified the kinds of obstacles and difficulties people may face in their lives. In this session you will reflect on some of the achievements you have made and appreciate those who have helped and cared for you. reflecting on what has happened so far in your life. You will acknowledge the achievements you have made and appreciate those who have helped and cared for you. You will recognise that many achievements come about through perseverance and tenacity and when people help each other.

Unit 1: My Life

The drawings and the photos illustrate how things can be done, or are easier to do, when people help each other. Write a paragraph entitled ‘Cooperation’ and explain how either the drawing or the photos illustrate this.

In groups take it in turns to read the following extracts from the stories: Note the different ways in which the writers were helped, or helped others. Think about the ways in which you have been helped, either in your life or on particular occasions. Share your experiences with each other. The members of the group should ask questions of each other such as ‘How old were you when this happened..?’‘Tell us more about ….’‘How did you feel when this happened….?’

‘My mother, though not educated, looked forward to seeing her first-born daughter go to school.

When finally I was enrolled in Grade 1, she got excited and sewed pieces of her old clothes to make a dress that would make me presentable at school.’ Leah ‘I was attending nursery school but I left nursery school when my mother was widowed and we were sent back to the village. I now had a sister. Soon after that, I started Grade 1. In Grade 4 I had to drop out of school because I had difficulties. The teachers at the school felt very sorry for me.

They started lending me books to read at home. After some years they told me to sit for Grade 7 and I passed with flying colours.’ Jonathan ‘I started my primary education in 1994. I was a brilliant pupil so primary education was not a problem for me. As it was time to cultivate the fields I assisted my parents with the work whilst waiting for my grade 7 results. I qualified for grade 8. My parents were happy.’ Nakweti ‘In 2004, when I was in grade 5, my paternal grandmother came to visit us. She asked my father if she could take me with her. She said I would go to school in Samfya because her home was close to the school. My parents agreed. Indeed, when we got to Samfya, she put me in school.’ Phoebe

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this a little/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I identified at least three obstacles that I may face in my life I realise that challenges are best faced with the support of others

14

Unit 1: My Life

15

Unit 2: Citizenship

16

Unit 1: My Life

Unit Two: Citizenship

What is a good citizen?

What you will learn In this session you will learn what qualities make up a ‘good citizen’. To do this you will consider what communities you belong to and what your responsibilities are towards those communities.

How will this help your school work Citizenship education is an important part of Civic Education and in this session you will also learn more about gender and human rights. You will about authority and leadership in relation to the roles people have within communities. The discussions will help you develop cooperation and your speaking and listening skills.

In groups list all the communities of which you are a part. Begin with your family and school and then branch out. When you have done this show how strong your feelings of responsibility are to each of these communities by completing the circle map below. The closer a circle is to YOU, the greater the responsibility you feel for that community. Add the things you do as part of being part of that community on the circle map. Share your ‘maps’ with each other by posting them on a display board in your classroom and/or discussing them with your group.

Me

17

Unit 2: Citizenship

As a class brainstorm a list of people who you think are ‘good citizens’. These may include someone in your family, someone local, or a national or international figure. Say what they do and the qualities they have that make them good citizens. Your teacher will write these on the blackboard. Do the people you have chosen share particular qualities?

As a group look at the qualities of a good citizen. If you wish add your own ‘qualities’ from the previous activity to this list and remove some so that you end up with 9 qualities. Now arrange them in a diamond rank so that the quality your group thinks is most important as a good citizen quality is at the top, and the one you think is least important should be at the bottom, with the others arranged accordingly. Individually copy the diamond rank into your books and write the quality in the appropriate box.

A good citizen is someone who: • always tries to do the right thing even in the face of pressure from others to do something different • looks after the environment and doesn’t waste things • doesn’t like it when people are not treated fairly • likes to talk to other people about things that concern them • knows that what happens in Zambia affects other countries and what happens in other countries affects Zambia • believes they can make a difference and improve things for themselves and for others • keeps themselves informed about what’s going in their community, country and in the world at large • takes responsibility for their own actions • doesn’t break the law

18

Unit 2: Citizenship

Diamond Rank

1

2

4

3

5

7

6

8

9

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this a little/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I understand that they belong to several different communities I recognise that they have specific responsibilities to those communities I can identify and describe the qualities of a ‘good citizen’.

19

Unit 2: Citizenship

Citizens’ Rights What you will learn in this session In the previous session you looked at the qualities of a good citizens and thought about some of the responsibilities they have. But citizens also have rights and in this session you will explore what rights we all have and find out if everyone’s rights are met.

How this will help you with your school work Human rights and the duties and obligations that go with them are an important part of Civic Education. Differences in access to the rights that citizens have, brings in the issue of gender inequality. This session will also help you to understand concepts of cooperation, trust, freedom, love and suffering which are part of Spiritual and Moral Education.

In groups imagine your village has been whisked away to another planet. Think about what you will need to have, and what you will need to do, to ensure that everyone can survive on the new planet and that life will be good for everyone. Your group should prepare a list of ten rights which you believe everyone on the planet should have. Get together with another group and compare your lists.

20

Unit 2: Citizenship

Did you know?

Did you know that all children and young people like you have over 40 rights that say how you can be expected to be treated by others - at home, at school or in your community?

These rights are there to make sure you are safe, have a voice and get all the things you need to have a good life.

Your rights are protected by an agreement between almost all of the countries in the world.

This is called the ‘United Nations Convention on the Rights of the Child’. The Convention on the Rights of the Child is made up of 54 articles. But most children and young people are not getting their rights, and many don’t even know they have these rights to begin with.

Remember that rights ensure that we are able to survive but they also ensure that we can have a good life and be the best we can be.

As a whole class discuss and draw up a class list of ten rights which everyone agrees on. This might mean a lot of discussion and people may not agree with each other. Make sure you argue strongly for the rights you believe are important. Think of the reasons why people might not agree about which rights are the most important. Discuss what would happen if a new group of people arrived on the planet. What conflicts might arise and how would you deal with them? Will the group that arrived first have more entitlement to rights than the new-comers?

Read these extracts from the stories: ‘I can safely say that my early childhood was happy … Then my mother died. My mother’s death was a shock. A few months later, my father also died. Losing them both within such a short period was too much for me to bear. After my father was buried, his relatives shared everything among themselves and left us stranded. I still don’t talk much about that period. I don’t know how my brothers managed to find the little house into which we moved. They stopped schooling immediately to look for jobs so that we could have money to buy food. My brothers insisted that I stay on in school. They promised that they would take care of me and get me everything I needed for school.’ Bronah ‘I am able to make decisions and advise my fellow members. I am able to support my family. According to our tradition and culture, it was taboo before for a young woman to stand up in public and talk about sex, reproductive health and such issues as HIV/AIDS in the presence of elders. Through Cama, I am able to speak to people and raise important

21

Unit 2: Citizenship

issues that affect young people. I am now empowered with information and can help young women facing similar challenges to the ones I have gone through.’ Mwelwa ‘What made my suffering worse was hunger. Each time food was prepared, my grandmother would send me to fetch water or wash her clothes. While I was gone, the two of them would eat all the food. I only got back in time to wash the plates and pots that they had used.’ Phoebe ‘My cousin asked me to go somewhere with her. I did not know that her plan was to leave me alone with this man. When the man grabbed me, I screamed and screamed but no one heard me. When I started to scream, he had also covered my mouth with his hands, so my screams were muffled. In the end, the man raped me. The pain and the feeling that I had been violated were too much for me. To make matters worse, when I got home my mother would not listen to my explanation. She was so disappointed that she beat me almost to death. I still have a scar on my right breast to remind me of that day.’ Casey ‘Since my mother was the only one working, life became hard. We lost that ability to afford basic needs like food and clothing. My parents lost the respect of the community.

Even pupils sent by mother to take books to our home would go back laughing telling their friends that we did not have chairs. Even other teachers would pass hurtful remarks in my mother’s hearing or directly to me. My mother was badly affected by such remarks from her pupils and her colleagues.’ Emmanuel

In your groups discuss and match the beginning of the sentence to the end of the sentence.

Write the complete sentence in your exercise book.

Start of the sentence • Bronah’s brothers took jobs and ensured that she had • When Emmanuel’s family could not afford basic needs the community denied them • When Phoebe’s grandmother did not provide her with enough food she denied her • When Mwelwa stands up and talks in front of other people she is claiming • When Casey was raped she was denied • When Phoebe’s grandmother made her do all the chores she denied her

22

Unit 2: Citizenship

End of the sentence • … the right not to be exploited.

• … the right to say what she thinks.

• … the right to privacy and respect.

• … the right to an education.

• … the right to be healthy.

• … the right to her own body, and her right not to be abused and not to be forced to do something she thought was wrong were taken from her.

According to the Convention on the Rights of the Child, you have the right to: • be healthy • stay alive • be educated • be protected from work that exploits you by paying you very little and that may be harmful to you • participate in decisions that affect you • spend time with the people you want to • not to be forced to do things that you think are wrong • be protected from harmful practices • your own body • enjoy your own culture, practise your religion and use your own language • be protected from all forms and sexual exploitation and sexual abuse • find out things and say what you think through speaking, writing etc, as long you respect the rights of others Individually write a short story based on one of the rights above.

You can use a personal experience if you want, or make up a story.

In groups read the following speech, which was delivered by Dr. Martin Luther King. He was a famous AfricanAmerican who fought for civil rights. He was assassinated in 1968.

Dr Martin Luther King was a famous African-American who fought for civil rights

23

Unit 2: Citizenship

One day by Martin Luther King One day, Youngsters will learn words they will not understand Children from India will ask: What is hunger?

Children from Alabama will ask: What is racial segregation?

Children from Hiroshima will ask: What is the atomic bomb?

Children at school will ask: What is war?

You will answer them.

You will tell them: Those words are not used any more.

Like stage-coaches, galleys or slavery.

Words no longer meaningful.

That is why they have been removed from the dictionaries

In your group chose one person to read this poem out loud. Create a list of words that you wish would not be used any more.

Individually write your own poem using the following format. Write as many lines as you can.

One day youngsters will learn words they will not understand Children from Zambia will ask…

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert I I I I I

24

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

understand the basis of the development of human rights understand that all children have rights identified obstacles to good citizenship know about the existence of the Convention on the Rights of the Child considered how rights can improve life in the future

What you will learn In this session you will learn what the word ‘gender’ means and how gender-based roles, and the needs of girls and boys, and of women and men, can be very different from each other. This activity addresses gender stereotypes, people not fulfilling their full potential, and various forms of violence in society.

How this session will help you with your school work This session will help you with Civic Education and will explain more about gender roles, gender equality and human rights. You will also learn more aobut talents, ambition and freedom which is part of Spiritual and Moral Education and find the session useful to help develop your self-confidence and independence and take responsibility for your own learning.

In single sex groups read together this definition of gender.

Gender refers to the behaviours, attitudes, and values considered appropriate for boys and girls, men and women, in a particular cultural group.

In single sex groups discuss what kinds of behaviour you associate with girls and what kind of behaviour you associate with boys. In other words what does your group think girls should do and be like at home, at school, and around the village? What does your group think boys should do and be like at home, at school and around the village?

Boys’ groups and girls’ groups should come together to compare the results.

Are there differences? What are these?

Back in your original groups think about and discuss the things you do everyday at home. Your teachers will draw a big Venn diagram on the board. Using the list, take it in turns to add the things you do to the diagram.

Make up more if you need to.

• Fetching firewood • Sweeping the house and the yard

25

Unit 2: Citizenship

Gender

Unit 2: Citizenship

• Light the lamps • Preparing the food • Cooking • Washing clothes • Fetching water • Feeding the animals • Going to the market • Looking after younger children

What only girls do

What only boysdo

What boys and girls both do Now do the same thing for games you play. Again make a note of any differences and discuss these. Can you explain and give good reasons for the differences?

• Playing football • Playing clapping games • Talking with friends • Playing outside

• Boxing • Wrestling • Fishing • Playing nchuba

In groups look at the pictures opposite. Do any of the pictures surprise you? In what ways?

Now read the following: Gender is something we learn, from our parents, our close family and the wider society. It is part of something called ‘socialisation’. Gender roles vary. Different cultures have different expectations of boys and girls. Formed during childhood and adolescence, gender role issues influence people throughout their lives. Girls and boys are given different responsibilities based on their gender, not on their ability.

26

Unit 2: Citizenship

27

Unit 2: Citizenship

In groups (which can be the same groups as before or mixed groups) consider and discuss what influences your gender role and in what way. Think about your parents and other relatives and adults who look after you. How did the way they treated you as babies and young children differ between girls and boys? Now think about other influences such as school and the wider community.

Individually read the following: When we expect a person to behave in a certain way, or treat them in a particular way because of their gender, we call this ‘stereotyping’. Stereotypes are harmful because they often put a limit on what we think we are capable of. In many cases stereotyping can deny someone their rights. This is particularly the case with girls and education. Many are expected to leave school early to marry, or help at home. But stereotyping may also make it difficult for boys to achieve what they want. We do not have to be limited by stereotypes. We have the power to decide what makes sense for ourselves.

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

The objectives for this session are for pupils to: I understand what gender means I appreciate how gender affects expectations and attitudes I appreciate that girls and boys perform different tasks and do different activities I know how stereotyping can limit the potential of both girls and boys Advertising can also affect us and teach us to associate things with one gender or another.

28

Unit 2: Citizenship

Equality What you will learn Equality is a very important part of Civic Education as it relates to the way in which the people in Zambia are all treated. The Zambian Constitution states that everyone should be treated equally but this is often not the case in practice. In the previous session you have learnt about rights and about how what gender we are affects some of the things we do and think we are capable of. In this session you will learn how about equality in Zambia. Does everyone have equality of opportunity? If not, why not?

How this session will help your school work Equality is a theme in Civic Education and relates closely to gender equality and human rights.

These are also important cross-cutting issues in the curriculum.

“Development is the more equal distribution of power among people.”

Roberts G. “Questioning Development”, 1984.

In groups look carefully at the map below. It is a map of the world but it has been drawn, not according to the size of the countries, but the extent to which there are opportunities for women. The people who drew it took into account:

Gender Empowerment

Produced by t

This m on the Measu of opp into ac parliam propo officia techni and th earnin has as as the

The te most o Europ wome territo There Centra

Rank 1

Territory Norway

Value 908

Rank 154

Territory Honduras

29 Value 355

core, on a ith equal

MOST AND LEAST EMPOWERED WOMEN

Territory equality f by gende 800 700

WO

Unit 2: Citizenship

How many women are: • in government • judges and lawyers • senior officials • managers • professionals (doctors, teachers, architects etc) • technical (professional engineers, scientists etc).

It also takes into account how much women earn compared to men.

You will notice that Western Europe and Japan appear bigger than they do on a standard world map. This shows that women have most opportunities in these regions. Africa appears smaller than it should because opportunities for women are not so good here. But the Middle East has fewest opportunities and you can see this from the map in blue and it appears as though it has been squeezed.

“In many countries, women own nothing, inherit nothing and earn nothing. Three out of four of the poorest billion people of the world are women.” Gro Harlem Brundtland, 2006

In your groups think of other ways of showing that women do not have the same opportunities or rights as men in Zambia. For example, who makes what decision around the home? Who makes decisions about matters to do with sex?

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I understand how inequality results in inequality for women around the world I realise how inequality manifests itself in the home situation

30

Unit 2: Citizenship

31

Unit 3: Social Challenges

32

Unit 3: Social Challenges

Unit Three: Social Challenges Barriers to school What you will learn In this unit you will identify factors that prevent some children from going to school. But first of all you will consider why school is important by imagining what life would be like without it.

How will this help your school work This session directly addresses some social challenges outlined in Civic Education. Through this you will learn more about culture, family law, human rights and social justice In groups remember and go over everything you did yesterday and decide how having been to school helped you get through the day. Think about: • anything you had to read • anything where you needed to understand or speak English • if you had to workout how much something cost or add something up • what you would not know if you hadn’t been to school There are many more things we learn to do at school that are about developing as a person, not just learning knowledge and how to do things. Here are some ideas: • making friends • growing in confidence • becoming more independent • developing our own opinions Share your ideas with the rest of the class.

Think what your life might be like if it were difficult for you to do any of these things. Make a list of words that would describe what you think your life would be like.

33

Girls not at Primary School

Produced by the SASI group (S

The territory w biggest absolu enrolement of primary educa there are abou than boys enro years of educa number in any

Other territori difference in t and boys enro education are and Niger. The than boys enro are just part of could be enroll of education t

90-100

9 7 7 7 7

19 26 26 26 26

Comoros Sudan Mozambique Lao P Dem Republic Nepal

5 4 4 4 4

gap between enrolment of girls and boys in primary education, as % of all 0-4 year olds there*

4 3 2

Southern Asia

Togo Guinea-Bissau India Guinea Equatorial Guinea

5

Southeastern Africa

5 7 7 7 7

6

Northern Africa

Technical notes • Data are from the United Nations Development Prgoramme’s 2004 Human Development Report.

• *Estimates from regional averages not included in table.The theoretical maximum is 50%.

• *Girls equal or slightly exceed boys enrolment in 102 territories.

• See website for further information.

GREATER FEMA PRIM

7

Central Africa

In your groups discuss what do you think the situation is like in secondary school? Is it better FEMALE MALE for girls, worse for girls or theMOST same?

Find PRIMARY out howSCHOOL manyNON-ENROLMENT boys and girls COMPARED there are WITH in each grade Rank Territory Value Rank Territory Value in your school. Is there a difference between them? If so20what16doesMali this indicate? Complete 1 Yemen 6 a 2 Benin 13 16 Burkina Faso 6 graph like the one below to3showChad the number of girls and 11 boys 16 in each Niger grade. Comment and 6 4 Cote d'Ivoire 10 19 Ethiopia 5 Land areayou notice about 5 Islamic Republic of Iran 9 19 Burundi 5 discuss what the differences between girls and boys on the graph.

Territory size is propo the excess male over education.

extra girls aged not enrolled in primary education compared to boys, as % of 0-4 year olds

Unit 3: Social Challenges

Schools exist all over the world, but not every child gets the chance to go to school. Girls in particular often miss out. Look at the map below which shows where more boys go to school in primary education. What do you notice about Southern Africa? In what country do you think the biggest gap between boys and girls receiving primary education is?

1 0

80-89 “That’s the main fear, that tomorrow you’ll be faced with a woman who says ‘No, I don’t want her husband and so on.”

70-79 www.worldmapper.org

60-69

© Copyright 2006 SASI Group (University of Sheffield) and Mark Newman (University of Michigan)

50-59 40-49 30-39 20-29 10-19 0-10 Number of

Grade 10

Grade 10

Grade 11

Grade 11

Grade 12

Grade 12

pupils

girls

boys

girls

boys

girls

boys

34

• An infant born to an educated woman is much more likely to survive until adulthood. In Africa – children of mothers who received five years of primary education are 40 per cent more likely to live beyond the age of five.

• Where women are better educated there is better family nutrition • Women with education are better able to successfully resist practices such as early marriage, and domestic abuse by male partners.

‘At school I worked very hard and excelled. The boys in my class could not challenge my performance. In grade 7 I obtained the highest marks in my school. I was excited when I received my acceptance letter to Form 1 (now Grade 8) earlier than the rest. I was selected to go to Lusanga Secondary School. It was not easy then to be selected to attend a boarding school. I felt proud and told everybody about it. It was at this time that my father began to show interest in my education. He boasted about me. He would even say, ‘There is no one in this village who has a daughter in secondary school.” The other villagers then would warn him not to boast because he was investing in the wind. This was so because society regarded education as for boys rather than for girls.’ Leah ‘In 1991, at the age of 15, I qualified to go to secondary school. During this time I was going through traditional rites of passage into womanhood. I now became a young woman. My father was in this same year retired and he went home to the village. I could not go back because the secondary school back home was too far..’ Casey ‘When Musonda was in Grade 5 his father died in a road traffic accident. At the time, his brothers were in Grade 3 and Grade 1. The family experienced great sadness. After the burial came property sharing. The father’s relatives grabbed most of the property. In the past they used to have tea in the morning, but now there was no breakfast and even lunch and supper became very rare treats. The mother decided to sell their house and move to Senama, a shanty compound in Mansa. Luckily, that was when the government introduced free education from Grade 1 up to Grade 7. All the four Mubanga children were able to go to school. Musonda wrote his Grade 7 examinations at Mansa Basic School. He passed and emerged highest and was selected to do Grade 8 at Samfya High School. Now that he had to pay fees his problems became hurdles.’

Ronald ‘In 1998 dad came for mum and we went back home. I thought life would be good now that my parents were living together again, but life became worse as there were too many children for my father to support. When I was accepted in Grade 8, I did not take up the offer because I had no money. I started looking for work to raise money for my school fees. I had to go to different farms and met people of all characters and manners. I worked as a labourer because I had to

35

Unit 3: Social Challenges

It is important for girls to go to school so that they become educated women because:

Unit 3: Social Challenges

raise money for my school fees. My family members were very discouraging because they were against my going to school.’ Kabinda ‘When I got to Mwense my sister did not put me in school. After some weeks I asked her when I was going to start going to school. “You wanted to come here. I did not invite you, so don’t ask me useless questions,” she answered angrily. I now became a maid in her house. After constant needling from me she took me to the school where she was a teacher and put me in Grade 6.

Sometimes, when I was just about to leave for school, she would give me some work to do. My attendance became erratic. I would go to classes once or twice in a week. Even when I did go to school, it was useless because I did nothing. I had no books and no writing materials. I would just sit there watching my friends working.’ Lillian

In groups read through the following reasons why children may not be able to go to school and match them up with some of the reasons in the extracts above: • There is no school in my village. The next village has a school but it is 8 kilometres away. That is too far to walk everyday.

• I’m not sure if I’ll be going back to school next term. There has been no rain and my family’s crops have failed. I may have to leave to get a job.

• I have four brothers and sisters. My parents can only afford to send my two brothers to school.

• There are 50 children in my class. I can’t always hear what the teacher is saying. Some of our teachers have died from HIV/AIDS. • Twice a day I have to collect water from the well. The well is two kilometres way and I often have to wait in a queue. I go in the morning so I’m often late for school.

• I had to leave school when my mother became ill with HIV/AIDS. I now look after her and my younger brothers and sisters.

36

Unit 3: Social Challenges

• My parents did not go to school and they do not understand why it is important. They want me to leave and get married as soon as possible.

In your groups devise a short drama that illustrates one of the reasons why someone might not be able to go to school. In your drama include a possible solution. Perform your drama in front of the rest of the class but stop before you get to the end and the solution. Ask the class for their ideas about how the drama could end.

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I appreciate the impact some individuals have been able to have I have identified some of the values necessary for people to make a difference I understand what it means to be an activist

37

Unit 3: Social Challenges

Can Priscilla stay at school?

What you will learn in this session This session focuses on the story of Priscilla and her struggle to stay at school. You will do a role play based on her story so that you can understand some of the dilemmas involved in her life.

How this session will help your school work This session will help you understand several aspects of Civic Education, including issues around gender equality and human rights.

In groups read the beginning of Priscilla’s story.

I was born in a remote part of Samfya District, in Luapula Province. In my home area it is normal for girl children to drop out of school even at lower primary level and get married. When I was in Grade Six my parents and some of my close relatives felt that I had overstayed at school. They started arranging my marriage to a stranger I had not even met.

Work in groups of 6 – 7 pupils. Before reading the rest of the story do this activity. Each group will read and study just one of the roles below, your teacher will tell you which one. It would be beneficial to make sure that everyone has the chance to play a role.

Read your role and discuss the question. Discuss and agree on what you will do.

38

Priscilla

You are the head teacher of Priscilla’s school. She is in grade 7 and is one of your brightest and most hard-working pupils.

You have just heard that her family wants her to leave school as they have arranged a marriage for her.

You decide to invite her father to a meeting to discuss her future. What are you going to say to him?

You work hard at school and enjoy studying. One day you would like to be a teacher. However your parents are insisting that you get married and they have found a husband for you, although you have never met him. You have told your head teacher and he has asked your father to come to a meeting to discuss the matter. What can you say to your father at the meeting?

Priscilla’s father

Priscilla’s cousin

You are very proud of your daughter and have arranged for her to marry a man who you feel will be able to provide her with a good home and maybe help you when you and your wife are older. Your main concern is that she gets married.

To you this is very important as all girls in your area marry when they are young.

You are surprised though that she wants to stay at school. The head teacher has asked you to a meeting to discuss the matter. What are you going to say?

You are Priscilla’s cousin. You live in Mansa which has a secondary school and is far from where Priscilla lives. You were lucky enough to have been to school and you have a good job. On a visit to Priscilla’s village you learn that her parents wish her to be married. Her father has asked you to go to a meeting with her head teacher. You would like to help out in this situation. What can you do?

Unit 3: Social Challenges

Head Teacher

Now, if you are in the ‘Priscilla’ group, find someone from each of the other groups and make a new group so that there is someone representing each role. Act out the meeting at the school arguing from the point of view of your character. Some pupils could be observers during this development of the activity.

As a class, discuss the issues arising from the role plays. What solutions did the groups come up with?

Return to your original groups and read the rest of Priscilla’s story on the next page.

39

Unit 3: Social Challenges

When the news of my impending marriage reached my head teacher’s ears, he sent for me. He gave me a long talk on the importance of education. I told him it was not my wish to get married. I was doing so under pressure from my family. He felt very sorry for me and we discussed ways in which he could help me.

“Do you have any relatives in Mansa?” he asked me. I told him I had a cousin in Mansa. “Find out whether he can keep you. If he can, I will arrange for your transfer to Mansa Secondary School, far away from your family.”

After contacting my cousin I asked my parents permission to visit him. “You should be back when the school holiday is over,” my father told me. Then I told him about my plan to stay in Mansa and continue with my education. The head teacher talked to my parents too. Between us we convinced them to let me go on with my education.

I write this story as a lesson to other girls to be strong and stick to their principles. Although my parents felt education was for boy children and not girl children, I persevered and completed my education. They are now the first people to speak about the value of educating all children.

Priscilla

Priscilla went on to train as a teacher and now teaches at Mandubi Basic School. She is married to a man of her choice and has two children.

In your groups discuss these questions: • Do you think Priscilla would have been able to carry on with her education without the support of her head teacher?

• How do you think she felt when she stood up to her father?

• Why do you think her father now recognises that it is important for all children to be educated?

40

Priscilla’s story is a positive one because not only did she stay at school but her parents changed their minds about the importance of education for girls.

Insert Insert Insert Insert

smiley face – I did this welll/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I understand how inequality affects for women around the world I realise how inequality shows itself in the home situation

Child labour What you will learn in this session In this session you will learn some basic facts about child labour and look at one particular case. In Zambia, as in many other countries, children are expected to do some form of work and play a part in family work from an early age. Some people say this is ‘child work’ rather than ‘child labour’. The difference is whether the child is exploited, not adequately paid or if the work is harmful and prevents him or her from going to school. Some forms of child labour such as selling sex always means that the child involved is acutely vulnerable.

How this session will help your school work Child labour is an example of a social challenge which is an element of Civic Education. It is closely linked with child abuse, HIV/AIDS, gender issues and human rights In groups do this quiz.

1. What jobs do children do in Zambia? Pick three of these that you know of: • Street vendors • Bank clerks • Agricultural workers • Bus drivers • Servants • Construction workers • Miners

41

Unit 3: Social Challenges

• What do you think Priscilla’s attitude towards the education of any daughters she may have would be?

Unit 3: Social Challenges

2. Why do children work? Pick one answer which you think does not answer this question well.

• Children have to support their families because their parents have died or are unwell • They get bored staying at home • Families in Zambia are poor and need the income children can bring to the family • Child labour is often considered ‘normal’ and traditional 3. What percentage of children between the ages of 10-14 do you think are estimated to be working in Zambia?

• 5% • 16% • 63% 4. Young Zambian children are forbidden by law to work. Look at the ages below.

Which age do you think applies to this law?

• Children younger than 9 years old • Children younger than 11 years old • Children younger than 13 years old

Your teacher will now give you the answers. Did you get the answers right? Discuss anything that surprised you.

Individually listen as your teacher reads the following extract from an American newspaper that gives a report from Zambia. Listen very carefully, follow it and then answer the questions below.

The boulders here are hard enough that the scavengers who have taken over the abandoned quarry south of downtown prefer not to strike them directly with their hammers. They heat the rocks first - with flaming tyres, scrap plastic, even old rubber boots - so that the stones will fracture more easily.

A boy named Alone Banda works in this purgatory six days a week. Nine years old, nearly lost in a hooded sweatshirt with a skateboarder on the chest, he takes football-size chunks of fractured rock and beats them into powder. Lacking a hammer, he uses a thick steel bolt gripped in his right hand.

In a good week, he says, he can make enough powder to fill half a bag. His grandmother, Mary Mulelema, sells each bag, to be used to make concrete, for 10,000 kwacha, less than $3. Often,

42

Michael Wines, The New York Times, August 24, 2006

Glossary Make sure you understand all the words in the article. Here is some help for you.

Scavengers: someone who collects things that have been discarded by others Fracture: a break Purgatory: a place of suffering In your groups discuss how you feel about an international journalist from America reporting on this issue in Zambia.

Did you know that according to some estimates at least 800,000 children work in agriculture in the USA. And when the urban sweatshops of the garment and other industries are accounted for, the total number runs even higher. A huge movement called the Global March Against Child Labour was an important event in 1998 with marches in many major cities around the world drawing global attention towards human rights violation by child labour and child slavery.

There are many harmful effects of child labour. These include: • Low pay – Children and young people are often paid much less for work done than adults. There is also evidence that increased use of child labour reduces adult wages.

This is because child labour adds to the competition for jobs, and also because when children work women who are mothers go out to work, increasing the competition for jobs even more.

• Long hours – Some children and young people are expected to work excessive hours, for example, up to 12-16 hours per day.

• Loss of educational opportunities – Many children and young people who work either leave school or find that they cannot keep up with their school work.

• Physical harm – Working children may experience physical harm in a number of ways.

These include: • Increased risk of accidents – children and young people often work in unregulated environments where little attention is paid to safety.

• Assault – working children often experience violence in the workplace from adult staff and managers. Children and young people working in the street are also at risk of physical violence from police officers and other authority figures.

43

Unit 3: Social Challenges

she said, it is the difference between eating and going hungry. "Sometimes when he's tired, I tell him to stop, but he helps me here most of the time," she said. "We work every day, to make that powder. Sometimes we work Sunday, if we don't go to church."

Unit 3: Social Challenges

• Violent theft – this is also a risk faced by street vendors.

• Risk of illness – from poor hygiene and exposure to bad weather.

• Harmful effects of pesticides –for those working in agriculture.

• Sexual abuse – This includes rape. Effects include unwanted pregnancy, sexuallytransmitted infections and HIV infection as well as severe physical and emotional harm.

• Abuse and exploitation – These include enfored sex work, slavery, trafficking, debt bondage and forced labour.

In some ways, girls are more vulnerable to the harmful effects of child labour than boys. Why do you think this might be?

Working in groups, draw a network diagram in your exercise book with the word ‘Poverty’ in the centre. Write the headings above – low pay, long hours, loss of educational opportunities, etc – in a circle on the same page and then draw lines between any words where you think there is a link between them. Write why and how the words are linked along the line.

Read through these extracts from the stories which describe various experiences of child labour.

Individually, using the experiences above and the information in this session about child labour, write a report to the United Nations about child labour in Zambia. State what the problems are, explain the causes and the effects and outline how you think the United Nations should help Zambia overcome the problem of child labour.

‘Before my father married a second wife he took care of us and seemed to love us. When he married again his attitude changed. Although we stayed in his house, my mother and I had to fend for ourselves. He didn’t support us with food or with school costs and we used to do casual work to get by. It was inevitable that I stopped going to school when the money just wasn’t there.’

Maureen ‘I stopped school in 2003 because I had no-one to sponsor me. I felt bad when I stopped school and I still have the intentions to go back. When I stopped school in grade 9 there was a friend of my elder sister who had a big restaurant. I started working there. The salaries were very low and I worked from 5am until 10pm at night.’ Jenny ‘When I was in Grade 11, my mother died. With no support after her death I had to stop schooling immediately. I found that the only way I could find food was to engage in sexual activities.

After some time I met this man who promised to marry me. I saw this as an escape from the life

44

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I understand the reasons why children in Zambia often have to work I understand that poverty is a key factor underlying harmful forms of child labour I understand how the need to work prevents children from receiving an adequate education I know something about the nature of child labour in Zambia

45

Unit 3: Social Challenges

I was leading. His promises were all false. When I became pregnant, he abandoned me. I gave birth without any support from him.’ Chanda

Unit 3: Social Challenges

Teenage pregnancies What you will learn in this session This session will help you understand some of the reasons why young women become pregnant when they are still teenagers and how it can damage their education. Early pregnancy is widespread in many countries, both in the developing and the developed world, and in most cases puts an end to a girl’s education.

How this session will help your school work Teenage pregnancy is a social challenge in many countries, including Zambia. It is an issue that is linked with children’s rights, HIV/AIDS, gender issues and human rights.

‘At Lusanga School, when I was in Grade 11, life started changing for me. I met girls from well-to-do families. They dressed well and had inspiring stories about life. I regarded them as wonderful girls worth emulating. One story they told me, which I still vividly remember, was about being old fashioned if a girl had no boyfriend. As a village girl I wished to get out of being out of fashion. I was still wearing long dresses and flat shoes. I was teased and humiliated by their comments about my dress.

Seeing how much I wanted to be like them, the town girls organized a boyfriend for me. I was coached into mischief. I became pregnant and was expelled from school.’ Leah ‘While I was waiting for my Grade 9 results, I was enticed and tricked by a man. Unfortunately, he made me pregnant. When my father heard that I was pregnant, he chased my mother and me from his house.’ Maureen

46

Unit 3: Social Challenges

‘When I was in Grade 9, I met a boy who told me that he loved me. I started a relationship with him. I was still young and I didn’t know what I was doing. I had friends who had boyfriends and they encouraged me to have one as well. Eventually I became pregnant and I continued with the relationship hoping that he would support me. I continued with my education but unfortunately I didn’t do well in the final exams because of the condition I was in. I gave birth to my first child in 1999. I was unable to go back to school because there was no one to take care of my baby.’ Mildred ‘It was again in the same year that I was enticed by a certain boy. He said he loved me and I started going out with him. The following year, I got pregnant. I knew I had betrayed everyone who had believed in me. Nevertheless, I didn’t lose hope and I continued with my studies. It is very challenging to be pregnant while schooling. One also feels guilt and shame. I had so many regrets, especially when I looked at my carefree friends. I gave birth to a baby girl in the first term of Grade 12. I stayed two months of the second term in the village, waiting for my baby to grow a little. Yet I was to write my final exams! I started attending classes again, while I was a mother after school. I tried hard to catch up, but it was difficult. I had lost far too much time.’ Nakweti ‘In my first year at Senanga High School, I joined what I saw as a sophisticated group of girls.

I got myself a man. In Grade 11, I became pregnant and had to drop out of school. It was extremely difficult for me to continue attending classes. I went back to the village and had a baby girl in August 2004. Although the man had accepted responsibility for my pregnancy, he did absolutely nothing for the baby. My daughter did not even have clothes.’ Nakamu ‘When I was in Grade 11, my mother died. With no support after her death I had to stop schooling immediately. I found that the only way I could find food was to engage in sexual activities. After some time I met this man who promised to marry me. I saw this as an escape from the life I was leading. His promises were all false. When I became pregnant, he abandoned me. I gave birth without any support from him.’ Chanda

47

Unit 3: Social Challenges

In groups, do this True or False quiz: • Britain has the highest rate of teenage pregnancy in Europe.

• A third of all the teenage mothers in the world live in India.

• There are three times more teenage mothers living in Southern Asia than live in any other region.

• The fewest recorded teenage mothers live in Japan.

• The UK teenage birth rates are twice as high as in Germany, three times as high as in France and six times as high as in the Netherlands.

“Attitudes towards young mothers … shift in relation to prevailing moral values, and also to some extent reflect economic conditions.” Debbie A. Lawlor, 2002

As a class: Divide in to two groups. One group will represent the opinion that ‘teenage pregnancy is the fault of the girl’, the other group will represent the opinion that ‘teenage pregnancy is not the fault of the girl’. The teacher will direct your debate. One person from the first group should make a statement in support of the opinion they represent. One person from the second group should respond to the statement, putting forward a counterargument. Another person from group one should respond. Continue until everyone in the class has spoken, or until you run out of arguments. Which group put forward a more convincing case?

Example: Statement: It is a girl’s responsibility to guard herself and not tempt men.

Response: But no body can get pregnant by themselves. What about the man? Where is his responsibility?

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I understand that teenage pregnancy is an issue affecting more than one person I understand that teenage pregnancy is a social challenge and is everyone’s responsibility

48

What you will learn in this session In this session you will look at a story that describes the effects of divorce. You will start to explore differences between legal practices related to marriage and cultural practices and the protection or otherwise that these give to the people involved, especially women.

How this session will help your school work This session is relevant to the Civic Education curriculum and also reflects on human rights, culture and tradition, family law and social justice.

Working in groups of 3 to 4 pupils, one pupil in the group should begin to read Mwelwa Chilambe Mwelwa’s story to the others in the group.

‘I am the oldest in a family of six. I failed my Grade 9 examinations. My parents could not afford to support me, my brothers and my sisters, so I had to leave school, like many of my peers. With help from my mother, I started a business, selling fabrics, table cloths and baby coats. From the profit I made, I started helping my mother support my brothers and sisters.

Soon after this, I got married and had a child. When I was expecting my second child, my husband, who was a teacher, announced that he was in love with another woman. He wanted a divorce so that he could marry the other woman. He said he wanted a more educated woman; I was not educated enough for him. I was four months pregnant when he left me, and he left me with nothing. ‘

Now discuss the different kinds of marriages in Zambia and complete this part of the activity.

There are two different kinds of marriage in Zambia.

Recognised by law: • Statutory/Civil Marriage and • Customary Marriage Not recognised by law: • Religious marriage and • Cohabitation Copy the following grid into your books and complete it by adding the correct method from the list below.

49

Unit 3: Social Challenges

Divorce – equality for all?

Unit 3: Social Challenges

• Pay a search fee at the council for the marriage certificate. Find the registrar who married them and the two witnesses.

• Ask the parents if the marriage was approved by them.

• Check if the marriage was registered under the local court and ask the parents if a marriage payment was made.

• Find out where they got married e.g. a church and if Marriage Banns were announced in the church before the wedding Statutory marriage

Customary marriage

Religious wedding

Cohabitation

What type of marriage do you think Mwelwa and her husband had? What is your evidence for thinking this?

Choose another pupil from your group to continue reading the story ‘When I returned to my family, my life changed and everything appeared to go wrong. My father died a year after my divorce. I did not know what to do, or where to go. What was uppermost in my mind was that if my daughter and I could get out of this world it would be easier for my mother to look after my brothers and sisters. I went into depression and prayed to die. For seven days I refused to eat anything. Yet I did not die. Finally, I recovered and made up my mind to face the future with courage. I started working at a company called CEFRA, which is owned by one of the community members in the district. Life improved although I was still not able to provide the basic needs at home.

In June 2005, I was recruited and elected chairperson of Cama - a growing network of young rural women, most of whom had been supported through school by Camfed. In November 2005, I was chosen as a regional co-ordinator for Cama at Camfed Zambia’s headquarters in Lusaka. I am responsible for the Cama Community Health Programme (CHP) that seeks to assist rural communities to start taking responsibility for their health and demand for health services.

In your group devise a short play. In it Mwelwa meets her ex-husband. One pupil should take the part of Mwelwa and one the ex-husband. The other group members should contribute ideas and then observe the play asking questions and making comments. When all the groups are ready, as many as time will allow should enact their play in front of the class.

50

Unit 3: Social Challenges

I have helped train 100 young women as health activists who, in turn, have reached more than 15,000 people with vital information about HIV/AIDS and other health issues. CHP is helping break down culture and traditions through educating girls.

Cama has helped me a lot. I have come to know so many things. I am able to make decisions and advise my fellow members. I am able to support my family.

According to our tradition and culture, it was taboo before for a young woman to stand up in public and talk about sex, reproductive health and such issues as HIV/AIDS in the presence of elders. Through Cama, I am able to speak to people and raise important issues that affect young people. I am now empowered with information and can help young women facing similar challenges to the ones I have gone through.

Gone are the days when young women were asleep.’

As a whole class, discuss why divorce is a social challenge. Use your own knowledge and any experience you have to help you answer this question. Focus on issues such as whether women are as free as men when it comes to divorce. What responsibilities a man should have to his children if he is divorced. If a man brings money into the home and a woman stays at home to cook, clean and look after the children should she be entitled to some possessions if they divorce? How might divorce affect the children of the couple?

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I know that there are different forms of marriage in Zambia and can identify them I participated in discussion and in a short play.

I debated the justifications and fairness of divorce and the effect it has on people and families

51

Unit 4: Speaking up & speaking out

52

Unit 4: Speaking up & speaking out

Unit 4: Speaking up and Speaking out Champions What you will learn in this session Sometimes we can all feel as though we are just a small fish in a great big pond and that we cannot make a difference to anything. In this session you will see how small actions can have an important impact, and that doing something about issues that concern you can have beneficial affects for yourself as well as others.

How this session will help your school work This session will illustrate for you how some people have fought for human rights which are an important part of Civic Education. This session will also help you understand more about Zambian core societal values. You will also understand more about people with talents, about cooperation, authority and leadership. The activities will help develop your listening, speaking, reading and writing skills.

Working in groups, look at these photos below and see if you can recognise the people in them.

Now read the following and match them to the photos.

53

Unit 4: Speaking up & speaking out

Wangari Muta Maathai was the daughter of farmers in the highlands of Mount Kenya and became the first African woman to win the Nobel Peace Prize. She founded the Green Belt Movement. She says ‘It is important to nurture any new ideas and initiatives which can make a difference for Africa’.

Rosa Parks refused to give up her seat to a white man when she sat in a part of the bus reserved for white people. It was a small act of defiance but Rosa Parks changed the course of American history. She said “I kept thinking about my mother and my grandparents, and how strong they were. I knew there was a possibility of being mistreated, but an opportunity was being given to me to do what I had asked of others.”

Nelson Mandela was born in the small village in South Africa. His father died of tuberculosis when he was nine. Nelson Mandela was an anti-apartheid activist and leader of the African National Congress. He spent 27 years in prison. He says “I was not a messiah, but an ordinary man who had become a leader because of extraordinary circumstances.”

In your groups discuss the following: • Do you think any of them thought when they were children that they would be famous?

• Do you think it was easy for any of them to have achieved what they did?

Now look at the pictures below. They are of three young women who have also achieved something in their lives, although they are not famous.

1. Mildred’s mother died when she was 4 years old and her father died when she was 16.

After having two children when she was young she went on to start her own business and supported her aunt and grandmother. She now studies at the University of Zambia.

She says ‘Now that I am at University, I have become a source of inspiration to young rural women in Shangombo District.’

54

3. Mwangala’s father became sick and he could no longer provide for his family. Mwangala was helped by Camfed to go to school and eventually completed her education. She was appointed as a chairperson for Shangombo District and was then asked to work at the Zambia National Office. She says ‘I still believe the sky is the limit. I would like to encourage girls to put education first. My sincere wish is to see educated, young rural women who contribute to the development of their community and country. I believe education, hard work, determination and self-confidence are the only way to success.

In groups discuss • In what ways are the lives of Mildred, Mutumba and Mwangala similar to those of Rosa Parks, Nelson Mandela and Wangari Muta Maathai?

• In what ways are Mildred, Mutumba and Mwangala similar to you?

• Do you think you need to be famous to make a difference in this world?

Now read about a young Zambian woman who has tried to challenge injustice that she has faced in her life. This is Casey’s story:

Casey’s Story When I was 15 I was raped. There was a big wedding at our neighbour’s house and my cousins and I were excited to see what was happening. There were lots of people around, guests and visitors, and my cousin introduced me to a man seven years older than me. I wasn’t interested in him at all, but they had already made a plan. My cousin asked me to walk with her and when we were away from the crowd she left me alone with the man. When he grabbed me I screamed but no one heard because of the noise from the wedding house.

He covered my mouth with his hands to stop the noise, and he raped me. The pain and the feeling that I had been violated were too much.

I was my mother’s favourite, but when I tried to tell her what had happened to me she would not listen to my explanation. She was so disappointed that she beat me almost to death. I still have a scar on my right breast to remind me of that day. It felt like the world was turning its back on me. I tried to take my life, but I failed. I lost interest in everything and developed a very negative attitude to men.

It was my brother who helped me recover. He took me to his home and he and his wife supported me as if I was their child. Even now the trauma still comes back to me, but I have

55

Unit 4: Speaking up & speaking out

2. Mutumba came from a poor family in Shangombo district. Despite this she managed to finish her education and is now at the University of Zambia. She says ‘My self-esteem increased because I used to counsel pupils on how they should take care of themselves.’

Unit 4: Speaking up & speaking out

come to terms with life, and I have been able to trust and love a man. I am nine months pregnant. I know who I am and I am happy with myself.

Today I am a teacher and mentor of girls who are in danger of facing similar experiences.

I even talk to their parents to prevent them reacting in the way my mother did. It is not the case that the girls who fall into life’s traps are bad girls or bad people.

Make a list of the qualities you think someone has who takes action to make things better for themselves and others. Do you have any of these qualities? Do you think they are things you are born with or qualities you have to develop in yourself? Discuss these issues in your group.

A man called Edmund Burke once said that, ‘The only thing needed for evil to triumph is for good people to do nothing.’ Discuss what you think this means.

Read through the list in the table overleaf. Most of these qualities are Zambia’s societal core values but three are not. First of all find the three which are not. Now think of the people you have learnt about in this session so far. In your group, discuss which of these qualities you think were shown most strongly by each person. Finally, think about yourself, and the qualities that are strongest in you.

56

Me

Casey

Mwangala Mukelabai

Mutumba Imasiku

Mildred Domingo

Wangari Muta Maathai

Rosa Parks

Neloson Mandela Loyalty Peace Being self-absorbed Work Nationalism Trust Honesty Responsibility Freedom of expression Apathy Social justice Respect for authority Tolerance Respect for privacy Indifference Commitment to the democratic resolution of differences Belief in the equal worth of all human beings Integrity Cooperation

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I appreciate the impact some individuals have been able to have I have identified some of the values and qualities that help people to make a difference I understand what it means to be an activist

57

Unit 4: Speaking up & speaking out

Mutual respect

Unit 4: Speaking up & speaking out

Identifying your issue What you will learn in this session In this session you will explore the issues that are important to you and which you have a commitment to. It does not matter how unimportant it might be on the world stage, as long as it is important to you.

How this session will help your school work This session complements the work on human rights and active citizenship which is part of Civic Education. You will develop a greater understanding of cooperation, authority and leadership and will become increasingly responsible for your own learning.

What is an issue?

An issue is something people are worried or angry about, care deeply about, do not agree with, or have objections to. Often people may agree that there is an issue but do not necessarily agree what should be done about it.

Your teacher will refer to the teachers’ guidance before this session.Your teacher will divide the room or an area of ground outside into two sections. One side represents ‘I agree’ and the other side ‘I disagree’. As your teacher reads out some statements you must move to stand on one side or the other, according to how strongly you feel. So if you disagree or agree very strongly you will move as far away from the central point as possible, whereas if you are not sure what you think, you will be fairly close to the middle. Your teacher will invite some of you to comment on your point of view. Be ready to explain your reasons for why you chose to stand where you did.

In your groups, discuss any issues that you feel strongly about and explain to the group why you feel that way. Is there anything that makes you feel very angry, or about which you care a lot? Discuss any other issues you think could have been part of the activity.

As a whole class, two or three pupils should stand at the blackboard and take it in turns to write. The rest of the class should brainstorm what they think the main issues are in their community or in Zambia today that need to be addressed.

58

Here are some issues identified by young people in UK ‘We are in the 21st century - poverty needs to end because people are still suffering.’ Andrea, 9, Bedford ‘I wish that there was more that I could do to persuade people to protect the environment and care for the world.’ Apryl, 9, Essex ‘Domestic violence shouldn’t happen because it doesn’t just affect the person it happens to.’

Kimberley, 13, Nottingham ‘Child cruelty should be stopped. We cannot fight back.’ Louise, 11, Salisbury ‘I think slavery is wrong, everybody has their own rights, treat people with respect, We’re all the same, we’re all HUMAN!!!’ Mollie, 12, Kidderminster ‘I would like to campaign against people being racist to each other because wherever you study or work you will always have someone with a different background from you.’ Zara, 10, Peterborough ‘I would campaign because the government wants everyone to have ID cards. I think this is wrong because it will mean we have less freedom and the police will have all our details on record.’ Emily, 13, Reading

59

Unit 4: Speaking up & speaking out

Now look at the issues the whole class has come up with and as a class agree on the 5 most important. Divide in to five groups – one group per issue. If there are more than 8 people in your group make two groups for the same issue.

Unit 4: Speaking up & speaking out

Now use the diagram below to consider the issue you choose more deeply. Discuss each section and write your answers to the questions in your exercise books.

This diagram is called the Development Compass Rose and it helps us ask the right questions Natural about issues so that we understand Does them it havebetter. anything to do with nature or the environment?

Who decides?

Who decides what happens to the issue? Who has most power? How much power do you have to improve things?

What could you do? Who is in a position to make decisions to bring about change? Who is preventing change?

N W

E S

Economics Does it have anything to do with economics or money? How? Does it affect poor people and rich people in the same way? Explain.

Social Does it have anything to do with societies or people? How? Does it involve you, people in your local area, or people in other countries? Who is affected, directly and indirectly? Is there a particular group that is vulnerable, for example girls, or a particular age-group? How does the issue or problem affect the wider community? Which rights are being violated? How does this issue change/impact people’s lives? Negatively and positively?

Working in your groups, draw or create a tree. This can be done in your exercise books, on large sheets of paper, or you can draw/create it outside using what you can find, such as bits of wood, leaves etc.

Create your tree so that the roots represent the causes of the problem or issue you have identified. The trunk shows what the issue is about. The branches explain the connections between the issue and the people affected by the issue. The leaves and fruit show the affects of the issue.

Each group can now present its issue/problem tree to the rest of the class explaining the causes and effects.

Individually: Now reflect on what you have learnt from today’s session. Copy the sentences below and draw the appropriate symbol next to each.

60

Unit 4: Speaking up & speaking out

Leaves/ Fruit Leaves/ Fruit

Leaves/ Fruit

Leaves/ Fruit

Leaves/ Fruit

Leaves/ Fruit

Trunk

Root

Insert Insert Insert Insert

Root

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I identified an issue I feel strongly about I considered and identified the causes and effects of this issue I began to consider some possible solutions

61

Unit 4: Speaking up & speaking out

Getting active What you will learn in this session If you want to change the world you have to know how it works and how you can get involved. Even if you are too young to vote, there are still plenty of things you can do to influence others. One really important aspect of citizenship is active participation. In this session you will explore how you can take effective action over the issues you have previously identified. You will see how others have communicated their ideas and issues to others.

How this session will help your school work Active participation is an important part of democracy and citizenship which are important parts of Civic Education. This session also highlights some issues to do with gender equality.

Your teacher will refer to the teachers’ guidance before doing this session.

In your groups discuss what ‘influence’ means.

Individually, you are going to make a spider diagram showing who you influence. Write your name in the middle of a page in your book. Around it, write the names of people who you think you influence, for example, a friend or a younger brother or sister. Draw lines from your name to their names. Then think about the next layer of the diagram. Who do these people influence? Their parents or neighbours? Draw lines to link all the names together.

In your groups look to see if you are connected to anyone who has power and influence and who may be in a position to make important decisions. Can any of these people help you with the issues you are interested in addressing? Maybe someone else in another group would like to have some influence with them. Exchange ideas and names to see where, as a class, you may have some influence.

What is democracy?

Democracy literally means ‘rule by the people’. It is the free and equal right of every person to participate in a system of government, often practiced by electing representatives of the people by the majority of the people. A democratic country is one with a government that has been elected freely and equally by all its citizens. A democratic organisation is one where the control of the organisation is in the hands of its members who participate in decision-making.

Do you think your school or family are run democratically?

62

Unit 4: Speaking up & speaking out

In your groups, consider whether most governments are representative. A quick way to do this is to look at how many women are in the government. Women make up approximately half the world’s population.

But how many women are in the Zambian government? What does it take for a woman to succeed in world politics? Despite the progress made in the last century, there are still few women leaders.

In groups, watch the film about Doreen. Afterwards discuss and answer these questions: • Why did Doreen want to go to school?

• What is the message of the films she is making?

• Why is Doreen a very good person to be making these films?

• Who is the best audience for Doreen’s films?

Read about another way in which marginalised people can make their voices heard.Can you think of other ways of reaching the people you want to influence?

Now work out what change it is that you want to bring about and identify your aim. This will help you set a target and know when you have been successful?

“The level of participation of women in decision-making and sharing of power between men and women is still unacceptably low and calls into question the basic principles of democracy.” Gertrude Mongella, Secretary General of the Fourth World Conference on Women

In Eastern Province in Zambia, poor women in rural areas can ask questions of those in power – and get answers – in special radio programmes. The women meet in ‘listener clubs’ and discuss questions relating to the HIV/Aids epidemic and other important issues related to development. They record their discussions themselves, in their own language.

The recordings are then sent to the national radio corporation, ZNBC, which plays back the questions to people in power, and decision-makers. The questions and answers are then edited into a programme that is broadcast throughout the country.

The Open Society Initiative for Southern Africa

You have now explored your issue and are ready to put it into action!

63

Unit 4: Speaking up & speaking out

Insert Insert Insert Insert

smiley face – I did this well/I understood this very well neutral face – I did this not so well/I understood this a bit sad face – I didn’t do this/I did not understand puzzled face – I found this very difficult

I understand what it means to be an active citizen I appreciate the benefits of democracy I know how to participate in a democracy

You read earlier in the book that, ‘Self-esteem is the secret of learning’. We hope that your learning through this book means that your self-esteem is now sky high!

64

Unit 4: Speaking up & speaking out

65

Growing up in Zambia A Pupils’ Guide to Civic Education