Table 19: Examples of areas that one could consider under each outcome when developing Plan

SUPPORT NOTES FOR THE FACILITATOR:

Participants are encouraged to come up with their plans, as a first step towards transforming the skills acquired through the training into actions which are specific, measurable, achievable, realistic and time-bound (SMART).

ACTION PLANNING

To get started in setting appropriate goals for your activities. You are going to use the “Problem Tree” and “Objective Tree” technique to initiate a school SRGBV plan.

The Problem Tree

The purpose of the Problem Tree is to provide a broad overview of the problem, as well as, identify specific causes and resulting effects. The use of negative language whilst using this tool is helpful in identifying specific problems.

Identify the problem

As we discussed in earlier units, deciding on the problem is best done in a group setting where all members of the school and select members of the community and other relevant stakeholders discuss core issues together. Remember, it is important to identify the SRGBV “problem”. Make sure that your problem is an existing negative state, not an absence of a solution. For example; “Only the headmaster and governing body handle cases of SRGBV” is a problem, “No capacity to prevent and respond to cases of SRGBV” is not. Find the specific causes that are contributing to this problem The specific causes contributing to the central problem are placed below the main problem, forming the ‘roots’ of your tree. It is possible that some of the issues the participants identified in earlier units are contributing causes to the main problem/s and can be added at the bottom of the tree. There could be multiple layers to contributing causes, participants should therefore be guided to dig deep. The more detail they go into at this stage, the easier it will be to identify objectives and solutions. It is therefore recommended to use sticky notes if available, so that they can easily re-arrange their tree/s. This is also particularly useful when grouping related causes together.

ACTIVITY 1: RANKING PROBLEMS (1 HOUR)

1) Place the flipchart of the “Problem Tree” where everyone can see it. 2) Ask participants to get into the three groups in which they developed the transect diagram and maps for

SRGBV “hotspot” in and around the school. 3) Also ask them to revisit their maps and transect diagrams and identify issues that need to be addressed.

Figure 6 The Problem tree

4) Ask the participants to come up with 3 problems ranked 1-3. They should zero in on a core problem which makes up the trunk of the tree, e.g.: “Only the head teacher and governing body handle cases of

SRGBV” Go on to tell them that the roots of the tree are the root causes of the problem and the branches are the impact in terms of SRGBV. 5) Ask the participants to analyze the underlying causes for the problem. (Answers might include: governing body does not prioritize SRGBV; no budget; academics are priority; no time for planning; no capacity to prevent and respond; no one is responsible; community not engaged etc.). 6) When they have identified all the causes and written them down, ask them to brainstorm on all the negative impacts of the problem on a safe school, and write them as branches of the tree, e.g. no action taken against community offenders; corporal punishment continues despite being banned; girls drop out; students with disabilities transfer to special schools; teachers make girls pregnant, etc. 7) Once all groups have worked on their trees, share them and ask participants to do a brief gallery walk or online presentation to see what the others have come up with.

WRAP UP: Tell participants that each group has several SRGBV issues that need addressing. This process can be repeated for other issues until they have addressed the major problems affecting the school. Tell them that if these issues are not addressed, they will affect the outcomes in section 1.1.4.

ACTIVITY 2: DEVELOPING OBJECTIVES AND FORMULATING ACTIVITIES (30 MINUTES)

1) Introduce participants to the “Objective Tree” and tell them that the purpose of the objective tree is to identify specific objectives that will overcome each element of the problem tree. Objective trees are important in guiding the action planning process and measuring success.

2) Tell participants that when writing the statements on the problem tree they used negative language, simply changing these to positive statements will help shape their objectives. For instance, “no action taken against community offenders” will become

“action taken against community offenders.” 3) After the participants have come up with several positive statements, ask them to come up with how they will address these issues. These can be grouped under various strategies or means e.g. partnerships and awareness raising. They should be SMART (specific, measurable, achievable, realistic and timebound). Below is an example of how to address an issue.

Issue: No action taken against community offenders. Which objective does it affect: Objective 7: Improved safe and secure (physical) environments in and around schools.

Who does it affect? Affects mainly girls 14-19. This is what we want to achieve: To ensure offenders are identified and punished. No more girls are attacked/ violated.

This is what must happen for us to achieve our goal:

We shall get support from the community and raise awareness about the dangers of SRGBV.

These are possible strategies or actions we could

take to achieve our goals: Form partnerships and raise awareness.

This is the strategy we have chosen: Partnerships and community awareness.

These are people we know are available to help us:

Ministry of Education, Teachers’ Union, religious leaders, local businesses, local chief, parents, human rights NGO, FAWE. These are materials/resources we know are available to us: Flipcharts, announcements at all school events, announcements at all religious and local functions. This is the first step we need to take: Set up a meeting with the local leaders to introduce These are the next steps we need to take: Set up the school-community partnership group, develop a plan of activities for raising awareness on the dangers of SRGBV, identify response points to work with. These are the final steps we need to take: Measure our success every month and every term. These are some possible challenges for our plan: Opposition from the youth and older men who sexually harass the girls. Having no budget for SRGBV activities. These are some ideas for overcoming those challenges: Work with youth and men to sensitize their fellow youth and men using means such as music, dance and drama. Ride on activities that do not cost money to pass out messages e.g. church sermons, local market megaphone, announcements before local football matches, announcements in video halls etc. This is how we will know our plan has worked: Community offenders will be identified and punished. There will be less girls violated. Less youth and men will be committing sexual offences against girls. WRAP UP: Formulating problems and objectives is an important first step in developing the school SRGBV plan, End this session by asking participants the following questions and take a few minutes to make any clarifications before moving on to session two. • What is the most important thing you learned in this session?

• What did you enjoy most about this session? • What did you find difficult about this session? • Are there any questions or issues we did not cover that you would like to discuss?

Session 2: Populating the plan

TIME: 1 HOUR

LEARNING OBJECTIVES:

By the end of this session, participants should have basic skills on how to populate a school SRGBV action plan using key information developed from the earlier units and the Problem and Objective tree technique.

METHODS USED:

1. Group work.

MATERIALS NEEDED:

Flipcharts or chalkboard.

Masking tape.

Markers or chalk.

Sticky notes or

Manila pieces (15 by 10 centimetres).

Flipchart, slides or online whiteboard with template for the plan with illustration.

Typed out template for the plan for each group.

Applications e.g. Zoom (virtual training)

FACILITATOR PREPARATION:

Have the following:

Flipchart, slides or online whiteboard with filled template for the plan to use for illustration.

Typed out template for the plan for each group. For virtual training, share the template beforehand and ask participants to prepare soft and hard copies.

Slides

SUPPORT NOTES FOR THE FACILITATOR:

Why is planning important? We all know the adage that; “Failure to plan, is planning to fail!” Yes, planning takes time and effort, but it is necessary for success. Plans are important because they:

1. Give clear direction and encourage participation:

School leadership looking to create the right environment for a safe school must first and foremost establish set goals and objectives with the rest of the school community. Both relevant internal and external stakeholders can be part of the meeting/s to create clear direction for the school SRGBV prevention and response plan. Gender is deeply

rooted in social and cultural norms, that is why it is important to work with various stakeholders, bearing in mind that it may take a while for some groups to understand what SRGBV is and that it is indeed a danger to our learners and negatively impacts the community. 2. Encourages self-awareness

When leadership works closely with the entire school team and community, they are more likely to understand what is happening, what it means, and how those challenges affect everyone in the school and community. They are also more likely to internalize and execute their roles because they have been a part of the process. One plan is therefore better than having many small plans which are not linked.

3. Helps leadership to communicate targets and stay

on course

The plan should have clear set targets and individuals to ensure that these targets are met; using supporting strategies and various resources within set time-frames. Leadership should use the plan to remind the school community of the set targets from time to time. Having clear targets and communicating them reassures the people involved. For example, teachers and parents who were anxious that they would have an extra load will be relieved when they realize that awareness raising about SRGBV can be done using the routine school activities such as assembly, lessons which are more gender responsive,

Tuseme clubs etc.

4. Makes room for guided feedback

Executing a good plan should also establish a culture that nurtures the ability to take on external feedback.

While leadership must ensure that the plan is being executed based on the objectives and targets in a timely manner, they should also encourage people across the school community to give useful feedback and additional ideas. This can be used to improve on the plan and sustain it.

A good action plan should have a hierarchy of aims in a logical manner to include a goal, objectives, outputs and activities, which are guided by certain well thought through strategies. The plan should also clearly indicate: inputs, or things needed to implement the plan; people who will be responsible to see that things get done; time frames within which things should be done.

Goal Definition: A major aspiration that the school intends to realize, in this case, to make your school safe using the mirrored approach. Characteristics of a Goal include: Reflects the Big Picture Clearly serves the interests of the school as a whole. Ambitious and even daring! Achievement of the goal represents significant progress in contributing to addressing the issue at hand. Time period varies (typically one to three to five years).

Example: Significantly reduce the SRGBV cases in and around schools by 2025. Objective Definition: A concrete, measurable milestone on the way to achieving a goal. Characteristics of a good objective include:

Relevant and significant with respect to the goal.

Measurable: Shows measures or sources of data for progress measurements, whether quantitative, qualitative, or both.

Achievement of the objective represents significant progress toward achievement of the goal.

Achievable in typically six months to a year.

Shows the timeline or deadline for completion of the objective. Shows the specific point person or group with overall responsibility for ensuring that progress on the objective occurs as planned. May show estimated resources, if any, required for achievement, along with potential sources of support. Specific and reasonable with respect to both scope and timeline.

Has a coherent set of activities or actions. Example: Reduce by 50% the number of community sex offences commented against girls by 2022. Activity Definition: One of a coherent set of specific steps that must be taken to reach the objective.

Characteristics of an activity include:

Specific and reasonable with respect to scope, timeline (typically one year or less).

Shows the timeline or deadline for completion of the activity.

Shows the specific person with overall responsibility for ensuring that the activity occurs as planned.

May show estimated resources required for achievement, if any, along with potential sources of support.

Completion of all the activities under an objective means achievement of that objective. Example: Identify and record all learners who have experienced some form of sexual violence in the community in the past year by last week of June, 2021.

Table 18 Example template for a school SRGBV prevention and response plan

Goal: SRGBV cases in and around schools will be significantly reduced by 2025 with participation of both males and females in the school and community. Objective 1: School leadership (governing bodies, management,) engages school community (teachers, student councils, parents and other adult duty bearers) to use the mirrored approach to prevent and respond to SRGBV by 2022. Activity Inputs Person responsible Time Output Form schoolcommunity partnership Two hours after school on Monday and Thursday. Head teacher. Focal point teachers (male and female). 1 week (first week of September 2021) School-community partnership/ SRGBV committee with 14 members established.

Conduct meeting to explain the importance of addressing SRGBV in and around schools. Three hours on Saturday morning. Head teacher. Focal point teachers (male and female). First week of September 2021 Meeting conducted and key SRGBV issues explained.

Conduct capacity building training in mirrored approach for teacher trainers of trainers and members of SRGBV committee. Conduct capacity building training in mirrored approach for teacher trainers of trainers and members of SRGBV committee. Include SRGBV activities in school calendar and activities.

Develop a community SRGBV mobilization and awareness plan. Three hours on Saturday morning. Head teacher. Focal point teachers (male and female). First week of September 2021

Trainers. FAWE Mirrored Approach manuals and training resources. Head teacher. Focal point teachers (male and female). (August-November, 2021)

School academic and extra-curricular time table. Two hours after school on Monday and Thursday Director of studies Pupil/ students’ council. (September and October 2021)

Two hours after school on Monday and Thursday Community representatives. Focal point teachers (male and female). (September and October 2021) Meeting conducted and key SRGBV issues explained.

12 Teacher trainers of trainers and 12 SRGBV committee members trained in FAWE Mirrored Approach.

SRGBV activities that are named e.g. classroom rules; announcements at assembly; talking compound are clearly included in school time table. SRGBV community activities that are named e.g. announcements on market radio; announcements in places of worship; engaging local leaders.

Table 19 Examples of areas that one could consider under each outcome when developing Plan

address SRGBV 1.1 Hold a meeting to explain the importance of addressing SRGBV in and around the school.

1.2 Conduct training to build capacity of teachers to address SRGBV using FAWE

Mirrored Approach (FAMA). 1.3 Develop SRGBV action plan with school community.

1.4 Hold monthly and end of term SRGBV

Committee meetings to review Number of male and female member of the school community who attend meeting.

Number or percentage of teachers trained, know main forms of SRGBV and utilize FAMA to address SRGBV.

Number or percentage of teachers, learners and community involved in developing SRGBV action plan.

Number of monthly and end of term SRGBV Committee meetings held.

Number and type of SRGBV issues raised.

Outcome 2: Established and operational code of conduct/ SRGBV policy that addresses SRGBV in and around the school 2.1 Hold meetings to develop code of conduct/ SRGBV policy. SRGBV code of conduct/ SRGBV plan with clear definitions of SRGBV, zero tolerance to SRGBV and clear guidelines and penalties in line with Teachers’ CoC and national laws.

2.2 Allocate resources to implement SRGBV policy during school annual, term and monthly planning meetings.

2.3 Conduct in school and community activities to raise awareness on Teachers’

CoC and SRGBV Policy. Number or percentage of teachers, learners and community involved in decision-making processes and development of code of conduct/SRGBV policy. SRGBV resource document (time, personnel, budget).

Number and type of awareness activities planned and conducted. Number or percentage of teachers, learners and community implementing code of conduct/ SRGBV policy.

Outcome 3: Improved capacity of teachers and other school duty-bearers to identify and address SRGBV in an inclusive, child-friendly and gender-responsive manner. 3.1 Conduct in school trainings to cascade training of FAMA/ SRGBV to more members of school community. 3.2 Conduct refresher courses for FAMA trainees. Number or percentage of teachers who have received in-service training on FAMA and SRGBV. Number and percentage of teachers using participatory gender-responsive approaches and positive discipline teaching methodologies. Number or percentage of teachers who have received refresher training on FAMA and SRGBV. Percentage of teachers including participatory gender-responsive approaches and positive discipline and teaching methodologies in their termly and monthly scope of work and lesson plans. Percentage of teachers reporting no longer using corporal punishment in the past 12 months. Percentage of teachers and learners reporting decreased SRGBV by kind, in the past 12 months. Outcome 4: Strengthened gender sensitive, child-centred, age-appropriate, participatory approaches incorporated in school systems and structures that address SRGBV

4.1 Establish activities that involve and empower learners to address SRGBV.

Number and type of activities established and incorporated into school calendar, (e.g. SRGBV clubs, poems and stories, music, dance and drama, mention when leading assembly etc.). Outcome 5: Established and operational child-friendly and gender-responsive reporting, response and referral system. 4.1 Establish designated safe, confidential, ageappropriate, gender sensitive and inclusive reporting mechanisms, procedures and spaces. 4.2 Create in school support and referral systems to offer timely physical, psychosocial and counseling, legal and other support. Percentage of students who know about the designated safe, confidential, age-appropriate, gender sensitive and inclusive reporting mechanisms, procedures and spaces and are confident in using them. Number of learners reporting potential, current and past cases of SRGBV. Percentage of staff who know how to respond to incidents of SRGBV and clearly understand their roles and responsibilities in response.

Number of victims and survivors receiving direct response and referral. Outcome 6: Improved parental awareness and capacity to identify and address incidents of SRGBV in a timely and child-friendly manner. 6.1 Select parent representatives on SRGBV committees and other bodies that address learner and safe school issues. 6.2 Include parent in capacity building activities. 6.3 Engage parents in SRGBV prevention and response activities. Number of school and other bodies; (village councils, mama clubs, special needs committees, parents of survivors etc.) with gender balanced parental representation. Number of parents who have participated in capacity building activities on gender equality and SRGBV. Number and frequency of parent-teacher meetings discussing issues of SRGBV.

Number of parents that have participated in SRGBV prevention and response activities. Outcome 7: Improved safe and secure (physical) environment in and around schools. 7.1 Conduct activities to map SRGBV “black spots” in and around school. 7.2 Conduct a survey on number of learners who feel unsafe as a result of the identified

SRGBV “black spots”. Number of SRGBV “black spots” with remedial action taken (e.g. fixing bathroom doors, installing lighting, closing holes in fences etc.). Number or percentage of learners who report feeling safe and protected around the school. Number or percentage of learners who report feeling safe on the way to and from school. Outcome 8: Established, operational and effective system to report, monitor, evaluate and create accountability on how SRGBV is addressed in and around schools. 8.1 Establish a school SRGBV Information and

Management System (IMS), within the wider school system. School SRGBV IMS established. Number of teachers who know how to collect and store data on SRGBV in line with action plan and indicators Number of teachers who know how to collect and store data on SRGBV in line with action plan and indicators.

ACTIVITY 1: COMPONENTS OF A GOOD PLAN (15 MINUTES)

1) Ask three to four volunteers to define what a plan is and what a good plan should have. 2) Write the answers down on flipchart, slides or online whiteboard.

3) Brainstorm on what could is needed under each of the proposed components of a good plan. 4) Note down the answers. 5) Get any additional information using the support notes for the facilitator for reference.

WRAP UP: Thank participants and summarize by telling them that they can now formulate goals, objectives, strategies and activities that will give them tangible short term results (outputs) regarding the issues raised in the objective tree. They however, must ensure that the activities they plan are SMART (ask one or two participants to define this acronym). They must also have a person or people who will be responsible and must note the things they will use to operationalize the plan.

ACTIVITY 2: POPULATING THE ACTION PLAN (45 MINUTES)

1) Introduce the participants to the pre-filled template of the plan and explain that it brings all the components of a good plan together in one place. 2) Ask the participants why they think it is important to have all these components together in one place. 3) Take them through the importance of a plan. 4) Ask participants in their groups or online breakout rooms to create a plan using the template and at least one of their identified issues. 5) Groups report back in plenary and discuss templates. 6) Share Table 18 and explain how it will guide them as they formulate activities that are measurable that fit under each outcome.

WRAP UP: Thank participants and tell them that they should now come up with a plan that can be used to address some of the key issues identified in their school, using minimal resources and without disrupting the school timetable.

Session 3: The Pledge

TIME: 30 MINUTES LEARNING OBJECTIVES:

By the end of this session, participants will make a personal pledge to prevent and respond to SRGBV in their classrooms and in and around their schools.

METHODS USED:

1. Self-reflection activity.

MATERIALS NEEDED:

Flipcharts or chalkboard.

Masking tape.

Markers or chalk.

Sticky notes or

Manila pieces (15 by 10 centimetres).

Pledge to Prevent and Respond to SRGBV.

Slides

Applications e.g. Zoom (virtual training)

FACILITATOR PREPARATION:

1. Write an example of the Pledge to prevent and respond to SRGBV on a flipchart, chalkboard, slide or online white board. If possible, make copies of the pledge on good quality paper so participants can leave the training with it. (For virtual training, arrangements can be made on modalities of getting good quality copies of the pledge to the school/s).

ACTIVITY 1: MY PLEDGE TO MY STUDENTS (30 MINUTES)

1. Distribute copies of the Pledge to prevent and respond to SRGBV, Appendix V. 2. Ask participants to complete the Pledge with details of what they can personally do to ensure that they are working towards preventing and responding to

SRGBV and providing learners with a safe learning environment.

3. Have a school management sign the pledge as a witness.

WRAP UP: Thank participants and formally close the unit by asking a few participants for any key lessons learned and ask them to note them down in their note books. Ask the group to add three ways they can use or apply what they have just learned and circle the one they plan to do first.

PERSONAL REFLECTION: It is very important that as an individual and a school, you find time to complete the planning process you have started.