Country-Wide Scale Up
UJAMAA KENYA COUNTRYWIDE SCALE UP
1. BENEFITS/ IMPACTS
1.1 Decreased Rape
Eight studies, including 4 RCTs, have demonstrated that we cut rape in half among adolescent girls wherever we teach, including in Kenya, Malawi, South Sudan, and the Kakuma refugee camp. The success of this intervention highlights its potential adaptability to various settings, both within Africa and worldwide. Please visit Ujamaa Africa website to access the full publications.
1.2 Decreased Teen Pregnancy
In our 2016 study "Evidence that Classroom-Based Behavioral Interventions Reduce Pregnancy-Related School Dropout Among Nairobi Adolescents," published in Health Education & Behavior, we focused on the impact of empowerment and behavioral interventions in Nairobi's informal settlements. The results were remarkable, showing a 46% decrease in pregnancy-related school dropouts among girls. For a more detailed look into this study, please visit here
1.3 Decreased Early Marriages
The YIDA (Youth Initiatives Development Agency) Project report, reflecting the impact of Ujamaa's programs, reveals a significant reduction in early marriages. This is evidenced by the decreased number of children not attending school, alongside improvements in enrollment and attendance rates. Notably, there has been a marked decrease in dropout rates due to teenage pregnancies, highlighting the effectiveness of Ujamaa's initiatives as part of the YIDA Project.
1.4 Improved School Attendance
In 2023, Ujamaa Africa, supported by CIFF, ELMA, Grand Challenges Canada, among others, initiated an Empowerment Transformation Training (ETT) program in Migori County, Kenya, in partnership with the Kenyan Ministry of Education. The year began with concerted efforts to raise awareness among the local community, schools, and the Ministry of Education, setting the stage for teacher and student training that commenced in the second quarter.
The program's reach was substantial, with 439 teachers trained across Suna East, Suna West, and Nyatike sub-counties, impacting 49,210 students. The effectiveness of the ETT was highlighted by a 24% surge in school attendance noted in the intervention schools by year's end, as opposed to no significant change in the control schools. This increase, assessed by Ujamaa's research team using school attendance records and stakeholder interviews, underscores the tangible benefits of the ETT program. With this promising trajectory, expectations are high for even more pronounced improvements in 2024.
Features (Intervention schools)
School Attendants
Difference in attendance Before and 5 Months After
17%
Percentage (%) Change in attendance = (
24%
73%
Average attendance before ETT
90%
Average attendance after ETT
1.5 Increase in Performance / Transition to Secondary
The YIDA Project report showcases the effectiveness of Ujamaa's programs in improving educational transitions. It notes a substantial increase in the primary to secondary transition rate – from 66.55% in 2016 to 91.98% in 2017. This significant improvement reflects the positive impact of Ujamaa's contributions within the YIDA Project, particularly in facilitating smoother transitions for students from primary to secondary education.
1.6 Gender Equality
In a 2015 study published in the Journal of Interpersonal Violence, "The Impact of a Six-Week School Curriculum on Boys' Attitudes and Behaviors Related to Gender-Based Violence in Kenya," changes in boys' attitudes and behaviors towards girls and women were measured. Following IMpower programming, there was a significant improvement in these attitudes and behaviors, which was sustained even a year later. For more details on the study and its findings, you can visit here.
2. ALIGNMENT OF INCENTIVES
2.1 Ministry of Education, National HQ
Overview of the Ministry of Education (MoE)
The Ministry of Education (MoE) is the government body responsible for educational policy, planning, and administration in Kenya. It oversees all levels of education including primary, secondary, and tertiary education. The Ministry is charged with formulating and implementing education policies, assuring quality education, managing resources, and monitoring educational programs across the country. It aims to provide accessible, quality education for all Kenyan citizens and plays a critical role in the Nation's development.
Ujamaa’s partnership with the Ministry of Education is codified in an MOU that establishes a “mutually beneficial, strategic and cooperative partnership” in support of the MoE’s “mandate to promoting prevention of Sexual and Gender based violence among children.” The partnership was designed to embed all aspects of our ETT program within the existing infrastructure of the MoE and TSC to ensure durability and sustainability and eliminate the need for the MoE to procure outside funding to continue to implement the program.
By working with Ujamaa Africa, the MoE stands to gain:
Financial Incentives from International Bodies: The MoE receives substantial "bonuses" from entities like the World Bank and the EU for achieving milestones in school attendance, performance, and transition to secondary education. Implementation of Ujamaa’s ETT programming contributes significantly to these improvements, enabling access to increased funding.
Positive Discipline and Life Skills Curriculum: Ujamaa provides input to the MoE’s "Positive Discipline Technical Working Group," which develops life skills curriculum for new Junior Secondary Schools. This is part of the MoE's broader mandate to ensure the delivery of quality education.
National Plan on Violence Against Children: Ujamaa Africa is part of the "Multi-Sectoral National Technical Working Group" under the MoE's oversight, tasked with implementing the National Prevention and Response Plan on Violence Against Children in Kenya 2019-2023. Ujamaa focuses on community interventions in "Strategic Area 4," aligning with the MoE's educational objectives.
Teacher Capacity Building: Under "Strategic Area 3," Ujamaa builds teacher capacity using the Empowerment Transformation Training curriculum, aligning with the MoE's commitment to creating a conducive learning environment.
Ministry of Education, Local
Funding Based on Student Enrolment
Local MoE offices receive funding based on student enrolment. Ujamaa Africa's program helps reduce dropout rates, leading to increased funding.
Support from Local Governments
Local MoE offices also receive financial support from devolved local county governments through Constituency Development Funds (CDF), prioritized for schools showing improvement in enrolment and performance.
2.2 Teachers Service Commission (TSC) – National HQ
Overview of the Teacher Service Commission (TSC): The TSC is an independent government parastatal operating within the MoE framework in Kenya. It is responsible for the management and professional development of teachers. This includes the recruitment, deployment, remuneration, and disciplining of teachers across Kenya. TSC currently manages a significant workforce of approximately 350,000 teachers. The TSC also sets and maintains professional standards for teachers, ensuring that they are equipped to provide quality education.
Collaboration with Ujamaa Africa to Address Educational Challenges: The TSC's partnership with Ujamaa Africa to implement the Empowerment Transformation Training (ETT) program, supports them in their efforts to deliver on their key mandates. This collaboration is instrumental in:
Enhancing Teacher Professionalism: The ETT program provides essential training and resources to teachers, aiding the TSC in its mission to uphold high professional standards and improve teaching quality.
Addressing Teacher Misconduct: By incorporating Ujamaa Africa's ETT program, the TSC is proactively tackling issues of teacher misconduct. This initiative aligns with its mandate to ensure ethical teaching practices and maintain discipline within the teaching profession.
Improving Community Relations: The implementation of the ETT program also enhances the TSC's reputation at the community level, demonstrating its commitment to creating safe, inclusive, and supportive educational environments.
Supporting Teacher Development: The collaboration with Ujamaa Africa provides an avenue for continuous professional development, enabling teachers to acquire new skills and methodologies that are crucial for modern educational demands.
2.3 Curriculum Support Officers (CSOs)
Role and Responsibilities: Curriculum Support Officers (CSOs) play a crucial role in the Kenyan education system. Despite the title suggesting a focus solely on curriculum, CSOs are, in fact, the immediate supervisors of all teachers in their respective zones. They are responsible not only for monitoring curriculum implementation but also for the overall supervision of headteachers and teachers.
Career Progression of CSOs: CSOs are typically former teachers who excelled in their roles and were promoted to headteachers or principals. The top-performing headteachers are then promoted to the position of CSO. This progression underscores their deep understanding of the educational challenges and dynamics at various levels.
Community Impact and Recognition: In their communities, CSOs are often seen as leaders, particularly evident in the Chiefs’ Barazas. The successes of ETT in enhancing the lives and academic performance of students further elevate the standing of CSOs in their communities.
Evaluation and Collaboration: CSOs are evaluated based on their ability to maintain and improve school performance. Their role requires close collaboration with other primary stakeholders, such as chiefs, headteachers, and police, particularly in efforts to repatriate school dropouts. Ujamaa’s ETT program assists in this aspect by decreasing the dropout rates, thereby reducing the burden on CSOs.
School Performance: CSOs are key to maintaining good school and individual student performance. They are tasked with providing remedial and refresher training when academic scores, such as in mathematics, slip. The implementation of Ujamaa’s Empowerment Transformation Training (ETT) program equips teachers with effective tools for enhancing student participation and classroom management, thus contributing to improved academic performance and reducing the workload of CSOs.
2.4 County Government
County Governments also receive financial incentives from the Central Government based on improved school attendance/performance and they receive increased funding for improved school performance.
The best performing schools are prioritized during government construction of additional classes, labs etc.
The ETT program improves the retention rate of girls, hence more girls are given scholarships from the Central Government, which pass through the County Governments.
2.5 Headteachers and Teachers
Headteachers receive increased funding for increased attendance, decreased dropout rates, and improved performance on test scores. The program fosters a positive learning environment and enhances school recognition.
Headteachers are also responsible for case management in their respective schools when girls are sexually assaulted or become pregnant, which is one of the most difficult parts of their job.
Headteachers collaborate with neighboring schools that do not have ETT Teacher Champions by allowing their Teacher Champions to support these schools, thereby enhancing their status amongst their peers.
Teachers who participate or qualify as ETT instructors receive recognition in their personnel records, which increases their ability to receive promotions and raises.
ETT results in improved behavior amongst students—reducing disruptive behavior, bullying, and conflicts between boys and girls.
Teacher Champions are recognized as experts in preventing gender-based violence, enhancing their reputation amongst their peers.
They are often appointed to leadership positions on the task force responsible for implementation of gender mainstreaming within their schools.
They are selected to train for guidance and counseling positions in their schools and offer psycho-social support for both teachers and learners.
They are passionate about the wellbeing of their students, and it is extremely gratifying for them to see GBV, pregnancy and early marriage decrease amongst their girls.
Teachers are already responsible for managing co-curricular activities after school through school clubs and athletics. This gives them an opportunity to form a club based on a program they strongly believe in, ETT.
2.6 Students
Empowered students gain knowledge and self-assurance, enabling them to protect themselves from assault, unwanted pregnancies, and bullying.
They become active agents of positive change within their schools and communities, which builds their self-esteem.
Their school performance improves, and this significantly increases their chances of furthering their education and succeeding in life.
Students become peer educators and can influence and challenge the prevailing negative gender norms in their communities.
ETT programming is designed to be fun so participating is thoroughly enjoyable.
3. COUNTRY SET-UP PROCESS
3.1 Establish Partnership with National Stakeholders
This crucial phase involves Ujamaa Africa initiating and leading meetings with key National stakeholders to establish a strong foundation for the program's introduction at the Country level. The stakeholders include leaders in the National Headquarters of the Ministry of Education (MoE) and the Teacher Service Commission (TSC), and other relevant national ministries. These initial discussions are pivotal for aligning Ujamaa’s goals with national educational policies and strategic goals, understanding the overarching needs across the country, and fostering a spirit of collaboration from the outset. This stage produces formal partnership agreements/MOUs that facilitate support of MoE and TSC leaders at the County level.
3.2 County/Subcounty Engagement Meetings
In this step, the focus shifts to identifying an appropriate county/subcounty as a launch point for Ujamaa's activities. This involves in-depth discussions with the County directorate and Curriculum Support Officers (CSOs), under the guidance of Ujamaa’s CSO Director, to assess local conditions and challenges. The selection of the county/subcounty is a strategic process, based on various criteria, including identifying the most vulnerable areas in need of immediate intervention. This prioritization ensures that Ujamaa’s resources are allocated effectively, addressing the most pressing educational and social challenges first. The same leadership infrastructures that exists at the National Headquarters of the MoE and TSC are replicated in every County. This requires us to repeat the inception process, described above, in each new County where we work.
3.3 CSO Infrastructure
Employ Retired CSOs
Ujamaa Africa employs retired Curriculum Support Officers (CSOs) for their invaluable expertise and experience during the six-month setup phase. Their role is instrumental in maintaining continuity and aiding the program's expansion to new counties/sub-counties. A key objective of Ujamaa Africa is to transition all responsibilities for overseeing the Empowerment Transformation Training (ETT) program to the Ministry of Education (MoE) and the Teacher Service Commission (TSC) within a six-year period. This strategic plan is designed to ensure the ETT program is sustainably integrated into Kenya's national educational framework.
County Management Committees
Ujamaa’s CSO Director and County Project Coordinators work with the TSC in new Counties to establish County Management Committees whose function is to support and monitor teachers delivering ETT training in schools. The committee are comprised of Ujamaa staff, TSC and Ministry of Education Regional Directors, Sub-County TSC heads, MoE Curriculum Support Officers (CSOs), Head Teachers, and Teacher Champion representatives.
3.4 Trainer of Trainers (TOTs)
Understanding the Cluster Model
The cluster model in Ujamaa Africa's framework is designed to facilitate efficient training, resource allocation, and mentorship. Schools are grouped into clusters within a specific geographic area. This arrangement allows for concentrated mentorship and support for Teacher Champions by Cluster TOTs, who are responsible for overseeing a cluster.
The model is particularly effective in facilitating the ongoing development of Teacher Champions. Cluster TOTs not only provide guidance and support but also lead discussions on emerging trends and challenges specific to the Empowerment Transformation Training (ETT) program in their respective areas. These discussions are vital for understanding the nuances of student uptake, sharing successful strategies, and identifying areas for improvement. When equipped with these insights, Teacher Champions are able to adapt and implement them in their own schools, ensuring that ETT remains a dynamic and responsive program despite sociocultural differences across Kenya.
Role of Senior and Cluster TOTs
Within this framework, Senior TOTs (Trainer of Trainers) are selected from the best cluster TOTs in terms of their exceptional skills and experience. Their primary role is to supervise and mentor Cluster TOTs, ensuring the consistency and quality of training across different clusters. Senior TOTs also play a vital role in facilitating the program's expansion to new sub counties through mentorship and stand-in support ensuring that the transition and scaling of operations are smooth and effective.
Cluster TOTs, chosen from among outstanding Teacher Champions, oversee and provide mentorship to Teacher Champions within their respective clusters. Their responsibilities are multifaceted, encompassing the provision of stand-in support, coordination of trauma support for teachers, and ensuring a supportive training environment. This tiered approach to training and support ensures that each cluster operates effectively, with a strong support system in place for both new and existing Teacher Champions.
3.5 Training Teacher Champions
Central to the success of Ujamaa's implementation strategy are the Teacher Champions .dedicated educators who have undergone extensive training in Ujamaa's ETT program and have successfully qualified to deliver it. These Teacher Champions are often asked by their fellow teachers to share what they learned in their ETT training. Ujamaa has come to realize that peer-to-peer training, particularly in larger schools, allows Teacher Champions to reach more students and creates a more robust ETT presence in their schools.
3.6 Teaching in Schools
Students are the principal beneficiaries of Ujamaa’s Empowerment Transformation Training (ETT) program. Teacher Champions equip their students with crucial skills and confidence, enabling their protection against assault, bullying, and unwanted pregnancies. Such empowerment fosters enhanced student participation in school and community life.
Additionally, the focus on gender equity and positive behavior in the ETT program creates a respectful, supportive school environment, contributing to better academic performance and increased educational continuation. Students also emerge as peer educators, leading efforts to challenge and reshape gender norms in their communities.
Importantly, the program’s engaging and enjoyable nature keeps students motivated and invested in their learning journey. Ujamaa's ETT program thus shapes students not only academically but as well-rounded, empowered individuals.
4.1 Comprehensive Teacher Training
Ujamaa collaborates with County Management Committees to recruit and train Teacher Champions to deliver ETT to their students. Priority is given to teachers in Kenya’s existing Beacon Teacher program, as well as school Guidance and Counseling Teachers. Selected teachers participate in a rigorous training program that combines classroom learning, practical experience, observation and eventually certification as an ETT Teacher Champion. The first component of training is a series of 3-6 participatory training sessions facilitated by Ujamaa Master Trainers. During these sessions, teachers practice what they learn and receive feedback through “teach back” sessions. Following the training, teachers are routinely observed and mentored to ensure fidelity to the program curriculum. Unlike many programs that conclude with the teaching phase, Ujamaa emphasizes sustained engagement, believing that long-term mentorship is essential for successfully training students, particularly in training girls to successfully stop a rapist and training boys to successfully intervene to stop sexual assault and bullying when they encounter it in their lives both in and out of school.
4. QUALITY ASSURANCE
4.2 Teacher Champion Certification
In collaboration with the Teacher Service Commission (TSC), Ujamaa has developed a rigorous, comprehensive examination process for Teacher Champion certification. After completing the ETT training described above, in class co-teaching and ongoing mentorship in the classroom, and a four-month teach-back mentorship phase, Teacher Champions are qualified to seek certification. Certification is awarded to teachers who have successfully passed a series of written, verbal, and physical tests.
4.3 CSO Oversight
Curriculum Support Officers are the immediate supervisors of all teachers in their respective zones. Despite the title suggesting a focus solely on curriculum, CSOs are, responsible not only for monitoring MoE curriculum implementation but also for the overall supervision of headteachers and teachers. Within the context of Ujamaa’s partnership with the MoE/TSC, CSOs are charged with monitoring the effectiveness of Teacher Champions in delivering the ETT curriculum. CSOs are also responsible for maintaining curriculum fidelity and program quality through ongoing monitoring, annual teacher recertification, and the production of M&E reports to County Management Committees each year. CSOs are key partners in Ujamaa’s mandate to sustainably integrate the ETT program into Kenya's national education system.
4.4 Video Tutorials
Recognizing the importance and complexity of physical skills in the Empowerment Transformation Training (ETT) curriculum, Ujamaa Africa has developed video tutorials to aid Teacher Champions. By providing clear, step-by-step guidance, these videos are designed to help them update and reinforcing their physical skills to ensure that their training remains effective. Distributed conveniently through WhatsApp, they offer a practical resource for Teacher Champions seeking to maximizing their students’ ability to respond effectively in an assault situation.
4.5 TOT and Senior TOT Certification
TOT (Trainer of Trainers) and Senior TOT certification is critical in maintaining the high quality and integrity of the training program. These certifications are designed to rigorously assess the trainers' understanding of the empowerment curriculum and their ability to effectively convey this knowledge to Teacher Champions. For Senior TOTs, the certification involves a more in-depth evaluation of their capabilities in mentoring and guiding other trainers, ensuring that they are not only subject matter experts but also skilled leaders in the educational setting.
Ujamaa Africa is currently working towards establishing a regular interval for the recertification of TOTs to maintain their status. The current thinking is to have recertification every three years. This periodic recertification will ensure that TOTs remain up to date with the latest educational strategies and methodologies.
4.6 Research
Measuring impact has been a central focus of Ujamaa’s implementation approach from day one. Our ETT model is based on rigorous research, which has produced important findings about how our intervention has impacted the lives of participants in our program and the communities in which they reside, as measured by actual reductions in incidence of GBV. We have used these findings to continuously refine and adjust our model, and improve its contextualization within Kenya, as well as within the specific communities where we program.
The overwhelming majority of GBV prevention programs evaluate their programming based on numbers of individuals reached with an intervention, or level of awareness raised or knowledge changed. These ‘evaluation’ metrics are grossly inadequate in gauging the impact of GBV prevention programming because, as the research shows, awareness raising and knowledge change are insufficient to produce the behavior change necessary to prevent GBV. Ujamaa’s unique evaluation efforts focus on measuring actual changes in behavior. We use a mixed method approach, including Randomized Control Trials (RCTs) as our primary means of impact evaluation.
Currently, Ujamaa is conducting a longitudinal randomized controlled trial (RCT) to
understand the efficacy of the countrywide scale up of ETT in reducing incidence of sexual assault. Ujamaa is also collecting data across counties on a number of metrics important to the MoE including, attendance, pregnancy-related school dropout, early marriage, and school performance/transition/drop out. This data will also inform the ongoing process of refining and adjusting our model and improving its contextualization.
Ujamaa Africa has published numerous papers documenting its findings, further contributing to the field of empowerment self-defense and violence prevention. For detailed insights and access to these publications, visit Ujamaa Africa's Publications Page.
5.UNINTENDED CONSEQUENCES
5.1 High Cost of Written Materials
Issue: Students using their science/math notebooks to write Ujamaa program notes often face issues with their subject teachers. With each notebook costing 40 cents and approximately 6 million students needing them, the total expense is around $2.4 million.
Solution: Implement a Digital Curriculum. Utilizing digital content aligns well with the existing infrastructure in public schools, where slide projectors are common. This approach not only reduces the need for physical notebooks but also enhances student engagement and interaction with the material.
5.2 Misuse of Skills
Issue: There have been instances where students misuse the skills learned in the program to bully or fight with other students.
Solution 1: Provide an additional day of training for Teacher Champions, emphasizing the primary goal of self-defense - "To get away!"
Solution 2: Develop a public website featuring testimonial videos from students, reinforcing the message, “Get away safely,” in each video.
5.3 Limited Curriculum Delivery Time
Issue: After school sessions are difficult for some students to attend. Some students have to work immediately after school. Muslim students often have to go to the madras immediately after school. Students often don’t have lunch and are tired, with low energy and a limited attention span due to hunger after school. The time allocated for delivering the entire curriculum is limited.
However, there are 30-45 minute slots allocated to “life skills” and guidance and counseling built into the school calendar. Additionally, Ujamaa has secured slots in the newly designed junior secondary school's curriculum. Teacher Champions and their fellow teachers want to teach the ETT curriculum in these blocks since they have seen the program working in the lives of their students. But the ETT curriculum was designed to be taught in 1.5 to 2 hour sessions.
Solution: Break the curriculum down into 15-minute blocks for efficient and effective learning during normal school hours.
5.4 Inclusivity Gap for PLWD
Issue: The current curriculum does not adequately address the needs of Persons Living with Disabilities (PLWD). There are insufficient number of teachers with disabilities who qualify as Teacher Chamions in every school.
Solution: Ujamaa has establish a multi-county committee to specifically focus on this issue. The committee will work towards developing a specialized curriculum tailored for learners with different abilities, ensuring inclusivity and accessibility.
5.5 Leadership Shortage
Issue: MoE TOTs can’t be deployed to new counties since they work full time in their own communities. They can be utilized to mentor and monitor Teacher Champions within their own areas but can’t be called upon to travel to new counties and spend the requisite 7-9 days training new Teacher Champions. Therefore, Ujamaa must send its own Master Trainers to establish the program in new counties. At this time, it looks like it will be 2 years from the time an Ujamaa Master Trainer initiates the program, and they can leave the program in the hands of the TSC personnel as they move to a new county. At the end of this year, we will be in 11 counties and have only 12 leaders qualified to serve as a County Project Coordinator (CPC). We have a personnel shortage which will only become more acute as we expand throughout Kenya.
Solution: Begin selection, hiring and training of retired CSOs in each county within 6 months of inception. This will allow Ujamaa CPCs to turn the project over to the TSC CSOs within 2 years from the time of inception thereby enabling them to move on to a new county.
5.6 Miscellaneous
1. Complex Curriculum Language
Issue: The broad curriculum uses complex language, posing challenges for young learners.
Solution: Develop a summarized manual that simplifies the curriculum language, making it more accessible and understandable for all levels of learners.
2. Champion Teachers Teaching their Fellow Teachers
Issue: We don’t know what they are teaching other teachers. No system set up to monitor quality.
Solution: ?
3. NGOs poaching our Teacher Champions
Issue: NGOs pay our Teacher Champions, divert their energy to other programs where they’re receiving compensation.
Solution: ?
4. Teacher Society Funding
Issue: Teacher societies have no funding for transportation and lodging for bi- annual or annual meetings. The TSC is sending us to County governments to fund it because they say they can’t fund that ever. If we start funding that now, we’ll have to fund it forever and it will cost millions/year.
Solution: ?
5. Fellow teachers obstruct efficient program implementation
Issue: Fellow teachers are suspicious of program and/or jealous of Teacher Champions. Won’t allowTeacher Champions to teach in their life skills blocks.
Solution 1: posters improving awareness for teacher champions to post in the teacher lounge.
Solution 2: CSOs committed to presenting ETT program during their periodic school visits.
6. Girls physical skills usually kept secret from boys.
Issue: Difficult to segregate boys and girls during 30 minute teaching sessions. Some schools have open windows, boys crowd around them and watch.
Solution: ??
7. Misattribution of Change Driver
Issues: Rallies and campaign/aftercare people spending millions on their knowledge/attitudes/gender norms interventions will credit this type of programming for any big picture change achieved. Or Government programs changing laws and policies have no proof they change the incidence of rape, early marriage or sexual assault, and make the same claims. We will have done more harm than good, providing impetus for continuing doing/funding the status quo, limited or zero prevention programming, we have seen for the last 2 decades. See most recent CDC/Liverpool VCT report on VAC.
Solution: - Implementation science. A comparative literature
6. TRAUMA SUPPORT
6.1 Group Support for GBV Survivors
Addressing the trauma of students who disclose abuse is vital. The teachers to whom they disclose, often lack the resources or expertise to handle such sensitive issues, which can lead to burnout. To support these students, Ujamaa Africa offers training to Teacher Champions to facilitate the creation of SASA (Sexual Assault Survivors Anonymous) 12.step programs for student survivors. This program not only offers much-needed support to GBV survivors, but also fosters a compassionate and supportive learning environment conducive to student well-being.
6.2 Referral Pathways
Together with our MoE and TSC partners, Ujamaa identifies referral pathways for students who have faced abuse. These pathways include access to youth-friendly centers, hospitals, and gender desks for essential support and care. For students requiring medical attention, solutions such as providing transportation funds and organizing Mothers Group volunteers to accompany them to the hospital are implemented, ensuring students receive the necessary care without additional stress.
6.3 Engaging Child Protection Services
In more severe cases, Ujamaa engages child protection services for further assistance. This engagement can lead to referrals to rescue shelters or legal aid, offering an additional layer of support and protection for affected students. This step ensures that students receive comprehensive care and support beyond the school environment.
6.4 Group Support for Teacher Trauma
To address the emotional and mental strain on teachers, Teacher Trauma Support Groups within teacher clusters are established. These groups provide a space for teachers to debrief and support each other, ensuring they remain emotionally and mentally equipped to deliver effective education. Such support is essential in maintaining a healthy and holistic educational ecosystem for both teachers and students.
6.5 Teacher Societies
Ujamaa Africa is facilitating the formation of Teacher Societies at the national, county, and local levels. These societies will enable teachers to embed their own systems of long.term peer support and self-care into their work lives. They will also serve as platforms for teachers to collaborate and share resources and provide a sense of belonging to a wider cause/community.
6.6 Peer-to-Peer Students Networks
Ujamaa is facilitating the development of Peer-to-Peer Student Networks in schools to address bullying and physical violence.