Improving safety for learners and teachers at school in Uganda

Match making

The Education for Life team has chosen 4 solutions in Kenya for the learning exchange: Engaging Men in Accountable Practices (EMAP), the Girls Shine Program, the Remedial Education Program and the Refugee Employment and Skills Initiative (RESI). Based on these solutions the team has assessed which peers and stakeholders are needed.

Introducing the learning group!

Auma Gloria

Age 36
Project Officer, FAWEU Uganda

Forum for African Women Educationists Uganda (FAWEU), is implementing safety nets for learners in schools through clubs and strengthening of community structures. More so, FAWEU works to influence positive attitudes towards girl child education; It would be of great value to me to share/learn good practices from other partners in implementing similar activities and apply in Uganda.
It will be my role to always create awareness in different platforms about opportunities for youth and educate them on positive discipline and obligations as youth. Advocacy towards youth empowerment will continue to be my top priority.

Komakech Denis

Age 29
PTA -teachers representative, Ogili Hill primary school

I would like to learn new things from other parent-teacher associations (PTA’s) in other parts of the world and share these learnings with my fellow PTA members to improve our work. I will educate the youth on the value and importance of hard work and I will advocate for their welfare through my work.

Olara Aggrey

Age 68
Chairperson CPCs, Palabek Kal

The child protection work has given me a lot of experience and love for child protection and I would, therefore, want to learn good practices and share my experiences with other CPC’s in order to be able to apply the learnings in my community. I intend to sensitize and educate them on positive behaviours and responsibilities so that they contribute positively towards the development of the community and avoid bad behaviours.

Benedict Lokiru

Age 46

Project Manager Education For Life

My motivation is to look for triple lessons and inspiration on how to support the improvement of safety, learning and life skills for learners and teachers. More specifically, I which to learn successful economic and entrepreneurship models that support both refugee and host community youth with sustainable income-generating opportunities and improve their ability to be self-reliant. The learning and exchange visit will enable me refine the youth economic empowerment model that we are developing for in and out of school youth for both refugee and host communities in both Uganda and South Sudan.

Amony Janet

Age 30

Teacher Lugwar primary school

Communication is a challenge as the refugees are from different linguistic origins. They are of different ages in my class and harmonizing their needs become a challenge. Some of them become aggressive as a result of the language barrier. The experiences they went through in their home country during the war made them traumatic and stressed. All these cases made it challenges to handle them. I am motivated to participate in the exchange visit to learn more positive and friendly strategies in working with them both in and outside the classroom. I will apply whatever new teaching strategies learned during the exchange visit to support the youth in our school and the entire refugee community in ensuring improved learning, livelihood, and harmonious living both in school and the community.

Opio Calvin

Age 47

Education Project Coordinator

I am motivated to participate in this exchange visit to learn how children and the refugee youth are being engaged in peacebuilding activities in the schools/community; engagement of parents in the schools' management (supporting peacebuilding) and the retention of youth in school to enhance resourceful youth/ adult who will transform their economies and general governance. I have been directly participating in community awareness-raising campaigns and advocacy; I will definitely employ the new learning in our communication strategies/messages while also influencing stakeholders in adopting some of the new and useful learning from the exchange visit.

Okumu Amos Awira

Age 46

Tutor-PTC

As a teacher educator, I am motivated to participate in this exchange visit as it would present a learning opportunity and enables me to gain more experience from other participants in providing more engaging education strategies and activities aiming at offering a second chance to school dropout, restoring hope, promoting co-existence and basic skills to cope with the challenges in the refugees' settlement camps. After the exchange, I will continue to partner with AVSI and other agencies in ensuring that the youth are equipped with more new knowledge, skills and values through engaging them in education activities learnt during the exchange visit that would translate into self-transformation and productive engagement to enhance their livelihood and promote peaceful co-existence.

Susan

Age 51

Executive Director

I aim to assess the strategic outlook in working in emergencies and with refugees, good practices and experiences that can be replicated in the BRICE project and with other FAWEU work. This is an area that FAWE is venturing in within its new strategic plan.

These are your results

Learning group composition

Below you can see the outcome based on your previous answers. The results explain which type of roles are already represented in your current learning group, and which other complimentary roles may still be missing at this point.

Well done! Your team is greatly balanced.

Not bad but... Your learning group is strong but you still have some room for improvement.

The following profiles are not included in your group:

Gender

Watch out The composition of the group should be gender balanced (40%-60% gender quota is adviced)

Great The composition of the group is gender-balanced (40%-60% gender quota is adviced)

With a view to changing societal conditions and causing deep changes in power structures, while promoting a richer composition of the group in views and diversity, a 40%-60% gender balance in the group composition is recommended.

Cultural and religious awareness

You have established the following items as things to keep into account:

During the exchange, there may be cultural differences or religious issues that should be taken into account when selecting the dates for the exchange. Diversity in the composition of the learning group, whereas in relation to culture, professional background and/or experience, influences positively the learning process.

Language

Of your group speak fluently the language of exchange that is .

30%

Watch out This could be a serious culprit to your project

To guarantee successful learning, any language barriers should be addressed beforehand. If there are people within the group who have any type of difficulties understanding the language of the exchange, these should be assessed and solved jointly before the exchange takes place. At least 70% of the participants should speak and understand the language of the exchange. If this isn’t possible, it is strongly advised that you make sure some sort of translation is available.

Not bad Still, you should forsee that help will be needed

Great No problem is to be expected regarding language issues

Local Communities

Eco System.

30%

Watch out You may want to consider including more people from the local comunity.

Getting to know the local realities is an asset if you want to fully test, transform and implement the methodology after the exchange is over. To guarantee successful testing, transforming and implementation of the learning outcomes after the exchange, it is recommended that at least 50% of the members of the group are part of the local communities or key actors in the local eco system.

Great This can be very helpful to engage the local community.

Ensure that at least 50% of the members of the group are part of the local communities or key actors in the local eco system. This is key for successful testing, transforming and implementation of the methodology.

General recommendations

There are no strict rules on how a learning group should be composed. This depends on the local context, the objectives of the learning group, the strategy for the group to make a change, etc. However, our previous experience in E-Motive and in our evaluation reports shows that the following are good practices to be kept in mind when configuring a successful learning group, as these can help mitigate and manage any risks and make the most of the opportunities in the learning process.

Sustainability

For E-Motive to reach success, it is important that the learning is implemented in practices and translated into policies. In most cases and according to previous experiences, sustainable change has been guaranteed by a combination of factors.

Make sure that resources are available in order to test knowledge and learning in the local context after the exchange has concluded. Ask group participants to fill in a profile with motivation and proposed actions after the exchange, to make sure you have the best group composition. Bring in actors in the group with powerful resources and network connections.
In the learning group, you need reliable role models from local communities to focus on opening mind sets. In addition, you need influencing actors such as religious leaders, local authorities, and others who could give support in changing practices and policies.
Community engagement is key. We recommend organizing community dialogues after the exchange has taken place so as to share the learning outcomes and experiences. Use local and social media. Bring key actors in the group from the community, local market and government to guarantee engagement and access to local resources for sustainability.
E-motive focuses on changing the way people do things, the way they approach and the way they think about problems. Therefore, you need networkers to gain support and help develop spin-offs and you need to connect to advocacy actors to set up a strategy for influencing mind sets and agendas.

Below you’ll find the outcome of the questionnaire. Based on this, you may want to consider adjustments to your participant list. Alternatively, you could look for other options to connect to the less represented roles either before or after the actual exchange.

Role name

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TEXTO B: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nulla varius risus at est pellentesque, nec vestibulum orci euismod. Vivamus luctus pellentesque metus, sit amet consectetur sem pellentesque eu.

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Match making

Match making

Introducing the learning group!

Please fill in this form to evaluate the adequacy of your learning group

General information

Which specific roles are needed in your group?

Learning group composition

Is there in the learning group ...

These are your results

Learning group composition

Gender

Cultural and religious awareness

Language

Local Communities

General recommendations

Sustainability

Role name

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