A Report on the World Starts with Me Teacher's Seminar in Rock High Secondary School, Tororo Held on the 26Th March 2011 Submi

A Report on the World Starts With Me Teacher’s Seminar in Rock High Secondary School, Tororo Held on the 26 th March 2011

Submitted to SchoolNet Uganda

By Winnifred Akeso 2011

Table of Contents

Introduction ………………………………………………………………….. Pg4

Opening Remarks ………………………………………………………………….. Pg5

Workshop objectives: ………………………………………………………………….. Pg6

Group Discussion and Presentations ………………………………………………………… Pg7

Facilitators Harmonization ………………………………………………………………….. Pg18

Youth Friendly services ………………………………………………………………….. pg22

Online Support Center ………………………………………………………………….. Pg25

Remarks from Head Teacher ……….…………………………………………………………. Pg26

Remarks from the Guest of Honor ………………………………………………………… Pg26

Conclusion ………………………………………………………………….. Pg26

Appendix ………………………………………………………………….. Pg27

1 Introduction:

Rock High Secondary, Tororo is a School with male and female students. The School is day in nature with affiliated boarding hostels for their students. The School is allocated in the town center nearly at the foot of Tororo rock. This School offers education to a total 4000 students of both Ordinary and Advanced level education.

The World Starts With Me [WSWM] program in this School started In 2008 with the aid of the two trained teachers, Mr. Damiano Opio and Mrs. Winifred Babalanda Ochieng. The WSWM is an ICT based adolescent Sexual Reproductive Health and Rights SRHR] based program whose implementation started in Uganda with a pilot in three Schools in 2003. With the help of the funding organization-the World Population Foundation [WPF], SchoolNet Uganda, the implementing organization in Uganda has been able to expand the program to 150 Schools across the country, to stretch as far as Tororo where Rock High School among other Schools has embraced the program on a club basis that has at least 80 active students. In this year 2011, the School is one of those that have opted to bring on board the rest of the staff to support their efforts in Sexuality Education to serve at least 4000 students in Tororo

With the help of SchoolNet Uganda and the WPF, the Program teachers were able to involve over 60 staff of the School in In-School training on the 26 th Mar 2011. Participants of the seminar included teaching and Non teaching staff, WSWM students, one health personnel from Reproductive Health Uganda, The Head Teacher, and the District Education Officer who was guest on honor. Winnifred Akeso who represented SchoolNet Uganda

Some of the participants at the seminar captured events of this day and presents highlights of these events in this report

ACTIVITIES OF THE SEMINAR:

2 Introductions and Expectations:

The Seminar was opened with anthems of the country and the WSWM program, led by the WSWM students. This morning session was followed with a round of introduction of the participants, both teaching and non teaching staff. They mentioned their name, responsibility in School and an expectation each from the day. In summary, below were the most common expectations of the participants 1. To know what the WSWM means 1 A teacher shares his expectation 2. To learn how to interact with the youth 3. To share with colleague on social problems 4. If “the world starts with me, who does it end with” 5. How useful the WSWM is to him as a teacher and what role can he[teacher] play in the WSWM 6. To know the impact of the WSWM in different lives of the youth 7. How to look after girls well 2 8. How to manage challenges that affect the youth 9. What is involved in the WSWM 10. A Certificate at the end of the workshop 11. An attitude change towards the WSWM 3 12. To be guided on how to approach reproductive Health challenges like sexually transmitted infections The WSWM students that sang the WSWM anthem 13. How to manage Teenage relationships 14. To know means of knowing the challenges that the young people face and how to guide them

1 There were participants that totally did not know what the WSWM meant and had never heard of it in the School. 2 An Expectation from the School matron that suggests the willingness to learn to help better. 3 An Expectation from one of the WSWM teachers basing on the fact that some teachers had a negative perception about the sexuality messages that the WSWM offers the students.

3 Opening Remarks:

Remarks from the Deputy Head Teacher Shortly after the expectations were shared, the Deputy Head Teacher, Mr. Gabriel Obonyo flagged the workshop, officially started. In his remarks, he found it a privilege that the seminar was taking place in their School. He pointed out that indeed their expectations were an indication that they really needed the WSWM in the School. That, the teachers “must indeed be changed!” He tasked them to ponder on what changes they would want to see put in their work; family and friends.

The Deputy also elaborated on the meaning and history of the WSWM. From him participants learnt that the program started in 2003 as a Ministry of Education and Sports health Project. He stressed and justified its importance as a comprehensive program that guides and educated young people on the challenges that affect their growth and development process- the reason it has spread, to many Schools. In Tororo for instance, he sighted Tororo Girls School, Tororo College and Rock High School as some of the Schools with the WSWM program.

He further urged them to, as they teach, be informed that their young people face many challenges that hinder their academic performance. He cited examples of challenges like Stigma against young positives, Teenage pregnancy and Drug use that the students struggle with. As he closed his remarks, he welcomed the participants to the seminar, the representative from School Net and officially declared the Seminar started.

4 Workshop Objectives

Mr. Damiano, One of the WSWM Co-facilitator explained the workshop objectives to the participants to include:- 1) To create a positive attitude in the teachers of St. Katherine towards sexuality education in particular the WSWM for both the students and the teachers. 2) To provide these teachers an opportunity to brainstorm the Sexual Reproductive Health and Rights (SRHR) challenges faced by their students and to come up with possible solutions to these challenges 3) To appreciate the need for student peer educators in communicating sexuality education with fellow young people and the need for providing a supportive environment for peer educators to carry out their work. 4) To educate the teachers in St. Katherine about the WSWM program, its content, how the WSWM provides a social vaccine to the sexuality challenges of their students and the benefits of WSWM to both teachers and students. 5) To help the Schools identify the strength of the WSWM program over other sexuality programs in Schools. 6) To introduce the teachers to the WSWM online support so that they can refer students to the support centre for additional support to their SRHR questions. 7) To create a working relationship between the Schools, the teachers and the healthy workers at the health centers and the Youth Friendly centers within the communities where the Schools are located so that teachers can refer the students to these centers for more information and services.

5 Group Discussions and Presentations

Two Groups each made presentations on the same sets of questions from Section A and Section B. Participants were randomly grouped into 4 groups. Each group The four groups in session, each with a was as well allocated a facilitator to guide and keep in line with Co-facilitator to guide them the discussions, in this arrangement- the health service provider was allocated a group , the two WSWM teachers each got a group and the forth was allocated to the Deputy Head Teacher [who was as well the representing Administrator around] Each participant was also facilitated with the set of questions to work with and the groups given one hour each to share their opinions and make their presentation.

Section A: Presentations Questions Answered Include:- (i) What is sexuality?

(ii) What is sexuality education?

(iii) Should the youth be provided with sexuality education and who should provide this sexuality education?

(iv) What Sexuality Education do young people need?

(v) Should Schools provide comprehensive sexuality education to students? If yes, why? If no, why?

(vi) What topics /areas which should be covered under Sexuality Education for students.

(vii) What challenges are the Schools facing/will face in providing sexuality education to students?

(viii) What can the Schools do to address the challenges of providing sexuality education to Schools?

Group 1 Presentation: I. In group 1, Sexuality was defined as being male or female. To mean the healthy state of the psychological/physical/emotional social self.

II. The team perceived sexuality education in three ways. They said:- a. Sexuality Education is creation of awareness of our sex, how to accept and appreciate being male or female b. That, It is a lifelong process through which humans are given skills to enable then to live as themselves[thus, male or female] c. And, a Process of acquiring skills, knowledge and attitude

III. With regards to Question iii] The youth should be provided with sexuality education, they said and that for the simple reason that each of the listed people below involve with the youth at a certain point Mentioned among those to provide the sexuality Education included: Teachers, parents, religious leaders, professional counselors, politicians, health workers, opinion leaders, social workers, peer educators and positive peers

IV. On the kind of education the young need, they said knowledge and guidance on the following was needed:- a. Body changes that the youth experience such as, boys getting voice breaks, beards, breasts developing for girls, and other body shape changes. A participant expresses her opinion b. Relationship management thus, boy/girl ; boy/boy; girl/girl, cross generational relationships c. Sex education like use of contraceptives d. Reproductive health knowledge, on subjects like Sexually Transmitted Infections e. Sexual perversions like lesbianism and homosexual behavior so they can know the risks attached to the practices f. How to manage sexual desires for instance , through games + sports, clubs and societies

V. Comprehensive Education should be provided to Students they all agreed and their Reasons were :- a. So that they[their students] make informed decisions regarding their lives

b. So that they [young positives] can regain hope for life after irreversible situations like HIV infection and Sexual abuse c. To understand themselves better so they can tell the things well suited for them and not. d. To give them insight of the effects of sex abuse so they can protect themselves

VI. Besides the areas mentioned in item [iv] above, they added that knowledge on :- a. Dangers of criminal abortions would guide them better for informed decisions b. Unwanted pregnancies would guide them and empower them to could be avoiding c. Where to find youth services and reproductive health services

VII. The group guided that the challenges affecting Schools in availing sexuality Education include:- a. Inadequate time, considering that the schedule with other School activities limits the opportunity of sexuality education which they say is taken on as a co-curricular activity b. Large numbers of students in School, that cannot all be reached with this useful information c. Permissiveness in society for instance pornography and peers d. Limited resources that can support the education projects like trainings e. Cultural barriers and beliefs that present as taboos to contradict or limit communication of certain messages. f. Sexuality education is not examinable .They [student] do not and may not take it seriously

VIII. Proposals on how to address the challenges mentioned include:- a. Create time on the School program for Sexuality Education b. Involve resource persons like trained counselors in guiding the students c. Involve the parents and other stake holders in participating in the likes of the youth d. Continuous sensitization through talking compound and in classrooms e. Encourage clubs and societies that promote sexuality education to build and share their activities. f. Mobilize resources and boost efforts of clubs in availing sexuality education

Group 3 Presentation: This group as well, responded to questions from Section A. Below were their responses:- I. Sexuality they said , is the state of being male /female with complete characteristic a. It is the femininity and masculinity of individuals

II. Sexuality education meant, to this group, the process of imparting knowledge in relation to sexuality orientation of the individual

III. On whether Sexuality education should be availed to the youth, they said Yes: the Youth should be provided with sexuality education a. By Who? They said- Parents , Teachers, Government, Religious leaders , humanitarian organizations, Community Based Organizations, the media[news papers] TV, Radios , Magazines etc

IV. Group 3 also listed the following as the Sexuality Education needed by the youth a. Stages in physical , mental, psychological, spiritual , social development in order to understand themselves, characteristics of male plus female, better b. The need to prepare them to respond positively to challenges of the changing world

V. Yes, they agreed that comprehensive sexuality education should be provided by Schools to the youth! Their reasons were so that;- a. The comprehensive sexuality Education would Enable them [students] acquire holistic knowledge from the School, besides the academic input. b. Students should know about themselves more c. The learners at Rock High are equipped with life skills and that, d. They, students, acquaint themselves with merits and demerits of peer pressure and become aware of the fact that they are from diverse backgrounds

VI. The topics that this group suggested for coverage in sexuality Education included:- a. Gender roles-of male/females so as to keep with norms of practice in communities. b. Characteristics of males /females so that each sex is comfortable with which they are c. Challenges faced by the youth in their growth and development and how to overcome them d. Handling relationships with other people [wider community]

VII. Challenges faced by Schools in ensuring sexuality education were listed as:- a. Inadequate knowledge about sexuality. That a few teachers are trained and may not be able to serve the wide student body adequately. b. The attitude /negative behavior exhibited by parents , teachers misconception about the different between sexuality and sexual intercourse misguides the quality of message finally sent to the student c. The Negative impact by the mass media like Red peeper are setbacks in the acknowledgement of information by the young person Group three members making contributions d. Financial constraints to train /hire personal/knowledgeable persons e. The impact of peer pressure which is in most cases negative presents a different message to the youth , making them second guess the message already given by the teacher. f. Lack of openness about the challenges affecting them. That students would rather keep to themselves and don’t easily open up.

VIII. Group 3 listed the following Solutions to the above challenges;- a. Sensitize the teachers, to clear misconceptions they have towards certain messages regarding sexuality b. Introduce clubs like the WSWM; YEAH they said- from which young people can learn even by them sharing with each other. c. Involving different stakeholders like uncles, parents and community in general, for the collective effort and promotion of similar message not contradicting messages. d. Acquisition of relevant materials for educating and guiding the young people e. Strengthening the counseling and guidance sessions plus involvements of all teachers concerned

Section B: Presentations Questions Answered include:- (i) What is Reproductive Health?

(ii) What is Sexual Health?

(iii) What are Sexual Rights?

(iv) What are some of the Sexual Reproductive Health and Rights (SRHR) issues/challenges faced by students in Schools?

(v) How do these Sexual Reproductive Health and Rights (SRHR) issues faced by the students affect their academic performance?

(vi) What is Rock High School currently doing to address the SRHR issues faced by the students?

(vii) What challenges are faced by Rock High School in trying to address the SRHR issues faced by the students?

(viii) What can Rock High School do to address the challenges it faces in trying to address the SRHR issues faced by the students?

(ix) What role can Student Peer Educators play in assisting the Schools address the SRHR issues faced by the students?

(x) How can the Schools empower the Student Peer Educators

Note:

Groups 2 and 4 responded to the all questions in this section except for question [ix] which, as an error of omission was not answered, so Question [x] above is presented as the ninth question among the responses. Shared below is what the groups presented:-

Group 2: Presentation I. Reproductive Health was defined as the condition and the functioning of the reproductive system in different age groups [both male and female] Participants share a light moment during their brainstorm session II. This team interpreted Sexual health mean the proper use of sex according to accepted societal norms

III. Sexual rights they said was, the right to fulfill a sexual urge with a willing partner of the right age

IV. Group 2 listed the following as the SRHR challenges/issues faced by their students in School a. Abortions- as a result of many young teenage and yet unwanted pregnancies. They also blamed the available “service to abort” on some of the health centers that easily avail assistance to the youth b. Sexually Transmitted Infections like HIV/AIDS that some of the students they said already had. c. Lack of sanitary towels. Some students they say are financially handicapped to consistently buy sanitary towels for themselves. d. Incinerators for the disposal of the sanitary towels are few, they say, ill managed and not in the best condition so the female students to do not adequately put them to use. e. Poor background knowledge of these issues has left some of the students subject to misconceptions and beliefs that have actually ended up leading them into certain other challenges like pregnancy f. Media [showing pornography] was presented as a challenge that contradicts the message that the young people receive. g. Control of string sexual feelings at puberty tends to be hard for most of the youth. Rights a. Defilement- that many young girls below 18 years are abused by family and the community b. “Denial to rights have sex early enough” is a misconception in the young people each time the teachers advise against early sexual involvement or behavior

V. The following are listed by group two as ways in which the above challenges affect the students academically negatively a. Absenteeism from School; Challenges like defilement , the lack of sanitary towels, cause absenteeism from School b. Less concentration in class. The uncertainty of a female students, the in and out movement during menstruation and the pain that comes with it causes discomfort and as such less concentration in class c. Drop out of School. In cases like teenage pregnancy

VI. Rock High School does the following as ways of addressing the SRHR challenges of the Students:- a. Regular medical checkups; like pregnancy tests to identify students that may be pregnant so that guidance is given them at a the early stage of their challenge b. Weekly career guidance [Wednesday] , the forum through which guidance on sexuality education themes is given c. HIV/AIDS counseling through the WSWM

VII. Group two listed the following as challenges faced by the School in the attempt to do the above listed in question [vi] a. Provision of sanitary towels is expensive; The group expressed the strain with availing sanitary towels to the large numbers as a practice they cannot do consistently because the number of students is large and their financial resource is low. b. Not all victims of defilement report /open up with their problems, so they wouldn’t know who to help or at times when they do, it may be late. c. The young positives do not disclose their status, and so may be treated in ways ordinary like the rest of the student yet their health condition may not be good as a result of the generalization of them like other students. d. The big numbers of students to manage in terms of guidance, and assistance is overwhelming -that it may not adequately reach all the students.

VIII. Among the things that Rock High can do to address the challenges in [vii] above are:- a. Involve the parents, to supplement the guidance from the teachers and create a Group two Presenter delivers their responses consistency that even when the students are for holidays, they get guidance. b. Create more streams for easy classroom management and communication of SRHR messages to manageable numbers c. Empower the career department that coordinates the mass sensitization on SRHR challenges d. Create access to internet information for research and more knowledge on SRHR challenges so that more teachers are acquainted with the correct message and ways to pass it to the students e. Create more counseling sessions for the students so that they can easily get assistance.

IX. According to the team, the School can empower the student Peers Educators by, a. Providing training to give them basic knowledge in SRHR to ease their role and guide them on the appropriate messages to share with their fellow young people. b. Financial support they add should be availed to equip the Peer Educators with the necessary materials to guide their colleagues and motivate the pear educators themselves.

Group 4: Presentation I. Reproductive Health was described as Being aware of problems associated with the reproductive system during development of an individual and how to manage them Or Safe management of reproductive system during the different stages of growth of an individual

II. Sexual Health according to group four, meant Having knowledge about sexual associated problems and how to overcome them for instance by using a condom during sexual intercourse and keeping sexual organs clean

III. Sexual rights was interpreted as the Freedom to have sex at the right place, right time and with the right partner

IV. Regarding SRHR challenges that affect the students in the School, the group listed the following a. Forced to have early sex by their peers, that fellow peers lure their colleagues into early sex through sheer influence of actions of another person or groups, myths and gifts b. Defilement; that students fall prey to all sorts of men partly due to their life styles of staying out late c. Early pregnancies caused by both peers and older men in community d. Abortion, considering that the available service is manageable by the young people and is given as an option by some health service providers e. Sexually Transmitted Infections; through sexual practices by choice and not f. Ignorance on reproductive health; considering that

Group four tries to grasp the questions before sensitization if not profound in the larger community. members can share their views Most of the little covered is done within the School

V. The Academic performance of students , the group said is affected in the following ways:- a. Dropping out of School: That the challenges limit the continuation of students in School-especially in the case of pregnancy b. Imprisonment: Once imprisoned for making ones daughter pregnant, chances of staying in School are replaces with days in prison for some time causing a lag in School coordination.

c. Expulsion from School: Challenges like pregnancy are not supported by School policies. So most cases are expelled from School, and the hustle of getting to another School disrupts the consistency with academic performance d. Poor performance in class, when concentration is disrupted with worries relating to certain challenges or pain from conditions like sexually transmitted infections e. Absenteeism from class or School, caused by illnesses and fevers accruing from some infections like HIV/AIDS, cases like defilement and Abortion

VI. Rock High School according to the team addresses these SRHR challenges that the students face through:- a. Guidance and Counseling: That once in a while, the teachers counsel the students b. Sensitization of the students: Through career guidance sessions, the students are educated on some of the SRHR challenges they face c. Regular medical checkup of students organized within the School to identify cases of pregnancy d. Formation of Educative clubs like the Straight talk club so that the young people can share views on their SRHR challenges

VII. Listed below are the challenges that Rock High School faces in trying to address the challenges faced by the students a. Defiance by the students; that refuse to pay attention to the counsel of their teachers b. Big number of students; the population of students is too big to be covered by the teachers alone c. Peer pressure; from their colleagues often leads them to actions against the good advise their teachers d. Time they said is really limited for sexuality education and so inadequate guidance is given to the teachers e. Inadequate personnel; Group four explained that few teachers are knowledgeable in SRHR challenges of the students

VIII. Rock High School addresses the challenges above through:- a. Empowering the students peer educators, through which they can reach the students at a fast rate b. Inviting resource persons to address students for instance from TASO to communicate to the students on challenges such as HIV/AIDS c. Giving more support to the existing clubs like Straight talk clubs. Their activities are boosted by availing them material to learn from like Straight Talk pullouts from papers d. Monitoring the activities of the clubs by having a teacher attend a club interaction by the students so as to monitor what the students are learning

e. Make checkups more regular, the team proposed so that students with challenges are assisted as early as possible f. Give more time for guidance and counseling of students, The group realized the need for more time allotted to sexuality education as opposed to academics and academics through and through.

IX. The Team also proposed that the Schools could empower the Student Peer Educators by;- a. Taking students out to attend educative programs, and seminars that enrich them with knowledge in SRHR challenges b. Provide necessary resources, the materials needed by the students to communicate to their colleagues like paper for articles, notice boards, Televisions for documentaries among others c. Training Peer educators among the students so that they can have appropriate skills to positively influence their peers

6 Facilitators Harmonization

After the group presentations, the WSWM Teachers and co-facilitators filled in a few blanks of the teachers’ group presentations. They divided their tasks such that Mrs. Winnie harmonized on Section A questions while Mr. Damiano harmonized on Section B. The Deputy present also handled the link and benefit SRHR education and academic work

Section A: The WSWM co-facilitator, Winnie, agreed to the meaning of sexuality, as encompassing the emotional, biological, psychological and social self. Thanked participants for their good participation and Expounded on Sexuality to mean how one relates with themselves and other people around them. She continued to enlighten participants that Sexuality Education involved activities like skits, poems, songs and testimonies that portray aspects of Sexuality like mood swings, body changes, and aspect that empower young people to make informed decisions. Winnie also presented the WSWM as rights based sexuality education that could act as a vaccine, not service provider that through their WSWM CO-facilitator Winnie, filling in curriculum would offer the students age appropriate guidance and Section A blanks sexuality education in the areas that were listed in the presentation. She also encouraged the teachers to make referrals for the cases that they may not be able to manage

Section B: Mr. Damiano, the other WSWM co facilitator harmonized on the gaps relating to Section B. He appreciated the contributions made by the participants and encouraged them to make use of the health centers around them. He highlighted the following some of the Sexual Rights that the young people are entitled to • The right to sexuality education • The right to access SRHR services • The right to body integrity • The right to choose a partner for marriage • The right to decide whether or not to be sexually active or not • The right to search and receive information related to sexuality

He also pointed out other SRHR challenges within Rock High School to include:- • Menstruation: That, the female students need to be empowered to love themselves more and take good care of themselves. Considering that they are intimidated by peers that call them leaking roofs should they stain their uniforms • Regarding the Lack of concentration: He added that the young students are in a state developing feelings and besides attraction for their peers could crash for their teachers, that when a teacher is teaching they could be looking at them differently. He encouraged the teachers to get acquainted with the students but with clear cut boundaries of the teacher –student relationship • Bad Odor he mentioned is another challenge that the students have. That, some of them do not bathe and do

not wash clean their private parts. He encouraged the WSWM Co-facilitator, Mr. Damiano, during teachers to communicate basic hygiene practices as his harmonizing well to the students.

Regarding the significance of the student Peer Educators in the School, the WSWM teachers [co- facilitators] incorporated a testimony from of the students, a Poem from another and the mini exhibition that the WSWM students had prepared as ways through which young people can learn from their fellow peers.

Messages on Pregnancy, Rights abuses, Sexually Transmitted Infections and more from the content of the WSWM , were shared with the teachers, not only as part of the exhibition but also to showcase the different methods or materials that Peer Educators could use to communicate sexuality in the School , to their peers and as well in their communities. The poster above, for instance, was promoting the need for the young girls to go to School to get an education regardless of the thoughts of some parents that they could get married at a tender age. Such as the students explained could be used to generate more opinions from fellow peers and open up to more students facing the challenge or any other given SRHR challenge, and encourage or empower their colleagues to cope with their sexuality challenges and needs better.

7 How Sexuality Education helps you Improve Academics in School

The Deputy Head Teacher shared with participants on the good that Sexual and Reproductive health knowledge and programs can add to grow the academic efforts of the School. He started his presentation with a confession on the negative perception he as well initially had towards Sexuality Education, that he dint take it serious but after learning what the WSWM was about, he realized later that it was about them becoming better people and better parents in School. Sexuality he said handles many areas of the physical, emotional and psychosocial health of an individual and that while in School, Sexuality Education;- 1. Helps the students prepare to handle their challenges: He related this to a scenario of two young girls that were once stranded at the gate saying they were sick and told him dint need to go to the nurse…so as he pondered on what illness dint need a nurse he realized, they were menstruating. He indicated that if the ladies knew about how to be prepared, they would have been set for the day and carried sanitary towels to School and would not have to miss class 2. Builds Esteem: The presenter while reflecting on some traditional beliefs from his indigenous community as an example, said it is rude to say “NO” however Sexuality Education teaches the boys and girls the need to say “NO” and builds the confidence within the youth to assert themselves and save them from risk situations that would hinder them from staying in School 3. Creates awareness on the day to day risks in Sexual and reproductive health like early pregnancies. This early or prior knowledge of risks could prevent the students from engaging in behaviors that would have after effects on their academic lives 4. Encourages the students to resist Peer Pressure. Well guided students on how to resist influences from friends, those empowered to believe in themselves and are assertive can better resist Practices like dodging class along with other colleagues 5. The lack of concentration in class can be reduced through sexuality education, when the young people are guided on how to focus and plan for their futures. When those thing s that disrupt their concentration are talked about freely like boy girl relationships or attraction. When they are assisted to know they are normal experiences, they will less divert focus in class to dwell on understanding what they are going through. 6. Sexuality education promotes Peer Education. When fellow young people use the likes of skits and Poems to communicate to their peers, their imagination and performance can be integrated in an English or literature lesson, to yield better performance. 7. It also mitigates stigmatization, such the infected and affected students with say HIV/AIDS can feel more free and fit better enough in their communities to concentrate well in class.

The Role Expected of the Teachers after the seminar The Deputy also noted some of the expectations of the School from the teachers following this seminar:- 1. To design guidance and counseling sessions or topics that look at the challenges of the young people and make departmental submissions to the careers department 2. To change the attitude towards the students and become more patient and caring towards them. 3. To encourage the youth to learn about their body changes and respond to them with respect and pride and not misuse the moment of changes they experience 4. To use different approaches when dealing with the students, since they are different and different age groups and communicates need communication in different ways 5. To be more open, receptive and better communicators with the students so that they can build confidence in the teachers enough for them to open up to the teachers and be better assisted with their challenges 6. To better manage their lessons and deliver work better because they now better understand the people they are dealing with

Mr. Gilbert Obonyo, the deputy, making his 7. To lead a professional and exemplary life , that the harmonizing contribution students can draw positive lessons from and develop better dreams from them as role models 8. To be better managers of their homes and not bounce the stress from the family to the students.

7 Youth Friendly SRHR Services in TORORO

One of the Co-facilitators was Jethro Okello, the branch manager of Reproductive Health Uganda, Tororo - Municipal council area. As he introduced his session, he notified participants on the coalition program on Sexual and Reproductive Health Education between School Net Uganda, Straight Talk, Restless Uganda and they Reproductive Health Uganda. Mr. Jethro defined youth friendly SRHR services as such from which the youth gain information that can support them make when making informed choices. He followed this with sensitizing members about the challenges faced by the youth in Tororo. These included:- Young positives; The presence of young positives and discrimination of this category of young people in School by their friends and teachers Negative Talking compounds that make it seem like everyone else is not affected by what it talking about , for instance saying “HIV/AIDS Kills” would not be strengthening to a prenatally infected person in that given community Frequent Violence infested areas. The youth are living in unhealthy environments in which parents are fighting every day. This would affect the way the young person behaves in School Menstrual cramps; This is an inevitable occurrence that needs that the female students be consistent guided and helped when in pain Early sex and unsafe abortion as revealed by how many are often found pregnant Sexually Transmitted Infections like Syphilis, Gonorrhea and other bacterial infections Sex for survival- as many girls look for rich people to provide for them, considering that it is a border town with truck drivers that would freely pay for sex. That lack of sanitary towels to use during menstruation, that few young ladies have access to proper hygienic sanitary towels because of the high poverty levels in the community Lack of proper guidance generally on most of the SRHR challenges. That few Schools in the area participate in sexuality education and few students as well visit the centers for guidance. Different behavior like alcohol consumption is common even among the young ones in excess consumption during weekends and in holidays Identity crisis- That some young people feel lost for identity with their sex and display characteristics of the opposite sex Drug Abuse and addiction. many of the youth, he said , are so much involved in taking alcohol- which in itself has a chain of destructive behavior that the young people could end up practicing such as having unprotected sex.

Services at Reproductive Health Uganda-Tororo 1. Sexual Reproductive Health and Rights Services Laboratory Testing for HIV/AIDS and other Sexually Transmitted Infections Treatment for minor illnesses like malaria and Sexually Transmitted Infections Family Planning Services General Counseling Services Health Education Services like health talks and Video shows Antenatal care Referral services

2. Sports and Games Basketball Mr. Jethro during his presentation Pool Table Tennis And Internet access for the Young people as an extra way in which they can be engaged The above services he noted are availed to address various youth in different categories depending on the challenges for which they are intended to address.

Other Centers where the youth could find similar services he said are Aids Information Center, The Government Hospitals and Private clinics around Tororo district.

8 The Mini Exhibition

Shortly before Lunch, the WSWM students guided their teachers through their exhibits and interacted with them for 30 minutes. They explained their work and engaged in one-on-one discussion with them regarding the messages they had delivered on their charts. Still after Lunch, the students also had an opportunity of sharing with their teachers through presentations, testimonies and eventual interaction in the computer laboratory, the venue for most of the after lunch presentations. This was a good platform to relate the benefits of the WSWM to the students, as confessed by the students themselves; it showed how much the WSWM students could do in delivering knowledge and empowering their fellow peers in the simplest ways possible, like through a message in a poster, speech or Testimony. One of the Poems Recited was ‘Friendship’ by Nociata Awori. She advocated for more people to join and support the WSWM in their School. Below it reads:- Just come to the World Friendship Starters Oh this world, what A lovely globe And you will be home Full of wonderful and advisory All kinds of false illusions sayings Does it cease and gives Only if effectively welcomed Rest to haunted hearts as Oh they The World Starts With Me Interact with many world My home of joy starters All kinds of friends does it Really Create Do I believe that the world All!!! Of you who are here Started with ME and And the world as a whole Indeed Don’t be left behind The World Starts With Me Come come come and Join us in the World Starts With Me Do not radar or Even ransack your mind But

9 The WSWM Online Support Center

This session was coordinated in the team play of the WSWM teachers, their Students, the Computer Teacher, Rock High School and Winnifred the representative from SchoolNet Uganda. The Location for this session was in the computer lab, which Teachers and Students sharing to Learn has over 40computers to work with. So participants after Listening to the students in the hall, moved to the computer lab for these last sessions. While in the computer lab, Winnifred introduced the WSWM program, briefed participants on the scope and growth in Uganda since 2003 when the program started. The description

of each Lesson was done as participants browsed through the curriculum in their computers. Although their internet was off, the program had been installed in each of the computers and so with the support of the WSWM students, even the less knowledgeable teachers in computer skills were assisted and were able keep at pace with the rest of the participants. Winnifred related each lesson with the benefits it could offer in offering solutions to some of the SRHR challenges of their students that they had earlier mentioned in their discussions Teachers “discovering” the WSWM Lessons

She also notified participants of the funding body of the program [World Population Foundation] and the implementers of the program in Uganda- SchoolNet Uganda, a non government organization in Uganda with other activities as well. Through this link, http://Schoolnetuganda.sc.ug/ she briefed participants on some of activities that SchoolNet does within the WSWM program A teacher posting a like the Peer Educator Trainings. Winnifred then, guiding them "test" question through the WSWM online support center through this link, http://Schoolnetuganda.sc.ug/wswmonlinesupport/ Participants were able to look through some of the questions, poems and testimonies that have been posted already by other WSWM members all over the country. They were able to visit the different sections and how they could each [Teachers and Students] benefit from this networking. Participants were also guided on how to post questions to the center and contribute suggestions to questions already posted on the center. 10 Remarks from the Head Teacher

This very confident and already sensitized Head Teacher in the WSWM program was very grateful for the program in Rock High School. He, Mr. Johnson Walimbwa urged their teachers to support the program, considering that it had a double benefit for them, the knowledge and Skills in Sexuality Education and computer skills. He did promise them a bigger computer lab and asked them to use the resources they have to research and better equip themselves with knowledge in sexuality so as to be in a better position to guide the students.

11 Closing Remarks from the Guest of honor

The guest of honor was Mr. Robinson J. Aroda, the District Inspector of Schools of Tororo. Like the Head Teacher, he seemed knowledgeable already about SchoolNet Uganda and the WSWM program. He comfortably voiced his confidence in the program to program as a necessity for the young people in their community and encouraged the teachers to involve in it so as to produce well balanced students. He applauded their efforts with the good grades they yield in the students and added that they could even do more through sexuality education, if their students could excess in other areas of SRHR challenges like avoiding pregnancies.

12 Conclusion

There were various indications of support that the WSWM Program has received before and much on this day of training from the school Administration, the Teaching and Non Teaching staff and community representation. When a School cost-shares resources required to run a comprehensive program in their School, The participants and facilitators exude patience with each other and involve actively during Seminars to better their knowledge, and when Opportunity is given to the students to communicate to their teachers and showcase their ability to communicate to fellow peers – all for Sexuality Education, one can only be very optimistic that the performance of the program teachers shall be supported and the WSWM program and Sexuality Education in general, will be strengthened in Rock High School.

Apendix1 : List of Participants

No Name Subject or Responsibility Contact No. Email 1 Akongo Brenda Matron 0775 272787

2 Kakayi Shirley HOD Home Economics and Warden 0772 631038

3 Mukose Israel Biology/ Chemistry. HOD Chemistry 0773 273941 4 Arima Zubairisa Chairperson Students Council 0779 662016 5 Mutalage O. Florence Math / Geography 0754 929413 6 Obbo Robert English /Literature 0704 283945 7 Tukei David Math / Geography 0782 787214 8 Adeti Monica Geography / CRE 0772 389783 9 Ouma Justus Physics/ Math 0774 376081 10 Obilo Friday Physics/ Chemistry 0782 860960 11 Odoi Max Columbus Math 0782 787130 12 Akumu Irene Tibita Home Economics 0775 268683 13 SR. Busingye M.C HOD Business Education 0772 963704 14 Alupo Anne Loy Chemistry / Biology 0774 990945 15 Nyamiel Agnes Agriculture 0777 267575 16 Muganza M CRE/ Geography 0782 509118 17 Mafabi James. K Commerce/ Entrepreneurship 0774 020120 0784 679898/ 18 Nambazira Catherine Physics / Computer 0704 298359 19 Amoding Dinah Agriculture 0782 394244 20 Angwin Daniel English / Literature 0772 568891 21 Ojore George S. CRE/ History 0784 582661 22 Odwe Denis Biology 0791 278300 23 Alek Martin Biology/ Chemistry 0702 928508 24 Ocaya Dent Technical Drawing 0754 323533 25 Bwayo Edward Physics/ Chemistry 0700 276373 26 Nsenke Fred History/ Geography 0752 268945 27 Wandera Ochimi Business Education 0752 478003 28 Musiime Joseline Geography / CRE 0772 368404

29 Naleba Philip Biology/ Chemistry 0772 936698 [email protected]

30 Okiror Caroline Patron Students Leaders / Fine Art 0774 122464 31 Were Patrick Onyachi Chemistry / Math 0772 484057 32 Etimu Stephen HOD Physics 0774 847184 33 Wasige J. M Careers Master 0701 361268

34 Wasige Stephen Math / Geography 0702 457787 [email protected] Biology / Chemistry and In Charge 0701 452345/

35 Elyau Amos Security 0772 452344 [email protected]

Biology / Chemistry and Class

36 Okot Richard Burton Teacher 0782 785316 [email protected] English / Literature and Class 37 Wafewo Gorretti Teacher 0772 929737 History/ Physical Education and 38 Kharuri Dianah Class Teacher 0772 877440 0774 818655 / 0700

39 Awino Ambrose Maths and Time Table Master 818655 [email protected] 40 Mudira Moses HOD History / Music 0772 384984

41 Eswalu Samuel Ent. Master 0782 479617 [email protected] 42 Matsitsi Stephen Economics and Class Teacher 0782 231332 43 Okwengha Zephania Class Teacher 0702 231199 Entrepreneurship / Commerce and 44 Omoyo Godfrey Class Teacher 0776 020620

45 Kinyera Moro James Computer Studies 0752 539540 [email protected] WSWM Teacher English /

46 Babalanda Winifred O. Geography 0772 612333 [email protected] 47 Owori Dishan Economics and Director Of Studies 0772 886019 48 Okou C. P In-charge Library 0789 050252 Deputy Head Teacher[Admin] and 49 Obonyo Gabriel English/ Literature 0791 111181 50 Wandera E. N Ag DH Tr and Chemistry/ Math 0782 068978 Head Teacher and Chemistry Physics

51 Walimbwa J.W Subjects 0772 555647 [email protected] 0792 041843/ 52 Janasi Wilber History / CRE 0782 715726 53 Awor Venna Assistant Nurse 0781 864881 54 Wandera Eunstance Physics /Math 0788 225222

55 Okongo Faith SWT 0782 652709 [email protected] Assistant Careers Master & 56 Taaka Christine Math/Geography 0782 946552 57 Lwande K. Obanda English / Literature 0772 409806 Head Of Department Economics/ 58 Wabusa John W Religious Studies 0782 458577 59 Othieno A. Dismus Class Teacher 0712 077183 60 Acuku Felix Head of Department Fine Art 0782 323628 61 kuloba Livingstone Chemistry 0772 664887 62 David Okello Reproductive Health Uganda, Tororo 0700 390225 63 Opio Damiano WSWM Teacher 0772 378479 64 Aroda J. Robinson Director Inspector of Schools 0772 378479

65 Winnifred Akeso Representative SchoolNet Uganda 0772 607612 [email protected]