Having toured and understood one’s country would be one way to measure the level of patriotism in oneself. That could be a basis upon which every individual citizen would cease a moment to make a social impact –with prior knowledge about the countries challenges to address at individual level.
The recent talk about patriotism has featured two nation’s political party heads reaching out to the countryside to spread the gospel of patriotism. Unfortunately, patriotism speeches have been partisan – as applicable only to supporters of the ruling party while, according to them, the rest (Ugandans) never qualify to be patriotic outside their parties.
Much as the idea was fantastic, it has served competing interests of FDC and NRM to foster the love for one’s party –rather than in the best way to construct national identity, unity and solidarity against challenges that affect Uganda, as a whole.
As a consequence, the NRM party has resumed its patriotic activities by recruiting students into para-military engagement commonly known as chakamchaka. From that, we are set to have new definitions of patriotism; among them being one according to FDC party and another from the NRM view.
One interesting complimentary on the patriotism talk was one by former vice president of Uganda, Wandera Specioza, who suggested to members of parliament –to consider their positions as mere services to the country rather than a career –whilst responding to the proposal of securing a government house for a serving vice president.
Her appeal was a show of patriotism; although during her time as a vice president, she accepted huge sums of tax payer’s money to fund her PhD study. If Specioza was patriotic as she meant, she would have rejected tax payer’s money and opted for her own allowances, since she was working and could afford.
Perhaps, if she was in Bukenya’s position, she would as well support the idea of tax payers providing accommodation to her. It is, however, hard to imagine that as some people are making their lives as comfortable as possible, elsewhere in the country-side citizens lack essential livelihood services.
In Busia District, for example, HIV/AIDS services have to either be sought in Kenya or some miles into nearby districts like Tororo and Mbale. The situation can be worse for the more rural people, who they have to travel for several miles to access ARVs and other related services. This can be pretty costly for them to sustain in-patient care at a health center, and stigma is very high in rural areas.
Family members keep the anger and remain in denial over a period not less six months –characterized by violence against the person living with HIV/AIDS. Because of that, a much longer recovery and positive living program would be desired, for example; 1) having to address household poverty –which renders life with HIV difficult to live, 2) having to create awareness about HIV/AIDS –to desensitize people of the fears and negative cultural attitudes about HIV/AIDS and, 3) encouraging NGO establishment in places like Busia to provide psycho-social services and medical services that foster positive living.
There are a handful of NGOs in Busia. HIV/AIDS components of the existing organizations are too weak or limited to offer tangible services to potential clients. Yet, Busia, being one of the historically a trans-boarder route –through which HIV/AIDS is said to have penetrated Uganda should have benefited earliest from HIV/AIDS service organizations, both local and international. In Busia, they are mainly focused on widows, orphans and other vulnerable groups.
From an assessment of a sample of twenty five women selected to benefit from a micro-credit scheme; a poverty alleviation program of New Hope African Children organization in Busia showed that all married women did not make independent decisions that affect their health and livelihood.
Husbands often interfered with their businesses and played a more influential role, which negatively affected the extent of credit trust-worthiness –given the danger of men wholly determining allocation of money, and possibly taking it to drinking sprees.
Moreover, all did not have necessary knowledge to ensure proper hygiene and sanitation, and were under constant threat of heavy rainfall due to poor housing. Actually, some were often kept awake whenever it rained; fearful that their shelters could be washed away.
Interesting about non-government organizations there was their ability to use brain and paper-work to win and manage huge sums of donor money. However, their management was so centralized that the founder in reality acted as the chairman board of director.
Organizations decisions never involved the stipulated board members as per the constitution requirement. It was only strategic to include prominent men and women as board members –to win donor money and reputation. They only sat down and cooked attractive reports to retain healthy donor relations.
Some of them are lucky to have achieved that without key organizational structures in place. Perhaps the Christian face of such organizations left their sponsors with no doubt but to offer whatever assistance they could.
And those working for the organization are a small team of family members (wife and husband), in-laws, friends and distant relatives. This, supposedly, was intended to reduce incidence of conflicts and fasten decision making process in the organization
Whereas rising towns like Busia are basically secure, there exist individuals or small groups who are very influential and seemingly untouchable. Reports say that criticizing them could land one in trouble.
They can organize violent action against people they found a threat to their personality or any possible competitor in terms of power and wealth. And when they need anything, they explore all means to get there; an interesting value, though.
For example, a famous local council one or village chairman was able to become district speaker with ease –an opportunity only reserved for a councilor at district level –who chooses to vie for that position (district speakership).
However, religion as a major tool for social order has bigger roots in Busia. One interesting element is the ease at which one became a pastor. The balokole –born again Christians have a great network of members –who relate well and often help each other in times of need.
It, again, was the most influential and expressive balokole –who as other go to Bible schools to become pastors, they either labeled themselves so or others simply began calling themselves pastors. It was like business to do so by organizations and individuals –who want to gain financially or attract donor money.
Bazungu –whites or colored people are viewed as gods because of the commonly held view that they are “wealthy” guys who have come in the area to give away money. Because of that, they are made to feel as comfortable as possible. For a field team consisting of two or three whites, the most likelihood there could be discrimination of local team members by local communities they served.
Perhaps the only privilege local team members would enjoy is paying cheaper prices for good and services. Even with equal roles and responsibilities side-by-side with mutual respect within the team, outside it, will be conclusions that local team members are servants to bazungu.
At home stays, chefs will want bazungu to eat what is best of the food served rather than have it shared equally among team members. According to the hosts, best food consisted of passion fruits, irish potatoes, meat and rice. The local team members could only serve from that menu long after the bazungu have served.
The host expectations ever are that, when the foreign visitors return to their respective countries, they would send them gifts and other donations, which really any local community member could do to someone in need.
What Africans need to develop is the culture of volunteerism and caring or helping out change lives of vulnerable groups, victims of war and natural calamities –for the better. This could help raise and preserve African dignity in the face of bazungu.
Jacob Waiswa
Community Psychologist, DISHMA CONSULT
Showing posts with label ECONOMY AND POLITICS. Show all posts
Showing posts with label ECONOMY AND POLITICS. Show all posts
Saturday, May 16, 2009
Monday, August 18, 2008
ST-YEP: Career Development and Job Competitiveness
SECTION ONE
A PROJECT FOR THE INTEGRATED MENTAL HEALTH SERVICES -UGANDA (IMHS-UG)
COURTESY
OF
DISHMA CONSULT (ST-YEP)
PRINCIPAL PROJECT PROMOTER:
JACOB WAISWA
DISHMA-IMHS-UG
CONTACT PERSON: JACOB WAISWA
P.O. BOX 8885, KAMPALA-UGANDA
OFFICE PHONE N0: +256-77-4-336277
MOBILE PHONE N0: +256-75-4-980614
EMAIL: waiswajacobo@yahoo.co.uk
©2008
INTRODUCTION:
There is a big culture of Ugandans (mainly adventurous young people) looking to living in the capital for better employment opportunities. But to their surprise, life for those -who made it to Kampala turned out to be rough. Many, as a result, soon resorted to substance abuse and range of criminal acts. That has been the general trend; however, there exists another yet “unique” category of Ugandans -who supported by the educational culture -of going to college or university for better paying job, face a different reality. The scenario now demands more than a university degree.
In spite of the above, parents still hold the dream of “education is all to paradise”. Yet education is more of a pathway than the end of the pathway. In other words, it could best help facilitate decision making about individual and community needs from which one bases to integrate him or herself. Even if there was an opportunity to work, most young people would wish instant control of the heavens and the earth. Some, for example, would not want to work far away from their location, begin with a low pay job or poor work-life.
According to findings by TMP Worldwide as sourced from Onrec on-line recruitment magazine (11/12/2008), showed that even with the current economy, there are aspects graduates felt they could not compromise on. 52% would not accept a job with poor work life. Only 47 were prepared to work in such work environment due to prevailing market condition. Lower starting salaries would be accepted by 68%, but not by the 31%. And unlike the 66%, 33% say job location mattered in their decision making.
During the time president
Museveni was chancellor of Makerere University, the overwhelming load of students graduating every year made him to so often suggest military recruitment as the answer. Soon after, he argued in favor of science education -as what government would invest in. This (emphasis of science education) still stands up today. But, then, emphasis of science education met was better said than realistic. The fact remained -that not all could be medical doctors or engineers. The government decision to fund science discipline solely became more of discriminative tool among its own citizens than anything else.
Of late, however, a much fairer gospel came into play -which was the introduction of entrepreneurship education and skills-based training-to help people work successfully around their problems or challenges -without having to blame anybody else or resort to criminality.
Although job creation is, understandably, a respectable proposition, we on the other hand cannot wholly do away with job seeking. Truly, firms continue to seek for employees every year and many job seekers get recruited. Besides, the reminder would be the fact that the job market is so congested that one must be aware of so many aspects of career development, what attitudes and behaviors to change -whilst tuning him or her self to be competitive.
THE PROBLEM:
Most graduates dreams end at graduation day followed by a period of depression. In fact, graduation parties are no longer enjoyed, as many choose to skip it rather than waste money on it and yawn the next day. They get stuck and fail to make career decisions and about their future. As a result, they lose hope in life, start substance abuse, live reckless lives –from which they could acquire HIV/AIDS and begin acts of crime.
JUSTIFICATION:
As thousands of young people graduate every year, the job market hardly accommodates them. They are either in the complete state of unemployment or underemployment, and so, remain home and become burdens to their families -the basic unit for human and national development. It would be obvious, therefore, that if families suffer, the nation too suffers -in terms of redundant labor force, drug abuse, other risky behaviors and possible contraction of HIV/AIDS and to nurture a criminally dangerous population.
This must be checked to avoid a socio-economic and socio-cultural or moral structural breakdown -where, for instance, corruption becomes “part of life.” The teaching and counseling on career development, job competitiveness, life skills and livelihood and self-management -could be intensified so that young people in particular and Ugandans in general begin to live meaningful and dignifying lives
GOAL:
• Provide a realistic break through against confusion, uncertainty and indecision about career path and future -for the jobseekers, unemployed, underemployed and dissatisfied employees and employers
OBJECTIVES:
• To promote career guidance and counseling for students and fresh graduates to understand themselves and the environment they live in e.g. job conditions
• To contribute to development is a sustainable way through life-long for man-power productivity and competitiveness
• To strengthen efforts towards poverty alleviation and the fight against HIV/AIDS by making it possible for people to build necessary competences, become competitive and employable i.e. contributing to placement and employment efforts
• To strength crime-preventions efforts –through career development and improved livelihoods
• To create awareness among parents, employers and employees -towards better decision making and employability to themselves and be of help to their siblings
• To lobby and advocate for better employment and educational policies to suit the current job market and difficult economic conditions through journaling, filming and talk shows
• To create a positive link between employment seekers and employers –through signing memorandums of understanding, joint ventures, introductory meetings and/or letters of introduction
• To promote research and reporting on job market (current and future) and job competitiveness and support technical and information exchanges among stake-holders
• To empower individuals through skills development, integrated education curriculum (inter-disciplinary studies) to increase productivity and accelerate organization development in a holistic way , and enhance their problem-solving abilities and taking advantage of any career-wise positive situations as they emerge
• To encourage positive organizational culture and occupation health for healthy work-force and organizational success –through inter-institution or organizational seminars and mobile consultancy services
• To enhance job security and, effectiveness and responsibility at work –from the knowledge of career development and competitiveness
• To sharpen individual's job acquisition motive and competence irrespective of sex, health status, race and appearance -through training tasks like preparing for interviews, Curriculum Vitae (CV) and how to write an application letter etc
ACTIVITIES:
• Carry out sessions of career guidance and counseling
• Share with individuals with knowledge of Curriculum Vitae (CV), resume writing, job market analysis (training) and preparing them for interviews
• Organize seminars, workshops, exhibitions and conferences for students, graduates, parents, educationalists, employees and employers -with help of adverts to publicize and convene them
• Organize end of training dinners and award-giving ceremonies
• Carry out press conferences, article writing or journaling, mobile consultancies, organize talk shows and career-related and motivating television shows
• Pay working visits to schools, offices and homes
• Organize talk shows (on radio and television)
• Establish an understanding with employers to facilitate industrial training, internships, volunteering for on-job experience and skills development
• Write policy guidelines and working papers for stake-holders that advocate for better educational, career choices and organizational culture
• Promote learning and reading culture after graduation or holiday time for situation to enhance knowledge and skills acquisition
• Establish data base with basic information about employers and tertiary institutions worldwide, and opportunities accessible with them
• Establish resource center and library with multi-disciplinary information for general reading, career development literature, research reports on economy and job market, opportunities at hand, making oneself competitive on the job market, games and sports facility as well as music equipment
• Create net-works and alliances with renown employers, reputable high schools and institutions of higher learning
• Establish liaison office, as recognized center by renown employers and institutions of higher learning -for applicants and ambitious young people wishing to further their studies and work abroad to come and pick forms there as well as get necessary advise
• Effectively do a monitoring and evaluation, report-writing, and records keeping
TARGET GROUP:
• The programme targets students, parents, educationalists, employers and employees -with whom to wholly solve career development challenges and job insecurity, employment costs to the organization and work-force productivity
Area Coverage:
• The programme would cover mainly central region of Uganda -including the districts of Kampala, Wakiso, Mpigi, Mukono and Masaka -though in near future, we intend to spread to other urban centers across the country -were unemployment and work-related stress hit highest
PARTNERSHIP AND COLLABORATION:
• In pursuit of its goal, the programme team values partnerships development and collaboration to easily fill operational gaps, facilitate technical and information exchange and prompt interventions
Our Partners
• Parents
• High Schools
• Institutions of Higher Learning
• Employers (of large, medium size and small business or corporate firms)
• Embassies
• Government departments
• Non-government organizations (NGOs) and Community-based organizations (CBOs)
• Programme alumni
• And Media
CHERISHED VALUES:
• Team work
• Consultative approach to decision making
• Learning process as lifetime
• Respect and human dignity
• Sustainable development
• Proactive and self-liberation
• Partnership development
• Quality services and integrity
BENEFITS:
• Ability to proactively respond to challenges pertaining to career development
• Ability to create and manage projects and businesses
• Develop reading culture for self development
• Ability for self and environmental or market analysis for decision making and above all; ability to take action
• Increase employability, employment or placement and job control
• Increase access and possibility to join new organizations and companies as well as better work life
• Ability to create and successfully manage own project, and wealth creation or improved incomes
• Social cohesion, peace and tranquility with improved livelihoods
• Healthy and certain future
• Attainment of critical life-supporting skills e.g. financial skills, business skills communication skills, assertive skills, social skills etc.
MONITORING AND EVALUATION:
• The programme would have a test period of 3 years
• Daily client and staff feed back would be used to determine success
• Records of activities or reports writing about extent of success, challenges and recommendation would be done for regular (daily) monitoring and immediate adjustments -to streamline pathway towards programme goal
• Brain storm on challenges regularly and write reports as well as clearly state recommendations
• Community impact assessment
• Community replications of skills and knowledge passed on to them
• Keep in touch with community to get evidence of impact through comments and testimonies
Indicators of Success
• Increased participation
• Increased subscription
• Reduced unemployment rate
• Expanded private sector per annum
• Confident, flexible and action-oriented people
• Reduced crime
• Reduced HIV prevalence
• Stable families and relationships
• Accountable leadership and citizen-involved governments
STRENGTH:
• Energetic and task-oriented and result-oriented team
• Strong support net-works -ranging from witting government, major companies and resource persons
• Already existing registered NGO (Goodwill Fraternity) -under which the programme would run, while also, a bit of it within the organization is on-going e.g. career guidance and counseling
CHALLENGES:
• There are (is) no significant challenges/weakness/threats. Effort is all we are set to incur that would be eased through strategic planning and implementation with partner institutions
SOURCES OF FUNDING:
• Common Fund
• Partner Contributions
• Subscription fees
• Profits from programme investments
PROGRAMME MANAGEMENT TEAM:
The management team qualification would not be less than an undergraduate.
Team Leader
Events Officers (3) Sessions Managers (4) Facilitators/Resource Persons (4)
Field Officers (8) Field Assistants/ Interns (4)
WORK PLAN (2009-2011): Table 1
• The budget below (in Table 2) would serves to meet the demands of the work-plan
NO DATE OBJECTIVES ACTIVITIES OUT-COME
1 15th December Creating awareness Writing memos and letters of introduction Get known by local and international community
2 5th January ,, Press Briefing (press conference) ,,
3 7th January ,, Lobby and advocacy Changed attitudes towards positive reading/learning culture and work-culture
4 10th January ,, Adverts in preparation for seminars Made greater converge and impact of knowledge and skills acquisition
5 12th January ,, First ever training (3 weeks course) on career development and competitiveness Self-realization, re-thinking and right action towards career progress
6 14th January Sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Attained knowledge of the extent of progress, strengthen positives and act on recommendation to challenges e.g. starting business projects and successfully managing them
20th January ,, Training: Graduation party/Dinner Formed an alumni that is competitive on the job market and able to try out existing opportunities as highlighted by programme managers
7 25th January Create Awareness Advert -2: Official Launch of the Programme, fundraise through auctions and draws Got public recognition for the positive contribution to the community
8 5th March ,, Research: carry out baseline surveys and impact assessment Contributed to knowledge and measure programme success
9 10th March Promote career guidance and counseling and guidance Launch sessions of career guidance and counseling Behavioral change to wards excellent interpersonal skills, management, team work etc.
10 25th March Establish positive link between the jobseekers and employers Organize a day's conference Obtained knowledge of the job market and employer expectations, and identification of opportunities at hand
11 10th April Empowering individuals with skills for development Life skills awareness workshop Proactively demonstrated ability to perfume by writing application letters and dealing well with interviews and success on job
12 20th April Encourage positive organization culture and occupation health Organize conference on occupational health A healthy and productive work-force
13 30th April Ensure sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Self-realization, re-thinking and action towards career progress, and measure to see if set objectives were met
14 15th May Creating Awareness Adverts in preparation for seminars Made greater converge and impact of knowledge and skills acquisition
15 20th May ,, Press Briefing (press conference) Get positively recognized by local and international community
16 25th May ,, Lobby and advocacy Changed attitudes towards positive reading/learning culture and work-culture. People now or then having own income generating projects and/or recruited by rapidly growing firms
17 10th June ,, Field tours, mobile consultancies and schools visits (showing motivation movies and lecturing audiences on career development and competitiveness) ,,
18 20th June ,, Advert: Announce 2nd admission to the programme Made greater converge and impact of knowledge and skills acquisition
19 5th July ,, Second Training (3 weeks course) on career development and competitiveness Self-realization, re-thinking and right action towards career progress with certainty, without fear and with psychological security while on job
20 10th July Ensure sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Obtaining knowledge of the extent of progress, strengthen positives and act on recommendation to challenges
21 20th July ,,
Training: Graduation party/Dinner Formed an alumni that is competitive on the job market and able to try out existing opportunities as highlighted by programme managers
22 25th July Create Awareness Research: job market and employability survey Contributed to knowledge and measure programme success
23 1st August ,, Talk shows, lectures and video shows: lobbying and advocacy Changed attitudes towards positive reading/learning culture and work-culture
24 15th August ,, Conference on career development and employability Increased competence and competitiveness among jobseekers who are ready to take action e.g. to volunteer and make community contributions and/ or start income generating projects as well as oversee their success
25 25th August ,, Exhibition on rich opportunities on career development and competitiveness available and accessible by those who need them Confidence built and determination and focus to attainment of career success -whilst considering further studies, internships, volunteering and self-employment to help create wealth and alleviate poverty and its related dangers like HIV/AIDS and crime
26 5th September ,, Press briefing Got positively recognized by local and international community
27 15th September ,, Field tours: of high schools and tertiary institutions -for mobile career guidance and counseling Informed decision making about career path
28 25th September ,, Public dialogue/lecture on curriculum reforms Increased employability, many signed up by employers and emphasis on entrepreneurship education –with many starting income-generating projects
29 5th November ,, Launch career magazine or bulletin Increase awareness and informed decision making
30 10th November ,, Lobby and advocacy: meet parliamentarians Healthy working environment and appropriate educational curriculum -that provides for holistic learning
31 28th November ,, Students' holiday retreat on career development and decision making from an informed point of view Confidence, high motivation and certainty of the future
32 10th December ,, Corporate seminar on Stress management and organizational health A healthy and highly productive workforce
33 15th December ,, Advert: Publicize availability of career guidance and counseling services, youth resource center and research information Increased programme membership subscription and participation, and developed positive attitude as well as behavioral change that increase employability -through knowledge and skills acquisition
34 20th December ,, Advert: Announce January intake for Career development and
job competitiveness course Increased programme participation and self determination to change one's attitude towards making of better career choices better life skills acquisition that increase employability
35 5th January ,, Training on advances
in the career development and job market Confidence building and adoption of new employability and competitive strategies
36 10th January Ensure sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Knowledge of the extent of progress, strengthen positives and act on recommendation to challenges
37 20th January ,, Third graduation ceremony, dinner and party -and award giving Self-realization, re-thinking and right action towards career progress
BASIC PROGRAMME BUDGET: Table 2
• With exception of photocopy and printing machines, budgeted for activities/items are for a single event. If activities were to run for three (3), the total minus the machines would be multiplied by 21 days to become 779,070,000/-
• The programme would feature three times a year for next three (3) years under a budget of 2,337,513,000/-.
• Meanwhile, with a strong belief and confidence that the programme would be a success, as a positive consequence, we intend to transform ourselves into a fully-fledged institute/college in the next five (5) years.
N0: ITEM(S) QUANTITY COST(S) TOTAL COST(S)
1 Pens 200 x 300/- 60,000/-
2 Notes Books 200 x 500/- 100,000/-
3 Printing Machine 1 x 300,000/- 300,000/-
4 Photocopy Machine 1 x 50,000/- 500,000/-
5 Photocopy and Printing Ink 10 x 20,000/- 200,000/-
6 Certificates 2000 x 500/- 1,000,000/-
7 Balls for Leisure and Recreation 4 x 50,000/- 200,000/-
8 Food and Refreshments 200 x 5,000/- 1,000,000/-
9 Curriculum Development 12 unitsx400,000/- 2,800,000/-
10 Consultancy (ies) 3 per annum x 500,000/- 1,500,000/-
11 Trainers/Session Facilitators 4 per day x 200,000/- 800,000/-
12 Travel 8 staff per day x 50,000
13 Rent for Training Centers 1 per day x 200,000/- 200,000/-
14 Rent for Up country accommodation 1 night x 100,000/- 100,000/-
15 Adverts and announcements 3 per event x 200,000/- 600,000/-
16 Website and Data base 1 x 500,000/- 500,000/-
17 Library and/or resource center 1 x 15,000,000 15,000,000/-
16 Miscellaneous 15,000,000/-
Total.1 21 days (of complete course) x 23,260,000/- 21 x 38,760,000/- 779,070,000/-
Total.2 3 complete courses annually x 48,5466,000/- 3 x 779,070,000/- 2,337,513,000/-
SECTION TWO
COURSE DESIGN
THE
SECONDARY SCHOOLS AND TERTIARY INSTITUTIONS
YOUNG AND EMPOWERMENT PROGRAMME (ST-YEP)
BY
WAISWA JACOB (BCP, MUK)
DECISION-MAKING AND SITUATION HEALTH MANAGEMENT
(DISHMA-CONDULT)
waiswajacobo@yahoo.co.uk
http://www.situationhealthanalysis.blogspot.com/
P.O. BOX 8885
KAMPALA-KAMPALA
Introduction:
The Young and Empowerment Programme (YEP) undertake key roles in helping young people make health-related decisions and for general life or developmental challenges.
Within it, are components of; Sex Reproductive Health Issues (SRH), Life Skills and Livelihood training. And it is intended for both in-school and out-of-school young people, though once in a while seminars for teachers and parents would be organized to effectively cause impact on them (young people).
Young people aged between 8-24 face overwhelming growth and developmental challenges, which if not effectively managed through training and guidance, a lot of problems would ensue like; substance abuse, HIV/AIDS, Teenage Pregnancies, Abortion, Anti-social behaviors, school drop-out etcetera.
Issues of SRH, Life skills are not adequately covered in the secondary and tertiary curriculum and for most courses and subjects therein.
The School and Tertiary Schools Young and empowerment Programme (ST-YEP) therefore, wishes to comprehensively cover such issues: to help young people develop and wholesomely gain from their education.
More so, be in position to manage key health and life-challenging issues, so that they discover their true and much cherished dreams.
Currently, the programme can operate once a month per school for approximately two hours per session. But, next year, it would be very close to four hours per week in a selected school or institution.
Course Objectives:
Develop healthy values for healthy living based on prevention, and home-based approach for those already infected and affected by diseases (where there is no doctor)
Gain knowledge of reproductive systems’ facts and health issues related to it (as HIV/AIDS, other STIs and STDs), their prevention and treatment
Adopt life skills for day to day challenges (health, pressure, inter-personal relationship, prevention and problem-solving, and be in position to apply them
Demonstrate ability to form projects, effectively plan and manage them
Identify and develop pupil and student talents
Manifest confidence in the face of uncertain future (positive living) and extend peer support/care to those in need
Enhance competitiveness and job security
Target Group:
Pupils between 8-13 years
Students between 14-24 years
Course Content:
Adolescence and Puberty
Alcohol and Drug Abuse
Managing Peer Pressure
Teenage Pregnancy
Unsafe Abortion
Human Life Cycle
Human Reproductive Systems
STIs/STDs
HIV/AIDS
Support and Caring for People Living with HIV/AIDS
Values
Communication Skills (writing skills, CV and application letter design)
Assertive Skills
Negotiation Skills
Goal Setting Skills and talent awareness and development
Conflict Resolution
Stress and Anger Management
Decision making and Critical Thinking
Project Planning and Management
Counseling and guidance
Spirituality and Meditation
Environmental Health, Environmental Education and Management
Poverty and Health
Population and Family Planning
Appropriate Rural Technology
Integrated Pest Management for Improved Livelihoods
Handi-crafts for Practical and impact-learning -including mental and wood-work
Some Partner Organizations
Jiddeco
NOGAMU
Busoga Trust
Africa 2000 Network
Student Partnership Worldwide (SPW)
Meeting Point International
Home Start -Uganda
DevelopNet Iganga
Learning Methods:
Lecture Method
Group Discussion
Debate
Brain-storming
Role-play
Tour/Visiting (Case-studies)
Learning Materials:
Flip Charts
Masking tape
Markers
Handouts
Black-board
Chalk
Duster
Text-books
Internet/Computer Facility
Procedure:
Asking Learners to brainstorm definitions
Asking learners to brain-storm cause and effect relationships, their prevention and treatment of health and life problems
Asking learners to brain-storm challenges and strategies to overcome them
Asking learners to form discussion groups to demonstrate knowledge and skills in cases handling
Asking Learners to role-play scenarios and show ability to solve key life issues
Asking learning to take home assignments and find more information regarding learned topics
Asking learners to debate over key contentious issues/community problems
Resource Team:
DISHMA-IMHS PROJECT TEAM
WAISWA JACOB: Is a Community Psychologist (MUK) by Training. He specialised in preventive health and community participation. His expertise currently is situation health analysis.
MUKASA EDWIN: Has a Diploma in Business Administration (NKU) and has wide experience in field surveys, project reporting
KIBUUKA GRACE: Has a Bsc Majoring in Psychology (MUK). And has got over five years experience in scientific and social research.
NATALIE NEWELL: She is a Monitoring and Evaluation specialist (UK). She has got vast experience in coordinating surveys, appropriate tools design, analysis of data and research report writing.
NAKAMYA ESTHER: A Development Specialist (UCU) with a Diploma in Education. Has interests in projects management, project report writing and teaching.
PASTOR NYENDE HUSSEIN: Communication specialist (MUK) and a Spiritual guide.
GEORGE S.: A Community Psychologist (MUK) with interest in Spiritual Counseling. He is currently doing evangelical work in Kawempe suburb
WANZAALA RICHARD: Has a BA in Humanities (MUK) with lots of experience in conducting lessons in sexual reproductive health. He is currently a programme coordinator of the same unit at Student Partnership Worldwide (SPW)
Indicators of Success:
Reduced School Drop-out
Reduced number of young people catching HIV/AIDS and longest life possible for the positive
Reduced levels of unemployment
Increased numbers of business owners (entrepreneurs)
Improved general health and healthy or life nurturing environment
When every young person strongly relies to prevention rather than cure
Increased certainty and confidence of the future
Improved Standard of Living
Reduced crime and injustices
Eco-security
Adequate Education for every one
Nurturing Work Environment
Cultural tolerance and Peace
Monitoring and Evaluation (M&E):
Recapping or rehearsing previous lessons conducted to demonstrate replicability of skills and knowledge transferable -through role-plays, model activities, and positive community comments about participants regarding change of behavior and know-how – and completely showing a new character. M&E would be done immediately after the lesson and following day before a new topic, and throughout the entire programme when participants finally graduate from it.
A PROJECT FOR THE INTEGRATED MENTAL HEALTH SERVICES -UGANDA (IMHS-UG)
COURTESY
OF
DISHMA CONSULT (ST-YEP)
PRINCIPAL PROJECT PROMOTER:
JACOB WAISWA
DISHMA-IMHS-UG
CONTACT PERSON: JACOB WAISWA
P.O. BOX 8885, KAMPALA-UGANDA
OFFICE PHONE N0: +256-77-4-336277
MOBILE PHONE N0: +256-75-4-980614
EMAIL: waiswajacobo@yahoo.co.uk
©2008
INTRODUCTION:
There is a big culture of Ugandans (mainly adventurous young people) looking to living in the capital for better employment opportunities. But to their surprise, life for those -who made it to Kampala turned out to be rough. Many, as a result, soon resorted to substance abuse and range of criminal acts. That has been the general trend; however, there exists another yet “unique” category of Ugandans -who supported by the educational culture -of going to college or university for better paying job, face a different reality. The scenario now demands more than a university degree.
In spite of the above, parents still hold the dream of “education is all to paradise”. Yet education is more of a pathway than the end of the pathway. In other words, it could best help facilitate decision making about individual and community needs from which one bases to integrate him or herself. Even if there was an opportunity to work, most young people would wish instant control of the heavens and the earth. Some, for example, would not want to work far away from their location, begin with a low pay job or poor work-life.
According to findings by TMP Worldwide as sourced from Onrec on-line recruitment magazine (11/12/2008), showed that even with the current economy, there are aspects graduates felt they could not compromise on. 52% would not accept a job with poor work life. Only 47 were prepared to work in such work environment due to prevailing market condition. Lower starting salaries would be accepted by 68%, but not by the 31%. And unlike the 66%, 33% say job location mattered in their decision making.
During the time president
Museveni was chancellor of Makerere University, the overwhelming load of students graduating every year made him to so often suggest military recruitment as the answer. Soon after, he argued in favor of science education -as what government would invest in. This (emphasis of science education) still stands up today. But, then, emphasis of science education met was better said than realistic. The fact remained -that not all could be medical doctors or engineers. The government decision to fund science discipline solely became more of discriminative tool among its own citizens than anything else.
Of late, however, a much fairer gospel came into play -which was the introduction of entrepreneurship education and skills-based training-to help people work successfully around their problems or challenges -without having to blame anybody else or resort to criminality.
Although job creation is, understandably, a respectable proposition, we on the other hand cannot wholly do away with job seeking. Truly, firms continue to seek for employees every year and many job seekers get recruited. Besides, the reminder would be the fact that the job market is so congested that one must be aware of so many aspects of career development, what attitudes and behaviors to change -whilst tuning him or her self to be competitive.
THE PROBLEM:
Most graduates dreams end at graduation day followed by a period of depression. In fact, graduation parties are no longer enjoyed, as many choose to skip it rather than waste money on it and yawn the next day. They get stuck and fail to make career decisions and about their future. As a result, they lose hope in life, start substance abuse, live reckless lives –from which they could acquire HIV/AIDS and begin acts of crime.
JUSTIFICATION:
As thousands of young people graduate every year, the job market hardly accommodates them. They are either in the complete state of unemployment or underemployment, and so, remain home and become burdens to their families -the basic unit for human and national development. It would be obvious, therefore, that if families suffer, the nation too suffers -in terms of redundant labor force, drug abuse, other risky behaviors and possible contraction of HIV/AIDS and to nurture a criminally dangerous population.
This must be checked to avoid a socio-economic and socio-cultural or moral structural breakdown -where, for instance, corruption becomes “part of life.” The teaching and counseling on career development, job competitiveness, life skills and livelihood and self-management -could be intensified so that young people in particular and Ugandans in general begin to live meaningful and dignifying lives
GOAL:
• Provide a realistic break through against confusion, uncertainty and indecision about career path and future -for the jobseekers, unemployed, underemployed and dissatisfied employees and employers
OBJECTIVES:
• To promote career guidance and counseling for students and fresh graduates to understand themselves and the environment they live in e.g. job conditions
• To contribute to development is a sustainable way through life-long for man-power productivity and competitiveness
• To strengthen efforts towards poverty alleviation and the fight against HIV/AIDS by making it possible for people to build necessary competences, become competitive and employable i.e. contributing to placement and employment efforts
• To strength crime-preventions efforts –through career development and improved livelihoods
• To create awareness among parents, employers and employees -towards better decision making and employability to themselves and be of help to their siblings
• To lobby and advocate for better employment and educational policies to suit the current job market and difficult economic conditions through journaling, filming and talk shows
• To create a positive link between employment seekers and employers –through signing memorandums of understanding, joint ventures, introductory meetings and/or letters of introduction
• To promote research and reporting on job market (current and future) and job competitiveness and support technical and information exchanges among stake-holders
• To empower individuals through skills development, integrated education curriculum (inter-disciplinary studies) to increase productivity and accelerate organization development in a holistic way , and enhance their problem-solving abilities and taking advantage of any career-wise positive situations as they emerge
• To encourage positive organizational culture and occupation health for healthy work-force and organizational success –through inter-institution or organizational seminars and mobile consultancy services
• To enhance job security and, effectiveness and responsibility at work –from the knowledge of career development and competitiveness
• To sharpen individual's job acquisition motive and competence irrespective of sex, health status, race and appearance -through training tasks like preparing for interviews, Curriculum Vitae (CV) and how to write an application letter etc
ACTIVITIES:
• Carry out sessions of career guidance and counseling
• Share with individuals with knowledge of Curriculum Vitae (CV), resume writing, job market analysis (training) and preparing them for interviews
• Organize seminars, workshops, exhibitions and conferences for students, graduates, parents, educationalists, employees and employers -with help of adverts to publicize and convene them
• Organize end of training dinners and award-giving ceremonies
• Carry out press conferences, article writing or journaling, mobile consultancies, organize talk shows and career-related and motivating television shows
• Pay working visits to schools, offices and homes
• Organize talk shows (on radio and television)
• Establish an understanding with employers to facilitate industrial training, internships, volunteering for on-job experience and skills development
• Write policy guidelines and working papers for stake-holders that advocate for better educational, career choices and organizational culture
• Promote learning and reading culture after graduation or holiday time for situation to enhance knowledge and skills acquisition
• Establish data base with basic information about employers and tertiary institutions worldwide, and opportunities accessible with them
• Establish resource center and library with multi-disciplinary information for general reading, career development literature, research reports on economy and job market, opportunities at hand, making oneself competitive on the job market, games and sports facility as well as music equipment
• Create net-works and alliances with renown employers, reputable high schools and institutions of higher learning
• Establish liaison office, as recognized center by renown employers and institutions of higher learning -for applicants and ambitious young people wishing to further their studies and work abroad to come and pick forms there as well as get necessary advise
• Effectively do a monitoring and evaluation, report-writing, and records keeping
TARGET GROUP:
• The programme targets students, parents, educationalists, employers and employees -with whom to wholly solve career development challenges and job insecurity, employment costs to the organization and work-force productivity
Area Coverage:
• The programme would cover mainly central region of Uganda -including the districts of Kampala, Wakiso, Mpigi, Mukono and Masaka -though in near future, we intend to spread to other urban centers across the country -were unemployment and work-related stress hit highest
PARTNERSHIP AND COLLABORATION:
• In pursuit of its goal, the programme team values partnerships development and collaboration to easily fill operational gaps, facilitate technical and information exchange and prompt interventions
Our Partners
• Parents
• High Schools
• Institutions of Higher Learning
• Employers (of large, medium size and small business or corporate firms)
• Embassies
• Government departments
• Non-government organizations (NGOs) and Community-based organizations (CBOs)
• Programme alumni
• And Media
CHERISHED VALUES:
• Team work
• Consultative approach to decision making
• Learning process as lifetime
• Respect and human dignity
• Sustainable development
• Proactive and self-liberation
• Partnership development
• Quality services and integrity
BENEFITS:
• Ability to proactively respond to challenges pertaining to career development
• Ability to create and manage projects and businesses
• Develop reading culture for self development
• Ability for self and environmental or market analysis for decision making and above all; ability to take action
• Increase employability, employment or placement and job control
• Increase access and possibility to join new organizations and companies as well as better work life
• Ability to create and successfully manage own project, and wealth creation or improved incomes
• Social cohesion, peace and tranquility with improved livelihoods
• Healthy and certain future
• Attainment of critical life-supporting skills e.g. financial skills, business skills communication skills, assertive skills, social skills etc.
MONITORING AND EVALUATION:
• The programme would have a test period of 3 years
• Daily client and staff feed back would be used to determine success
• Records of activities or reports writing about extent of success, challenges and recommendation would be done for regular (daily) monitoring and immediate adjustments -to streamline pathway towards programme goal
• Brain storm on challenges regularly and write reports as well as clearly state recommendations
• Community impact assessment
• Community replications of skills and knowledge passed on to them
• Keep in touch with community to get evidence of impact through comments and testimonies
Indicators of Success
• Increased participation
• Increased subscription
• Reduced unemployment rate
• Expanded private sector per annum
• Confident, flexible and action-oriented people
• Reduced crime
• Reduced HIV prevalence
• Stable families and relationships
• Accountable leadership and citizen-involved governments
STRENGTH:
• Energetic and task-oriented and result-oriented team
• Strong support net-works -ranging from witting government, major companies and resource persons
• Already existing registered NGO (Goodwill Fraternity) -under which the programme would run, while also, a bit of it within the organization is on-going e.g. career guidance and counseling
CHALLENGES:
• There are (is) no significant challenges/weakness/threats. Effort is all we are set to incur that would be eased through strategic planning and implementation with partner institutions
SOURCES OF FUNDING:
• Common Fund
• Partner Contributions
• Subscription fees
• Profits from programme investments
PROGRAMME MANAGEMENT TEAM:
The management team qualification would not be less than an undergraduate.
Team Leader
Events Officers (3) Sessions Managers (4) Facilitators/Resource Persons (4)
Field Officers (8) Field Assistants/ Interns (4)
WORK PLAN (2009-2011): Table 1
• The budget below (in Table 2) would serves to meet the demands of the work-plan
NO DATE OBJECTIVES ACTIVITIES OUT-COME
1 15th December Creating awareness Writing memos and letters of introduction Get known by local and international community
2 5th January ,, Press Briefing (press conference) ,,
3 7th January ,, Lobby and advocacy Changed attitudes towards positive reading/learning culture and work-culture
4 10th January ,, Adverts in preparation for seminars Made greater converge and impact of knowledge and skills acquisition
5 12th January ,, First ever training (3 weeks course) on career development and competitiveness Self-realization, re-thinking and right action towards career progress
6 14th January Sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Attained knowledge of the extent of progress, strengthen positives and act on recommendation to challenges e.g. starting business projects and successfully managing them
20th January ,, Training: Graduation party/Dinner Formed an alumni that is competitive on the job market and able to try out existing opportunities as highlighted by programme managers
7 25th January Create Awareness Advert -2: Official Launch of the Programme, fundraise through auctions and draws Got public recognition for the positive contribution to the community
8 5th March ,, Research: carry out baseline surveys and impact assessment Contributed to knowledge and measure programme success
9 10th March Promote career guidance and counseling and guidance Launch sessions of career guidance and counseling Behavioral change to wards excellent interpersonal skills, management, team work etc.
10 25th March Establish positive link between the jobseekers and employers Organize a day's conference Obtained knowledge of the job market and employer expectations, and identification of opportunities at hand
11 10th April Empowering individuals with skills for development Life skills awareness workshop Proactively demonstrated ability to perfume by writing application letters and dealing well with interviews and success on job
12 20th April Encourage positive organization culture and occupation health Organize conference on occupational health A healthy and productive work-force
13 30th April Ensure sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Self-realization, re-thinking and action towards career progress, and measure to see if set objectives were met
14 15th May Creating Awareness Adverts in preparation for seminars Made greater converge and impact of knowledge and skills acquisition
15 20th May ,, Press Briefing (press conference) Get positively recognized by local and international community
16 25th May ,, Lobby and advocacy Changed attitudes towards positive reading/learning culture and work-culture. People now or then having own income generating projects and/or recruited by rapidly growing firms
17 10th June ,, Field tours, mobile consultancies and schools visits (showing motivation movies and lecturing audiences on career development and competitiveness) ,,
18 20th June ,, Advert: Announce 2nd admission to the programme Made greater converge and impact of knowledge and skills acquisition
19 5th July ,, Second Training (3 weeks course) on career development and competitiveness Self-realization, re-thinking and right action towards career progress with certainty, without fear and with psychological security while on job
20 10th July Ensure sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Obtaining knowledge of the extent of progress, strengthen positives and act on recommendation to challenges
21 20th July ,,
Training: Graduation party/Dinner Formed an alumni that is competitive on the job market and able to try out existing opportunities as highlighted by programme managers
22 25th July Create Awareness Research: job market and employability survey Contributed to knowledge and measure programme success
23 1st August ,, Talk shows, lectures and video shows: lobbying and advocacy Changed attitudes towards positive reading/learning culture and work-culture
24 15th August ,, Conference on career development and employability Increased competence and competitiveness among jobseekers who are ready to take action e.g. to volunteer and make community contributions and/ or start income generating projects as well as oversee their success
25 25th August ,, Exhibition on rich opportunities on career development and competitiveness available and accessible by those who need them Confidence built and determination and focus to attainment of career success -whilst considering further studies, internships, volunteering and self-employment to help create wealth and alleviate poverty and its related dangers like HIV/AIDS and crime
26 5th September ,, Press briefing Got positively recognized by local and international community
27 15th September ,, Field tours: of high schools and tertiary institutions -for mobile career guidance and counseling Informed decision making about career path
28 25th September ,, Public dialogue/lecture on curriculum reforms Increased employability, many signed up by employers and emphasis on entrepreneurship education –with many starting income-generating projects
29 5th November ,, Launch career magazine or bulletin Increase awareness and informed decision making
30 10th November ,, Lobby and advocacy: meet parliamentarians Healthy working environment and appropriate educational curriculum -that provides for holistic learning
31 28th November ,, Students' holiday retreat on career development and decision making from an informed point of view Confidence, high motivation and certainty of the future
32 10th December ,, Corporate seminar on Stress management and organizational health A healthy and highly productive workforce
33 15th December ,, Advert: Publicize availability of career guidance and counseling services, youth resource center and research information Increased programme membership subscription and participation, and developed positive attitude as well as behavioral change that increase employability -through knowledge and skills acquisition
34 20th December ,, Advert: Announce January intake for Career development and
job competitiveness course Increased programme participation and self determination to change one's attitude towards making of better career choices better life skills acquisition that increase employability
35 5th January ,, Training on advances
in the career development and job market Confidence building and adoption of new employability and competitive strategies
36 10th January Ensure sustainable development and poverty alleviation Do a monitoring and evaluation report writing and records keeping Knowledge of the extent of progress, strengthen positives and act on recommendation to challenges
37 20th January ,, Third graduation ceremony, dinner and party -and award giving Self-realization, re-thinking and right action towards career progress
BASIC PROGRAMME BUDGET: Table 2
• With exception of photocopy and printing machines, budgeted for activities/items are for a single event. If activities were to run for three (3), the total minus the machines would be multiplied by 21 days to become 779,070,000/-
• The programme would feature three times a year for next three (3) years under a budget of 2,337,513,000/-.
• Meanwhile, with a strong belief and confidence that the programme would be a success, as a positive consequence, we intend to transform ourselves into a fully-fledged institute/college in the next five (5) years.
N0: ITEM(S) QUANTITY COST(S) TOTAL COST(S)
1 Pens 200 x 300/- 60,000/-
2 Notes Books 200 x 500/- 100,000/-
3 Printing Machine 1 x 300,000/- 300,000/-
4 Photocopy Machine 1 x 50,000/- 500,000/-
5 Photocopy and Printing Ink 10 x 20,000/- 200,000/-
6 Certificates 2000 x 500/- 1,000,000/-
7 Balls for Leisure and Recreation 4 x 50,000/- 200,000/-
8 Food and Refreshments 200 x 5,000/- 1,000,000/-
9 Curriculum Development 12 unitsx400,000/- 2,800,000/-
10 Consultancy (ies) 3 per annum x 500,000/- 1,500,000/-
11 Trainers/Session Facilitators 4 per day x 200,000/- 800,000/-
12 Travel 8 staff per day x 50,000
13 Rent for Training Centers 1 per day x 200,000/- 200,000/-
14 Rent for Up country accommodation 1 night x 100,000/- 100,000/-
15 Adverts and announcements 3 per event x 200,000/- 600,000/-
16 Website and Data base 1 x 500,000/- 500,000/-
17 Library and/or resource center 1 x 15,000,000 15,000,000/-
16 Miscellaneous 15,000,000/-
Total.1 21 days (of complete course) x 23,260,000/- 21 x 38,760,000/- 779,070,000/-
Total.2 3 complete courses annually x 48,5466,000/- 3 x 779,070,000/- 2,337,513,000/-
SECTION TWO
COURSE DESIGN
THE
SECONDARY SCHOOLS AND TERTIARY INSTITUTIONS
YOUNG AND EMPOWERMENT PROGRAMME (ST-YEP)
BY
WAISWA JACOB (BCP, MUK)
DECISION-MAKING AND SITUATION HEALTH MANAGEMENT
(DISHMA-CONDULT)
waiswajacobo@yahoo.co.uk
http://www.situationhealthanalysis.blogspot.com/
P.O. BOX 8885
KAMPALA-KAMPALA
Introduction:
The Young and Empowerment Programme (YEP) undertake key roles in helping young people make health-related decisions and for general life or developmental challenges.
Within it, are components of; Sex Reproductive Health Issues (SRH), Life Skills and Livelihood training. And it is intended for both in-school and out-of-school young people, though once in a while seminars for teachers and parents would be organized to effectively cause impact on them (young people).
Young people aged between 8-24 face overwhelming growth and developmental challenges, which if not effectively managed through training and guidance, a lot of problems would ensue like; substance abuse, HIV/AIDS, Teenage Pregnancies, Abortion, Anti-social behaviors, school drop-out etcetera.
Issues of SRH, Life skills are not adequately covered in the secondary and tertiary curriculum and for most courses and subjects therein.
The School and Tertiary Schools Young and empowerment Programme (ST-YEP) therefore, wishes to comprehensively cover such issues: to help young people develop and wholesomely gain from their education.
More so, be in position to manage key health and life-challenging issues, so that they discover their true and much cherished dreams.
Currently, the programme can operate once a month per school for approximately two hours per session. But, next year, it would be very close to four hours per week in a selected school or institution.
Course Objectives:
Develop healthy values for healthy living based on prevention, and home-based approach for those already infected and affected by diseases (where there is no doctor)
Gain knowledge of reproductive systems’ facts and health issues related to it (as HIV/AIDS, other STIs and STDs), their prevention and treatment
Adopt life skills for day to day challenges (health, pressure, inter-personal relationship, prevention and problem-solving, and be in position to apply them
Demonstrate ability to form projects, effectively plan and manage them
Identify and develop pupil and student talents
Manifest confidence in the face of uncertain future (positive living) and extend peer support/care to those in need
Enhance competitiveness and job security
Target Group:
Pupils between 8-13 years
Students between 14-24 years
Course Content:
Adolescence and Puberty
Alcohol and Drug Abuse
Managing Peer Pressure
Teenage Pregnancy
Unsafe Abortion
Human Life Cycle
Human Reproductive Systems
STIs/STDs
HIV/AIDS
Support and Caring for People Living with HIV/AIDS
Values
Communication Skills (writing skills, CV and application letter design)
Assertive Skills
Negotiation Skills
Goal Setting Skills and talent awareness and development
Conflict Resolution
Stress and Anger Management
Decision making and Critical Thinking
Project Planning and Management
Counseling and guidance
Spirituality and Meditation
Environmental Health, Environmental Education and Management
Poverty and Health
Population and Family Planning
Appropriate Rural Technology
Integrated Pest Management for Improved Livelihoods
Handi-crafts for Practical and impact-learning -including mental and wood-work
Some Partner Organizations
Jiddeco
NOGAMU
Busoga Trust
Africa 2000 Network
Student Partnership Worldwide (SPW)
Meeting Point International
Home Start -Uganda
DevelopNet Iganga
Learning Methods:
Lecture Method
Group Discussion
Debate
Brain-storming
Role-play
Tour/Visiting (Case-studies)
Learning Materials:
Flip Charts
Masking tape
Markers
Handouts
Black-board
Chalk
Duster
Text-books
Internet/Computer Facility
Procedure:
Asking Learners to brainstorm definitions
Asking learners to brain-storm cause and effect relationships, their prevention and treatment of health and life problems
Asking learners to brain-storm challenges and strategies to overcome them
Asking learners to form discussion groups to demonstrate knowledge and skills in cases handling
Asking Learners to role-play scenarios and show ability to solve key life issues
Asking learning to take home assignments and find more information regarding learned topics
Asking learners to debate over key contentious issues/community problems
Resource Team:
DISHMA-IMHS PROJECT TEAM
WAISWA JACOB: Is a Community Psychologist (MUK) by Training. He specialised in preventive health and community participation. His expertise currently is situation health analysis.
MUKASA EDWIN: Has a Diploma in Business Administration (NKU) and has wide experience in field surveys, project reporting
KIBUUKA GRACE: Has a Bsc Majoring in Psychology (MUK). And has got over five years experience in scientific and social research.
NATALIE NEWELL: She is a Monitoring and Evaluation specialist (UK). She has got vast experience in coordinating surveys, appropriate tools design, analysis of data and research report writing.
NAKAMYA ESTHER: A Development Specialist (UCU) with a Diploma in Education. Has interests in projects management, project report writing and teaching.
PASTOR NYENDE HUSSEIN: Communication specialist (MUK) and a Spiritual guide.
GEORGE S.: A Community Psychologist (MUK) with interest in Spiritual Counseling. He is currently doing evangelical work in Kawempe suburb
WANZAALA RICHARD: Has a BA in Humanities (MUK) with lots of experience in conducting lessons in sexual reproductive health. He is currently a programme coordinator of the same unit at Student Partnership Worldwide (SPW)
Indicators of Success:
Reduced School Drop-out
Reduced number of young people catching HIV/AIDS and longest life possible for the positive
Reduced levels of unemployment
Increased numbers of business owners (entrepreneurs)
Improved general health and healthy or life nurturing environment
When every young person strongly relies to prevention rather than cure
Increased certainty and confidence of the future
Improved Standard of Living
Reduced crime and injustices
Eco-security
Adequate Education for every one
Nurturing Work Environment
Cultural tolerance and Peace
Monitoring and Evaluation (M&E):
Recapping or rehearsing previous lessons conducted to demonstrate replicability of skills and knowledge transferable -through role-plays, model activities, and positive community comments about participants regarding change of behavior and know-how – and completely showing a new character. M&E would be done immediately after the lesson and following day before a new topic, and throughout the entire programme when participants finally graduate from it.
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